Citizens Who Made a Difference
Level O/34
Citizens Who Made a Difference Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Make Judgments • Analyze Character Comprehension • Make connections • Compare and contrast • Use graphic features to interpret information
Vocabulary/Word Study Strategy • Use antonyms to determine word meaning
Social Studies Big Idea • Citizens have roles, rights, and responsibilities to government, the political system, and society.
Theme: G overnment and Citizenship • Symbols of Our Country • Citizens Who Made a Difference • Our Government 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
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
Day 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Antonyms to Determine Word Meaning
Pages 7–8: Guide Strategies: Chapter 2 • Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Antonyms to Determine Word Meaning
Pages 9–10: Apply Strategies: Chapter 3–Conclusion • Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Graphic Features to Interpret Information: Table
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Compare and Contrast Information
Using Navigators Chapter Books Explicit Strategy Instruction
Small-Group Discussions
Independent Reading
Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
Introduce the book and model strategies. Instruct the group to set a purpose for reading based on the introduction. Instruct students to read the book, or parts of the book, independently. Then tell them to use the SmallGroup Discussion Guide as they discuss the book together.
Encourage students to select titles at their independent reading levels. After reading, instruct students to respond to the text in reader response journals or notebooks.
2
© 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: 978-1-4108-5241-0
Prepare to Read E nglish L anguage Learners
.
Build Content Background • Ask these questions: What is a citizen? What makes a citizen special? Allow two minutes for students to write their own questions. Then ask them to share their questions. If the following questions are not mentioned, suggest them: What traits does a good citizen have? Where might you find good citizens? Who are some special citizens you know? • Ask: What other questions do you have about citizens? Encourage students to consider additional questions, such as these: Why do some people try to be good citizens? How do we honor special citizens? • Draw a T-chart as shown below. Write one question under the heading Main Question and invite students to offer possible answers. Write their answers under the heading Possible Answers. • Tell students that they will discover the answer to those and other questions about special citizens as they read.
Main Question
helping others making changes making the world better
1. Assess students’ ability to skim for interesting pictures. 2. Document informal observations in a folder or notebook.
Introduce the Book • Give students a copy of the book. • Ask them to read the title and skim the table of contents. Ask: What three people will this book be about? (Mary McLeod Bethune, Rachel Carson, and Cesar Chavez) What do these three people have in common? (They were citizens who made a difference.) • Ask students to choose a chapter. Have them look at the pictures in the chapter, choose a picture they think is interesting, and explain to the group why they think that. • To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.
© 2011 Benchmark Education Company, LLC
Begin a concept web on the topic Being a Good Citizen. Encourage students to describe actions good citizens take.
I nformal Assessment Tips original
Possible Answers
What makes a citizen special?
Write the word citizen on the board and discuss its meaning with students. Help them understand that a citizen is a member of a community who has certain rights but also has certain responsibilities. Have students name citizens from the United States or other countries who have helped their fellow citizens.
3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with skimming for pictures, choose a chapter and model looking at the pictures and making observations about them. Explain why you think one picture is more interesting than the others.
Citizens Who Made a Difference 3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Retell
What? Good readers take notes
about the main ideas in their reading and any questions they have about those ideas.
Why? Retelling helps good readers reflect on what they’ve read. Taking notes helps good readers understand and remember the main ideas so they can retell the ideas afterwards.
When? Good readers take notes
before reading to help set a purpose. They take notes during reading to help them understand and remember main ideas so they can retell them later. They retell the main ideas after reading to help them synthesize what they have read. This strategy may also be used when returning to reading after several days have passed.
How? Good readers look for main
ideas as they read. They also stop when they have questions about a word or an idea. They note ideas so they can retell them and questions so they can answer them during and after reading.
Before Reading Monitor-Reading Strategy: Retell
• Use a real-life example of retelling. Say: Recently my book club read a book about Abraham Lincoln. I wanted to discuss some of the interesting facts about Lincoln at our meeting. I wrote notes for myself about the main points and important details in the book. Then when I talked with my book club, my notes helped me remember the main points so I could retell them. I can also make notes about words or facts that I need to find out more about. • Read pages 2–3 aloud while students follow along. Stop when you come to important ideas or words that might be challenging to students. Share your thought process aloud with them. Have students state the main ideas on the pages. Write those ideas on self-stick notes and place them in the book as students observe. Some ideas that students might discover follow. Mary McLeod Bethune worked to help all African American children go to school. Rachel Carson worked to protect our environment. Cesar Chavez worked to get better working conditions for farm workers. • Use self-stick notes to retell information from pages 2–3.
During Reading Set a Purpose for Reading
• Ask students to read pages 4–9 silently to find out more about Mary McLeod Bethune. Instruct students to make notes in their journals or on self-stick notes about the main ideas they find and any questions they have. Explain that the notes they take will help them retell the main ideas of the chapter.
4 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
After Reading Discuss the Reading
• Say: I found that Chapter 1 describes the life and work of Mary McLeod Bethune. • Call on students to retell what they have learned about the family and early life of Mary McLeod Bethune. Suggest that they use the notes they wrote while reading the chapter. Then invite students to ask any questions from their notes about words or ideas they did not understand. Encourage other students to answer the questions. If no one knows the answer, help the class find a reference book with the information. • Repeat the process. Have students retell facts about the work and accomplishments of Mary McLeod Bethune. Then have them ask questions from their notes on each topic. • Ask students to turn to page 6 and locate the checkpoint. Explain that visualizing is one way to make sure we understand information and remember more details about what we read. Tell students to follow the directions and share their drawings with the class. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book.
I nformal Assessment Tips original 1. Monitor students as they write notes about the text and then retell the text. 2. In a folder or notebook, jot down what you see each student doing. 3. Students should be taking notes as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that taking notes helps them understand and remember the text so they can retell it later. Rapid readers can practice retelling the facts in the chapter with a partner.
Comprehension Strategy: Analyze Character
• Say: When I read about people who have done great things, I think about the reasons they were successful. I try to learn about the events and the traits that led them to act as they did. I look at what they said and did, and I think about what the author says about them. From this, I can draw conclusions about the kinds of people they were. • Distribute the graphic organizer “Analyze Character” (blackline master, page 14). You may want to make a chartsized copy of the graphic organizer or use as a transparency. • Explain that as students read, they will complete the sections on Mary McLeod Bethune and Rachel Carson as a group. They will complete the final section on Cesar Chavez in pairs or independently.
© 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 5
Introduction–Chapter 1 (continued) Mary McLeod Bethune Page
Clues
Analysis
5
At age 7, she She valued walked five miles education. each way to school.
6
She got supplies She was for her school determined. from the city dump.
9
She started a She was hard school, taught working. adults to read and write, helped people vote, and advised presidents.
Reader Response Why do you think Presidents of the United States wanted Mary McLeod Bethune’s advice? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character (continued) • Tell students to turn to page 5 and follow along as you model how to analyze character. Read aloud the first paragraph. Say: In this paragraph, I learn something important about Mary McLeod Bethune. I learn that even as a very young child, Mary knew the value of education. She valued going to school so much that she walked a long distance to school and back every day. Complete the first row on the chart using the graphic organizer on this page. • Read page 6 aloud and say: On page 6, I learn that Mary McLeod Bethune was determined to succeed in creating her school. How do I know this? The author describes Mary going through trash to find the supplies she needed. This shows that Mary was determined to start her school even though she had to struggle to get the things she needed to do so. Write this information in the second row on the chart. • Read aloud the first paragraph on page 9 and say: From these details, I learn that Mary Bethune was hard working. I can conclude this because the author tells about the jobs she did to help people besides starting her school. I can write these ideas in the third row on the chart. • Tell students they will learn more about analyzing character as they continue to read the book. Use Antonyms to Determine Word Meaning • Remind students that two words that have opposite meanings are called antonyms. Tell students to turn to page 7. Read the heading with them. Point out that two words in the heading are antonyms. Ask students to find the antonyms. Point out that something and nothing are antonyms because they have opposite meanings. • Tell students to turn to page 9 and read the second paragraph. Say: The author says that Bethune was born in poverty, but she felt she was blessed with a rich life. Another way of saying born in poverty is born poor. The words even though are a clue that in poverty, or poor, and rich have opposite meanings. Invite students to explain the meanings of poverty based on its connection with the word poor and its antonym, rich.
6 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Guide Strategies: Chapter 2 Before Reading Monitor-Reading Strategy: Retell • Remind students that they took notes on main ideas and on questions they had as they read Chapter 1. Point out to students that writing about and retelling what they have read can help them understand and remember the facts. • Turn to page 10 and read it as students follow along. Say: I know from the Introduction that Rachel Carson helped protect our environment. This page introduces Rachel Carson and tells how she came to love nature. I’ll write a note about that. On a self-stick note, write: Rachel loved the woods, streams, oceans, fish, and birds as a child. Place the self-stick note on the page. • Explain that as students continue to read, they should use self-stick notes to make notes about main ideas, especially what Rachel Carson did to help the environment as an adult. They will be asked to retell the facts they find when they finish the chapter.
During Reading Set a Purpose for Reading • Instruct students to finish reading Chapter 2. Encourage them to read the chapter to find out what Rachel Carson learned about a danger to our environment and why she is one of the most famous nature writers ever. Encourage them to write main ideas and questions on self-stick notes or in their journals as they read.
E nglish L anguage Learners Observe ELL students as they read the text. If they are not making notes of main ideas and questions, they may not be understanding the text. Ask them to share some of their notes so you can check their understanding.
Meeting Individual Needs For students who struggle with this strategy, model again by retelling part of the text based on self-stick notes. Then tell students to read one page and note the main ideas they find on it. Instruct them to share the main ideas they noted and explain how they identified those ideas. Rapid readers can discuss with a partner environmental issues that are important today.
After Reading Discuss the Reading • Ask students to retell the chapter by explaining what Rachel Carson learned about DDT and what happened when she wrote a book about it. • Invite students to share questions they noted as they read. Invite the class to answer the questions by recalling the text or looking up information in a reference book. • Instruct students to turn to page 14. Locate the checkpoint. Explain that learning more about a topic in a text is one way to make sure we understand and remember information. Assign students to work in small groups to complete the activity. • For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book. © 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 7
Chapter 2 (continued) Rachel Carson Page
Clues
10–11 She loved to walk in the woods and look at wildlife; she published a story at age 11.
Analysis She was interested in nature and in writing.
11
She went to college and became a scientist.
13
She figured out She was that DDT went intelligent through the and logical. food chain and could kill animals and humans.
She was eager to learn and to succeed.
Reader Response Suppose you wanted to write a book about a problem with the environment, like Rachel Carson did. What problem would you write about? What would you say about it? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character • Review the “Analyze Character” graphic organizer. Remind students that they can draw conclusions about a character or person based on what that person says and does or on what the author tells them about the person’s actions and thoughts. • Invite a volunteer to read aloud page 10 and the first paragraph on page 11. Ask: What can you conclude about Rachel Carson’s interests? (She loved nature, writing, and science.) • Say: Learning about a person’s talents and interests and how he or she uses them helps you understand the person. Here, you found out Rachel Carson had a story published and later became a scientist. You can conclude that she had talents for writing and science and worked hard to develop them. Invite a volunteer to read aloud the second paragraph and the “Historical Perspective” feature on page 11. Say: Rachel Carson studied biology and became a scientist when few women did those things. What does this tell you about her? • Tell students to turn to page 13 and read the page silently. Ask: What did Carson learn about DDT? What does this tell you about Carson’s mind? Use the completed graphic organizer on this page for suggested answers. Use Antonyms to Determine Word Meaning • Tell students that antonyms are words that have opposite meanings. Tell students to turn to page 13, read the chart caption, and find two antonyms in the caption. Say: The caption says that larger animals and smaller animals took in different amounts of DDT. This is a clue that two different kinds of animals are being described. It helps us see that larger and smaller are antonyms. • Ask students to look for two antonyms in the last two paragraphs on page 14. Point out that the words wrong and correct are antonyms. The text helps readers understand that people had opposite opinions of Carson’s book. • For additional practice, instruct students to complete the blackline master on page 18. 1. 2. 3. 4. 5. 6. 7. 8.
8 Citizens Who Made a Difference
nonfiction, fiction strong, helpless true, untrue popular, disliked doubted, believed harm, protect save, ruin; The word not indicates antonyms. carefully, carelessly; The word but indicates antonyms. © 2011 Benchmark Education Company, LLC
Apply Strategies: Chapter 3–Conclusion Before Reading Monitor-Reading Strategy: Retell • Remind students that they have been writing notes about main ideas in Citizens Who Made a Difference so they can retell them. They may also have written notes about questions they had about the text. Point out that those notes can help them understand and remember the facts. Then they can retell the facts they have learned. • Read page 16 aloud while students follow along. Say: The main idea of the second paragraph is that Cesar Chavez’s parents were migrant workers, people who move from place to place doing farm work. I’m going to make a note about this main idea. The next page gives supporting details about this idea. Remember, I will use my notes to retell what I have read.
Teaching Tips After discussing the reading, instruct students to write a brief summary of the chapter in their journals. Tell students to attach the self-stick notes they wrote and title the page “Retell.” Use this page to review retelling throughout the year.
During Reading Set a Purpose for Reading • Instruct students to read the rest of the book silently. Remind them to make notes about main ideas and their own questions as they read. They should write the ideas and questions on selfstick notes or in their journals. • Tell students to read Chapter 3 to find out how Chavez helped farm workers.
After Reading Discuss the Reading • Call on students to retell the facts in the chapter by checking the main ideas they wrote in their notes. Ask: What made life hard and unfair for migrant workers? (They worked for very low pay; sometimes the growers promised to pay an amount for work and then paid less.) What were two actions farm workers took under Chavez’s leadership? (They formed a union; they went on strike.) How did the strikers ask the American people to help them? (by boycotting, or not using, certain goods) • For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book.
© 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 9
Chapter 3–Conclusion (continued) Cesar Chavez Page
Clues
18
He brought farm workers together because he wanted them to have higher pay and better lives. He led farm workers on a strike. He helped pass the first U.S. law to help farm workers.
19 20
Analysis He was kind.
He was a good leader. He had a forceful personality.
Informal Assessment Tips original 1. Watch students as they analyze character. Ask yourself: How have students progressed with this strategy? What problems are they still having? 2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying main ideas and supporting details, review the strategy using the information
Reader Response Suppose you had been asked by the farm workers to boycott by not buying grapes. Would you have agreed to boycott? Why or why not? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character • Review the graphic organizer that students have been completing. Explain that they will work in pairs or independently to use the facts in Chapter 3 about Cesar Chavez to draw conclusions about his character. Instruct students to look on pages 18, 19, and 20 for character traits that they think Chavez shows. • Ask if students have any questions about analyzing character before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together. • For more practice analyzing character, have students complete the blackline master “Analyze Character” on page 15.
1.
C
2.
C
3.
B
4.
Muir took President Roosevelt camping in Yosemite and persuaded the president to save more land as a national park. Muir started the Sierra Club, whose purpose is to save natural resources.
Use Graphic Features to Interpret Information: Table • Ask students to look at the table on page 17. Point out that it shows different rates of pay earned by Chavez’s family. The table has three columns of information. Each column has a heading— Rate of Pay, Pounds Picked, Earnings. Demonstrate how to locate data on the table. Instruct students to use math to complete it. • Say: To learn how much the family made on the job when they were paid two cents per pound, I look down column 1 to find two cents per pound. Then I look across to the column headed Earnings. I find that they earned twenty cents. Comparing this with the information in the first row, I see that they earned twice as much money when they were paid two cents instead of one cent per pound. • Ask: How is looking at information in the table different from reading the details on page 17? (Possible answer: The numbers on the table show more clearly the difference between making the two cents per pound promised and the one cent the grower actually paid.)
10 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Synthesize Information Administer Ongoing Comprehension Assessment • Administer Ongoing Assessment #1 on pages 32–33 in the Comprehension Strategy Assessment Handbook (Grade 3).
Compare and Contrast Information • Point to the book Citizens Who Made a Difference. Explain that one way to understand and remember what these people did is to see how they are alike and different. Tell students to turn to page 6. Read the first paragraph aloud. Then tell them to turn to page 10. Read the first paragraph aloud. Ask: What made Mary McLeod Bethune and Rachel Carson take action? (Bethune saw few educational opportunities for African Americans; Carson loved nature.) • Draw a chart like the one shown below. Explain that the first column lists questions to answer about each person. Students are to fill in facts in the other three columns. • Instruct students to copy the graphic organizer and complete it using facts from the chapter book. Then instruct them to use their charts to answer the following questions. Ask: How are the three people’s actions different? (Possible answer: Bethune started a school; Carson wrote books; Chavez organized workers.) How are the three people’s actions alike? (Possible answer: All helped people improve their lives.) • Assign small groups of students to use their charts to discuss similarities and differences among the three citizens.
Mary McLeod Bethune
Rachel Carson
What made him/her take action?
S aw limited education of young African Americans
Loved nature
What did he/ she do?
S tarted school and college
rote book W Organized union; warning of dangers led strikes and of DDT boycotts
What was the result?
ave African G Americans more opportunities
elped H the environment
© 2011 Benchmark Education Company, LLC
Cesar Chavez
S aw unfair treatment of farm workers
I nformal Assessment Tips original 1. Score assessments and determine if more instruction is needed for this strategy. 2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #2 on pages 34–35 in the Comprehension Strategy Assessment Handbook (Grade 3). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage Learners Work with students to complete the compare/contrast chart. For example, point to the question What made him/her take action? Help students find the passage in the text that answers that question for Cesar Chavez. Continue for each question and answer on the chart. Then invite volunteers to read aloud the questions and answers.
I mproved treatment of farm workers
Citizens Who Made a Difference 11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • Which person described in the book do you admire most? Why? (personal response) • Which person in the book do you think had the most important effect on the world? Why? (text-to-world) • What main ideas did you find in this book? (synthesize information) • What parts of this book did you find most challenging? (selfmonitor) • To which chapter did you make the most personal connections? What were they? (make connections) • Would you recommend this book to a friend? Why or why not? (evaluate) • Compare this book to other books about well-known people you have read. (text-to-text/compare) • How would you like to make a difference? (text-to-self)
Write to a Text Prompt Use the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
What character traits are shared by citizens who work to make a difference? Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on page 17. What problems do you think the field workers have? How could they be helped? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.
12 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion: 1. Be prepared.
Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. Pay attention to the person who is talking and do not interrupt him or her. 3. Think about what others are saying so you can respond. 4. Use inside voices. 5. Let everyone in the group have a turn to speak.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
6. Be respectful of everyone’s ideas. Adapted from Fountas, I.C., and Pinnell, G. S. 2001. Guiding Readers and Writers. Portsmouth, NH: Heinemann Publishing Co.
Ways to Make Connections
Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co. © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called. . . . It was about . . .
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Analyze Character Page
Clue
Analysis
Bethune 5 6 9 Carson 10–11 11 13 Chavez 18 19 20
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Analyze Character Directions: Read the character sketch. Then complete the exercise below.
A Citizen Who Made a Difference Have you ever visited a national park, such as Yosemite or the Grand Canyon? These are some of America’s most treasured natural places. One person who helped save them was John Muir. John Muir was born in Scotland in 1838. He moved to Wisconsin at age 11. He grew up loving nature. Muir became an inventor. Then he explored nature in Alaska. He climbed the Sierra Madre mountains in California. He wrote articles about saving the Yosemite Valley. The valley was a natural wonder full of trees and wildlife. In 1890, Congress passed the Yosemite National Park Bill. It created Yosemite and Sequoia National Parks. In 1903, Muir invited President Roosevelt to Yosemite. They camped in the forest. Muir convinced the president to save more of Yosemite as a national park. In 1892, Muir started the Sierra Club. Its members still work hard today to save America’s natural resources. In northern California, you can visit Muir Woods, a redwood forest. It is named for John Muir, who is sometimes called “The Father of Our National Parks.” Directions: Circle the letter of the best answer. 1. The details about Muir in the second paragraph show that he A. wanted to be rich. C. had many talents. B. did not work hard. D. loved cities. 2. Muir’s trip with President Roosevelt shows that Muir was A. pushy. B. dishonest. C. persuasive. D. shy. 3. What does the last paragraph tell you about Muir’s character? A. He wanted to know important people. B. He deeply loved nature. C. He always wanted to be famous. D. He hoped to become president. 4. What clues in the last paragraph support your answer to #3?
© 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Make Judgments ••Explain Create an overhead transparency of the graphic organizer “Citizens Who Made a Difference” or draw it on the board. Say: In nonfiction texts, authors sometimes make judgments about the subject. They report facts to support their judgments. As a reader, you can think about the facts and decide if you agree with the author’s judgment. You can make your own judgments about the subject. ••Model Say: Let’s find a judgment the author makes in Citizens Who Made a Difference. On page 3, we read that the author thinks Mary McLeod Bethune, Rachel Carson, and Cesar Chavez are important to all of us today. Record this information in the first Author’s Judgment box. The author also explains that Bethune helped many children get an education, Carson helped save the natural world, and Chavez fought to get farm workers better jobs and higher pay. These statements support the author’s judgment. Record this information in the first Supporting Facts box. Say: Now I will think about the facts and make my own judgment. I think education, the natural world, and fair pay for work are essential to people. Without them, the world is a worse place. Those who help with these things are important too. I can make a judgment that these three people helped make life better for all of us. Record this information in the first My Judgment box. ••Guide Say: Sometimes an author does not make a judgment, but readers can still make their own judgments. On page 4, the author reports how a child grabbed a book away from Mary McLeod Bethune and said, “You can’t read!” What judgment could we make about this incident and comment? (Allow time for students to respond.) Yes, we could say that this is a cruel thing to say to a child. What facts do we know that could support this judgment? (Allow time for students to respond.) A children’s book is intended to draw children in and encourage them to learn to read. The comment implies that Mary was too stupid to learn to read or had no right to read. Both these meanings show a hateful viewpoint. Record these ideas in the second Supporting Facts box on the graphic organizer. In the second My Judgments box, write The girl’s comment was rude and cruel and it shows a hateful viewpoint. ••Apply Ask students to work with a partner to identify more judgments and supporting facts and to make their own judgments based on the evidence. After each partnership shares, record their ideas on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
16
Citizens Who Made a Difference ©2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Citizens Who Made a Difference Make Judgments Author’s Judgment
©2011 Benchmark Education Company, LLC
Supporting Facts
My Judgment
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Use Antonyms to Determine Word Meaning Directions: Underline the two antonyms in each sentence. Use a thesaurus to check your work.
1. R achel Carson wrote nonfiction, not fiction, about problems in nature. 2. She said that people are strong, not helpless, to make changes. 3. Is it true or untrue that nature is always changing? 4. T he Sea Around Us was a popular book, but Silent Spring was disliked by some people. 5. Many readers doubted Carson’s ideas, but some believed them. 6. People may harm the Earth, or they may protect it. Directions: Underline the two antonyms in the sentences below. Then explain how you identified the antonyms in each sentence.
7. Carson wanted to save the Earth, not ruin it.
8. M ost people use pesticides carefully, but some use them carelessly.
© 2011 Benchmark Education Company, LLC
Notes
©2011 Benchmark Education Company, LLC
Notes
©2011 Benchmark Education Company, LLC
Citizens Who Made a Difference Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Make Judgments • Analyze Character Comprehension • Make connections • Compare and contrast • Use graphic features to interpret information
Vocabulary/Word Study Strategy • Use antonyms to determine word meaning
Social Studies Big Idea • Citizens have roles, rights, and responsibilities to government, the political system, and society.
Theme: G overnment and Citizenship • Symbols of Our Country • Citizens Who Made a Difference • Our Government 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
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
Day 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Antonyms to Determine Word Meaning
Pages 7–8: Guide Strategies: Chapter 2 • Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Antonyms to Determine Word Meaning
Pages 9–10: Apply Strategies: Chapter 3–Conclusion • Monitor-Reading Strategy: Retell • Comprehension Strategy: Analyze Character • Use Graphic Features to Interpret Information: Table
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Compare and Contrast Information
Using Navigators Chapter Books Explicit Strategy Instruction
Small-Group Discussions
Independent Reading
Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
Introduce the book and model strategies. Instruct the group to set a purpose for reading based on the introduction. Instruct students to read the book, or parts of the book, independently. Then tell them to use the SmallGroup Discussion Guide as they discuss the book together.
Encourage students to select titles at their independent reading levels. After reading, instruct students to respond to the text in reader response journals or notebooks.
2
© 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: 978-1-4108-5241-0
Prepare to Read E nglish L anguage Learners
.
Build Content Background • Ask these questions: What is a citizen? What makes a citizen special? Allow two minutes for students to write their own questions. Then ask them to share their questions. If the following questions are not mentioned, suggest them: What traits does a good citizen have? Where might you find good citizens? Who are some special citizens you know? • Ask: What other questions do you have about citizens? Encourage students to consider additional questions, such as these: Why do some people try to be good citizens? How do we honor special citizens? • Draw a T-chart as shown below. Write one question under the heading Main Question and invite students to offer possible answers. Write their answers under the heading Possible Answers. • Tell students that they will discover the answer to those and other questions about special citizens as they read.
Main Question
helping others making changes making the world better
1. Assess students’ ability to skim for interesting pictures. 2. Document informal observations in a folder or notebook.
Introduce the Book • Give students a copy of the book. • Ask them to read the title and skim the table of contents. Ask: What three people will this book be about? (Mary McLeod Bethune, Rachel Carson, and Cesar Chavez) What do these three people have in common? (They were citizens who made a difference.) • Ask students to choose a chapter. Have them look at the pictures in the chapter, choose a picture they think is interesting, and explain to the group why they think that. • To introduce Key Words and Text/Graphic Features found in this book, use the inside front cover of the book.
© 2011 Benchmark Education Company, LLC
Begin a concept web on the topic Being a Good Citizen. Encourage students to describe actions good citizens take.
I nformal Assessment Tips original
Possible Answers
What makes a citizen special?
Write the word citizen on the board and discuss its meaning with students. Help them understand that a citizen is a member of a community who has certain rights but also has certain responsibilities. Have students name citizens from the United States or other countries who have helped their fellow citizens.
3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with skimming for pictures, choose a chapter and model looking at the pictures and making observations about them. Explain why you think one picture is more interesting than the others.
Citizens Who Made a Difference 3
Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Retell
What? Good readers take notes
about the main ideas in their reading and any questions they have about those ideas.
Why? Retelling helps good readers reflect on what they’ve read. Taking notes helps good readers understand and remember the main ideas so they can retell the ideas afterwards.
When? Good readers take notes
before reading to help set a purpose. They take notes during reading to help them understand and remember main ideas so they can retell them later. They retell the main ideas after reading to help them synthesize what they have read. This strategy may also be used when returning to reading after several days have passed.
How? Good readers look for main
ideas as they read. They also stop when they have questions about a word or an idea. They note ideas so they can retell them and questions so they can answer them during and after reading.
Before Reading Monitor-Reading Strategy: Retell
• Use a real-life example of retelling. Say: Recently my book club read a book about Abraham Lincoln. I wanted to discuss some of the interesting facts about Lincoln at our meeting. I wrote notes for myself about the main points and important details in the book. Then when I talked with my book club, my notes helped me remember the main points so I could retell them. I can also make notes about words or facts that I need to find out more about. • Read pages 2–3 aloud while students follow along. Stop when you come to important ideas or words that might be challenging to students. Share your thought process aloud with them. Have students state the main ideas on the pages. Write those ideas on self-stick notes and place them in the book as students observe. Some ideas that students might discover follow. Mary McLeod Bethune worked to help all African American children go to school. Rachel Carson worked to protect our environment. Cesar Chavez worked to get better working conditions for farm workers. • Use self-stick notes to retell information from pages 2–3.
During Reading Set a Purpose for Reading
• Ask students to read pages 4–9 silently to find out more about Mary McLeod Bethune. Instruct students to make notes in their journals or on self-stick notes about the main ideas they find and any questions they have. Explain that the notes they take will help them retell the main ideas of the chapter.
4 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
After Reading Discuss the Reading
• Say: I found that Chapter 1 describes the life and work of Mary McLeod Bethune. • Call on students to retell what they have learned about the family and early life of Mary McLeod Bethune. Suggest that they use the notes they wrote while reading the chapter. Then invite students to ask any questions from their notes about words or ideas they did not understand. Encourage other students to answer the questions. If no one knows the answer, help the class find a reference book with the information. • Repeat the process. Have students retell facts about the work and accomplishments of Mary McLeod Bethune. Then have them ask questions from their notes on each topic. • Ask students to turn to page 6 and locate the checkpoint. Explain that visualizing is one way to make sure we understand information and remember more details about what we read. Tell students to follow the directions and share their drawings with the class. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book.
I nformal Assessment Tips original 1. Monitor students as they write notes about the text and then retell the text. 2. In a folder or notebook, jot down what you see each student doing. 3. Students should be taking notes as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that taking notes helps them understand and remember the text so they can retell it later. Rapid readers can practice retelling the facts in the chapter with a partner.
Comprehension Strategy: Analyze Character
• Say: When I read about people who have done great things, I think about the reasons they were successful. I try to learn about the events and the traits that led them to act as they did. I look at what they said and did, and I think about what the author says about them. From this, I can draw conclusions about the kinds of people they were. • Distribute the graphic organizer “Analyze Character” (blackline master, page 14). You may want to make a chartsized copy of the graphic organizer or use as a transparency. • Explain that as students read, they will complete the sections on Mary McLeod Bethune and Rachel Carson as a group. They will complete the final section on Cesar Chavez in pairs or independently.
© 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 5
Introduction–Chapter 1 (continued) Mary McLeod Bethune Page
Clues
Analysis
5
At age 7, she She valued walked five miles education. each way to school.
6
She got supplies She was for her school determined. from the city dump.
9
She started a She was hard school, taught working. adults to read and write, helped people vote, and advised presidents.
Reader Response Why do you think Presidents of the United States wanted Mary McLeod Bethune’s advice? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character (continued) • Tell students to turn to page 5 and follow along as you model how to analyze character. Read aloud the first paragraph. Say: In this paragraph, I learn something important about Mary McLeod Bethune. I learn that even as a very young child, Mary knew the value of education. She valued going to school so much that she walked a long distance to school and back every day. Complete the first row on the chart using the graphic organizer on this page. • Read page 6 aloud and say: On page 6, I learn that Mary McLeod Bethune was determined to succeed in creating her school. How do I know this? The author describes Mary going through trash to find the supplies she needed. This shows that Mary was determined to start her school even though she had to struggle to get the things she needed to do so. Write this information in the second row on the chart. • Read aloud the first paragraph on page 9 and say: From these details, I learn that Mary Bethune was hard working. I can conclude this because the author tells about the jobs she did to help people besides starting her school. I can write these ideas in the third row on the chart. • Tell students they will learn more about analyzing character as they continue to read the book. Use Antonyms to Determine Word Meaning • Remind students that two words that have opposite meanings are called antonyms. Tell students to turn to page 7. Read the heading with them. Point out that two words in the heading are antonyms. Ask students to find the antonyms. Point out that something and nothing are antonyms because they have opposite meanings. • Tell students to turn to page 9 and read the second paragraph. Say: The author says that Bethune was born in poverty, but she felt she was blessed with a rich life. Another way of saying born in poverty is born poor. The words even though are a clue that in poverty, or poor, and rich have opposite meanings. Invite students to explain the meanings of poverty based on its connection with the word poor and its antonym, rich.
6 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Guide Strategies: Chapter 2 Before Reading Monitor-Reading Strategy: Retell • Remind students that they took notes on main ideas and on questions they had as they read Chapter 1. Point out to students that writing about and retelling what they have read can help them understand and remember the facts. • Turn to page 10 and read it as students follow along. Say: I know from the Introduction that Rachel Carson helped protect our environment. This page introduces Rachel Carson and tells how she came to love nature. I’ll write a note about that. On a self-stick note, write: Rachel loved the woods, streams, oceans, fish, and birds as a child. Place the self-stick note on the page. • Explain that as students continue to read, they should use self-stick notes to make notes about main ideas, especially what Rachel Carson did to help the environment as an adult. They will be asked to retell the facts they find when they finish the chapter.
During Reading Set a Purpose for Reading • Instruct students to finish reading Chapter 2. Encourage them to read the chapter to find out what Rachel Carson learned about a danger to our environment and why she is one of the most famous nature writers ever. Encourage them to write main ideas and questions on self-stick notes or in their journals as they read.
E nglish L anguage Learners Observe ELL students as they read the text. If they are not making notes of main ideas and questions, they may not be understanding the text. Ask them to share some of their notes so you can check their understanding.
Meeting Individual Needs For students who struggle with this strategy, model again by retelling part of the text based on self-stick notes. Then tell students to read one page and note the main ideas they find on it. Instruct them to share the main ideas they noted and explain how they identified those ideas. Rapid readers can discuss with a partner environmental issues that are important today.
After Reading Discuss the Reading • Ask students to retell the chapter by explaining what Rachel Carson learned about DDT and what happened when she wrote a book about it. • Invite students to share questions they noted as they read. Invite the class to answer the questions by recalling the text or looking up information in a reference book. • Instruct students to turn to page 14. Locate the checkpoint. Explain that learning more about a topic in a text is one way to make sure we understand and remember information. Assign students to work in small groups to complete the activity. • For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book. © 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 7
Chapter 2 (continued) Rachel Carson Page
Clues
10–11 She loved to walk in the woods and look at wildlife; she published a story at age 11.
Analysis She was interested in nature and in writing.
11
She went to college and became a scientist.
13
She figured out She was that DDT went intelligent through the and logical. food chain and could kill animals and humans.
She was eager to learn and to succeed.
Reader Response Suppose you wanted to write a book about a problem with the environment, like Rachel Carson did. What problem would you write about? What would you say about it? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character • Review the “Analyze Character” graphic organizer. Remind students that they can draw conclusions about a character or person based on what that person says and does or on what the author tells them about the person’s actions and thoughts. • Invite a volunteer to read aloud page 10 and the first paragraph on page 11. Ask: What can you conclude about Rachel Carson’s interests? (She loved nature, writing, and science.) • Say: Learning about a person’s talents and interests and how he or she uses them helps you understand the person. Here, you found out Rachel Carson had a story published and later became a scientist. You can conclude that she had talents for writing and science and worked hard to develop them. Invite a volunteer to read aloud the second paragraph and the “Historical Perspective” feature on page 11. Say: Rachel Carson studied biology and became a scientist when few women did those things. What does this tell you about her? • Tell students to turn to page 13 and read the page silently. Ask: What did Carson learn about DDT? What does this tell you about Carson’s mind? Use the completed graphic organizer on this page for suggested answers. Use Antonyms to Determine Word Meaning • Tell students that antonyms are words that have opposite meanings. Tell students to turn to page 13, read the chart caption, and find two antonyms in the caption. Say: The caption says that larger animals and smaller animals took in different amounts of DDT. This is a clue that two different kinds of animals are being described. It helps us see that larger and smaller are antonyms. • Ask students to look for two antonyms in the last two paragraphs on page 14. Point out that the words wrong and correct are antonyms. The text helps readers understand that people had opposite opinions of Carson’s book. • For additional practice, instruct students to complete the blackline master on page 18. 1. 2. 3. 4. 5. 6. 7. 8.
8 Citizens Who Made a Difference
nonfiction, fiction strong, helpless true, untrue popular, disliked doubted, believed harm, protect save, ruin; The word not indicates antonyms. carefully, carelessly; The word but indicates antonyms. © 2011 Benchmark Education Company, LLC
Apply Strategies: Chapter 3–Conclusion Before Reading Monitor-Reading Strategy: Retell • Remind students that they have been writing notes about main ideas in Citizens Who Made a Difference so they can retell them. They may also have written notes about questions they had about the text. Point out that those notes can help them understand and remember the facts. Then they can retell the facts they have learned. • Read page 16 aloud while students follow along. Say: The main idea of the second paragraph is that Cesar Chavez’s parents were migrant workers, people who move from place to place doing farm work. I’m going to make a note about this main idea. The next page gives supporting details about this idea. Remember, I will use my notes to retell what I have read.
Teaching Tips After discussing the reading, instruct students to write a brief summary of the chapter in their journals. Tell students to attach the self-stick notes they wrote and title the page “Retell.” Use this page to review retelling throughout the year.
During Reading Set a Purpose for Reading • Instruct students to read the rest of the book silently. Remind them to make notes about main ideas and their own questions as they read. They should write the ideas and questions on selfstick notes or in their journals. • Tell students to read Chapter 3 to find out how Chavez helped farm workers.
After Reading Discuss the Reading • Call on students to retell the facts in the chapter by checking the main ideas they wrote in their notes. Ask: What made life hard and unfair for migrant workers? (They worked for very low pay; sometimes the growers promised to pay an amount for work and then paid less.) What were two actions farm workers took under Chavez’s leadership? (They formed a union; they went on strike.) How did the strikers ask the American people to help them? (by boycotting, or not using, certain goods) • For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Question Card for this chapter book.
© 2011 Benchmark Education Company, LLC
Citizens Who Made a Difference 9
Chapter 3–Conclusion (continued) Cesar Chavez Page
Clues
18
He brought farm workers together because he wanted them to have higher pay and better lives. He led farm workers on a strike. He helped pass the first U.S. law to help farm workers.
19 20
Analysis He was kind.
He was a good leader. He had a forceful personality.
Informal Assessment Tips original 1. Watch students as they analyze character. Ask yourself: How have students progressed with this strategy? What problems are they still having? 2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them? 3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying main ideas and supporting details, review the strategy using the information
Reader Response Suppose you had been asked by the farm workers to boycott by not buying grapes. Would you have agreed to boycott? Why or why not? Write a response in your journal and share your thoughts with a group member.
Comprehension Strategy: Analyze Character • Review the graphic organizer that students have been completing. Explain that they will work in pairs or independently to use the facts in Chapter 3 about Cesar Chavez to draw conclusions about his character. Instruct students to look on pages 18, 19, and 20 for character traits that they think Chavez shows. • Ask if students have any questions about analyzing character before they begin. Monitor their work and help them with any difficulty. Discuss students’ responses together. • For more practice analyzing character, have students complete the blackline master “Analyze Character” on page 15.
1.
C
2.
C
3.
B
4.
Muir took President Roosevelt camping in Yosemite and persuaded the president to save more land as a national park. Muir started the Sierra Club, whose purpose is to save natural resources.
Use Graphic Features to Interpret Information: Table • Ask students to look at the table on page 17. Point out that it shows different rates of pay earned by Chavez’s family. The table has three columns of information. Each column has a heading— Rate of Pay, Pounds Picked, Earnings. Demonstrate how to locate data on the table. Instruct students to use math to complete it. • Say: To learn how much the family made on the job when they were paid two cents per pound, I look down column 1 to find two cents per pound. Then I look across to the column headed Earnings. I find that they earned twenty cents. Comparing this with the information in the first row, I see that they earned twice as much money when they were paid two cents instead of one cent per pound. • Ask: How is looking at information in the table different from reading the details on page 17? (Possible answer: The numbers on the table show more clearly the difference between making the two cents per pound promised and the one cent the grower actually paid.)
10 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Synthesize Information Administer Ongoing Comprehension Assessment • Administer Ongoing Assessment #1 on pages 32–33 in the Comprehension Strategy Assessment Handbook (Grade 3).
Compare and Contrast Information • Point to the book Citizens Who Made a Difference. Explain that one way to understand and remember what these people did is to see how they are alike and different. Tell students to turn to page 6. Read the first paragraph aloud. Then tell them to turn to page 10. Read the first paragraph aloud. Ask: What made Mary McLeod Bethune and Rachel Carson take action? (Bethune saw few educational opportunities for African Americans; Carson loved nature.) • Draw a chart like the one shown below. Explain that the first column lists questions to answer about each person. Students are to fill in facts in the other three columns. • Instruct students to copy the graphic organizer and complete it using facts from the chapter book. Then instruct them to use their charts to answer the following questions. Ask: How are the three people’s actions different? (Possible answer: Bethune started a school; Carson wrote books; Chavez organized workers.) How are the three people’s actions alike? (Possible answer: All helped people improve their lives.) • Assign small groups of students to use their charts to discuss similarities and differences among the three citizens.
Mary McLeod Bethune
Rachel Carson
What made him/her take action?
S aw limited education of young African Americans
Loved nature
What did he/ she do?
S tarted school and college
rote book W Organized union; warning of dangers led strikes and of DDT boycotts
What was the result?
ave African G Americans more opportunities
elped H the environment
© 2011 Benchmark Education Company, LLC
Cesar Chavez
S aw unfair treatment of farm workers
I nformal Assessment Tips original 1. Score assessments and determine if more instruction is needed for this strategy. 2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #2 on pages 34–35 in the Comprehension Strategy Assessment Handbook (Grade 3). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage Learners Work with students to complete the compare/contrast chart. For example, point to the question What made him/her take action? Help students find the passage in the text that answers that question for Cesar Chavez. Continue for each question and answer on the chart. Then invite volunteers to read aloud the questions and answers.
I mproved treatment of farm workers
Citizens Who Made a Difference 11
Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.
1
The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • Which person described in the book do you admire most? Why? (personal response) • Which person in the book do you think had the most important effect on the world? Why? (text-to-world) • What main ideas did you find in this book? (synthesize information) • What parts of this book did you find most challenging? (selfmonitor) • To which chapter did you make the most personal connections? What were they? (make connections) • Would you recommend this book to a friend? Why or why not? (evaluate) • Compare this book to other books about well-known people you have read. (text-to-text/compare) • How would you like to make a difference? (text-to-self)
Write to a Text Prompt Use the prompt below as a timed writing activity. Allow students a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
What character traits are shared by citizens who work to make a difference? Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on page 17. What problems do you think the field workers have? How could they be helped? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.
12 Citizens Who Made a Difference
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion: 1. Be prepared.
Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. Pay attention to the person who is talking and do not interrupt him or her. 3. Think about what others are saying so you can respond. 4. Use inside voices. 5. Let everyone in the group have a turn to speak.
Questions: Write two or three questions you had while reading this book. Discuss the questions and answers.
6. Be respectful of everyone’s ideas. Adapted from Fountas, I.C., and Pinnell, G. S. 2001. Guiding Readers and Writers. Portsmouth, NH: Heinemann Publishing Co.
Ways to Make Connections
Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co. © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called. . . . It was about . . .
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Analyze Character Page
Clue
Analysis
Bethune 5 6 9 Carson 10–11 11 13 Chavez 18 19 20
© 2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Analyze Character Directions: Read the character sketch. Then complete the exercise below.
A Citizen Who Made a Difference Have you ever visited a national park, such as Yosemite or the Grand Canyon? These are some of America’s most treasured natural places. One person who helped save them was John Muir. John Muir was born in Scotland in 1838. He moved to Wisconsin at age 11. He grew up loving nature. Muir became an inventor. Then he explored nature in Alaska. He climbed the Sierra Madre mountains in California. He wrote articles about saving the Yosemite Valley. The valley was a natural wonder full of trees and wildlife. In 1890, Congress passed the Yosemite National Park Bill. It created Yosemite and Sequoia National Parks. In 1903, Muir invited President Roosevelt to Yosemite. They camped in the forest. Muir convinced the president to save more of Yosemite as a national park. In 1892, Muir started the Sierra Club. Its members still work hard today to save America’s natural resources. In northern California, you can visit Muir Woods, a redwood forest. It is named for John Muir, who is sometimes called “The Father of Our National Parks.” Directions: Circle the letter of the best answer. 1. The details about Muir in the second paragraph show that he A. wanted to be rich. C. had many talents. B. did not work hard. D. loved cities. 2. Muir’s trip with President Roosevelt shows that Muir was A. pushy. B. dishonest. C. persuasive. D. shy. 3. What does the last paragraph tell you about Muir’s character? A. He wanted to know important people. B. He deeply loved nature. C. He always wanted to be famous. D. He hoped to become president. 4. What clues in the last paragraph support your answer to #3?
© 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Make Judgments ••Explain Create an overhead transparency of the graphic organizer “Citizens Who Made a Difference” or draw it on the board. Say: In nonfiction texts, authors sometimes make judgments about the subject. They report facts to support their judgments. As a reader, you can think about the facts and decide if you agree with the author’s judgment. You can make your own judgments about the subject. ••Model Say: Let’s find a judgment the author makes in Citizens Who Made a Difference. On page 3, we read that the author thinks Mary McLeod Bethune, Rachel Carson, and Cesar Chavez are important to all of us today. Record this information in the first Author’s Judgment box. The author also explains that Bethune helped many children get an education, Carson helped save the natural world, and Chavez fought to get farm workers better jobs and higher pay. These statements support the author’s judgment. Record this information in the first Supporting Facts box. Say: Now I will think about the facts and make my own judgment. I think education, the natural world, and fair pay for work are essential to people. Without them, the world is a worse place. Those who help with these things are important too. I can make a judgment that these three people helped make life better for all of us. Record this information in the first My Judgment box. ••Guide Say: Sometimes an author does not make a judgment, but readers can still make their own judgments. On page 4, the author reports how a child grabbed a book away from Mary McLeod Bethune and said, “You can’t read!” What judgment could we make about this incident and comment? (Allow time for students to respond.) Yes, we could say that this is a cruel thing to say to a child. What facts do we know that could support this judgment? (Allow time for students to respond.) A children’s book is intended to draw children in and encourage them to learn to read. The comment implies that Mary was too stupid to learn to read or had no right to read. Both these meanings show a hateful viewpoint. Record these ideas in the second Supporting Facts box on the graphic organizer. In the second My Judgments box, write The girl’s comment was rude and cruel and it shows a hateful viewpoint. ••Apply Ask students to work with a partner to identify more judgments and supporting facts and to make their own judgments based on the evidence. After each partnership shares, record their ideas on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
16
Citizens Who Made a Difference ©2011 Benchmark Education Company, LLC
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Citizens Who Made a Difference Make Judgments Author’s Judgment
©2011 Benchmark Education Company, LLC
Supporting Facts
My Judgment
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date __________
Use Antonyms to Determine Word Meaning Directions: Underline the two antonyms in each sentence. Use a thesaurus to check your work.
1. R achel Carson wrote nonfiction, not fiction, about problems in nature. 2. She said that people are strong, not helpless, to make changes. 3. Is it true or untrue that nature is always changing? 4. T he Sea Around Us was a popular book, but Silent Spring was disliked by some people. 5. Many readers doubted Carson’s ideas, but some believed them. 6. People may harm the Earth, or they may protect it. Directions: Underline the two antonyms in the sentences below. Then explain how you identified the antonyms in each sentence.
7. Carson wanted to save the Earth, not ruin it.
8. M ost people use pesticides carefully, but some use them carelessly.
© 2011 Benchmark Education Company, LLC
Notes
©2011 Benchmark Education Company, LLC
Notes
©2011 Benchmark Education Company, LLC
