Doing My Job
Doing My Job
Level H/14
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Summarize Information Phonemic Awareness
•• Segment onset and rime
Phonics
•• L ong and short ea digraphs •• s-family blends
High-Frequency Words •• school, carry, after
Content Vocabulary •• Jobs
Grammar/Word Study •• -ing endings
Genre
•• Narrative nonfiction
Social Studies Big Idea
•• Young people can help by doing jobs at home, at school, and after school.
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
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Small Group Reading Lesson Before Reading Jobs the Girl Does We Predict
Before Reading
After Reading
What jobs does the girl do?
What the book tells us
clean room water plants fold laundry set table dust furniture homework crossing guard feed pets clean up classroom deliver newspapers mow the lawn
help with groceries make bed set table read to teacher carry things for teacher pass out folders to classmates help soccer team score be a good sport sing her best smile when singing
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Jobs the Girl Does” (left) or copy the organizer on chart paper, leaving the columns blank. Tell students that they are going to read a book about a girl and all the jobs she has to do. Ask them to predict what kinds of jobs the girl has to do. Record their predictions in the “Before Reading” column of the graphic organizer. Then invite students to share their experiences with the jobs listed on the chart. Tell them that they will come back to this graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What is the girl on the cover doing? • Do you think she is paid to do this job?
Visual Cues • Look at the initial consonants. (c in carry; pl in plates) • Look for familiar chunks within the word. (nap in napkins; play in player) • Break the word into syllables and sound out each part. (gro/cer/ies; re/spon/si/ ble) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“It is my job to . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Show students the table of contents. Ask: • What does the table of contents tell us about the jobs the girl in the book has? • What page would you go to if you wanted to know what jobs she does at school? Let’s turn to that page and see what we can find. Preview the photographs in the book with students, reinforcing the language used in the text. For example, say: I see a girl carrying something. She is helping with the groceries. She has other jobs to do in her home. What can you tell about the jobs from the photographs?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to learn about the jobs the girl in the book has to do. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Doing My Job
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During Reading Observe and Prompt Reading Strategies 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 Reflect on Reading Strategies After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word groceries. You looked at the first letters, and then you looked at the picture to help you figure out the word. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What jobs does the girl in the book do? Let’s write the jobs in the “After Reading” column of our graphic organizer. (helps with the groceries, p. 2; makes her bed and sets the table, pp. 4–5; reads to her teacher, carries things, and passes out folders, pp. 6–7; helps soccer team score, plays fairly, and is a good sport, pp. 8–11; sings her best and sings with a smile, pp. 12–15) (Locate facts) • Which jobs did we predict correctly? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • Do you think the girl in the book likes doing her jobs? Why or why not? (Answers will vary. One possible answer: I think she likes her jobs because she smiles while she is doing them.) (Make inferences/Use graphic features) • What other kinds of jobs might the girl do if she had a little brother or sister? (Answers will vary. One possible answer: It would be her job to set a good example.) (Use creative thinking) © 2011 Benchmark Education Company, LLC
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Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
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 book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. Doing My Job
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Small Group Reading Lesson
(continued)
Build Comprehension Summarize Information
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 use the photographs to help them locate answers. • 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 information? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Review the three places where the girl has jobs. Label each circle on the web with one of these places. Then guide students in summarizing the details about the jobs she has in each place. Use the following think-aloud. In order to better understand what I read, I can summarize the information in the book and organize details from the book on a web. I can look at the table of contents to decide how to group the information. There are three places where the girl does jobs. I’m going to write “Jobs at home” in the first circle. Then I’ll look in the book, starting on page 2, to find what jobs she does at home. As a member of her family, she has the job of helping with the groceries. I will write this job in the circle labeled “Jobs at home.” At home she also has the job of making her bed and setting the table. I will write those jobs here, too. Now let’s summarize information about her other jobs. Practice and Apply Help students locate and summarize the information in the book. Discuss how to use the photos and captions to gather details for the chart. Show students how to record the facts on the graphic organizer. If you think students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information. Summarize Information Jobs at home help with groceries make bed set table
Jobs the girl has Jobs at school read to teacher carry things pass out folders
Jobs after school help soccer team score play fair be a good sport sing her best smile when she sings
Doing My Job
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Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a group paragraph summarizing the jobs the girl in the book does. Use the following writing steps. • Have students refer to the graphic organizer to orally summarize the information about the jobs the girl does. • Help them use the information on the chart to create sentences. Record students’ suggested sentences on the board. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the information easier for a reader to understand? • Discuss the value of the visual information in the book in providing readers with a better understanding of the content of the text. Have students suggest a visual feature they could add to the group paragraph.
Write Independently Remind students that authors carefully plan their writing to ensure that the reader can follow and understand the information presented in the text. Tell students that they are going to use the same graphic organizer to plan their own writing. Use the following writing steps.
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 Doing My Job individually. Then pair students and have them take turns summarizing the jobs the girls has at home, at school, and after school.
• Distribute copies of the blank graphic organizer to students. • Help students decide on a subject they want to write a summary paragraph about; for example, a favorite family vacation, jobs they have, or their school day. • Have them fill the circles on the organizer with the main points they will use to write their summary paragraphs; for example, My jobs at home are to clean my room, dust the furniture, and fold my laundry. • Ask students to elaborate on the details and create sentences about their subject for their written paragraphs.
Connect to Home Have students read the take-home version of Doing My Job to family members. Encourage students to discuss the jobs each family member does.
• Tell students that they can work with a partner to edit their paragraphs.
Doing My Job © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Segment onset and rime Have students listen as you say the word job. Repeat the word and have the students say it with you. Then tell the students that you will separate the beginning sound (onset) from the rest of the sounds (rime). Say /j/ /ob/ slowly, emphasizing the beginning sound. Ask students to repeat the onset and rime after you. Have students listen as you say the following words one by one: sing, smile, play, carry, folder, read, help, friend, make, score. For each word, have the students repeat after you. Then ask for two volunteers. Say the word again slowly, then ask one volunteer to say the onset and the other to say the rime.
t ea m
br ea kfast
t ea cher r ea d r ea d
d ea f
l ea f
d ea d
m ea t
br ea d
m ea n
h ea d
h ea t
Phonics: Long and short ea digraphs Write the words team and breakfast in on the board. Read the words and ask students to tell you what vowel sound the letters ea make in each word. (long e, short e) Read the following words to students: teacher, read, deaf, leaf, lead, dead, bread, meat, mean, head, heat. After reading each word, ask students to tell whether the word has a long e sound, like team, or a short e sound, like breakfast. Write the word in the appropriate column on the board, circling the ea digraph in each word. Read the word read both as – /d/ and as /r/ /e/ /d/. Point out that this word can have either /r/ /e/ sound, depending on how it is used in a sentence.
Phonics: s-family blends sc ore
sl ide
sm ile
sp oon
sm iling
st op
st ore
sw an
Say the word score. Ask students what two sounds they hear at the beginning of the word. (/sk/) Explain that the /s/ and the /k/ sounds blend to make the /sk/ sound. Tell students that you are going to look at other s-family blend words. Write the words score, smile, smiling, store, slide, spoon, stop, and swan on the board. Say each word slowly with students, blending the first sounds. As you say each word, circle the blend at the beginning of the word. Divide students into small groups and assign a blend to each group. Allow time for groups to brainstorm some words with the blend. Circulate among the groups to offer assistance. Have the groups tell you their words while you record the words on the board.
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High-Frequency Word Vocabulary Write the words school, carry, and after on the board. Have students write a sentence for each of the words. When students have finished writing their sentences, have them swap with a partner and read each other’s sentence.
Content Vocabulary: Jobs Ask students to brainstorm types of jobs children typically do, such as set the table, wash the dishes, make their bed, clean their room, feed the dog, mow the lawn, and deliver newspapers. Record students’ responses on the board. Ask volunteers to choose a job from the list and, without telling which job they selected, give details about how, when, and where the job is done. Other students can guess what the job is.
school carry after
Grammar/Word Study: -ing endings Write the verbs dust, clean, carry, sing, kick, and mow on the board. Make a sentence with each word, such as I dust the furniture. I clean my room. After saying each sentence aloud, write the –ing form of each word next to the original word and ask volunteers to make a sentence using the -ing form of the verb.
set the table wash the dishes make their bed clean their room feed the dog mow the lawn deliver newspapers
© 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: 978-1-4108-0133-3
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Name _______________________________________________________ Date ___________________
Summarize Information
© 2011 Benchmark Education Company, LLC
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11/16/10 10:48:20 AM
Level H/14
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Summarize Information Phonemic Awareness
•• Segment onset and rime
Phonics
•• L ong and short ea digraphs •• s-family blends
High-Frequency Words •• school, carry, after
Content Vocabulary •• Jobs
Grammar/Word Study •• -ing endings
Genre
•• Narrative nonfiction
Social Studies Big Idea
•• Young people can help by doing jobs at home, at school, and after school.
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
B
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e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/16/10 10:48:19 AM
Small Group Reading Lesson Before Reading Jobs the Girl Does We Predict
Before Reading
After Reading
What jobs does the girl do?
What the book tells us
clean room water plants fold laundry set table dust furniture homework crossing guard feed pets clean up classroom deliver newspapers mow the lawn
help with groceries make bed set table read to teacher carry things for teacher pass out folders to classmates help soccer team score be a good sport sing her best smile when singing
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Jobs the Girl Does” (left) or copy the organizer on chart paper, leaving the columns blank. Tell students that they are going to read a book about a girl and all the jobs she has to do. Ask them to predict what kinds of jobs the girl has to do. Record their predictions in the “Before Reading” column of the graphic organizer. Then invite students to share their experiences with the jobs listed on the chart. Tell them that they will come back to this graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What is the girl on the cover doing? • Do you think she is paid to do this job?
Visual Cues • Look at the initial consonants. (c in carry; pl in plates) • Look for familiar chunks within the word. (nap in napkins; play in player) • Break the word into syllables and sound out each part. (gro/cer/ies; re/spon/si/ ble) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“It is my job to . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Show students the table of contents. Ask: • What does the table of contents tell us about the jobs the girl in the book has? • What page would you go to if you wanted to know what jobs she does at school? Let’s turn to that page and see what we can find. Preview the photographs in the book with students, reinforcing the language used in the text. For example, say: I see a girl carrying something. She is helping with the groceries. She has other jobs to do in her home. What can you tell about the jobs from the photographs?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to learn about the jobs the girl in the book has to do. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Doing My Job
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During Reading Observe and Prompt Reading Strategies 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 Reflect on Reading Strategies After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word groceries. You looked at the first letters, and then you looked at the picture to help you figure out the word. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What jobs does the girl in the book do? Let’s write the jobs in the “After Reading” column of our graphic organizer. (helps with the groceries, p. 2; makes her bed and sets the table, pp. 4–5; reads to her teacher, carries things, and passes out folders, pp. 6–7; helps soccer team score, plays fairly, and is a good sport, pp. 8–11; sings her best and sings with a smile, pp. 12–15) (Locate facts) • Which jobs did we predict correctly? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • Do you think the girl in the book likes doing her jobs? Why or why not? (Answers will vary. One possible answer: I think she likes her jobs because she smiles while she is doing them.) (Make inferences/Use graphic features) • What other kinds of jobs might the girl do if she had a little brother or sister? (Answers will vary. One possible answer: It would be her job to set a good example.) (Use creative thinking) © 2011 Benchmark Education Company, LLC
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Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
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 book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. Doing My Job
3
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Small Group Reading Lesson
(continued)
Build Comprehension Summarize Information
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 use the photographs to help them locate answers. • 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 information? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Review the three places where the girl has jobs. Label each circle on the web with one of these places. Then guide students in summarizing the details about the jobs she has in each place. Use the following think-aloud. In order to better understand what I read, I can summarize the information in the book and organize details from the book on a web. I can look at the table of contents to decide how to group the information. There are three places where the girl does jobs. I’m going to write “Jobs at home” in the first circle. Then I’ll look in the book, starting on page 2, to find what jobs she does at home. As a member of her family, she has the job of helping with the groceries. I will write this job in the circle labeled “Jobs at home.” At home she also has the job of making her bed and setting the table. I will write those jobs here, too. Now let’s summarize information about her other jobs. Practice and Apply Help students locate and summarize the information in the book. Discuss how to use the photos and captions to gather details for the chart. Show students how to record the facts on the graphic organizer. If you think students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information. Summarize Information Jobs at home help with groceries make bed set table
Jobs the girl has Jobs at school read to teacher carry things pass out folders
Jobs after school help soccer team score play fair be a good sport sing her best smile when she sings
Doing My Job
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Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a group paragraph summarizing the jobs the girl in the book does. Use the following writing steps. • Have students refer to the graphic organizer to orally summarize the information about the jobs the girl does. • Help them use the information on the chart to create sentences. Record students’ suggested sentences on the board. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the information easier for a reader to understand? • Discuss the value of the visual information in the book in providing readers with a better understanding of the content of the text. Have students suggest a visual feature they could add to the group paragraph.
Write Independently Remind students that authors carefully plan their writing to ensure that the reader can follow and understand the information presented in the text. Tell students that they are going to use the same graphic organizer to plan their own writing. Use the following writing steps.
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 Doing My Job individually. Then pair students and have them take turns summarizing the jobs the girls has at home, at school, and after school.
• Distribute copies of the blank graphic organizer to students. • Help students decide on a subject they want to write a summary paragraph about; for example, a favorite family vacation, jobs they have, or their school day. • Have them fill the circles on the organizer with the main points they will use to write their summary paragraphs; for example, My jobs at home are to clean my room, dust the furniture, and fold my laundry. • Ask students to elaborate on the details and create sentences about their subject for their written paragraphs.
Connect to Home Have students read the take-home version of Doing My Job to family members. Encourage students to discuss the jobs each family member does.
• Tell students that they can work with a partner to edit their paragraphs.
Doing My Job © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Segment onset and rime Have students listen as you say the word job. Repeat the word and have the students say it with you. Then tell the students that you will separate the beginning sound (onset) from the rest of the sounds (rime). Say /j/ /ob/ slowly, emphasizing the beginning sound. Ask students to repeat the onset and rime after you. Have students listen as you say the following words one by one: sing, smile, play, carry, folder, read, help, friend, make, score. For each word, have the students repeat after you. Then ask for two volunteers. Say the word again slowly, then ask one volunteer to say the onset and the other to say the rime.
t ea m
br ea kfast
t ea cher r ea d r ea d
d ea f
l ea f
d ea d
m ea t
br ea d
m ea n
h ea d
h ea t
Phonics: Long and short ea digraphs Write the words team and breakfast in on the board. Read the words and ask students to tell you what vowel sound the letters ea make in each word. (long e, short e) Read the following words to students: teacher, read, deaf, leaf, lead, dead, bread, meat, mean, head, heat. After reading each word, ask students to tell whether the word has a long e sound, like team, or a short e sound, like breakfast. Write the word in the appropriate column on the board, circling the ea digraph in each word. Read the word read both as – /d/ and as /r/ /e/ /d/. Point out that this word can have either /r/ /e/ sound, depending on how it is used in a sentence.
Phonics: s-family blends sc ore
sl ide
sm ile
sp oon
sm iling
st op
st ore
sw an
Say the word score. Ask students what two sounds they hear at the beginning of the word. (/sk/) Explain that the /s/ and the /k/ sounds blend to make the /sk/ sound. Tell students that you are going to look at other s-family blend words. Write the words score, smile, smiling, store, slide, spoon, stop, and swan on the board. Say each word slowly with students, blending the first sounds. As you say each word, circle the blend at the beginning of the word. Divide students into small groups and assign a blend to each group. Allow time for groups to brainstorm some words with the blend. Circulate among the groups to offer assistance. Have the groups tell you their words while you record the words on the board.
Doing My Job
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High-Frequency Word Vocabulary Write the words school, carry, and after on the board. Have students write a sentence for each of the words. When students have finished writing their sentences, have them swap with a partner and read each other’s sentence.
Content Vocabulary: Jobs Ask students to brainstorm types of jobs children typically do, such as set the table, wash the dishes, make their bed, clean their room, feed the dog, mow the lawn, and deliver newspapers. Record students’ responses on the board. Ask volunteers to choose a job from the list and, without telling which job they selected, give details about how, when, and where the job is done. Other students can guess what the job is.
school carry after
Grammar/Word Study: -ing endings Write the verbs dust, clean, carry, sing, kick, and mow on the board. Make a sentence with each word, such as I dust the furniture. I clean my room. After saying each sentence aloud, write the –ing form of each word next to the original word and ask volunteers to make a sentence using the -ing form of the verb.
set the table wash the dishes make their bed clean their room feed the dog mow the lawn deliver newspapers
© 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: 978-1-4108-0133-3
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Name _______________________________________________________ Date ___________________
Summarize Information
© 2011 Benchmark Education Company, LLC
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11/16/10 10:48:20 AM
