Cesar Chavez
Cesar Chavez
Level L/24
Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Identify Cause and Effect Phonics
– •• Variant vowel sound /oo/ •• r-family blends
Concept Vocabulary
•• Words about Cesar Chavez
Grammar/Word Study •• Suffix -er
★Mini-lesson and Writing focus
Biography Big Idea
•• Cesar Chavez worked to make the lives of migrant workers better.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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Small Group Reading Lesson K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was MexicanAmerican.
Where did Cesar Chavez grow up?
He helped people.
In what ways did he help people? Do people remember him today?
What I Learned
Day 1 Activate Prior Knowledge Show students the cover of the book and read the title. Point out the “biography” icon at the top left of the cover. Ask: • What do you know about the kind of information you would find in a biography? • What might you expect to find in a biography about Cesar Chavez? Involve students in a discussion about Cesar Chavez and what they already know about him. Distribute copies of the graphic organizer “K-W-L” (left). Have students work in pairs to record in the “K” column at least one fact about Cesar Chavez and the work he did. Then have them write in the “W” column at least two things they would like to know about Chavez and his work. When students have completed the first two columns of the chart, have them share their information. Tell them they will try to find the answers to their questions as they read the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you turn to if you wanted to find out where Cesar Chavez grew up? Let’s turn to that page and look through the chapter. • What is the purpose of the maps on page 4? Point out the term migrant workers in bold type on page 2. Have students turn to the glossary at the back of the book and find the term. Read the definition together. Demonstrate how to use the pronunciation guide to read the words. Some students may benefit from a discussion of the terms in the glossary prior to reading the book. You may want to read through the glossary entries with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find information about field workers? • On what pages can I find out about a union? Let’s turn to these pages to see what we can find.
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Cesar Chavez © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–5 Have students turn to page 2 and read the heading. Say: Let’s read this chapter silently to find out what we can learn about Cesar Chavez. When we finish reading, we’ll see if we can add any information to our charts. Monitor students’ reading and provide support as necessary.
Monitor Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you broke the word vegetables into syllables to help you sound it out. That is a good strategy. • [Student’s name], I saw that you used the glossary to look up some words you didn’t know. That’s what good readers do.
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What did you learn about Cesar Chavez? Look at your K-W-L charts. Which questions were you able to answer from this section? (Answers will vary.) (Locate facts/Make, check, and revise predictions) • How did Cesar Chavez’s family make a living? (They moved around the country picking fruits and vegetables. p. 4) (Locate facts) • What impact do you think Cesar’s early life might have on the work he will do as an adult? (Answers will reflect information throughout the chapter. Students should find evidence for their answers in the text. pp. 2–5) (Make inferences/Make predictions) © 2011 Benchmark Education Company, LLC
Cesar Chavez
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Small Group Reading Lesson K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was Where did Mexican- Cesar American. Chavez grow up?
He helped people.
What I Learned
Chavez was born in Arizona, and he traveled around with his family to pick fruits and vegetables in different places. He asked farmers to pay the farm workers better and to give them better working conditions.
In what ways did he help people?
Do people remember him today?
He started a union for farm workers so that they could get better pay, better working conditions, and access to medical help.
(continued)
Set a Purpose for Reading: Chapter 2, pp. 6–15 Have students turn to page 6 and read the heading. Say: Let’s read this chapter silently to find out what Chavez did to help the field workers. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support when necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions: • How did Chavez help the field workers? Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts/Make, check, and revise predictions) • What did Chavez ask the farmers to do to help the field workers? (He asked them to pay the workers more money. p. 8) (Locate facts) • Why did the grape farmers begin losing money? You’ll need to look in more than one place for the answer. (Chavez told the field workers to stop picking grapes until they were paid more money; people stopped buying grapes in sympathy. pp. 8–12) (Identify cause and effect) • Cesar went on TV to tell people about the problems the workers faced. He reached thousands of people that way. Do you think Cesar’s plan for getting public support would have worked as well if there was no such thing as TV? (Answers will reflect information throughout the chapter. Students should find evidence for their answers in the text.) (Make inferences)
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Cesar Chavez © 2011 Benchmark Education Company, LLC
Day 2 Review Chapters 1–2 Have students review what they have read about Cesar Chavez and his work. Encourage them to use their K-W-L charts to help them. Ask: • What can you tell me about Chavez and his work? • What did you learn about unions?
K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was Where did Mexican- Cesar American. Chavez grow up?
• What are some new words you have learned from your reading so far?
He helped people.
In what ways did he help people?
He started a union for farm workers so that they could get better pay, better working conditions, and access to medical help.
Do people remember him today?
Many people came to his funeral to honor him. He was awarded the Presidential Medal of Freedom. California created a state holiday to honor him. People continue to support his cause.
Build Comprehension Ask and Answer Questions Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask: • How do we remember Chavez today? Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts/Make, check, and revise predictions)
Chavez was born in Arizona, and he traveled around with his family to pick fruits and vegetables in different places. He asked farmers to pay the farm workers better and to give them better working conditions.
Set a Purpose for Reading: Chapter 3, pp. 16–19 Have students turn to page 16 and read the heading. Say: Let’s read this chapter silently to learn how Cesar Chavez is remembered today. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.
What I Learned
• Why did thousands of people come to honor Chavez at his funeral? How do you know how to answer this question? (Answers will vary. One possible answer: They wanted to show respect for him because he had worked so hard to improve life for them and their children. I know this because the book tells me Cesar worked hard for field workers and because I know that many people appreciate it when someone helps them.) (Make inferences/Recognize sources of information)
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–3 ASK AND ANSWER QUESTIONS
Teacher Tip Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
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• What can you add to the “L” column of your K-W-L charts after reading the whole book? (Answers will vary.) (Locate facts) • What kind of person do you think Cesar Chavez was? (Answers will vary.) (Make inferences) • Do you think you would be good at organizing many thousands of workers the way Cesar Chavez did? Why or why not? (Answers will vary.) (Use creative thinking) IDENTIFY CAUSE AND EFFECT Model Define the concept of cause and effect for students and explain why identifying causes and effects is useful. Model how to find the cause of an effect and the effect of a cause. Copy the causeand-effect graphic organizer on the board or make an overhead transparency of it. Show students how to record the important information. Say: When authors explain or describe a topic, they often show the relationship between events or ideas by telling about causes and effects. A cause is what makes something happen. An effect is what happens as a result of the cause. For example, if someone drops a banana peel on the sidewalk and I slip, I can say that the banana peel caused me to slip. My slipping was the effect of the banana peel being on the sidewalk. Often an effect will become the cause of something else. For instance, when I slip on the banana peel (cause), I drop my books in a puddle (effect). When we read some kinds of factual materials, identifying the causes and effects of events helps us understand those events better. We can use a cause-and-effect chart to show why Cesar Chavez decided to help field workers and what the effects of his actions were. In the left column of the chart, I will write the first cause: “Chavez saw young children and their families—without much food, schooling, or health care—working in the fields, and he wanted to make their lives better.” In the right column, I will write the effect of this: “Chavez asked farmers to pay the workers more money.” Now let’s work together to identify the effects of other events in the book.
Cesar Chavez © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Ask them to review the book to find the next important event of the book: Farmers refused to pay the workers more money. Have them write this in the “Cause” column and state the effect it had in the “Effect” column. Have students complete their charts by reviewing and summarizing each major event in the book and summarizing its effects. Guide students as needed.
Cause and Effect Topic: Cesar Chavez Cause
Effect
Chavez saw young children and their families—without much food, schooling, or health care—working in the fields, and he wanted to make their lives better.
Chavez asked farmers to pay the workers more money.
Farmers refused to pay more money.
Chavez started a union.
Chavez told the workers not to pick grapes until they got more money.
Farmers couldn’t find enough workers and lost money.
Chavez spoke to the public to show people how field workers were treated.
People stopped buying grapes.
Farmers lost more money.
Farmers agreed to help workers.
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify the causes and effects of the events in the text? If students are having difficulty, provide more modeling and guided practice in this skill.
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson Cause and Effect
(continued)
Small Group Writing Model the Writing
Topic: The Storm Cause
Effect
Heavy wind
Trees sway; dust, dirt, and paper f ly around
Dark clouds
Rain
Wind gets stronger
Tree falls against house
Falling tree
Window breaks
Broken window
Everything gets wet
Show students how they can use the cause-and-effect graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board or use an overhead transparency. Decide on a familiar topic, such as a summer storm. Have students focus on the causes and effects of the storm. Ask: What are the effects of strong wind? What might be the cause of a window getting broken? What would be the effect of a broken window in heavy rain? Record students’ ideas on the graphic organizer on the board. Tell students they now have a plan for their writing: They have a list of events and what happened as a result of those events. They can expand on these ideas and create paragraphs. Record their suggestions on the board to create paragraphs. Read aloud the completed paragraphs and ask students whether they need to clarify or change any sentences. Encourage them to use words that show cause-and-effect relationships, such as make, cause, because, since, as a result, and caused by. The completed writing might be similar to the following: “The wind came suddenly. It swooped across the countryside, making the trees sway and the dust fly. The big black clouds rolled in, causing the Sun to disappear. Everyone waited for the heavy drops of rain, which were sure to follow.
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 Cesar Chavez with a partner. Have them read the text together and then take turns reading it to each other.
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Cesar Chavez
“Suddenly, the clouds opened and the rain poured down. The wind grew stronger and blew a huge tree against a house. The tree smashed an upstairs window, which let in the heavy rain. Everything in the room was soon soaked by the rain.” APPLY (INDEPENDENT WRITING) Give each student a blank cause-and-effect graphic organizer. Help students pick a familiar topic, such as a sporting event, an outing, or a summary of a favorite movie, book, or television show. Explain that they will begin the writing process by planning the events that happen in their paragraphs. They should list possible events in the “Causes” column. Then they should think about the effects of these events and list those in the “Effects” column. Students will use their completed organizers to write two cause-and-effect paragraphs.
Connect to Home Have students read the take-home version of Cesar Chavez to family members. © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Variant vowel sound /o—o/ Write the following words from the book on the board: food, fruits, group, and school. Ask volunteers to say each word and identify its vowel sound. Point out that the vowel sound is spelled three ways in these words: oo, ui, and ou. Then tell students to write the – / sound as you say them aloud: tooth, following words with the /oo suit, boom, moon, soup, boot, shoot, juice. Finally, ask volunteers to write each word on the board.
Phonics: r-family blends Write the following words from the book on the board: fruits, country, grapes, grew, agreed, across, group, and dream. Have volunteers pronounce the words. Point out that each word contains the letter r blended with the sound of another consonant, and that both consonants are pronounced in the blend. Have volunteers pronounce the r-family blend in each word and tell which letters make up the sound. Have students list several more words with the following blends: fr, tr, gr, cr, and dr. Then have volunteers say words from their lists.
fr free fry friend
tr trap train trim
cr cry crop crash
gr group grab grin
dr dry drip drum
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Concept Vocabulary: Words about Cesar Chavez On the board draw a word web with Cesar Chavez in the center. Ask volunteers to think of words that relate to him, and write these on the board. Then have students skim the book to find more words associated with Chavez, such as Mexican-American, workers, fields, fruits, grapes, and union. Instruct students to choose two of the words and write one sentence for each word, explaining that word’s significance in Chavez’s life.
Word Study: Suffix -er
singer hunter player reader baker
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Write the following words from the book on the board: worker, farmer, leader. Ask students what the words have in common, discussing the -er suffix. Ask students to explain, in their own words, what the suffix means, discussing that it means “one who performs an action.” For example, worker means “one who works.” Ask students to brainstorm and say additional words with the -er suffix that mean “one who performs an action.” Write these on the board. Examples include teacher, runner, writer, builder, buyer, and driver. Ask students to choose one of the words and write a few sentences about being that person who performs an action, either now or in the future.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-941-3
Name _______________________________________________________ Date ___________________
K–W–L
Topic: ____________________ What I Know
© 2011 Benchmark Education Company, LLC
What I Want to Know
What I Learned
Name _______________________________________________________ Date __________________
Cause and Effect Topic: Cause
Effect
© 2011 Benchmark Education Company, LLC
Level L/24
Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Identify Cause and Effect Phonics
– •• Variant vowel sound /oo/ •• r-family blends
Concept Vocabulary
•• Words about Cesar Chavez
Grammar/Word Study •• Suffix -er
★Mini-lesson and Writing focus
Biography Big Idea
•• Cesar Chavez worked to make the lives of migrant workers better.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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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
Small Group Reading Lesson K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was MexicanAmerican.
Where did Cesar Chavez grow up?
He helped people.
In what ways did he help people? Do people remember him today?
What I Learned
Day 1 Activate Prior Knowledge Show students the cover of the book and read the title. Point out the “biography” icon at the top left of the cover. Ask: • What do you know about the kind of information you would find in a biography? • What might you expect to find in a biography about Cesar Chavez? Involve students in a discussion about Cesar Chavez and what they already know about him. Distribute copies of the graphic organizer “K-W-L” (left). Have students work in pairs to record in the “K” column at least one fact about Cesar Chavez and the work he did. Then have them write in the “W” column at least two things they would like to know about Chavez and his work. When students have completed the first two columns of the chart, have them share their information. Tell them they will try to find the answers to their questions as they read the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you turn to if you wanted to find out where Cesar Chavez grew up? Let’s turn to that page and look through the chapter. • What is the purpose of the maps on page 4? Point out the term migrant workers in bold type on page 2. Have students turn to the glossary at the back of the book and find the term. Read the definition together. Demonstrate how to use the pronunciation guide to read the words. Some students may benefit from a discussion of the terms in the glossary prior to reading the book. You may want to read through the glossary entries with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find information about field workers? • On what pages can I find out about a union? Let’s turn to these pages to see what we can find.
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Cesar Chavez © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–5 Have students turn to page 2 and read the heading. Say: Let’s read this chapter silently to find out what we can learn about Cesar Chavez. When we finish reading, we’ll see if we can add any information to our charts. Monitor students’ reading and provide support as necessary.
Monitor Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you broke the word vegetables into syllables to help you sound it out. That is a good strategy. • [Student’s name], I saw that you used the glossary to look up some words you didn’t know. That’s what good readers do.
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What did you learn about Cesar Chavez? Look at your K-W-L charts. Which questions were you able to answer from this section? (Answers will vary.) (Locate facts/Make, check, and revise predictions) • How did Cesar Chavez’s family make a living? (They moved around the country picking fruits and vegetables. p. 4) (Locate facts) • What impact do you think Cesar’s early life might have on the work he will do as an adult? (Answers will reflect information throughout the chapter. Students should find evidence for their answers in the text. pp. 2–5) (Make inferences/Make predictions) © 2011 Benchmark Education Company, LLC
Cesar Chavez
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Small Group Reading Lesson K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was Where did Mexican- Cesar American. Chavez grow up?
He helped people.
What I Learned
Chavez was born in Arizona, and he traveled around with his family to pick fruits and vegetables in different places. He asked farmers to pay the farm workers better and to give them better working conditions.
In what ways did he help people?
Do people remember him today?
He started a union for farm workers so that they could get better pay, better working conditions, and access to medical help.
(continued)
Set a Purpose for Reading: Chapter 2, pp. 6–15 Have students turn to page 6 and read the heading. Say: Let’s read this chapter silently to find out what Chavez did to help the field workers. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support when necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions: • How did Chavez help the field workers? Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts/Make, check, and revise predictions) • What did Chavez ask the farmers to do to help the field workers? (He asked them to pay the workers more money. p. 8) (Locate facts) • Why did the grape farmers begin losing money? You’ll need to look in more than one place for the answer. (Chavez told the field workers to stop picking grapes until they were paid more money; people stopped buying grapes in sympathy. pp. 8–12) (Identify cause and effect) • Cesar went on TV to tell people about the problems the workers faced. He reached thousands of people that way. Do you think Cesar’s plan for getting public support would have worked as well if there was no such thing as TV? (Answers will reflect information throughout the chapter. Students should find evidence for their answers in the text.) (Make inferences)
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Cesar Chavez © 2011 Benchmark Education Company, LLC
Day 2 Review Chapters 1–2 Have students review what they have read about Cesar Chavez and his work. Encourage them to use their K-W-L charts to help them. Ask: • What can you tell me about Chavez and his work? • What did you learn about unions?
K–W–L Topic: Cesar Chavez What I Know or What I Want Think I Know to Know
He was Where did Mexican- Cesar American. Chavez grow up?
• What are some new words you have learned from your reading so far?
He helped people.
In what ways did he help people?
He started a union for farm workers so that they could get better pay, better working conditions, and access to medical help.
Do people remember him today?
Many people came to his funeral to honor him. He was awarded the Presidential Medal of Freedom. California created a state holiday to honor him. People continue to support his cause.
Build Comprehension Ask and Answer Questions Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask: • How do we remember Chavez today? Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts/Make, check, and revise predictions)
Chavez was born in Arizona, and he traveled around with his family to pick fruits and vegetables in different places. He asked farmers to pay the farm workers better and to give them better working conditions.
Set a Purpose for Reading: Chapter 3, pp. 16–19 Have students turn to page 16 and read the heading. Say: Let’s read this chapter silently to learn how Cesar Chavez is remembered today. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.
What I Learned
• Why did thousands of people come to honor Chavez at his funeral? How do you know how to answer this question? (Answers will vary. One possible answer: They wanted to show respect for him because he had worked so hard to improve life for them and their children. I know this because the book tells me Cesar worked hard for field workers and because I know that many people appreciate it when someone helps them.) (Make inferences/Recognize sources of information)
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–3 ASK AND ANSWER QUESTIONS
Teacher Tip Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
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• What can you add to the “L” column of your K-W-L charts after reading the whole book? (Answers will vary.) (Locate facts) • What kind of person do you think Cesar Chavez was? (Answers will vary.) (Make inferences) • Do you think you would be good at organizing many thousands of workers the way Cesar Chavez did? Why or why not? (Answers will vary.) (Use creative thinking) IDENTIFY CAUSE AND EFFECT Model Define the concept of cause and effect for students and explain why identifying causes and effects is useful. Model how to find the cause of an effect and the effect of a cause. Copy the causeand-effect graphic organizer on the board or make an overhead transparency of it. Show students how to record the important information. Say: When authors explain or describe a topic, they often show the relationship between events or ideas by telling about causes and effects. A cause is what makes something happen. An effect is what happens as a result of the cause. For example, if someone drops a banana peel on the sidewalk and I slip, I can say that the banana peel caused me to slip. My slipping was the effect of the banana peel being on the sidewalk. Often an effect will become the cause of something else. For instance, when I slip on the banana peel (cause), I drop my books in a puddle (effect). When we read some kinds of factual materials, identifying the causes and effects of events helps us understand those events better. We can use a cause-and-effect chart to show why Cesar Chavez decided to help field workers and what the effects of his actions were. In the left column of the chart, I will write the first cause: “Chavez saw young children and their families—without much food, schooling, or health care—working in the fields, and he wanted to make their lives better.” In the right column, I will write the effect of this: “Chavez asked farmers to pay the workers more money.” Now let’s work together to identify the effects of other events in the book.
Cesar Chavez © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Ask them to review the book to find the next important event of the book: Farmers refused to pay the workers more money. Have them write this in the “Cause” column and state the effect it had in the “Effect” column. Have students complete their charts by reviewing and summarizing each major event in the book and summarizing its effects. Guide students as needed.
Cause and Effect Topic: Cesar Chavez Cause
Effect
Chavez saw young children and their families—without much food, schooling, or health care—working in the fields, and he wanted to make their lives better.
Chavez asked farmers to pay the workers more money.
Farmers refused to pay more money.
Chavez started a union.
Chavez told the workers not to pick grapes until they got more money.
Farmers couldn’t find enough workers and lost money.
Chavez spoke to the public to show people how field workers were treated.
People stopped buying grapes.
Farmers lost more money.
Farmers agreed to help workers.
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify the causes and effects of the events in the text? If students are having difficulty, provide more modeling and guided practice in this skill.
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson Cause and Effect
(continued)
Small Group Writing Model the Writing
Topic: The Storm Cause
Effect
Heavy wind
Trees sway; dust, dirt, and paper f ly around
Dark clouds
Rain
Wind gets stronger
Tree falls against house
Falling tree
Window breaks
Broken window
Everything gets wet
Show students how they can use the cause-and-effect graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board or use an overhead transparency. Decide on a familiar topic, such as a summer storm. Have students focus on the causes and effects of the storm. Ask: What are the effects of strong wind? What might be the cause of a window getting broken? What would be the effect of a broken window in heavy rain? Record students’ ideas on the graphic organizer on the board. Tell students they now have a plan for their writing: They have a list of events and what happened as a result of those events. They can expand on these ideas and create paragraphs. Record their suggestions on the board to create paragraphs. Read aloud the completed paragraphs and ask students whether they need to clarify or change any sentences. Encourage them to use words that show cause-and-effect relationships, such as make, cause, because, since, as a result, and caused by. The completed writing might be similar to the following: “The wind came suddenly. It swooped across the countryside, making the trees sway and the dust fly. The big black clouds rolled in, causing the Sun to disappear. Everyone waited for the heavy drops of rain, which were sure to follow.
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 Cesar Chavez with a partner. Have them read the text together and then take turns reading it to each other.
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Cesar Chavez
“Suddenly, the clouds opened and the rain poured down. The wind grew stronger and blew a huge tree against a house. The tree smashed an upstairs window, which let in the heavy rain. Everything in the room was soon soaked by the rain.” APPLY (INDEPENDENT WRITING) Give each student a blank cause-and-effect graphic organizer. Help students pick a familiar topic, such as a sporting event, an outing, or a summary of a favorite movie, book, or television show. Explain that they will begin the writing process by planning the events that happen in their paragraphs. They should list possible events in the “Causes” column. Then they should think about the effects of these events and list those in the “Effects” column. Students will use their completed organizers to write two cause-and-effect paragraphs.
Connect to Home Have students read the take-home version of Cesar Chavez to family members. © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Variant vowel sound /o—o/ Write the following words from the book on the board: food, fruits, group, and school. Ask volunteers to say each word and identify its vowel sound. Point out that the vowel sound is spelled three ways in these words: oo, ui, and ou. Then tell students to write the – / sound as you say them aloud: tooth, following words with the /oo suit, boom, moon, soup, boot, shoot, juice. Finally, ask volunteers to write each word on the board.
Phonics: r-family blends Write the following words from the book on the board: fruits, country, grapes, grew, agreed, across, group, and dream. Have volunteers pronounce the words. Point out that each word contains the letter r blended with the sound of another consonant, and that both consonants are pronounced in the blend. Have volunteers pronounce the r-family blend in each word and tell which letters make up the sound. Have students list several more words with the following blends: fr, tr, gr, cr, and dr. Then have volunteers say words from their lists.
fr free fry friend
tr trap train trim
cr cry crop crash
gr group grab grin
dr dry drip drum
Cesar Chavez © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Concept Vocabulary: Words about Cesar Chavez On the board draw a word web with Cesar Chavez in the center. Ask volunteers to think of words that relate to him, and write these on the board. Then have students skim the book to find more words associated with Chavez, such as Mexican-American, workers, fields, fruits, grapes, and union. Instruct students to choose two of the words and write one sentence for each word, explaining that word’s significance in Chavez’s life.
Word Study: Suffix -er
singer hunter player reader baker
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Write the following words from the book on the board: worker, farmer, leader. Ask students what the words have in common, discussing the -er suffix. Ask students to explain, in their own words, what the suffix means, discussing that it means “one who performs an action.” For example, worker means “one who works.” Ask students to brainstorm and say additional words with the -er suffix that mean “one who performs an action.” Write these on the board. Examples include teacher, runner, writer, builder, buyer, and driver. Ask students to choose one of the words and write a few sentences about being that person who performs an action, either now or in the future.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-941-3
Name _______________________________________________________ Date ___________________
K–W–L
Topic: ____________________ What I Know
© 2011 Benchmark Education Company, LLC
What I Want to Know
What I Learned
Name _______________________________________________________ Date __________________
Cause and Effect Topic: Cause
Effect
© 2011 Benchmark Education Company, LLC
