Cotton Plant to Cotton Shirt
Level J/18
Cotton Plant to Cotton Shirt Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Identify Sequence of Events •• Summarize Information Phonics
•• Consonant blend ft •• l-family blends
Content Vocabulary
•• Words related to cotton production
Grammar/Word Study •• Describing words
Social Studies Big Idea
•• Products are made in a multistep process, beginning with raw materials.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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Small Group Reading Lesson Day 1 Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
Pick the cotton. Make it f lat. Put pieces together. Cut holes for arms and head. Sew on buttons.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • What kind of plants are pictured on the cover? • What do you think will happen to this cotton next? Ask students to tell about their favorite article of clothing. Focus on any articles that are likely made of cotton, such as T-shirts and jeans. Discuss what students know about cotton. Distribute copies of the prediction chart (left). Ask students to think about the process of turning cotton into a shirt. Have pairs of students predict what they think the steps will be. Ask them to list these steps in the “Before Reading” column of their charts. Tell students that they will come back to the chart to check their predictions as they are reading the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to learn how cotton is cleaned? Let’s turn to that page. • What is the purpose of the caption under the illustration on page 8? Point out the words cotton gin on page 8. Have students turn to the glossary on page 16 and find the words. Read the definition together. Remind students that the glossary can help them find the meanings of difficult or new words they encounter as they read. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about bolls? • On what pages can I find out about the cotton gin? Let’s turn to these pages to see what we can find.
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Set a Purpose for Reading: Chapters 1–2, pp. 4–8 Read page 2 aloud with students. Then have them read the headings on pages 4 and 8. Say: Let’s read these two chapters silently to find out how cotton is picked and cleaned. Monitor students’ reading and provide support as necessary.
Monitoring Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • [Student’s name], I heard you sounding out the word together. You divided it into parts, then you sounded out each part. That’s what good readers do. • I noticed, [student’s name], that you looked at the pictures to confirm the meanings of some words. That is a good strategy. 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 chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • How is cotton picked and cleaned? (Machines pull cotton and seeds out of bolls; a cotton gin cleans the seeds, dirt, and sticks from cotton bolls. pp. 6–8.) (Locate facts)
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. Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
Pick the cotton.
Pick ripe cotton.
Make it f lat.
Clean cotton with a cotton gin.
Put pieces together.
After Reading the Whole Book
Cut holes for arms and head. Sew on buttons.
• Look at your prediction chart. Do you want to add or revise your predictions after reading the first chapter? (Answers will vary.) (Make predictions) • What happens inside a cotton boll as the plant grows? (It produces seeds inside. Then cotton grows from the seeds. pp. 5–6) (Locate facts/Identify sequence) Cotton Plant to Cotton Shirt © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapter 3, pp. 9–11 Have students turn to page 9 and read the heading. Say: Let’s read this chapter silently to find out how cotton is made into a shirt. Monitor students’ reading the provide support as 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 is cotton made into a shirt? (Clean cotton is taken to a cotton mill. It is spun into yarn. The yard is made into cloth. The cloth is colored and cut into pieces. The pieces are sewn together to make a shirt.) (Summarize information) • What kinds of machines are at the cotton mill? (large machines for spinning yarn, making cloth, and coloring cloth; smaller machines for sewing pieces of cloth together) (Interpret graphics) • Why is it a good idea to color the cloth before cutting it into pieces for shirts? What makes you think this? (Answers will vary. One possible answer: It is easier and more efficient to color a whole roll of cloth than it would be to color a lot of pieces. In addition, the pieces might not all come out the same shade.) (Draw conclusions/Make inferences) • Why do you think one worker sews arms and another sews pockets? Why doesn’t the same worker sew both? (Answers will vary. One possible answer: One worker is skilled at sewing arms, and another is skilled at sewing pockets, so each does only that step.) (Make inferences)
Day 2 Review Chapters 1–3 Have students review what they have read about how cotton is raised, picked, cleaned, made into cloth, and sewn into shirts. Ask: • What can you tell me about how and where cotton grows? • What did you learn about how a cotton gin and other machines help people make cotton shirts? • What are some new words you learned from your reading so far?
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Set a Purpose for Reading: Chapter 4, pp. 12–15 Have students turn to page 12 and read the heading. Say: Let’s read this chapter to learn how a cotton shirt gets to the store. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use their background experience and prior knowledge, as well as information in the text, to answer questions. Ask: • What did you find out about how a cotton shirt gets to the store? (The shirt is put in a box, put on a truck, shipped to a store, taken out of the box, and offered for sale. pp. 12–14) (Summarize information/ Identify sequence) • What happens after the blue shirt is displayed at the store? (The boy and his mom see it. The boy likes the shirt. His mom buys the shirt.) (Summarize information/Identify sequence) • What is the purpose of the diagram on page 15? What do the words show? (It shows the steps from growing cotton to buying a cotton shirt. The words summarize what happens at each step along the way.) (Interpret graphics/Use text features)
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.
Cotton Plant to Cotton Shirt © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson Prediction Chart How I think cotton becomes a shirt After Reading Chapters 1–2
After Reading the Whole Book
Pick the cotton.
Pick ripe cotton.
Pick ripe cotton.
Make it f lat.
Clean cotton with a cotton gin.
Clean cotton with a cotton gin.
Before Reading
Put pieces together. Cut holes for arms and head. Sew on buttons.
Spin cotton into yarn at mill. Turn yarn into cloth. Color and cut cloth.
(continued)
Build Comprehension: Chapters 1–4 ASK AND ANSWER QUESTIONS • What can you write in the third column of your prediction chart after reading the whole book? (Answers will vary.) (Locate facts) • Why do workers cut the cloth before sewing it? (Answers will vary. One possible answer: They need to cut out the front and back shapes so they can sew them together) (Draw conclusions) • Which steps of the process have to do with getting the shirts to people? (boxing them, trucking them to stores, unpacking them, and selling them) (Classify and categorize) • Imagine that you have invented a new kind of cloth. How do you make it? (Answers will vary.) (Use creative thinking)
Sew cloth into shirt. Truck shirt to store. Buy shirt to wear.
IDENTIFY SEQUENCE/SUMMARIZE INFORMATION Model Discuss how identifying the steps in a process helps readers remember the sequence of events. Talk about why the steps in making cotton into a shirt had to be followed in a certain order. Copy the sequence chart on the board and distribute copies of the graphic organizer to students. Show them how to record the steps of the process in the correct sequence on the chart. Say: When authors write about a process, they explain the steps to follow in order. They show how one step gets you ready for the next step. This book tells us how cotton growing in a field is made into the cotton shirts we see for sale in a store. How can I organize the information about each step in making cotton into shirts? I remember that the cotton goes to different places. I will label each box with the name of the place where certain steps happen. The cotton starts in a field. Then it goes to a cotton gin, to a cotton mill, on a truck, and to a store. I’ll write each of these words at the top of each box on the chart. You write the words in the boxes on your charts. Now I’ll look at the first chapter. How can I summarize what happens in the cotton field? The cotton grows. When it is ripe, it is picked by machines and put on a truck. I’ll write some key words about these steps in the first box. You write the words in the first box on your charts, too. Now let’s look at what happens when the cotton goes to the cotton gin.
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Practice and Apply Work together to summarize the steps that happen at the cotton gin and cotton mill. You may need to model how to summarize information. Have students continue summarizing steps to fill in the rest of the chart. Provide guidance as needed.
Teacher Tip Monitoring Comprehension
Sequence Chart Cotton Plant to Cotton Shirt Field
Grow cotton Pick cotton
Cotton Gin
Clean Cotton
Cotton Mill
Make cotton into yarn. Make yarn into cloth. Color cloth.
Truck
Take boxes of shirts to store.
Store
Unpack shirts. Sell shirts.
• 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.
Cut cloth. Sew cloth into shirts. Box shirts.
• 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 the ability to identify and record steps in a sequence? If students are having difficulty, provide more modeling and guided practice in this skill.
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Small Group Reading Lesson Sequence Chart How to Make a Potted-Plant Present Get a pot, soil, water, and plants.
Add some soil to the pot.
Put in the plants, roots down. Add soil to fill the pot.
Press the soil with your hands. Water the plants.
Decorate the pot.
(continued)
Small Group Writing MODEL THE WRITING Show students how they can use the graphic organizer to help them plan their own writing. Copy the graphic organizer on the board again. Tell students they will write paragraphs that explain how to make something, such as a potted plant to give as a present. Help students decide the steps in this process and how they will summarize the steps. Ask: What materials do you need to gather before you begin? What is the first step? What happens next? After that? Record students’ suggestions on the board until all steps are recorded on the chart. Tell students they now have a plan for writing: They have a list of steps arranged in a certain sequence. Together work on the first paragraph. Have students suggest sentences that expand on the steps in the organizer. Record their suggestions. Read aloud the completed paragraph and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph. The completed writing might be similar to the following: “A plant in a pot makes a nice present. You will need to get a pretty pot, some soil, water, a ribbon, and the plant or plants you want to put in the pot.
Reread for Fluency
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“First put some soil in the pot. Then put in the plant, with the roots pointing down and the stems and leaves going straight up. Be sure most of the plant will stick up above the top of the pot. Then add more soil to cover the roots and fill the pot almost to the top. Press on the soil with your hands. That helps the plant stand on its own. Then give the plant a drink of water. Last of all, tie a ribbon around the pot. It is ready to give away!”
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.
Apply (Independent Writing)
Have students reread Cotton Plant to Cotton Shirt with a partner. Have them read the text together and then take turns reading it to each other.
Connect to Home
Give each student a blank copy of the graphic organizer. Tell students they are to write directions for how to make something, such as a paper chain or an after-school snack. They are to use the graphic organizer to write the steps in order, then use the chart to help them as they write their paragraphs.
Have students read the take-home version of Cotton Plant to Cotton Shirt to family members.
Cotton Plant to Cotton Shirt
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Skills Bank: Decoding Phonics: Consonant blend ft Write the word soft on the board. Say the word with students. Ask them what sound they hear at the end of the word. (/ft/) Ask them what letters make that ending sound. (ft) Circle ft in soft and explain that the /f/ and /t/ sounds combine to make a blended sound, /ft/. Tell students that you will ask them some questions. The answers to the questions will be words that end with /ft/.
What is a word that means “present”?
What word is the opposite of right?
What is a word that mean “raise”?
What is a word that means “fast”?
As students name the words gift, left, lift, and swift, write the words on the board. Have students say the words, focusing on the ending sound. Then have them take turns using the words in oral sentences.
Phonics: l-family blends Write the words plants, cloth, flower, and blue on the board. Say the words with students. Ask them what they notice about the letters at the beginning of the words. (A consonant and the letter l begin each word.) Underline pl, cl, fl, and bl. Explain that these are l-family blends and that in each word, /l/ and another consonant sound combine to make a blended sound. Have pairs of students brainstorm other words that begin with pl, cl, fl, and bl. Write the words on the board as students name them. Then ask the pairs to make up an oral description of a favorite article of clothing, using as many of the l-blend words as they can.
plants plaid pleats play
cloth clean climb closed
f lower f lap f leece f lannel
blue black blend blow
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Skills Bank: Decoding
(continued)
Concept Vocabulary: Words related to cotton production Tell students that you want to list words that are important to cotton production. Have them look through the book and suggest words to fit the headings “Parts of Cotton Plants,” “Places and Things for Making Cotton Cloth,” and “Actions in Making Cotton Cloth.” Record students’ suggestions on the board. The list might include the nouns cotton bolls, farmers, cotton gin, cotton mill, and yarn, and the verbs grow, pick, clean, spin, and sew. You may wish to add such verbs as weave, dye, package, and ship to the list. Have students discuss the process of producing cotton clothing using the words on the board in their explanations.
Grammar/Word Study: Describing words Write the following sentence on the board: The red jacket is light but warm. Ask students to name the describing words in the sentence. (red, light, warm) Ask them what all three words describe or tell about. (the jacket) Explain that we often use describing words to tell how things look, feel, taste, smell, and sound. Point out that some describing words come right before the word they describe, as in red jacket, while other describing words come after the word is, was, are, or were, as in is light but warm. Pair students and have the pairs search through the text to find describing words, such as soft, blue, warm, sunny, ripe, big, clean, and large. Compile a master list of words on the board as students name the words they found. Point to a word on the list, read it aloud, and ask a volunteer to use it in a sentence to describe something in the room.
Parts of Cotton Plants cotton bolls seeds cotton
Places and Things for Making Cotton Cloth cotton gin cotton mill yarn
Actions in Making Cotton Cloth grow pick clean spin sew
© 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
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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: 978-1-4108-0166-1
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Name _______________________________________________________ Date ___________________
Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
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Name _______________________________________________________ Date __________________
Sequence Chart
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Cotton Plant to Cotton Shirt Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Identify Sequence of Events •• Summarize Information Phonics
•• Consonant blend ft •• l-family blends
Content Vocabulary
•• Words related to cotton production
Grammar/Word Study •• Describing words
Social Studies Big Idea
•• Products are made in a multistep process, beginning with raw materials.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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Small Group Reading Lesson Day 1 Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
Pick the cotton. Make it f lat. Put pieces together. Cut holes for arms and head. Sew on buttons.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • What kind of plants are pictured on the cover? • What do you think will happen to this cotton next? Ask students to tell about their favorite article of clothing. Focus on any articles that are likely made of cotton, such as T-shirts and jeans. Discuss what students know about cotton. Distribute copies of the prediction chart (left). Ask students to think about the process of turning cotton into a shirt. Have pairs of students predict what they think the steps will be. Ask them to list these steps in the “Before Reading” column of their charts. Tell students that they will come back to the chart to check their predictions as they are reading the book.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to learn how cotton is cleaned? Let’s turn to that page. • What is the purpose of the caption under the illustration on page 8? Point out the words cotton gin on page 8. Have students turn to the glossary on page 16 and find the words. Read the definition together. Remind students that the glossary can help them find the meanings of difficult or new words they encounter as they read. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about bolls? • On what pages can I find out about the cotton gin? Let’s turn to these pages to see what we can find.
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Set a Purpose for Reading: Chapters 1–2, pp. 4–8 Read page 2 aloud with students. Then have them read the headings on pages 4 and 8. Say: Let’s read these two chapters silently to find out how cotton is picked and cleaned. Monitor students’ reading and provide support as necessary.
Monitoring Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. after reading • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • [Student’s name], I heard you sounding out the word together. You divided it into parts, then you sounded out each part. That’s what good readers do. • I noticed, [student’s name], that you looked at the pictures to confirm the meanings of some words. That is a good strategy. 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 chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • How is cotton picked and cleaned? (Machines pull cotton and seeds out of bolls; a cotton gin cleans the seeds, dirt, and sticks from cotton bolls. pp. 6–8.) (Locate facts)
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. Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
Pick the cotton.
Pick ripe cotton.
Make it f lat.
Clean cotton with a cotton gin.
Put pieces together.
After Reading the Whole Book
Cut holes for arms and head. Sew on buttons.
• Look at your prediction chart. Do you want to add or revise your predictions after reading the first chapter? (Answers will vary.) (Make predictions) • What happens inside a cotton boll as the plant grows? (It produces seeds inside. Then cotton grows from the seeds. pp. 5–6) (Locate facts/Identify sequence) Cotton Plant to Cotton Shirt © 2011 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapter 3, pp. 9–11 Have students turn to page 9 and read the heading. Say: Let’s read this chapter silently to find out how cotton is made into a shirt. Monitor students’ reading the provide support as 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 is cotton made into a shirt? (Clean cotton is taken to a cotton mill. It is spun into yarn. The yard is made into cloth. The cloth is colored and cut into pieces. The pieces are sewn together to make a shirt.) (Summarize information) • What kinds of machines are at the cotton mill? (large machines for spinning yarn, making cloth, and coloring cloth; smaller machines for sewing pieces of cloth together) (Interpret graphics) • Why is it a good idea to color the cloth before cutting it into pieces for shirts? What makes you think this? (Answers will vary. One possible answer: It is easier and more efficient to color a whole roll of cloth than it would be to color a lot of pieces. In addition, the pieces might not all come out the same shade.) (Draw conclusions/Make inferences) • Why do you think one worker sews arms and another sews pockets? Why doesn’t the same worker sew both? (Answers will vary. One possible answer: One worker is skilled at sewing arms, and another is skilled at sewing pockets, so each does only that step.) (Make inferences)
Day 2 Review Chapters 1–3 Have students review what they have read about how cotton is raised, picked, cleaned, made into cloth, and sewn into shirts. Ask: • What can you tell me about how and where cotton grows? • What did you learn about how a cotton gin and other machines help people make cotton shirts? • What are some new words you learned from your reading so far?
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Set a Purpose for Reading: Chapter 4, pp. 12–15 Have students turn to page 12 and read the heading. Say: Let’s read this chapter to learn how a cotton shirt gets to the store. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use their background experience and prior knowledge, as well as information in the text, to answer questions. Ask: • What did you find out about how a cotton shirt gets to the store? (The shirt is put in a box, put on a truck, shipped to a store, taken out of the box, and offered for sale. pp. 12–14) (Summarize information/ Identify sequence) • What happens after the blue shirt is displayed at the store? (The boy and his mom see it. The boy likes the shirt. His mom buys the shirt.) (Summarize information/Identify sequence) • What is the purpose of the diagram on page 15? What do the words show? (It shows the steps from growing cotton to buying a cotton shirt. The words summarize what happens at each step along the way.) (Interpret graphics/Use text features)
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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Small Group Reading Lesson Prediction Chart How I think cotton becomes a shirt After Reading Chapters 1–2
After Reading the Whole Book
Pick the cotton.
Pick ripe cotton.
Pick ripe cotton.
Make it f lat.
Clean cotton with a cotton gin.
Clean cotton with a cotton gin.
Before Reading
Put pieces together. Cut holes for arms and head. Sew on buttons.
Spin cotton into yarn at mill. Turn yarn into cloth. Color and cut cloth.
(continued)
Build Comprehension: Chapters 1–4 ASK AND ANSWER QUESTIONS • What can you write in the third column of your prediction chart after reading the whole book? (Answers will vary.) (Locate facts) • Why do workers cut the cloth before sewing it? (Answers will vary. One possible answer: They need to cut out the front and back shapes so they can sew them together) (Draw conclusions) • Which steps of the process have to do with getting the shirts to people? (boxing them, trucking them to stores, unpacking them, and selling them) (Classify and categorize) • Imagine that you have invented a new kind of cloth. How do you make it? (Answers will vary.) (Use creative thinking)
Sew cloth into shirt. Truck shirt to store. Buy shirt to wear.
IDENTIFY SEQUENCE/SUMMARIZE INFORMATION Model Discuss how identifying the steps in a process helps readers remember the sequence of events. Talk about why the steps in making cotton into a shirt had to be followed in a certain order. Copy the sequence chart on the board and distribute copies of the graphic organizer to students. Show them how to record the steps of the process in the correct sequence on the chart. Say: When authors write about a process, they explain the steps to follow in order. They show how one step gets you ready for the next step. This book tells us how cotton growing in a field is made into the cotton shirts we see for sale in a store. How can I organize the information about each step in making cotton into shirts? I remember that the cotton goes to different places. I will label each box with the name of the place where certain steps happen. The cotton starts in a field. Then it goes to a cotton gin, to a cotton mill, on a truck, and to a store. I’ll write each of these words at the top of each box on the chart. You write the words in the boxes on your charts. Now I’ll look at the first chapter. How can I summarize what happens in the cotton field? The cotton grows. When it is ripe, it is picked by machines and put on a truck. I’ll write some key words about these steps in the first box. You write the words in the first box on your charts, too. Now let’s look at what happens when the cotton goes to the cotton gin.
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Practice and Apply Work together to summarize the steps that happen at the cotton gin and cotton mill. You may need to model how to summarize information. Have students continue summarizing steps to fill in the rest of the chart. Provide guidance as needed.
Teacher Tip Monitoring Comprehension
Sequence Chart Cotton Plant to Cotton Shirt Field
Grow cotton Pick cotton
Cotton Gin
Clean Cotton
Cotton Mill
Make cotton into yarn. Make yarn into cloth. Color cloth.
Truck
Take boxes of shirts to store.
Store
Unpack shirts. Sell shirts.
• 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.
Cut cloth. Sew cloth into shirts. Box shirts.
• 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 the ability to identify and record steps in a sequence? If students are having difficulty, provide more modeling and guided practice in this skill.
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Small Group Reading Lesson Sequence Chart How to Make a Potted-Plant Present Get a pot, soil, water, and plants.
Add some soil to the pot.
Put in the plants, roots down. Add soil to fill the pot.
Press the soil with your hands. Water the plants.
Decorate the pot.
(continued)
Small Group Writing MODEL THE WRITING Show students how they can use the graphic organizer to help them plan their own writing. Copy the graphic organizer on the board again. Tell students they will write paragraphs that explain how to make something, such as a potted plant to give as a present. Help students decide the steps in this process and how they will summarize the steps. Ask: What materials do you need to gather before you begin? What is the first step? What happens next? After that? Record students’ suggestions on the board until all steps are recorded on the chart. Tell students they now have a plan for writing: They have a list of steps arranged in a certain sequence. Together work on the first paragraph. Have students suggest sentences that expand on the steps in the organizer. Record their suggestions. Read aloud the completed paragraph and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph. The completed writing might be similar to the following: “A plant in a pot makes a nice present. You will need to get a pretty pot, some soil, water, a ribbon, and the plant or plants you want to put in the pot.
Reread for Fluency
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“First put some soil in the pot. Then put in the plant, with the roots pointing down and the stems and leaves going straight up. Be sure most of the plant will stick up above the top of the pot. Then add more soil to cover the roots and fill the pot almost to the top. Press on the soil with your hands. That helps the plant stand on its own. Then give the plant a drink of water. Last of all, tie a ribbon around the pot. It is ready to give away!”
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.
Apply (Independent Writing)
Have students reread Cotton Plant to Cotton Shirt with a partner. Have them read the text together and then take turns reading it to each other.
Connect to Home
Give each student a blank copy of the graphic organizer. Tell students they are to write directions for how to make something, such as a paper chain or an after-school snack. They are to use the graphic organizer to write the steps in order, then use the chart to help them as they write their paragraphs.
Have students read the take-home version of Cotton Plant to Cotton Shirt to family members.
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Skills Bank: Decoding Phonics: Consonant blend ft Write the word soft on the board. Say the word with students. Ask them what sound they hear at the end of the word. (/ft/) Ask them what letters make that ending sound. (ft) Circle ft in soft and explain that the /f/ and /t/ sounds combine to make a blended sound, /ft/. Tell students that you will ask them some questions. The answers to the questions will be words that end with /ft/.
What is a word that means “present”?
What word is the opposite of right?
What is a word that mean “raise”?
What is a word that means “fast”?
As students name the words gift, left, lift, and swift, write the words on the board. Have students say the words, focusing on the ending sound. Then have them take turns using the words in oral sentences.
Phonics: l-family blends Write the words plants, cloth, flower, and blue on the board. Say the words with students. Ask them what they notice about the letters at the beginning of the words. (A consonant and the letter l begin each word.) Underline pl, cl, fl, and bl. Explain that these are l-family blends and that in each word, /l/ and another consonant sound combine to make a blended sound. Have pairs of students brainstorm other words that begin with pl, cl, fl, and bl. Write the words on the board as students name them. Then ask the pairs to make up an oral description of a favorite article of clothing, using as many of the l-blend words as they can.
plants plaid pleats play
cloth clean climb closed
f lower f lap f leece f lannel
blue black blend blow
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Skills Bank: Decoding
(continued)
Concept Vocabulary: Words related to cotton production Tell students that you want to list words that are important to cotton production. Have them look through the book and suggest words to fit the headings “Parts of Cotton Plants,” “Places and Things for Making Cotton Cloth,” and “Actions in Making Cotton Cloth.” Record students’ suggestions on the board. The list might include the nouns cotton bolls, farmers, cotton gin, cotton mill, and yarn, and the verbs grow, pick, clean, spin, and sew. You may wish to add such verbs as weave, dye, package, and ship to the list. Have students discuss the process of producing cotton clothing using the words on the board in their explanations.
Grammar/Word Study: Describing words Write the following sentence on the board: The red jacket is light but warm. Ask students to name the describing words in the sentence. (red, light, warm) Ask them what all three words describe or tell about. (the jacket) Explain that we often use describing words to tell how things look, feel, taste, smell, and sound. Point out that some describing words come right before the word they describe, as in red jacket, while other describing words come after the word is, was, are, or were, as in is light but warm. Pair students and have the pairs search through the text to find describing words, such as soft, blue, warm, sunny, ripe, big, clean, and large. Compile a master list of words on the board as students name the words they found. Point to a word on the list, read it aloud, and ask a volunteer to use it in a sentence to describe something in the room.
Parts of Cotton Plants cotton bolls seeds cotton
Places and Things for Making Cotton Cloth cotton gin cotton mill yarn
Actions in Making Cotton Cloth grow pick clean spin sew
© 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
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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: 978-1-4108-0166-1
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Name _______________________________________________________ Date ___________________
Prediction Chart How I think cotton becomes a shirt Before Reading
After Reading Chapters 1–2
After Reading the Whole Book
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Name _______________________________________________________ Date __________________
Sequence Chart
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