Counting Seeds
Level C/3
Counting Seeds Math
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Draw Conclusions Phonemic Awareness •• Blending phonemes
Phonics
•• Short a
Concepts About Print
•• Where to begin reading •• Left-to-right directionality
High-Frequency Words •• at, look, the
Content Vocabulary •• Foods that have seeds
Math Big Idea
•• We can count items by grouping them.
B
09878_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/15/10 4:50:11 PM
Small Group Reading Lesson Before Reading Activate Prior Knowledge grapes peach
watermelon
Foods That Have Seeds
pumpkin
plum tomato
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Foods That Have Seeds” (left) or copy the organizer on chart paper, leaving the outer circles blank. Ask students to name foods that they know have seeds. Record students’ responses in the circles of the web. Then ask them to tell what they know about each food’s seeds: Are they big or little? Is there one seed or many seeds? What color are they? What do they feel like? Tell students that they will return to the chart after they read the book.
Preview the Book Read the title and names of the authors to students. Ask: • What fruit is on the cover? • Where are its seeds? • How many seeds does a watermelon have?
Visual Cues • Look at the beginning letter. (s in seed; p in pod) • Look for familiar chunks within the word. (go in going; water in watermelon)
Preview the photographs with students, reinforcing the language used in the text. For example, say: What kind of seeds are in the bowl? Where did they come from? How many seeds does the avocado have inside? What is the seed like? Where are these seeds growing? Are they big or little? Does the pepper have many seeds or just a few?
Structure Cues • Look for repeated language patterns. (“Look at the . . . seed”; “The . . . has seeds.”)
Set a Purpose for Reading
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about the seeds in different foods. 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.
Counting Seeds
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© 2011 Benchmark Education Company, LLC
11/15/10 4:50:11 PM
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 Once 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 pumpkin. You divided the word into two chunks— pump and kin—and sounded them out. Then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • Which food in the book has a big seed? (avocado, p. 4) (Locate facts) • Which foods in the book have little seeds? We have to look through the book to answer this question. (pea, p. 6; pumpkin, p. 8; pepper, p. 9; apple, p. 10; orange, p. 11; watermelon, p. 13; sunflower, p. 14) (Locate facts) • Which foods have many seeds? (pumpkin, p. 8; pepper, p. 9; watermelon, pp. 12–13) (Interpret graphics/Compare and contrast) • Which seeds do people like to eat? (pea, pp. 6–7; sunflower, p. 14; pumpkin, p. 8) (Make inferences/Classify and categorize) • What is your favorite food? Does it have seeds? What do the seeds look like? (Answers will vary.) (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.
Counting Seeds
3
11/15/10 4:50:11 PM
Small Group Reading Lesson
(continued)
Build Comprehension
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 the ability to locate facts, make observations, and draw conclusions about them? If students are having difficulty, provide more modeling.
4
Draw Conclusions Model Create an overhead transparency of the graphic organizer “Kinds of Seeds” or copy the chart on the board. Review with students the seeds discussed and shown in the book. Model how to use the text and pictures to draw conclusions about the seeds and how to record this information in the chart. Use the following think-aloud. When I read a nonfiction book, I can combine what the book tells and shows me with what I already know. Then I can draw conclusions about the information. First I will use this chart to organize the details that the book tells and shows me and the details I already know about the seeds of some foods. I will begin with the avocado’s seed. The text on page 4 tells me that the avocado seed is big. The picture on page 5 shows me that the avocado seed is light. I know from my own experiences with avocados that some seeds are dark, and all are hard. So I will check the boxes under “Big,” “Hard,” and “Dark.” Let’s find the information about the other seeds. Then we can use the chart to draw conclusions about the seeds. Practice and Apply Guide students as they find information in the text. Help them use the text and pictures to decide which of the words describe the seeds. Then help them record the information on the graphic organizer. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for students to share their recorded information. Then demonstrate how the chart can be used to draw conclusions about the topic: for example, Pumpkin and orange seeds are little, hard, and light.
Kinds of Seeds
Seeds
Big Little Hard
avocado
✓
Soft Dark Light
✓
✓
✓
pea
✓
✓
✓
pumpkin
✓
✓
✓
pepper
✓
✓
✓
apple
✓
✓
✓
orange
✓
✓
watermelon
✓
✓
✓
sunflower
✓
✓
✓
✓
Counting Seeds
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© 2011 Benchmark Education Company, LLC
11/15/10 4:50:11 PM
Interactive Writing Have students use the information from their graphic organizer to write summary sentences about the book. Say: The author shows us different kinds of seeds. We find out what they look like. Let’s look at our graphic organizer to tell about each type of seed. Let’s think of a sentence we could write about one type of seed. (Possible sentences include “A watermelon has little, dark seeds.” and “An orange’s seeds are little and light.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentence based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√ √ √√√ √√√ √√√ √
√√√ √√√ √√√√
A puper haz lot ob teny wit sedz.
A pepper has a lot of tiny white seeds.
When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip
Ask students to reread Counting Seeds with a partner. Have one partner read the text and the other describe the seeds. Then have them reverse roles and read the book again.
Modeling Fluency
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Counting Seeds to family members. Suggest that students and family members think of other fruit and vegetable seeds that could be added to the book.
• Read sections of the book aloud to students to model fluent reading of the text.
• Have students listen to you read a portion of the text and then read it back to you.
Counting Seeds © 2011 Benchmark Education Company, LLC
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5
11/15/10 4:50:12 PM
Skills Bank Phonemic Awareness: Blending phonemes Have students listen carefully as you say the sounds of the word has: /h/ /a/ /z/. Ask them to repeat the sounds and then blend them to say the word. Continue to say the sounds of a word and have students blend the sounds to make the word. Use these words: count, seed, big, little, pod, like.
at bat cat fat hat mat pat
am dam ham jam Pam ram Sam
Phonics: Short a Write the words at and am on the board. Ask students what letter is in both words and what sound the letter makes in the words. (a, short a) Circle the a in each word. Have students find words on pages 8 and 10 that have the short a sound. (has, apple) Add has and apple to the words on the board and have volunteers circle the letter a in each word. Help students brainstorm words that rhyme with at and am and have the short a sound. (bat, cat, fat, hat, mat, pat, rat, sat, that; dam, ham, jam, Pam, ram, Sam)
Concepts About Print: Where to begin reading/ Left-to-right directionality Have students turn to page 2. Say: Show me where to start reading. After students indicate the place, read only the first word, I, and then ask: Where do I read now? Students should tell you to read the next word to the right. Pause after each word in the first line and ask the same question. After the word going, say: I’m at the end of the line. Where do I read now? When students have guided you through the second line, pause at the end of the sentence and ask them what you should do next. They should tell you to turn to the next page.
6
Counting Seeds
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© 2011 Benchmark Education Company, LLC
11/15/10 4:50:12 PM
High-Frequency Word Vocabulary To introduce the high-frequency words look, at, and the, have students find each word in the book and frame it with their fingers and then find the word on a different page. Write the words on the board and have students spell each word with you. Give each student a sentence strip. Have students write Look at the ___ on their strip. Ask volunteers to read their sentence strips, adding a word that completes the sentence: for example, Look at the seeds. Look at the apple.
Content Vocabulary: Foods that have seeds
look at the
Help students brainstorm the names of foods that have seeds. Suggest that they begin by looking in the book and at their prereading semantic web to find words. Then they can add to the list, using their own knowledge of foods that have seeds. List students’ suggestions under the heading “Foods That Have Seeds” on the board. Lists might include apple, watermelon, orange, grapes, pumpkin, pepper, beans, cucumber, tomato, squash. Write each word on an index card. Give a word card and a blank card to each student. Ask students to draw a picture of their food on the blank card. Have pictures available for students to use as models. Collect students’ pictures and line them along the board ledge. Have students direct you to match the word cards with the picture cards.
Foods That Have Seeds squash apple pepper watermelon beans orange tomato pumpkin cucumber grapes
© 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 978-1-59000-987-1
09878_TG.indd 7
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11/15/10 4:50:12 PM
Name _______________________________________________________ Date __________________
Kinds of Seeds Seeds
Big Little Hard
avocado
✓
✓
✓
✓
✓
✓
pumpkin
✓
✓
✓
pepper
✓
✓
✓
apple
✓
✓
✓
orange
✓
✓
watermelon
✓
✓
✓
sunflower
✓
✓
✓
bean
Soft Dark Light
✓
© 2011 Benchmark Education Company, LLC
09878_TG.indd 8
11/15/10 4:50:12 PM
Counting Seeds Math
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Draw Conclusions Phonemic Awareness •• Blending phonemes
Phonics
•• Short a
Concepts About Print
•• Where to begin reading •• Left-to-right directionality
High-Frequency Words •• at, look, the
Content Vocabulary •• Foods that have seeds
Math Big Idea
•• We can count items by grouping them.
B
09878_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/15/10 4:50:11 PM
Small Group Reading Lesson Before Reading Activate Prior Knowledge grapes peach
watermelon
Foods That Have Seeds
pumpkin
plum tomato
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Foods That Have Seeds” (left) or copy the organizer on chart paper, leaving the outer circles blank. Ask students to name foods that they know have seeds. Record students’ responses in the circles of the web. Then ask them to tell what they know about each food’s seeds: Are they big or little? Is there one seed or many seeds? What color are they? What do they feel like? Tell students that they will return to the chart after they read the book.
Preview the Book Read the title and names of the authors to students. Ask: • What fruit is on the cover? • Where are its seeds? • How many seeds does a watermelon have?
Visual Cues • Look at the beginning letter. (s in seed; p in pod) • Look for familiar chunks within the word. (go in going; water in watermelon)
Preview the photographs with students, reinforcing the language used in the text. For example, say: What kind of seeds are in the bowl? Where did they come from? How many seeds does the avocado have inside? What is the seed like? Where are these seeds growing? Are they big or little? Does the pepper have many seeds or just a few?
Structure Cues • Look for repeated language patterns. (“Look at the . . . seed”; “The . . . has seeds.”)
Set a Purpose for Reading
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about the seeds in different foods. 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.
Counting Seeds
09878_TG.indd 2
© 2011 Benchmark Education Company, LLC
11/15/10 4:50:11 PM
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 Once 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 pumpkin. You divided the word into two chunks— pump and kin—and sounded them out. Then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • Which food in the book has a big seed? (avocado, p. 4) (Locate facts) • Which foods in the book have little seeds? We have to look through the book to answer this question. (pea, p. 6; pumpkin, p. 8; pepper, p. 9; apple, p. 10; orange, p. 11; watermelon, p. 13; sunflower, p. 14) (Locate facts) • Which foods have many seeds? (pumpkin, p. 8; pepper, p. 9; watermelon, pp. 12–13) (Interpret graphics/Compare and contrast) • Which seeds do people like to eat? (pea, pp. 6–7; sunflower, p. 14; pumpkin, p. 8) (Make inferences/Classify and categorize) • What is your favorite food? Does it have seeds? What do the seeds look like? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
09878_TG.indd 3
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.
Counting Seeds
3
11/15/10 4:50:11 PM
Small Group Reading Lesson
(continued)
Build Comprehension
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 the ability to locate facts, make observations, and draw conclusions about them? If students are having difficulty, provide more modeling.
4
Draw Conclusions Model Create an overhead transparency of the graphic organizer “Kinds of Seeds” or copy the chart on the board. Review with students the seeds discussed and shown in the book. Model how to use the text and pictures to draw conclusions about the seeds and how to record this information in the chart. Use the following think-aloud. When I read a nonfiction book, I can combine what the book tells and shows me with what I already know. Then I can draw conclusions about the information. First I will use this chart to organize the details that the book tells and shows me and the details I already know about the seeds of some foods. I will begin with the avocado’s seed. The text on page 4 tells me that the avocado seed is big. The picture on page 5 shows me that the avocado seed is light. I know from my own experiences with avocados that some seeds are dark, and all are hard. So I will check the boxes under “Big,” “Hard,” and “Dark.” Let’s find the information about the other seeds. Then we can use the chart to draw conclusions about the seeds. Practice and Apply Guide students as they find information in the text. Help them use the text and pictures to decide which of the words describe the seeds. Then help them record the information on the graphic organizer. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for students to share their recorded information. Then demonstrate how the chart can be used to draw conclusions about the topic: for example, Pumpkin and orange seeds are little, hard, and light.
Kinds of Seeds
Seeds
Big Little Hard
avocado
✓
Soft Dark Light
✓
✓
✓
pea
✓
✓
✓
pumpkin
✓
✓
✓
pepper
✓
✓
✓
apple
✓
✓
✓
orange
✓
✓
watermelon
✓
✓
✓
sunflower
✓
✓
✓
✓
Counting Seeds
09878_TG.indd 4
© 2011 Benchmark Education Company, LLC
11/15/10 4:50:11 PM
Interactive Writing Have students use the information from their graphic organizer to write summary sentences about the book. Say: The author shows us different kinds of seeds. We find out what they look like. Let’s look at our graphic organizer to tell about each type of seed. Let’s think of a sentence we could write about one type of seed. (Possible sentences include “A watermelon has little, dark seeds.” and “An orange’s seeds are little and light.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentence based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.
√ √ √√√ √√√ √√√ √
√√√ √√√ √√√√
A puper haz lot ob teny wit sedz.
A pepper has a lot of tiny white seeds.
When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip
Ask students to reread Counting Seeds with a partner. Have one partner read the text and the other describe the seeds. Then have them reverse roles and read the book again.
Modeling Fluency
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Counting Seeds to family members. Suggest that students and family members think of other fruit and vegetable seeds that could be added to the book.
• Read sections of the book aloud to students to model fluent reading of the text.
• Have students listen to you read a portion of the text and then read it back to you.
Counting Seeds © 2011 Benchmark Education Company, LLC
09878_TG.indd 5
5
11/15/10 4:50:12 PM
Skills Bank Phonemic Awareness: Blending phonemes Have students listen carefully as you say the sounds of the word has: /h/ /a/ /z/. Ask them to repeat the sounds and then blend them to say the word. Continue to say the sounds of a word and have students blend the sounds to make the word. Use these words: count, seed, big, little, pod, like.
at bat cat fat hat mat pat
am dam ham jam Pam ram Sam
Phonics: Short a Write the words at and am on the board. Ask students what letter is in both words and what sound the letter makes in the words. (a, short a) Circle the a in each word. Have students find words on pages 8 and 10 that have the short a sound. (has, apple) Add has and apple to the words on the board and have volunteers circle the letter a in each word. Help students brainstorm words that rhyme with at and am and have the short a sound. (bat, cat, fat, hat, mat, pat, rat, sat, that; dam, ham, jam, Pam, ram, Sam)
Concepts About Print: Where to begin reading/ Left-to-right directionality Have students turn to page 2. Say: Show me where to start reading. After students indicate the place, read only the first word, I, and then ask: Where do I read now? Students should tell you to read the next word to the right. Pause after each word in the first line and ask the same question. After the word going, say: I’m at the end of the line. Where do I read now? When students have guided you through the second line, pause at the end of the sentence and ask them what you should do next. They should tell you to turn to the next page.
6
Counting Seeds
09878_TG.indd 6
© 2011 Benchmark Education Company, LLC
11/15/10 4:50:12 PM
High-Frequency Word Vocabulary To introduce the high-frequency words look, at, and the, have students find each word in the book and frame it with their fingers and then find the word on a different page. Write the words on the board and have students spell each word with you. Give each student a sentence strip. Have students write Look at the ___ on their strip. Ask volunteers to read their sentence strips, adding a word that completes the sentence: for example, Look at the seeds. Look at the apple.
Content Vocabulary: Foods that have seeds
look at the
Help students brainstorm the names of foods that have seeds. Suggest that they begin by looking in the book and at their prereading semantic web to find words. Then they can add to the list, using their own knowledge of foods that have seeds. List students’ suggestions under the heading “Foods That Have Seeds” on the board. Lists might include apple, watermelon, orange, grapes, pumpkin, pepper, beans, cucumber, tomato, squash. Write each word on an index card. Give a word card and a blank card to each student. Ask students to draw a picture of their food on the blank card. Have pictures available for students to use as models. Collect students’ pictures and line them along the board ledge. Have students direct you to match the word cards with the picture cards.
Foods That Have Seeds squash apple pepper watermelon beans orange tomato pumpkin cucumber grapes
© 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 978-1-59000-987-1
09878_TG.indd 7
7
11/15/10 4:50:12 PM
Name _______________________________________________________ Date __________________
Kinds of Seeds Seeds
Big Little Hard
avocado
✓
✓
✓
✓
✓
✓
pumpkin
✓
✓
✓
pepper
✓
✓
✓
apple
✓
✓
✓
orange
✓
✓
watermelon
✓
✓
✓
sunflower
✓
✓
✓
bean
Soft Dark Light
✓
© 2011 Benchmark Education Company, LLC
09878_TG.indd 8
11/15/10 4:50:12 PM
