Growing a Kitchen Garden
Level N/30
Growing a Kitchen Garden Science
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
• Identify sequence of events Comprehension
• Make connections • Identify cause and effect • Use text features to locate information • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Science Big Idea • Plants can grow in different ways
Theme: Plants
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Identifying Steps in a Process • Identifying Cause and Effect Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “The Ballad of Johnny Appleseed” (Helmer O. Oleson) • “Forest” (Madeleine Comora) Comprehension Strategy Assessment Handbook (Grade 3) • Ongoing Assessments #21 and #22 Notable Trade Books for Read Aloud • Bial, Raymond. A Handful of Dirt. Walker, 2000. • Farmer, Jacqueline. Bananas! Charlesbridge, 1999. • Hughes, Meredith Sayles and Huges, Tom. Buried Treasure: Roots and Tubers. Lerner, 1998. • Maass, Robert. Garden. Henry Holt, 1998. Web Site for Content Information • Ag Trivia http://www.sa.usda.gov/ca/ FSAfactsfor kids. html Students can use this site to learn more about their favorite fruits and vegetables and how they are grown.
theme connections Plants How-To Fruits and Vegetables Gardening
Growing a Kitchen Garden
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Identify Sequence or Steps in a Process (pp. 3–9)
• Identify Cause and Effect (pp. 3–4) • Identify Main Idea and Supporting Details (p. 4) • U se Knowledge of Word Structures to Determine Word Meaning
• • • • •
(p. 4)
Evaluate Author’s Purpose (p. 5) Use Text Features to Locate Information (pp. 5-6) Use Context Clues to Determine Word Meaning (p. 5) Summarize or Paraphrase Information (p. 6) Use Graphic Features to Interpret Information (p. 6)
This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science Science as Inquiry: a, b
Math Measurement: a, b
Life Science: a, b, c
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 5–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading
Introduce the Book
Book Summary Anyone can grow a kitchen garden, and in this fact-filled book, author Natalie Lunis shows readers how. From growing carrot tops, garlic greens, and sweet potatoes to planting orange seeds and avocado pits, she offers stepby-step directions for turning an ordinary kitchen into a delicious garden.
Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? What do you already know about gardening? What do you think you’ll find out in the book? Which fruits and vegetables do you recognize from the photographs? Which have you never seen before? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • • •
Set a Purpose for Reading
Identifying Steps in a Process Growing Carrot Tops 1
2
Fill dish with sand. Add water until sand is damp.
3
This text provides an excellent opportunity for students to focus on the strategies of identifying sequence or steps in a process and cause and effect. Explain that the author is going to present step-by-step instructions for how to grow and plant a variety of fruits and vegetables, including information about what the plants need to grow. Read pages 5 and 6 of the text. Say: Listen carefully to how the author gives directions for growing a carrot top. After reading, point out that she uses numbers to break up the instructions into simple steps. In addition to the numbers, she also uses certain words, such as then and next to signal the order in which the directions need to be followed. Sometimes, however, the author doesn’t use signal words, but rather suggests the order by describing one thing first, and then another, etc.
4
Put carrots in a sunny spot.
5
© 2011 Benchmark Education Company, LLC
Introduce the Graphic Organizer Provide each student with a copy of the Identifying Steps in a Process graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see information given in a series of steps. Point out that learning how to follow steps in a process can help strengthen their problem solving skills.
Growing a Kitchen Garden
3
TEACHING TIPS
CHAPTERS 1&2
Meaningful Activities for Rapid Readers
the questions on page 3. Try • Read to answer as many as you can. As
you read the book, check to see if your answers are correct. Look at the pictures in the Growing Tip sidebar on page 7. How many of the roots have you eaten before? What do they taste like?
•
Read the Text
pages 2–7 Use the following prompt to set a purpose for the reading: As you read, think about the key point the author is making. What does she want you to know? What is the main idea of this book? What details support that main idea?
Prompts to Help Readers Monitor Comprehension
Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that state or imply the main idea and details to support that idea. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Main Idea and Supporting Details
Growing a Kitchen Garden
word parts
back
behind
yard
synonym open area
4
backyard
Point out that in Chapter 2 of Growing a Kitchen Garden each step leads to the final step, a carrot plant. Explain that each action along the way, such as putting the carrot tops in a sunny spot, is important to the final product. Point out that the actions are called causes and the result is called the effect. Invite students to identify other causes, or actions, that will help the carrot plant grow. Here are some they may come up with: • cut off leafy green top and top of orange root • fill dish with sand and water until damp • press carrot tops into sand • put carrot tops in a sunny spot • add water to sand
Challenge students to find examples of compound words in the text. Discuss how paying attention to the words within a compound word can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example.
Identify Cause and Effect
Analyze Compound Words
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapter 2. On the first page, the author gives background information about a vegetable. On the following pages, she describes in a numbered step-by-step format how to grow that vegetable. Ask: How does using this structure make following instructions easy for the reader? Do you think the author might repeat this structure in future chapters?
•
Begin the Graphic Organizer: Identifying Steps in a Process
lost concentration. Look for context clues to help you define unfamiliar words.
Invite students to state the main idea of this book, and to point out details from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through main idea and supporting details. The very first sentence on page 2 ("If you think you need a backyard to have a garden, think again!”) got me thinking that the main idea of this book is going to be about how a person can have a garden without having a yard. In the same paragraph, the author describes what a kitchen garden is and what you need to grow one. I realized that the main idea is about how to make a garden in your kitchen.
lose the meaning, go back • Ifandyoureread the section where you
definition
An open area behind a house
Then tell students to apply this method to other compound words they flagged. These might include: everyday, p. 2 supermarket, p. 2 indoors, p. 2 everything, p. 3
© 2011 Benchmark Education Company, LLC
CHAPTERS 3&4
TEACHING TIPS Meaningful Activities for Rapid Readers
• Take a class poll to see what
everyone’s favorite citrus fruit is.
Read the Text
pages 8–15 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing the book? Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss the Author’s Purpose Invite students to share their ideas about the author’s purpose. Ask: Did the author write this book to inform, persuade or entertain? How do you know? Encourage students to give examples from the text that helped them figure it out. Explain that knowing the author’s purpose can help readers determine how to read the text—quickly or slowly, seriously or casually.
• Follow the steps for making “Easy Guacamole.” Bring it to class to share with everyone.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word tangerine (page 8). The author defines this word in context using a synonym (fruit). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it. synonym fruit
Continue the Graphic Organizer:
Point out the Growing Tip sidebar on page 9. Ask: How is this text different from the other text on the page? Students should notice that: • The sidebar has a special heading to separate it from other text. • The text in the sidebar has a different type style and size. • The sidebar text is in a special tinted box. • The information provides a helpful idea, or tip, that supports the text, but is not itself a separate step in the process. Invite students to skim and scan the book to find other Growing Tip sidebars. Explain that this is a recurring type of sidebar in the book. Ask: How does the information in these sidebars help you as you read?
© 2011 Benchmark Education Company, LLC
definition
a sweet, orange citrus fruit that is smaller than an orange and easier to peel
Use Text Features: Sidebars
tangerine
Invite students to draw their own graphic organizer to record in a condensed form the steps involved in planting orange seeds or avocado pits. Encourage them to use the Identifying Steps in a Process graphic organizer as a model. Ask students to reread or skim and scan the text to locate information to put in their graphic organizer. Did students read each step carefully? Can they summarize what needs to be done in each step?
Identifying Steps in a Process
sentence
A tangerine is part of the citrus fruit family.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: citrus, p. 8 shoots, p. 11 seedling, p. 11 roots, p. 11 avocado, p. 12 evaporates, p. 14
Growing a Kitchen Garden
5
CHAPTERS 5–7
TEACHING TIPS Meaningful Activities for Rapid Readers
• Try the Growing Tip on page 19.
Read the Text
pages 16–22 Use the following prompt to set a purpose for the reading: As you get to the end of the book, summarize how to grow a kitchen garden. Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their summaries. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehenSion Discuss Summarizing Information
Have students share their summaries of how to grow a kitchen garden. Encourage them to explain the process they used to formulate their summaries. Ask: How did you decide what information was essential and what information was not? If students have difficulty summarizing, use the following think aloud to model how a reader selects important information to summarize a main idea from a text. First, I went back to the table of contents to get a snapshot of what the book’s chapters cover. Then I reread the introduction, because an introduction usually provides an overview of what the book will be about. The important points in this book seemed to be that kitchen gardens are easy to grow right in your home any time of year using fruits and vegetables that you may already have, and you can have fun and learn a lot about plants at the same time.
Complete the Graphic Organizer: Identifying Steps
Describe what happened by drawing a picture. • Which fruit or vegetable described in the book is your favorite?
Prompts to Help Readers Monitor Comprehension
lose the meaning, go back • Ifandyoureread the section where you lost concentration. Look for context clues to help you define unfamiliar words.
•
Use Text Features: Lists of Materials Point out the list of materials on page 21. A similar list precedes the procedure for growing each kitchen garden plant discussed in the book. Ask: How is this list useful? Students should recognize that having the list means they do not have to read the entire procedure in advance to identify what materials are needed. Explain to students that in this book (and in many other procedural texts such as recipes and experiments), the materials are listed in the order they are used.
in a Process
Invite students to record the steps discussed in Chapter 5 or Chapter 6 in a graphic organizer of their choosing. If students have difficulty, encourage them to use the Identifying Steps in a Process graphic organizer as a model. Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Were students able to summarize the steps used in growing garlic greens?
Use Graphic Features: Illustrations
Draw students’ attention to the illustrations on page 21. Point out that there is an illustration for each step in this procedure. Ask students to reread the text on this page while keeping the illustrations covered. Ask: Are the illustrations important in helping you understand directions? How do they help to clarify what you are supposed to do? Would you be able to follow these directions without them?
6
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize
As a class, generate an oral or written retelling of the book. Select the key points to create a summary.
The completed graphic organizer below can serve as a model for assessing students’ ability to identify steps in a process.
Identifying Steps in a Process
Respond
Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the authors.
Identify Cause and Effect
Growing Carrot Tops 1
2
Have an adult cut off
Fill dish with sand.
part of green leafy top
Add water until sand is
and top of the orange
damp.
root.
Challenge students to use their completed graphic organizers to identify what caused the different plants to grow. As an extra challenge, have them discuss the similarities and differences of how to grow the different plants.
Press carrot tops into
Put carrots in a sunny
Draw Conclusions
sand, orange side down.
spot.
3
4
Ask students to formulate conclusion statements based on their reading and the information they charted.
5 Keep adding water to sand so it stays damp.
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
7
TEA CHI N G TI PS
writing workshop
Process WrItINg Steps
mini-lesson
Writing Focus: Writing Steps in a Process Remind students that throughout the book Growing a Kitchen Garden, they read step-by-step instructions for how to grow a variety of fruits and vegetables. Invite students to think about something they have recently learned, such as baking a cake, playing a game, or solving a puzzle. On chart paper or the board, create a flowchart like the one below summarizing the steps for how to do something new.
How To Make Ice Cream Gather materials: sugar, light cream, measuring cup, vanilla, measuring spoons, blender, small plastic pan
Put 1 cup sugar in blender
1. Have students brainstorm a procedure they know and create a flowchart summarizing the steps involved. 2. Have students independently write a first draft describing how to do or make something using a step-by-step text structure. 3. After students complete their paragraph, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students.
Have adult mix sugar, cream, and vanilla for 30 seconds
Put 1 teaspoon vanilla in blender
Pour 2 cups cream in blender
Pour mix into pan
Put pan in
freezer for a day or overnight
Take pan out of freezer and enjoy
Use the reproducible Writing Model to demonstrate how information from the flowchart can be used to write a paragraph that describes how to make or do something using a step-by-step text structure. Remind students that breaking up instructions into numbered steps is helpful for explaining what to do and makes reading easier.
writing ASSigNmeNt Write a paragraph that explains how to do something using a procedural text format.
8
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Writing Model: Writing Steps in a Process
Making Ice Cream Do you like ice cream? If so, you’re not alone. Here’s how to make it: First, put the sugar (1 cup) in the blender. Next, add light cream (2 cups). Then, measure the vanilla
signal words for steps in a process
(1 teaspoon) into the blender. After that, ask an adult to mix the sugar, cream, and vanilla for 30 seconds. Then, pour the mix into the pan and, right after that, put the pan in the freezer for one day or overnight. Finally, take the pan out of the freezer and dig in.
writing tip Draw readers in by starting your paragraph with a question or giving a fascinating fact.
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Name:_ __________________________________________
Date:_________________
Identifying Steps in a Process Growing Carrot Tops 1
2
Fill dish with sand. Add water until sand is damp.
3
4
Put carrots in a sunny spot.
5
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
Orange Seeds and Avocado Pits Compare and contrast planting orange seeds and avocado pits. Write how they are different in the outer parts of the circles. Write how they are the same in the area where the circles overlap.
Planting Orange Seeds
© 2011 Benchmark Education Company, LLC
Planting Avocado Pits
Growing a Kitchen Garden
Name:_ __________________________________________
Date:_________________
Taking It Step by Step Grow another fruit or vegetable for your kitchen garden. Record the materials you need and the steps you take in the spaces provided. Include pictures illustrating some or all of the steps.
Fruit or Vegetable I Grew: _________________________________________ Materials I Used: ______________________________________________________ _______________________________________________________________________
Steps I Took: Step 1:
Step 2: Step 3:
Step 4: Step 5:
Step 6: Step 7:
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
Observation Journal Plant a fruit or vegetable following the steps in the book. Observe its growth and record what you see in the journal pages below, using words or pictures.
Gardening Journal: Week One Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
Day 7:
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Name:_ __________________________________________
Date:___________________
Fruit or Vegetable? Identify each of the plants below as a fruit or a vegetable. Put an “F’” for each plant that is a fruit and a “V” for each plant that is a vegetable in the space provided.
Growing a Kitchen Garden
carrot: ___
chicory: ___
orange: ___
artichoke: ___
dandelion: ___
tomato: ___
sweet potato: ___
squash: ___
avocado: ___
beet: ___
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
Orange Seeds and Avocado Pits
Taking It Step by Step Tomatoes Fruit or Vegetable I Grew: _________________________________________ Materials I Used: ______________________________________________________ tomato seeds, margarine tub, heavy cotton fabric, water, plant food _________________
Planting Orange Seeds
Planting Avocado Pits
Steps I Took: Step 1: Fill garden tub with water. Add 1 tsp. plant food.
Plant the seeds in soil first. Wrap the flowerpot in a plastic bag.
Keep the plant in a warm place. Water the plant every few days.
Set the avocado pit in water. Plant the avocado in soil after 3–4 weeks.
In 3-4 weeks, repot the seeds in separate containers.
Step 2: Fasten fabric over the container, letting it touch the
surface of the water.
Step 3: Place 3 tomato seeds on the fabric.
Step 4: Add water as needed to keep the fabric wet. Add 1 tsp.
plant food to the water each week.
Step 5: When seeds sprout, save only the healthiest.
Step 6: When the plant outgrows the container, transplant it
to a soil-filled flowerpot.
Step 7: Keep the flowerpot in a sunny location and keep the
Observation Journal
soil moist.
Fruit or Vegetable?
Gardening Journal: Week One Day 1:
carrot: ___ V
chicory: ___ V
orange: ___ F
artichoke: ___ V
dandelion: ___ V
tomato: ___ F
sweet potato: ___ V
squash: ___ F
avocado: ___ F
beet: ___ V
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
Day 7:
Student answers will vary. You should check to make sure their entries are logical. © 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Growing a Kitchen Garden Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Identifying Steps in a Process*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Main Idea and Supporting Details* √ Begin the Graphic Organizer* √ Identify Cause and Effect* Analyze Compound Words*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer √ Identify Cause and Effect
Read the Text: Chapters 3 & 4 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Continue the Graphic Organizer* Use Text Features: Sidebars Use Context Clues* Read the Text: Chapters 5–7 Focus on Comprehension Mini-Lessons: Discuss Summarizing Information* √ Complete the Graphic Organizer* Use Graphic Features: Illustrations Use Text Features: Lists of Materials
2
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond √ Identify Cause and Effect* Draw Conclusions*
Writing Workshop (pp. 8–9) Mini-Lesson √ Assignment: Writing Steps in a Process Content-Area Extension Activities on Blackline Masters (pp. 11–14)
Orange Seeds and Avocado Pits Taking It Step by Step Observation Journal Fruit or Vegetable?
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-497-5
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
3
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Read the Text: Ch. 3 & 4 Focus on Comprehension: √ Continue the Graphic Organizer
Read the Text: Ch. 3 & 4
Read the Text: Ch. 5–7 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 5–7 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3 & 4
Read the Text: Ch. 5–7 Synthesize and Assess
Synthesize and Assess
4
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
Growing a Kitchen Garden Science
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
• Identify sequence of events Comprehension
• Make connections • Identify cause and effect • Use text features to locate information • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Science Big Idea • Plants can grow in different ways
Theme: Plants
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Identifying Steps in a Process • Identifying Cause and Effect Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “The Ballad of Johnny Appleseed” (Helmer O. Oleson) • “Forest” (Madeleine Comora) Comprehension Strategy Assessment Handbook (Grade 3) • Ongoing Assessments #21 and #22 Notable Trade Books for Read Aloud • Bial, Raymond. A Handful of Dirt. Walker, 2000. • Farmer, Jacqueline. Bananas! Charlesbridge, 1999. • Hughes, Meredith Sayles and Huges, Tom. Buried Treasure: Roots and Tubers. Lerner, 1998. • Maass, Robert. Garden. Henry Holt, 1998. Web Site for Content Information • Ag Trivia http://www.sa.usda.gov/ca/ FSAfactsfor kids. html Students can use this site to learn more about their favorite fruits and vegetables and how they are grown.
theme connections Plants How-To Fruits and Vegetables Gardening
Growing a Kitchen Garden
skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
Identify Sequence or Steps in a Process (pp. 3–9)
• Identify Cause and Effect (pp. 3–4) • Identify Main Idea and Supporting Details (p. 4) • U se Knowledge of Word Structures to Determine Word Meaning
• • • • •
(p. 4)
Evaluate Author’s Purpose (p. 5) Use Text Features to Locate Information (pp. 5-6) Use Context Clues to Determine Word Meaning (p. 5) Summarize or Paraphrase Information (p. 6) Use Graphic Features to Interpret Information (p. 6)
This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science Science as Inquiry: a, b
Math Measurement: a, b
Life Science: a, b, c
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 5–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading
Introduce the Book
Book Summary Anyone can grow a kitchen garden, and in this fact-filled book, author Natalie Lunis shows readers how. From growing carrot tops, garlic greens, and sweet potatoes to planting orange seeds and avocado pits, she offers stepby-step directions for turning an ordinary kitchen into a delicious garden.
Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think the book is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? What do you already know about gardening? What do you think you’ll find out in the book? Which fruits and vegetables do you recognize from the photographs? Which have you never seen before? What kinds of special vocabulary words do you think you’ll find in this book?
• • • • • •
Set a Purpose for Reading
Identifying Steps in a Process Growing Carrot Tops 1
2
Fill dish with sand. Add water until sand is damp.
3
This text provides an excellent opportunity for students to focus on the strategies of identifying sequence or steps in a process and cause and effect. Explain that the author is going to present step-by-step instructions for how to grow and plant a variety of fruits and vegetables, including information about what the plants need to grow. Read pages 5 and 6 of the text. Say: Listen carefully to how the author gives directions for growing a carrot top. After reading, point out that she uses numbers to break up the instructions into simple steps. In addition to the numbers, she also uses certain words, such as then and next to signal the order in which the directions need to be followed. Sometimes, however, the author doesn’t use signal words, but rather suggests the order by describing one thing first, and then another, etc.
4
Put carrots in a sunny spot.
5
© 2011 Benchmark Education Company, LLC
Introduce the Graphic Organizer Provide each student with a copy of the Identifying Steps in a Process graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see information given in a series of steps. Point out that learning how to follow steps in a process can help strengthen their problem solving skills.
Growing a Kitchen Garden
3
TEACHING TIPS
CHAPTERS 1&2
Meaningful Activities for Rapid Readers
the questions on page 3. Try • Read to answer as many as you can. As
you read the book, check to see if your answers are correct. Look at the pictures in the Growing Tip sidebar on page 7. How many of the roots have you eaten before? What do they taste like?
•
Read the Text
pages 2–7 Use the following prompt to set a purpose for the reading: As you read, think about the key point the author is making. What does she want you to know? What is the main idea of this book? What details support that main idea?
Prompts to Help Readers Monitor Comprehension
Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that state or imply the main idea and details to support that idea. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss Main Idea and Supporting Details
Growing a Kitchen Garden
word parts
back
behind
yard
synonym open area
4
backyard
Point out that in Chapter 2 of Growing a Kitchen Garden each step leads to the final step, a carrot plant. Explain that each action along the way, such as putting the carrot tops in a sunny spot, is important to the final product. Point out that the actions are called causes and the result is called the effect. Invite students to identify other causes, or actions, that will help the carrot plant grow. Here are some they may come up with: • cut off leafy green top and top of orange root • fill dish with sand and water until damp • press carrot tops into sand • put carrot tops in a sunny spot • add water to sand
Challenge students to find examples of compound words in the text. Discuss how paying attention to the words within a compound word can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example.
Identify Cause and Effect
Analyze Compound Words
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapter 2. On the first page, the author gives background information about a vegetable. On the following pages, she describes in a numbered step-by-step format how to grow that vegetable. Ask: How does using this structure make following instructions easy for the reader? Do you think the author might repeat this structure in future chapters?
•
Begin the Graphic Organizer: Identifying Steps in a Process
lost concentration. Look for context clues to help you define unfamiliar words.
Invite students to state the main idea of this book, and to point out details from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through main idea and supporting details. The very first sentence on page 2 ("If you think you need a backyard to have a garden, think again!”) got me thinking that the main idea of this book is going to be about how a person can have a garden without having a yard. In the same paragraph, the author describes what a kitchen garden is and what you need to grow one. I realized that the main idea is about how to make a garden in your kitchen.
lose the meaning, go back • Ifandyoureread the section where you
definition
An open area behind a house
Then tell students to apply this method to other compound words they flagged. These might include: everyday, p. 2 supermarket, p. 2 indoors, p. 2 everything, p. 3
© 2011 Benchmark Education Company, LLC
CHAPTERS 3&4
TEACHING TIPS Meaningful Activities for Rapid Readers
• Take a class poll to see what
everyone’s favorite citrus fruit is.
Read the Text
pages 8–15 Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing the book? Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension Discuss the Author’s Purpose Invite students to share their ideas about the author’s purpose. Ask: Did the author write this book to inform, persuade or entertain? How do you know? Encourage students to give examples from the text that helped them figure it out. Explain that knowing the author’s purpose can help readers determine how to read the text—quickly or slowly, seriously or casually.
• Follow the steps for making “Easy Guacamole.” Bring it to class to share with everyone.
Prompts to Help Readers Monitor Comprehension
• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
Use Context Clues
Have students look at the word tangerine (page 8). The author defines this word in context using a synonym (fruit). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it. synonym fruit
Continue the Graphic Organizer:
Point out the Growing Tip sidebar on page 9. Ask: How is this text different from the other text on the page? Students should notice that: • The sidebar has a special heading to separate it from other text. • The text in the sidebar has a different type style and size. • The sidebar text is in a special tinted box. • The information provides a helpful idea, or tip, that supports the text, but is not itself a separate step in the process. Invite students to skim and scan the book to find other Growing Tip sidebars. Explain that this is a recurring type of sidebar in the book. Ask: How does the information in these sidebars help you as you read?
© 2011 Benchmark Education Company, LLC
definition
a sweet, orange citrus fruit that is smaller than an orange and easier to peel
Use Text Features: Sidebars
tangerine
Invite students to draw their own graphic organizer to record in a condensed form the steps involved in planting orange seeds or avocado pits. Encourage them to use the Identifying Steps in a Process graphic organizer as a model. Ask students to reread or skim and scan the text to locate information to put in their graphic organizer. Did students read each step carefully? Can they summarize what needs to be done in each step?
Identifying Steps in a Process
sentence
A tangerine is part of the citrus fruit family.
Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: citrus, p. 8 shoots, p. 11 seedling, p. 11 roots, p. 11 avocado, p. 12 evaporates, p. 14
Growing a Kitchen Garden
5
CHAPTERS 5–7
TEACHING TIPS Meaningful Activities for Rapid Readers
• Try the Growing Tip on page 19.
Read the Text
pages 16–22 Use the following prompt to set a purpose for the reading: As you get to the end of the book, summarize how to grow a kitchen garden. Ask students to read the chapter independently. Invite them to use sticky notes to flag sections of the text that support their summaries. Also ask them to flag steps in a process and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehenSion Discuss Summarizing Information
Have students share their summaries of how to grow a kitchen garden. Encourage them to explain the process they used to formulate their summaries. Ask: How did you decide what information was essential and what information was not? If students have difficulty summarizing, use the following think aloud to model how a reader selects important information to summarize a main idea from a text. First, I went back to the table of contents to get a snapshot of what the book’s chapters cover. Then I reread the introduction, because an introduction usually provides an overview of what the book will be about. The important points in this book seemed to be that kitchen gardens are easy to grow right in your home any time of year using fruits and vegetables that you may already have, and you can have fun and learn a lot about plants at the same time.
Complete the Graphic Organizer: Identifying Steps
Describe what happened by drawing a picture. • Which fruit or vegetable described in the book is your favorite?
Prompts to Help Readers Monitor Comprehension
lose the meaning, go back • Ifandyoureread the section where you lost concentration. Look for context clues to help you define unfamiliar words.
•
Use Text Features: Lists of Materials Point out the list of materials on page 21. A similar list precedes the procedure for growing each kitchen garden plant discussed in the book. Ask: How is this list useful? Students should recognize that having the list means they do not have to read the entire procedure in advance to identify what materials are needed. Explain to students that in this book (and in many other procedural texts such as recipes and experiments), the materials are listed in the order they are used.
in a Process
Invite students to record the steps discussed in Chapter 5 or Chapter 6 in a graphic organizer of their choosing. If students have difficulty, encourage them to use the Identifying Steps in a Process graphic organizer as a model. Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Were students able to summarize the steps used in growing garlic greens?
Use Graphic Features: Illustrations
Draw students’ attention to the illustrations on page 21. Point out that there is an illustration for each step in this procedure. Ask students to reread the text on this page while keeping the illustrations covered. Ask: Are the illustrations important in helping you understand directions? How do they help to clarify what you are supposed to do? Would you be able to follow these directions without them?
6
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize
As a class, generate an oral or written retelling of the book. Select the key points to create a summary.
The completed graphic organizer below can serve as a model for assessing students’ ability to identify steps in a process.
Identifying Steps in a Process
Respond
Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the authors.
Identify Cause and Effect
Growing Carrot Tops 1
2
Have an adult cut off
Fill dish with sand.
part of green leafy top
Add water until sand is
and top of the orange
damp.
root.
Challenge students to use their completed graphic organizers to identify what caused the different plants to grow. As an extra challenge, have them discuss the similarities and differences of how to grow the different plants.
Press carrot tops into
Put carrots in a sunny
Draw Conclusions
sand, orange side down.
spot.
3
4
Ask students to formulate conclusion statements based on their reading and the information they charted.
5 Keep adding water to sand so it stays damp.
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
7
TEA CHI N G TI PS
writing workshop
Process WrItINg Steps
mini-lesson
Writing Focus: Writing Steps in a Process Remind students that throughout the book Growing a Kitchen Garden, they read step-by-step instructions for how to grow a variety of fruits and vegetables. Invite students to think about something they have recently learned, such as baking a cake, playing a game, or solving a puzzle. On chart paper or the board, create a flowchart like the one below summarizing the steps for how to do something new.
How To Make Ice Cream Gather materials: sugar, light cream, measuring cup, vanilla, measuring spoons, blender, small plastic pan
Put 1 cup sugar in blender
1. Have students brainstorm a procedure they know and create a flowchart summarizing the steps involved. 2. Have students independently write a first draft describing how to do or make something using a step-by-step text structure. 3. After students complete their paragraph, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and create a final copy of their paragraph. 6. Finally, invite students to share their paragraph with a group of other students.
Have adult mix sugar, cream, and vanilla for 30 seconds
Put 1 teaspoon vanilla in blender
Pour 2 cups cream in blender
Pour mix into pan
Put pan in
freezer for a day or overnight
Take pan out of freezer and enjoy
Use the reproducible Writing Model to demonstrate how information from the flowchart can be used to write a paragraph that describes how to make or do something using a step-by-step text structure. Remind students that breaking up instructions into numbered steps is helpful for explaining what to do and makes reading easier.
writing ASSigNmeNt Write a paragraph that explains how to do something using a procedural text format.
8
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Writing Model: Writing Steps in a Process
Making Ice Cream Do you like ice cream? If so, you’re not alone. Here’s how to make it: First, put the sugar (1 cup) in the blender. Next, add light cream (2 cups). Then, measure the vanilla
signal words for steps in a process
(1 teaspoon) into the blender. After that, ask an adult to mix the sugar, cream, and vanilla for 30 seconds. Then, pour the mix into the pan and, right after that, put the pan in the freezer for one day or overnight. Finally, take the pan out of the freezer and dig in.
writing tip Draw readers in by starting your paragraph with a question or giving a fascinating fact.
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Name:_ __________________________________________
Date:_________________
Identifying Steps in a Process Growing Carrot Tops 1
2
Fill dish with sand. Add water until sand is damp.
3
4
Put carrots in a sunny spot.
5
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
Orange Seeds and Avocado Pits Compare and contrast planting orange seeds and avocado pits. Write how they are different in the outer parts of the circles. Write how they are the same in the area where the circles overlap.
Planting Orange Seeds
© 2011 Benchmark Education Company, LLC
Planting Avocado Pits
Growing a Kitchen Garden
Name:_ __________________________________________
Date:_________________
Taking It Step by Step Grow another fruit or vegetable for your kitchen garden. Record the materials you need and the steps you take in the spaces provided. Include pictures illustrating some or all of the steps.
Fruit or Vegetable I Grew: _________________________________________ Materials I Used: ______________________________________________________ _______________________________________________________________________
Steps I Took: Step 1:
Step 2: Step 3:
Step 4: Step 5:
Step 6: Step 7:
Growing a Kitchen Garden
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
Observation Journal Plant a fruit or vegetable following the steps in the book. Observe its growth and record what you see in the journal pages below, using words or pictures.
Gardening Journal: Week One Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
Day 7:
© 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Name:_ __________________________________________
Date:___________________
Fruit or Vegetable? Identify each of the plants below as a fruit or a vegetable. Put an “F’” for each plant that is a fruit and a “V” for each plant that is a vegetable in the space provided.
Growing a Kitchen Garden
carrot: ___
chicory: ___
orange: ___
artichoke: ___
dandelion: ___
tomato: ___
sweet potato: ___
squash: ___
avocado: ___
beet: ___
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
Orange Seeds and Avocado Pits
Taking It Step by Step Tomatoes Fruit or Vegetable I Grew: _________________________________________ Materials I Used: ______________________________________________________ tomato seeds, margarine tub, heavy cotton fabric, water, plant food _________________
Planting Orange Seeds
Planting Avocado Pits
Steps I Took: Step 1: Fill garden tub with water. Add 1 tsp. plant food.
Plant the seeds in soil first. Wrap the flowerpot in a plastic bag.
Keep the plant in a warm place. Water the plant every few days.
Set the avocado pit in water. Plant the avocado in soil after 3–4 weeks.
In 3-4 weeks, repot the seeds in separate containers.
Step 2: Fasten fabric over the container, letting it touch the
surface of the water.
Step 3: Place 3 tomato seeds on the fabric.
Step 4: Add water as needed to keep the fabric wet. Add 1 tsp.
plant food to the water each week.
Step 5: When seeds sprout, save only the healthiest.
Step 6: When the plant outgrows the container, transplant it
to a soil-filled flowerpot.
Step 7: Keep the flowerpot in a sunny location and keep the
Observation Journal
soil moist.
Fruit or Vegetable?
Gardening Journal: Week One Day 1:
carrot: ___ V
chicory: ___ V
orange: ___ F
artichoke: ___ V
dandelion: ___ V
tomato: ___ F
sweet potato: ___ V
squash: ___ F
avocado: ___ F
beet: ___ V
Day 2:
Day 3:
Day 4:
Day 5:
Day 6:
Day 7:
Student answers will vary. You should check to make sure their entries are logical. © 2011 Benchmark Education Company, LLC
Growing a Kitchen Garden
Growing a Kitchen Garden Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Identifying Steps in a Process*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: Discuss Main Idea and Supporting Details* √ Begin the Graphic Organizer* √ Identify Cause and Effect* Analyze Compound Words*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Begin the Graphic Organizer √ Identify Cause and Effect
Read the Text: Chapters 3 & 4 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Continue the Graphic Organizer* Use Text Features: Sidebars Use Context Clues* Read the Text: Chapters 5–7 Focus on Comprehension Mini-Lessons: Discuss Summarizing Information* √ Complete the Graphic Organizer* Use Graphic Features: Illustrations Use Text Features: Lists of Materials
2
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond √ Identify Cause and Effect* Draw Conclusions*
Writing Workshop (pp. 8–9) Mini-Lesson √ Assignment: Writing Steps in a Process Content-Area Extension Activities on Blackline Masters (pp. 11–14)
Orange Seeds and Avocado Pits Taking It Step by Step Observation Journal Fruit or Vegetable?
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-497-5
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
3
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Read the Text: Ch. 3 & 4 Focus on Comprehension: √ Continue the Graphic Organizer
Read the Text: Ch. 3 & 4
Read the Text: Ch. 5–7 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 5–7 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3 & 4
Read the Text: Ch. 5–7 Synthesize and Assess
Synthesize and Assess
4
Writing Mini-Lesson Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
