John James Audubon
Level H/13
John James Audubon Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Make Inferences •• Summarize Information Phonemic Awareness
•• Manipulating final sounds
Phonics
•• Vowel digraph ow •• CVCe pattern
High-Frequency Words
•• been, done, never
Concept Vocabulary
•• Words related to birds
Grammar/Word Study •• Words that tell what kind or how many
Biography Big Idea
•• J ohn James Audubon loved nature and studied and painted birds.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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
Small Group Reading Lesson K-W-L What We Know
Before Reading
What We What We Want Learned to Know by Reading
painted pictures of birds
How did he find the birds to paint?
He went to where the birds were.
lived a long time ago
When did he live?
He was born in 1785.
Why are his paintings special?
He painted birds the way they looked in real life.
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Write the name John James Audubon on the board and ask students what they know about this man. If necessary, tell them that Audubon is famous for his paintings of birds. Write this and students’ contributions in the “K” column of the K-W-L chart. Then brainstorm with students things they want to know about John James Audubon. Record their responses as questions in the “W” column. Explain to students that they will come back to fill in the “L” column after they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask: Visual Cues • Look at the initial consonants. (wh in who; th in that) • Break the word into syllables and sound out each part. (pic/tures) Structure Cues • Think about whether the sentence sounds right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What clues on the cover tell you that this man lived many years ago? Show students the title page. Ask: • What is the man doing? Why do you think he is doing that? Draw students’ attention to the Table of Contents. Explain that the page numbers tell where the chapters begin. Ask students to turn to pages 2, 12, and 14 and find the title of each chapter. Point out that the chapter titles make good entries for the “W” column of the chart. Preview the photographs with students, reinforcing the language used in the text and highlighting important concepts. Have students note the differences between the photographs and Audubon’s paintings. Point out the captions and the map, and explain that these features give additional information.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to read the book to see if it answers any of your questions. 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. John James Audubon
2
© 2011 Benchmark Education Company, LLC
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 noticed that you tried to sound out the word animals. You broke the word into chunks and sounded out each chunk. 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. • Did the book help you answer any of the questions you wrote in the “What We Want to Know” column of our K-W-L chart? Let’s write the answers in the “What We Learned by Reading” column. (Answers will vary.) (Locate facts) • Let’s look at what we wrote before we read the book. Did the book talk about some of these things, too? (Answers will vary.) (Compare and contrast) • What kinds of birds did John James Audubon paint? (grackles, wild turkeys, passenger pigeons, pp. 4, 10, 14) (Locate facts) • Why do you think there aren’t any passenger pigeons now? (Answers will vary. Students may suggest that people hunted the birds until they were all gone.) (Make inferences) • What can you do to help save birds and animals? (Answers will vary. Students may suggest supporting the Audubon Society.) (Make inferences/Use creative thinking)
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.
John James Audubon © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension summarize information
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to 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 and draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize information by condensing the words from the text? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy the chart on the board. Show students how to summarize the information in the first chapter. Then work with them to summarize the information in the remaining chapters. Use the following think-aloud. A graphic organizer like this one can help me summarize information in a text. In order to summarize, I must pick the most important information and condense it into a few lines or phrases. A summary should be a brief overview of the text. As I look at pages 2 and 3, I see lots of interesting information. I must decide what is the most important. I see that Audubon loved nature and that he studied and painted birds. The text also tells me when and where he was born. I will write where and when he was born and what he did on the chart. Page 4 has lots of interesting information, but I think the most important thing is that he painted birds the way they looked in real life. I will write that on the chart. Pages 6 to 9 tell what kind of birds he painted. These are interesting details, but not necessary for my summary. I think the most important thing on page 10 is that he put his paintings in a book. I will add this to the chart. Practice and Apply Guide students to pick out important information in chapters 2 and 3 and record it on the chart. If you think students can complete the chart independently, distribute copies and monitor their work.
Summarize Information Chapter 1: Who Was John James Audubon?
He was born in 1785 in Haiti and later moved to America. He painted pictures of birds the way they looked in real life. He put his pictures in a book. Chapter 2: How Did John Learn About Birds?
He tied string around the legs of baby birds. He saw these birds with the string the next spring, and he learned that birds come back to the same place. Chapter 3: How Did John Help Save Birds?
He saw that people were hunting too many birds. A group was started to help save birds. The group was named after him.
John James Audubon
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the graphic organizer to review with students what it means to write a summary of a text. Tell them that they will sometimes need to write a summary of a book they have read. One good way to begin is to list the key ideas of the book before they begin writing. Tell them that they are going to write a summary of a favorite book that the group has read. Use the following writing steps. • Decide on a book that everyone in the group knows and has read or that has been read to them. • Ask students to give an oral summary of the book first. • Help students decide which points are the most important. Record these on the board. • Read through the points with students to ensure that the most important aspects of the book have been covered. • Have students use the summarized points to build a paragraph about the book. Record the paragraph on the board. • Read through the paragraph with students to make sure that it makes sense and is an accurate summary of the book.
Write Independently
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread John James Audubon with a partner. Have them read the text together and then take turns reading it to each other.
Tell students they are going to write individual summaries of books they have enjoyed. Use the following writing steps. • Help students choose books with which they are familiar. • Ask them to list the key points of the book. • Have them use their points to create their summary paragraphs. • Have them read through their paragraphs for sense and style. • Encourage students to share their book summaries.
Connect to Home Have students read the take-home version of John James Audubon to family members. Encourage students to share the information on their graphic organizers.
John James Audubon © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Manipulating final sounds Say the word big, then slowly say the sounds that make up the word: /b/ /i/ /g/. Ask students what sound they hear at the end. (/g/) Tell students that you are going to change the /g/ sound at the end of the word to /b/. Ask them what the word will be. (bib) Together say the sounds slowly, then say the word: /b/ /i/ /b/, bib. Continue by changing /b/ to /t/. Continue manipulating final sounds to make the following sets of words: had, ham, hat; back, bad, bag.
I know I feel low when the snow blows.
CVC
life
C V C
place
Phonics: Vowel digraph ow Write the word grow on the board. Ask students what vowel sound they hear in the word. (the long o sound) Ask them what two letters make the long o sound in grow. Underline the letters ow. Then write the word showed on the board and ask students to read it aloud. Point out that ow also makes the long o sound in showed. Ask students to brainstorm a list of words that have the long o sound spelled ow. (know, low, blow, snow) Then have them try to use two or more of the ow words in a sentence.
Phonics: CVCe pattern Write the following words from the book on the board: life, place, same, save, name. Ask students how these words are alike. (They all have a final silent e. They all have a long vowel sound. They all have the CVCe pattern.) Have volunteers come to the board, underline the final e in each word, and write the letters CVC over the consonant-vowel-consonant pattern before the e. Write the words love, picture, some, here, were, compare, there, and none on the board. Ask students to find these words in the book and read the sentences in which they appear. Point out that even though these words end with e, they do not have long vowel sounds. Discuss other ways students might figure out how to read these words, such as checking the consonant sounds and checking what makes sense in the sentence.
John James Audubon
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the high-frequency words been, done, and never on the board. Read the words aloud, then have students say and spell them aloud together. Ask volunteers to find been in the book (page 2) and read aloud the sentence in which it appears. Follow the same procedure for the other high-frequency words. Then have students use each word in a new sentence.
Concept Vocabulary: Words related to birds Ask students to think of words related to birds. Encourage them to think about what they know about birds and their habits and to look for possible words on their K-W-L chart and in the book. Record their responses on the board. Possible answers are wings, eggs, feathers, grackle, nature, nests, turkey, banding, passenger pigeons, and Audubon Society. Give a clue about each word, such as This group works to save birds and other animals. Ask students to name the concept word(s) that answers the clue.
Word Study: Words that tell what kind or how many Explain to students that we often use words to describe, or tell about, things. Describing words answer questions about things, such as what kind they are or how many there are. Write I saw three red hens on the board. Ask which words describe the word hens. (three, red) Point out that three answers the question How many hens? and red answers the question What kind of hens? On the board, write the words many, real, some, and same. Ask students to find each word in the text and tell what the word is describing. Write the phrases many birds, real life, some birds, and same place on the board. Ask students which question each describing word answers.
been done never
How many birds? Many birds What kind of life? Real life How many birds? Some birds What kind of place? Same place
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-932-1
7
Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “John James Audubon” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own, using the author’s text, photographs, and captions for clues. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about John James Audubon. John was a man who painted many pictures of birds. On page 4, we read, “John wanted to paint them as they looked in real life.” I look at the photograph on page 4 and John’s painting on page 5. They both show birds called grackles. I see that John’s grackles look a lot like real grackles. These are clues about how John paints birds. In the first Clues box on the graphic organizer, write John wanted the birds in his paintings to look like real birds. John’s painted grackles look like real grackles. Then say: Now we will use the clues to make an inference. We can infer that John studied real birds to make his paintings look as realistic as possible. Record this information in the first Inference box on the graphic organizer. ••Guide Say: Let’s make an inference about the Audubon Society. I wonder if it was started while John was still alive. What clues can we find in the text, photographs, and captions? (Allow time for students to respond, assisting if needed.) Yes, on page 3 we read that John was born in 1785. On page 15, we read that the Audubon Society began in 1905. These are clues we can use to make an inference. In the second Clues box on the graphic organizer, write John was born in 1785. The Audubon Society began in 1905. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, 120 years passed between John’s birth and the start of the Audubon Society. People don’t usually live to be 120 years old, so we can infer that John was no longer alive when the Audubon Society was formed. In the second Inference box, write The Audubon Society was not formed during John’s lifetime. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use text, photograph, and caption clues to figure out things the author doesn’t say. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
John James Audubon ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
John John James Audubon Audubon Make Make Inferences Inferences Clues
©2011 Benchmark Education Company, LLC
Inference
Notes
10
John James Audubon ©2011 Benchmark Education Company, LLC
Notes
John James Audubon ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Summarize Information Chapter 1: Who Was John James Audubon?
Chapter 2: How Did John Learn About Birds?
Chapter 3: How Did John Help Save Birds?
© 2003 Benchmark Education Company, LLC
John James Audubon Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Make Inferences •• Summarize Information Phonemic Awareness
•• Manipulating final sounds
Phonics
•• Vowel digraph ow •• CVCe pattern
High-Frequency Words
•• been, done, never
Concept Vocabulary
•• Words related to birds
Grammar/Word Study •• Words that tell what kind or how many
Biography Big Idea
•• J ohn James Audubon loved nature and studied and painted birds.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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
Small Group Reading Lesson K-W-L What We Know
Before Reading
What We What We Want Learned to Know by Reading
painted pictures of birds
How did he find the birds to paint?
He went to where the birds were.
lived a long time ago
When did he live?
He was born in 1785.
Why are his paintings special?
He painted birds the way they looked in real life.
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Write the name John James Audubon on the board and ask students what they know about this man. If necessary, tell them that Audubon is famous for his paintings of birds. Write this and students’ contributions in the “K” column of the K-W-L chart. Then brainstorm with students things they want to know about John James Audubon. Record their responses as questions in the “W” column. Explain to students that they will come back to fill in the “L” column after they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask: Visual Cues • Look at the initial consonants. (wh in who; th in that) • Break the word into syllables and sound out each part. (pic/tures) Structure Cues • Think about whether the sentence sounds right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What clues on the cover tell you that this man lived many years ago? Show students the title page. Ask: • What is the man doing? Why do you think he is doing that? Draw students’ attention to the Table of Contents. Explain that the page numbers tell where the chapters begin. Ask students to turn to pages 2, 12, and 14 and find the title of each chapter. Point out that the chapter titles make good entries for the “W” column of the chart. Preview the photographs with students, reinforcing the language used in the text and highlighting important concepts. Have students note the differences between the photographs and Audubon’s paintings. Point out the captions and the map, and explain that these features give additional information.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to read the book to see if it answers any of your questions. 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. John James Audubon
2
© 2011 Benchmark Education Company, LLC
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 noticed that you tried to sound out the word animals. You broke the word into chunks and sounded out each chunk. 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. • Did the book help you answer any of the questions you wrote in the “What We Want to Know” column of our K-W-L chart? Let’s write the answers in the “What We Learned by Reading” column. (Answers will vary.) (Locate facts) • Let’s look at what we wrote before we read the book. Did the book talk about some of these things, too? (Answers will vary.) (Compare and contrast) • What kinds of birds did John James Audubon paint? (grackles, wild turkeys, passenger pigeons, pp. 4, 10, 14) (Locate facts) • Why do you think there aren’t any passenger pigeons now? (Answers will vary. Students may suggest that people hunted the birds until they were all gone.) (Make inferences) • What can you do to help save birds and animals? (Answers will vary. Students may suggest supporting the Audubon Society.) (Make inferences/Use creative thinking)
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.
John James Audubon © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension summarize information
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to 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 and draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize information by condensing the words from the text? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy the chart on the board. Show students how to summarize the information in the first chapter. Then work with them to summarize the information in the remaining chapters. Use the following think-aloud. A graphic organizer like this one can help me summarize information in a text. In order to summarize, I must pick the most important information and condense it into a few lines or phrases. A summary should be a brief overview of the text. As I look at pages 2 and 3, I see lots of interesting information. I must decide what is the most important. I see that Audubon loved nature and that he studied and painted birds. The text also tells me when and where he was born. I will write where and when he was born and what he did on the chart. Page 4 has lots of interesting information, but I think the most important thing is that he painted birds the way they looked in real life. I will write that on the chart. Pages 6 to 9 tell what kind of birds he painted. These are interesting details, but not necessary for my summary. I think the most important thing on page 10 is that he put his paintings in a book. I will add this to the chart. Practice and Apply Guide students to pick out important information in chapters 2 and 3 and record it on the chart. If you think students can complete the chart independently, distribute copies and monitor their work.
Summarize Information Chapter 1: Who Was John James Audubon?
He was born in 1785 in Haiti and later moved to America. He painted pictures of birds the way they looked in real life. He put his pictures in a book. Chapter 2: How Did John Learn About Birds?
He tied string around the legs of baby birds. He saw these birds with the string the next spring, and he learned that birds come back to the same place. Chapter 3: How Did John Help Save Birds?
He saw that people were hunting too many birds. A group was started to help save birds. The group was named after him.
John James Audubon
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the graphic organizer to review with students what it means to write a summary of a text. Tell them that they will sometimes need to write a summary of a book they have read. One good way to begin is to list the key ideas of the book before they begin writing. Tell them that they are going to write a summary of a favorite book that the group has read. Use the following writing steps. • Decide on a book that everyone in the group knows and has read or that has been read to them. • Ask students to give an oral summary of the book first. • Help students decide which points are the most important. Record these on the board. • Read through the points with students to ensure that the most important aspects of the book have been covered. • Have students use the summarized points to build a paragraph about the book. Record the paragraph on the board. • Read through the paragraph with students to make sure that it makes sense and is an accurate summary of the book.
Write Independently
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread John James Audubon with a partner. Have them read the text together and then take turns reading it to each other.
Tell students they are going to write individual summaries of books they have enjoyed. Use the following writing steps. • Help students choose books with which they are familiar. • Ask them to list the key points of the book. • Have them use their points to create their summary paragraphs. • Have them read through their paragraphs for sense and style. • Encourage students to share their book summaries.
Connect to Home Have students read the take-home version of John James Audubon to family members. Encourage students to share the information on their graphic organizers.
John James Audubon © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Manipulating final sounds Say the word big, then slowly say the sounds that make up the word: /b/ /i/ /g/. Ask students what sound they hear at the end. (/g/) Tell students that you are going to change the /g/ sound at the end of the word to /b/. Ask them what the word will be. (bib) Together say the sounds slowly, then say the word: /b/ /i/ /b/, bib. Continue by changing /b/ to /t/. Continue manipulating final sounds to make the following sets of words: had, ham, hat; back, bad, bag.
I know I feel low when the snow blows.
CVC
life
C V C
place
Phonics: Vowel digraph ow Write the word grow on the board. Ask students what vowel sound they hear in the word. (the long o sound) Ask them what two letters make the long o sound in grow. Underline the letters ow. Then write the word showed on the board and ask students to read it aloud. Point out that ow also makes the long o sound in showed. Ask students to brainstorm a list of words that have the long o sound spelled ow. (know, low, blow, snow) Then have them try to use two or more of the ow words in a sentence.
Phonics: CVCe pattern Write the following words from the book on the board: life, place, same, save, name. Ask students how these words are alike. (They all have a final silent e. They all have a long vowel sound. They all have the CVCe pattern.) Have volunteers come to the board, underline the final e in each word, and write the letters CVC over the consonant-vowel-consonant pattern before the e. Write the words love, picture, some, here, were, compare, there, and none on the board. Ask students to find these words in the book and read the sentences in which they appear. Point out that even though these words end with e, they do not have long vowel sounds. Discuss other ways students might figure out how to read these words, such as checking the consonant sounds and checking what makes sense in the sentence.
John James Audubon
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the high-frequency words been, done, and never on the board. Read the words aloud, then have students say and spell them aloud together. Ask volunteers to find been in the book (page 2) and read aloud the sentence in which it appears. Follow the same procedure for the other high-frequency words. Then have students use each word in a new sentence.
Concept Vocabulary: Words related to birds Ask students to think of words related to birds. Encourage them to think about what they know about birds and their habits and to look for possible words on their K-W-L chart and in the book. Record their responses on the board. Possible answers are wings, eggs, feathers, grackle, nature, nests, turkey, banding, passenger pigeons, and Audubon Society. Give a clue about each word, such as This group works to save birds and other animals. Ask students to name the concept word(s) that answers the clue.
Word Study: Words that tell what kind or how many Explain to students that we often use words to describe, or tell about, things. Describing words answer questions about things, such as what kind they are or how many there are. Write I saw three red hens on the board. Ask which words describe the word hens. (three, red) Point out that three answers the question How many hens? and red answers the question What kind of hens? On the board, write the words many, real, some, and same. Ask students to find each word in the text and tell what the word is describing. Write the phrases many birds, real life, some birds, and same place on the board. Ask students which question each describing word answers.
been done never
How many birds? Many birds What kind of life? Real life How many birds? Some birds What kind of place? Same place
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-932-1
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Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “John James Audubon” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own, using the author’s text, photographs, and captions for clues. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about John James Audubon. John was a man who painted many pictures of birds. On page 4, we read, “John wanted to paint them as they looked in real life.” I look at the photograph on page 4 and John’s painting on page 5. They both show birds called grackles. I see that John’s grackles look a lot like real grackles. These are clues about how John paints birds. In the first Clues box on the graphic organizer, write John wanted the birds in his paintings to look like real birds. John’s painted grackles look like real grackles. Then say: Now we will use the clues to make an inference. We can infer that John studied real birds to make his paintings look as realistic as possible. Record this information in the first Inference box on the graphic organizer. ••Guide Say: Let’s make an inference about the Audubon Society. I wonder if it was started while John was still alive. What clues can we find in the text, photographs, and captions? (Allow time for students to respond, assisting if needed.) Yes, on page 3 we read that John was born in 1785. On page 15, we read that the Audubon Society began in 1905. These are clues we can use to make an inference. In the second Clues box on the graphic organizer, write John was born in 1785. The Audubon Society began in 1905. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, 120 years passed between John’s birth and the start of the Audubon Society. People don’t usually live to be 120 years old, so we can infer that John was no longer alive when the Audubon Society was formed. In the second Inference box, write The Audubon Society was not formed during John’s lifetime. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use text, photograph, and caption clues to figure out things the author doesn’t say. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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John James Audubon ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
John John James Audubon Audubon Make Make Inferences Inferences Clues
©2011 Benchmark Education Company, LLC
Inference
Notes
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John James Audubon ©2011 Benchmark Education Company, LLC
Notes
John James Audubon ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date ___________________
Summarize Information Chapter 1: Who Was John James Audubon?
Chapter 2: How Did John Learn About Birds?
Chapter 3: How Did John Help Save Birds?
© 2003 Benchmark Education Company, LLC
