Level Q/40
Making Great Greeting Cards & Gifts Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify sequence of events
Comprehension • Summarize and synthesize • Use text features to locate information • Use graphic features to interpret information
Word Study/Vocabulary • Use knowledge of word structures to determine word meaning
Social Studies Big Idea • In different places around the world, some aspects of people’s daily lives—such as work, dress, manners, games, and festivals—change over time while other aspects stay the same.
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overview Related Resources
Making Great Greeting Cards & Gifts
skills and strategies
Comprehension Strategy Posters (for Assessed Skills/Strategies)
This lesson teaches and/or reinforces the following skills and strategies:
• Identifying Sequence or Steps in a Process
Identify Sequence or Steps in a Process (pp. 3–9)
• Using Text Features to Locate Information Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “a pin and a needle” (Christina Rossetti) • “Poem” (Langston Hughes) Comprehension Strategy Assessment Handbook (Grade 4) • Ongoing Assessments #19 and #20 Notable Trade Books for Read Aloud • Avi. Ereth’s Birthday. HarperTrophy, 2001.
• Use Text Features to Locate Information (pp. 3–5, 7) • Evaluate Author’s Purpose (p. 4) • Use Knowledge of Word Structures to Determine Word Meaning (pp. 4, 6)
• Activate Prior Knowledge (p. 5) • Use Context Clues to Determine Word Meaning (p. 5) • Summarize Information (pp. 6–7) • Use Graphic Features to Interpret Information (p. 6) This skill/strategy is the focus of the Ongoing Assessments for this title.
• Doney, Meryl. Papercrafts. Franklin Watts, 1998.
National contenT standards
• Hurwitz, Johanna. Birthday Surprises: Ten Great Stories to Unwrap. Econo-Clad Books, 1999.
Social Studies
Math
Measurement: a, b
Web Site for Content Information • Holiday Crafts http://www.makingfriends.com/ holiday_crafts.htm Find easy, step-by-step directions for making holiday cards and crafts.
theme connections Crafts Holidays
Individual Development and Identity: h
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1–4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapters 5–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 8–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
Book Summary If you’re looking for great gift or greeting card ideas, look no further! In this book, author Natalie Lunis encourages readers to use their creativity by making fun, money-saving, Earth-friendly cards and crafts from common household items. The step-by-step instructions that accompany each craft are so easy to follow that readers will have made everything from a popup card to a seashell picture frame before they know it.
Introduce the Book 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, illustrations, 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? Which projects do you recognize in the photographs? What do you already know about making these crafts? 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 Puzzle Card
This text provides an excellent opportunity for students to focus on the strategies of identifying sequence or steps in a process and using text features to locate information. Explain that the author is going to present step-by-step, numbered instructions for making a variety of different kinds of cards and gifts. To highlight important information, she will use bold text. Read pages 4 and 5 of the text. Say: Listen carefully to how the author gives directions for making a puzzle card. After reading, point out that the author uses bold text to highlight the materials needed. She uses numbers to break up the instructions into simple steps, and includes photographs to illustrate what to do in each step.
Glue paper onto the back of the cardboard.
Cut along the curvy outlines to make the puzzle pieces.
© 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. As they fill in the missing steps, instruct them to provide only the most important information about each step—not all the details. Point out that learning how to follow steps in a process can help strengthen their problem-solving skills.
Making Great Greeting Cards & Gifts
3
CHAPTERS 1–4
Read the Text
TEACHING TIPS Meaningful Activities for Rapid Readers
• If you were going to make a puzzle card for somebody, who would you make it for and what would the picture on the puzzle be?
pages 2–13 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?
• Read the “It’s a Fact!” sidebar on
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 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.
• If you lose the meaning, go back
Discuss the Author’s Purpose
Ask students to reread or skim the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapter 2. In the first paragraph, the author gives a brief description of a puzzle card. Next, she lists what is needed to make it. On the following pages, she uses a numbered, step-by-step format to describe how to make the card. Ask: How does this format make following instructions easy for the reader? Do you think the author will repeat this format?
• Look for context clues to help you define unfamiliar words.
Use Suffixes
Have students look at the word creativity (page 3) and identify the root word (creative) and the suffix (-ity). Challenge them to figure out the meaning of the suffix and how it affects the word it’s attached to. suffix -ity (state of)
creativity definition
the ability to express yourself artistically and use your imagination
Begin the Graphic Organizer: Identifying Steps in a Process
and reread the section where you lost concentration.
Explain that there are three reasons why an author writes a book: (1) to persuade or convince the reader; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this book. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. The last sentence on page 3 made me think that the author was going to describe different cards and gifts I can make and how to make them. Then, on the next page, she gives step-by-step directions for making a puzzle card. I realized that throughout the book, she was going to inform me about how to make projects using easy-to-follow instructions. So, the author’s purpose, I decided, was to inform.
Prompts to Help Readers Monitor Comprehension
Focus on comprehension
page 6. Now find Egypt on a map.
sentence
It takes creativity to make your own gifts and cards.
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: personal, p. 2 recycled, p. 3
Use Text Features: Bold Text Point out the words in bold text on page 4. Ask students why these words are in bold. They should notice that bold text: • identifies the materials needed to make the card. • stands out, making those words look more important. • makes the reader think about what she or he will need before starting the project.
4
Making Great Greeting Cards & Gifts
curvy, p. 5 graduation, p. 10 permission, p. 10 carefully, p. 11
© 2011 Benchmark Education Company, LLC
TEACHING TIPS
CHAPTERS 5–7
Meaningful Activities for Rapid Readers
• Read the “Growing Tip” sidebar
on page 16. Then add one more tip about how to grow plants. Think about your own experience growing plants.
Read the Text
pages 14–22 Use the following prompt to set a purpose for the reading: As you read, think about what you already know about following directions. When else do you follow written directions? How can using prior knowledge about following directions help you read and understand new information?
• Who would you make a Milk-
Carton House for? What toys would you put inside it? Why?
Prompts to Help Readers Monitor Comprehension
Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag 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.
• If you lose the meaning, go back
and reread the section where you lost concentration.
Use Context Clues
Focus on comprehenSion Discuss Using Prior Knowledge
Invite students to share personal connections they made to the text. Ask: When have you followed directions before? How were they helpful to you? Could you have done what you wanted to do without directions? Did using prior knowledge about following directions make reading the instructions in these chapters easier? Why and how?
Have students look at the word absorbs in the “Growing Tip” sidebar on page 16. The author defines this word in context using a synonym (takes in). Create a visual word web like the one below and have the class complete it.
Continue the Graphic Organizer:
synonym takes in
Identifying Steps in a Process
• 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 tip that supports the text, but it is not itself a separate step in the process. Invite students to skim and scan the book to find other sidebars. Ask: What kinds of information are presented in the other sidebars? How does the information in these sidebars help you as you read?
© 2011 Benchmark Education Company, LLC
definition
soaks up liquid
Point out the “Growing Tips” sidebar on page 16. Ask: How is this sidebar 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.
absorbs
Use Text Features: Sidebars
Encourage students to make their own graphic organizer to describe the sequence or steps in a process they read about in these chapters. Ask students to reread or skim and scan the text to locate information for the graphic organizer. Did students read each step carefully? Can they summarize what needs to be done in each step?
sentence
The sponge absorbs all the water I spilled.
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: designs, p. 14 decorated, p. 17 experiment, p. 18 reposition, p. 19 imaginary, p. 21
Making Great Greeting Cards & Gifts
5
CHAPTERS 8–10
TEACHING TIP S Meaningful Activities for Rapid Readers
• Brainstorm and list some ideas pages 23–30 Use the following prompt to set a purpose for the reading: As you reach the end of the book, think about the most important ideas in the text. How can summarizing, or restating the most important ideas, help you when you are reading a nonfiction text? How do you go about summarizing what you’ve read? Ask students to read the chapters independently. Encourage them to use sticky notes to flag sections of the text that support their summaries. Also ask them to flag 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
Invite students to summarize, or restate the key ideas of the book, in their own words. Remind them that a summary is a short statement of the most important ideas in a text. Explain that strategic readers stop every few paragraphs while reading and summarize the main points to make sure they understand what they are reading. Ask: How did summarizing help you understand what you were reading?
Complete the Graphic Organizer:
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 Root Words and Suffixes Have students look at the word decorative (page 29). Ask them to identify and define the root word (decorate) and the suffix (-ive). Create a visual word web like the one below and have the class complete it. root word decorate
Point out the photographs that accompany the steps for each project. Ask: How are these photographs helpful to you as you read the instructions? They should notice that the photographs:
definition
serving to decorate
• give information that supports and explains what they’re learning in the text.
wrapping, p. 26
• serve as a model that they can follow as they make cards and gifts on their own.
pattern, p. 27
Making Great Greeting Cards & Gifts
The baby’s room has a decorative border painted around the wall.
treasures, p. 23 design, p. 24
6
sentence
Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:
• help explain exactly what needs to be done by showing each step.
Invite students to skim and scan the book to find other graphic features that help enhance meaning or are integral to understanding the text.
Use Graphic Features: Photographs
decorative
Have students complete their own graphic organizer for these chapters. If they are having trouble, encourage them to use the Identifying Steps in a Process graphic organizer as a model. They should reread or skim and scan the text to locate information for the graphic organizer. Reinforce that when the author presents steps in a process, she is giving directions for the reader to follow.
Identifying Steps in a Process
suffix -ive
Read the Text
for gift certificates you would like to give, who you would give them to, and why.
sponge, p. 26 certificate, p. 29
© 2011 Benchmark Education Company, LLC
AFTER READING SYNTHESIZE AND ASSESS Retell and Summarize
As a group, generate an oral or written retelling of the book. Select the key points to create a summary.
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 author.
Use Text Features
Challenge students to discuss the ways in which the text features helped them understand information.
Draw Conclusions
Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.
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 Puzzle Card
Write your message on paper and draw a picture to go with it.
Glue paper onto the back of the cardboard.
Turn the picture over. Draw about 12 jigsaw puzzle pieces.
Cut along the curvy outlines to make the puzzle pieces.
Put the pieces in the envelope. Mail or hand deliver your puzzle card.
© 2011 Benchmark Education Company, LLC
Making Great Greeting Cards & Gifts
7
writing workshop mini-lesson
Writing Focus: Identifying Steps in a Process Remind students that throughout the book Making Great Greeting Cards & Gifts, they read about many different kinds of homemade cards and gifts, and the step-by-step instructions for making them. Have students think about gifts and cards they’ve made for family and friends that they would like to teach someone else to make. On chart paper or the board, create a flowchart like the one below, summarizing the steps for making a craft. Tissue Paper Flower Bouquet Step 1 Gather materials: several different colors of tissue paper, ruler, scissors, green pipe cleaner
TEA CHI N G TI PS Process WrItINg Steps
1. Have students brainstorm how to make a homemade card or gift and create a flowchart of the directions. 2. Have students independently write a first draft. 3. After students complete their first draft, 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.
Step 2 Unfold several sheets of tissue paper and cut a bunch of 8" squares or circles. Step 3 Choose 3 or 4 squares or circles for each flower you are making. They can all be of one color or different colors. Step 4 Gather the shapes in a messy pile. Don’t make the edges squared. Step 5 Pinch two opposite sides toward the middle so it looks like a piece of bow-tie pasta. Step 6 Wrap the end of one of the pipe cleaners around the “pinch” to make a stem. Step 7 Fan out the tissue paper from the center to make a flower.
Use the reproducible Writing Model to demonstrate how the information on the flowchart can be used to write a paragraph describing how to make a craft using a step-by-step text structure. Remind students that putting the instructions in numbered steps makes reading easier.
8
Making Great Greeting Cards & Gifts
writing ASSigNmeNt Write a paragraph using the steps-in-aprocess text structure to explain how to make a craft.
© 2011 Benchmark Education Company, LLC
Writing Model: Identifying Steps in a Process A Beautiful Bouquet Give someone special a beautiful bouquet you made yourself. Here’s how. First, unfold several sheets of tissue paper in different colors. Then cut a bunch of 8" squares or circles. Next, choose three or four shapes to use for each flower. They can all be one color or
signal words for steps in a process
different colors. Then gather the tissue paper in a messy pile, and, after that, pinch two opposite sides toward the middle so it looks like a piece of bow-tie pasta. Now, wrap the end of a pipe cleaner around the “pinch” to make a stem. Finally, fan out the tissue paper from the center to make a flower.
writing tip Signal words such as first, next, now, and finally can help identify the steps to be done in the correct order.
© 2011 Benchmark Education Company, LLC
Making Great Greeting Cards & Gifts
Name:_ _______________________________________________
Date:_____________________
Identifying Steps in a Process Puzzle Card
Glue paper onto the back of the cardboard.
Cut along the curvy outlines to make the puzzle pieces.
Making Great Greeting Cards & Gifts
© 2011 Benchmark Education Company, LLC
Name:_ _______________________________________________
Date:_____________________
Gift Certificate Design and fill in the gift certificate below and give it to someone as a gift.
This gift certificate is presented to:
for:
on:
because you:
© 2011 Benchmark Education Company, LLC
Making Great Greeting Cards & Gifts
Name:_ _______________________________________________
Date:_____________________
Going Shopping! Imagine you have $7 to spend on materials with which to make a gift or card. Decide which items you can afford within your budget, and then describe what you will make with those materials. construction paper: 25 cents each
glue: 75 cents
paint: $3.00 glitter: $1.00
envelope: 25 cents each
scissors: $1.00 paintbrush: $2.00 each markers: $1.00
ceramic pot: $3.00
picture frame: $3.00
cardboard: 50 cents per sheet
What I’ll Buy:
What I’ll Make:
Making Great Greeting Cards & Gifts
© 2011 Benchmark Education Company, LLC
Name:_ _______________________________________________
Date:_____________________
Why Homemade? Why do people make homemade cards and gifts? Fill in the web below with reasons, including ones you read about and others you think of on your own.
Why make homemade cards and gifts?
© 2011 Benchmark Education Company, LLC
Making Great Greeting Cards & Gifts
Name:_ _______________________________________________
Date:_____________________
Cards and Gifts Feature Analysis Did you notice that many of the cards and gifts described in the book are made using the same materials? Determine which materials are needed for each of the crafts listed by putting an X in the appropriate boxes. When you’re done, discuss the similarities and draw conclusions about making the various cards and gifts. crayons paper glue cardboard scissors envelope or markers
acrylic paint
paintbrush
puzzle card pop-up card pressed-flower card plant in a painted pot seashell frame milk-carton house treasure box printed gift bag gift certificate
Making Great Greeting Cards & Gifts
© 2011 Benchmark Education Company, LLC
A n swer
Ke y
Gift Certificate Sample answer: This gift certificate is presented to: Grandma Jane
Going Shopping! construction paper: 25 cents each
glue: 75 cents
paint: $3.00 glitter: $1.00
envelope: 25 cents each
scissors: $1.00
for:
paintbrush: $2.00 each
reading a story to you
markers: $1.00
ceramic pot: $3.00
picture frame: $3.00 cardboard: 50 cents per sheet
on: Saturday
What I’ll Buy: Sample answer: construction paper, envelope, glue, scissors, glitter, markers
because you: What I’ll Make: I will make a fancy birthday card for my aunt.
always bake my favorite cookies.
Why Homemade?
Cards and Gifts Feature Analysis crayons paper glue cardboard scissors envelope or markers
To show your creativity
To use recycled items
To save money
puzzle card
X
X
X
pop-up card
X
X
pressed-flower card
X
X
plant in a painted pot
X
seashell frame
milk-carton house
X
treasure box
X
printed gift bag
X
gift certificate
X
X
X
acrylic paint
X
X
X
X
X
paintbrush
Why make homemade cards and gifts?
To show that you care
To have fun
To give a one-of-a-kind card or gift
© 2011 Benchmark Education Company, LLC
X
X
X
X
X
X
X
X
X
X
X X
X
X
Making Great Greeting Cards & Gifts
Making Great Greeting Cards & Gifts 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 1–4 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Begin the Graphic Organizer* √ Use Text Features: Bold Text Use Suffixes*
1
Read the Text: Ch. 1–4 Focus on Comprehension: √ Begin the Graphic Organizer √ Use Text Features: Bold Text
Read the Text: Chapters 5–7 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Continue the Graphic Organizer* √ Use Text Features: Sidebars Use Context Clues* Read the Text: Chapters 8–10 Focus on Comprehension Mini-Lessons: Discuss Summarizing Information* √ Complete the Graphic Organizer* Use Graphic Features: Photographs Use Root Words and Suffixes*
Content-Area Extension Activities on Blackline Masters (pp. 11–14)
Gift Certificate Going Shopping! Why Homemade? Cards and Gifts Feature Analysis
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: 978-1-59000-513-2
Read the Text: Ch. 1–4 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*
Read the Text: Ch. 5–7
2
3
Read the Text: Ch. 8–10 Focus on Comprehension: √ Complete the Graphic Organizer
Read the Text: Ch. 8–10 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1–4
Read the Text: Ch. 5–7
Read the Text: Ch. 8–10 Synthesize and Assess
Synthesize and Assess
Writing Workshop (pp. 8–9)
Mini-Lesson √ Assignment: Identifying Steps in a Process*
Introduce the Book
Read the Text: Ch. 5–7 Focus on Comprehension: √ Continue the Graphic Organizer √ Use Text Features: Sidebars
After Reading (p. 7)
Synthesize and Assess Activities: Retell and Summarize* Respond √ Use Text Features Draw Conclusions*
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
5-Day Flexible Lesson
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. *