Stump Hill TG
Stump Hill
Level K/20
Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Character Concept Vocabulary
•• Words related to things people do at a park
Grammar/Word Study •• Contractions •• Compound words
Summary
•• Three friends team up to save their favorite spot in town, Stump Hill, where the neighborhood kids go to play.
Theme: Using Maps, Graphs, and Charts Math Concept: We can use maps, graphs, and charts to represent information about our surroundings. We can use this recorded information to better understand our environment. 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 Before Reading
Places to Play
What We Do There
yard
hide and seek
Build Background Knowledge
park
swing and slide
school playground
baseball
• Pair students to brainstorm a list of favorite places to play and activities they like to do in those places. As they share their ideas, record them on a chart like that shown on the left.
Model Making, Revising, and Confirming Predictions
ell
Support Tips
for English-Language Learners
Build Background Knowledge Pair English-language learners with native speakers to brainstorm places they like to play and activities they do in those places. To help students learn new vocabulary, use their words in sentences about play, for example: It is fun to play __ at/in the __. Invite volunteers to pantomime play activities as you say each sentence.
Build Vocabulary and Language Patterns As students preview the book, reinforce the introductory participial phrase language pattern they will encounter. Point out that in the picture on page 5, the girl appears to be feeling upset. Ask students to make up a sentence that begins with the words Feeling upset. If they are unable to frame such a sentence, suggest the following: Feeling upset, the girl walked up the stairs. Create other sentences with this pattern as you continue the picture walk. For example, on page 8, you could say: Using paper and markers, they made a map.
2
Stump Hill
• Show students the cover. Say: The title and cover of a book give you clues to what it is about. A good reader looks at these parts and guesses what the book will be about. Then, when you read, you pay close attention to see if you are right. This is called predicting. I think that the book is about a place called Stump Hill. All the trees there have been cut down. I will guess that it is a place where people go because it has a water fountain. • Make a prediction chart and record your prediction. Ask students to make their own predictions. Add these to the chart.
Preview the Book • Preview the pictures in the book. As you do, invite students to revise or confirm their previous predictions or to make new predictions, based on the details they observe. Say: I see on pages 2 and 3 that the adults are talking and thinking about a place with benches and flowers. I think the book might be about a park. • Introduce language you feel may be difficult for students. For example, on pages 12 and 13, say: The children wanted to show the number of kids they counted at Stump Hill during the day. They have made a graph.
Model Reading Strategies • Point out the word supermarket on page 2. Ask: What strategies could you use to read this word? • Say: You might see two smaller words inside the larger word and read them. You could divide the word into syllables and sound out each syllable. Then you could read the sentence and look at the picture to see if your meaning makes sense.
Set a Purpose for Reading Say: Read the book to learn what is happening on Stump Hill and how the kids use maps, graphs, and charts to solve a problem. Stop after you finish reading page 5 and make new guesses, or change your old guesses, about what will happen in the book. When you finish reading, see if your guesses, or predictions, are correct.
© 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: 978-1-4108-1578-1
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.
After Reading Reflect on Reading Strategies • After students read up to page 5, have them tell about new predictions they have made or ways they want to change their previous predictions. When they finish reading, have them confirm their predictions. Remind students that this process helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners have difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to explain what was happening on Stump Hill and how Amy, Henry, and Marie solved the problem. Ask them to point out and read specific passages that give this information. • Have pairs of students recall why the children made a map, a chart, and a graph. As pairs tell what each graphic showed and how it was useful, record their answers on a chart.
Extend Concepts •D raw a map of your school’s play area on an overhead transparency. Talk about what each part of the map shows. Invite students to offer suggestions for what symbols to use on the map. • Have pairs of students make a copy of the map and talk about their favorite places to play there. Ask them to mark the place where they spend the most time playing. As they report this information, record it on the map using tally marks.
© 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read City by the Lake, ask: • Amy, Henry, and Marie made a graph to show how many kids play on Stump Hill. What does the graph in City by the Lake show? (how the population of Chicago grew very large over time) • In Stump Hill, a map shows where kids play. What do the maps in City by the Lake show? (where Illinois is in the United States, where Chicago is in Illinois, and some roads and important places in Chicago)
Stump Hill
3
Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of character analysis, invite students to describe how they learn about a person’s personality. Have them talk about a friend or relative and describe the person’s traits, using adjectives such as funny, quiet, kind, or fearful. As they explain the evidence that proves this is true, record it on chart paper under the headings Words, Actions, and Feelings. Say: In stories, we can also learn about a character by looking at what he says, does, or feels.
Practice and Apply If students have trouble drawing conclusions about character traits from characters’ actions and words, guide their thinking process. Ask: Why do you think she said/did this? If you were in this situation, do you think it would be hard or easy to say/do this? Do you think this shows courage/intelligence/good organization/kindness?
Build Comprehension: AnalyzE character
Model • Analyze a familiar character, such as Goldilocks. Help students recall things the character did and said, and use these to draw conclusions about character traits. • Model analyzing characters, using the text of Stump Hill. Say: I can learn what kind of person a character is by looking at what the she says, does, and feels. In Stump Hill, Amy is upset when she hears that the kids’ favorite place to play may be taken away. This shows Amy cares about things that affect kids. Practice • Distribute copies of the Understanding Story Characters blackline master. Write upset about kids losing favorite place to play in the first space in column 1 and have students write this on their blackline masters. Ask: What does this show about Amy? I think it shows that she cares about things that are important to kids. Have students write this answer in column 2 of the blackline masters. Apply • Have students continue listing Amy’s words and actions in column 1 and writing qualities they think these reveal in column 2. • Have students share their conclusions and discuss different qualities they saw in Amy. Ask them to revise or add to their lists as needed. What Amy feels
upset about kids losing their favorite place to play
What this shows about her She cares about things that affect kids.
Assessment Tip
Observe whether students are able to recall characters' actions and words and note whether they can draw a conclusion about the traits needed to act or speak in this way.
4
Stump Hill
What Amy does and says
What this shows about her
“Okay, I’ll do it.”
She is brave and willing to try.
“But I’ll need my friends to help.”
She has good sense and works with others.
makes map, chart, and graph
She is smart and she knows she needs evidence.
talks to the park planners
She is determined. © 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Dialogue • Point out examples of dialogue in the story. For example, have students reread pages 4 and 5. Ask volunteers to read the words of Amy and her mother aloud. • Discuss a writer’s use of dialogue to make a story more interesting and true-to-life.
What did you learn from what Amy said here? (that Stump Hill is important to kids and especially to Amy; that kids don’t want it to change) What did you learn from what Amy’s mother said? (that there are park planners; that adults don’t know what Stump Hill means to kids)
Writing Checklist
As students review their pieces of writing, have them ask themselves: • Does my story include words characters say to each other? • Are these words set off by quotation marks? • Do the words sound like things people would really say to each other?
• Point out that dialogue is set off by quotation marks. Write a sample of dialogue on the board and circle the quotation marks. • Say: A story writer puts in the words characters say to each other. This shows what is important to them. It makes the story seem real because people really do talk about the things that are important to them. • Have students turn to page 20 and decide what Amy, Marie, and Henry would say to each other at the end of the story. Record their ideas on the board, using punctuation correctly. Their suggested dialogue might include the following: “We really did it!” said Marie. “Yes,” said Amy, “I’m happy Stump Hill is saved.” “I guess people really can make a difference if they speak up,” said Henry.
Reread for fluency Read aloud sections of Stump Hill to model fluent reading, using appropriate phrasing, intonation, and expression. Have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Ask them to look for words the characters say to each other. Have them consider whether they should add dialogue to their story, or if they have used quotation marks around characters’ words. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing.
Connect to home Have students read the take-home version of Stump Hill to family members. Suggest that they tell what they would do to change people’s minds about an important issue in their community.
© 2011 Benchmark Education Company, LLC
Stump Hill
5
Skills Bank ell
Support Tips
for English-Language Learners
Vocabulary Use the activity to increase students’ vocabulary of action words and action phrases. Write the items from the word web on cards. Have students draw a card, use the action word or phrase in a sentence, and act out this kind of play.
Grammar/Word Study Be sure that students recognize and understand the component words in contractions. Demonstrate how letters have been left out by writing the two words on the board, erasing the letter(s) that drop out, then adding an apostrophe: There is There _s There’s Be sure students understand that a compound word may have a meaning different from the meanings of its parts. Write butter and fly on the board and have students use each word in a sentence that shows its meaning. For example: Butter is made from milk. A fly is an insect. Then write butterfly and contrast the meaning of the compound. Have students study context to deduce the meaning of book compounds upset and otherwise.
Concept Vocabulary: Words Related to Things People Do at a Park • Refer to the prereading chart to remind students about the different activities they enjoy doing. • Ask them to think of different things they could do at a park. Have them look through the book to find examples. List these on a word web: play catch, play hide-and-seek, jump rope, play hopscotch, sit on a bench, go sledding, and play jacks. • Have students recall other things they have done at parks: swing, slide, swim, play ball, and so on. Add these to the word web. • Have students secretly select one activity and act it out. Have classmates guess the activity from those listed on the word web.
Grammar/Word Study: Contractions • Write the word can’t on the board. Have students read the sentence on page 2 in which the word appears. Circle the apostrophe and explain that it stands for some letters that have been left out. Ask: What longer word could this contraction represent? (cannot) •T ell students that contractions help us by shortening two words that are often combined in speaking. • Pair students and have them search the book for more contractions. Remind them that the apostrophe is a clue. Have partners write the contractions they find on index cards. Point out that not all words that have apostrophes are contractions. • As students read the sentences in which the contractions appear, have them guess what words the contraction represents. Write the words for each contraction on the board and have students write them on the back sides of the cards.
Grammar/Word Study : Compound Words •W rite playground, merry-go-round, and hot dog on the board and point out that they each combine smaller words to make a word with a new meaning. Explain that some compound words have no space between the two smaller words. Some, such as merry-goround, consist of words joined by hyphens. A few such as hot dog have space between the two smaller words. • Have pairs of students search the book to find compound words and write them on index cards: everywhere, bedroom, upstairs, supermarket, anyone, and ice cream. • Challenge students to make up a riddle using one of the compound words they listed. For example, suggest: What is a place that you live and play in, only built in a tree? A treehouse.
6
Stump Hill
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date _________________
Understanding Story Characters What Amy feels
What this shows about her
What Amy does and says
What this shows about her
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Contraction Families I will
I’l l
you will
she will
he will
they will
cannot
can’t
do not
should not
could not
that is
that’s
here is
there is
she is
he is we have
we’ve
they have Directions: Have students follow the pattern in each family to write the contractions. Be sure they understand that an apostrophe replaces the letters that are left out. © 2011 Benchmark Education Company, LLC
Level K/20
Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Character Concept Vocabulary
•• Words related to things people do at a park
Grammar/Word Study •• Contractions •• Compound words
Summary
•• Three friends team up to save their favorite spot in town, Stump Hill, where the neighborhood kids go to play.
Theme: Using Maps, Graphs, and Charts Math Concept: We can use maps, graphs, and charts to represent information about our surroundings. We can use this recorded information to better understand our environment. 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 Before Reading
Places to Play
What We Do There
yard
hide and seek
Build Background Knowledge
park
swing and slide
school playground
baseball
• Pair students to brainstorm a list of favorite places to play and activities they like to do in those places. As they share their ideas, record them on a chart like that shown on the left.
Model Making, Revising, and Confirming Predictions
ell
Support Tips
for English-Language Learners
Build Background Knowledge Pair English-language learners with native speakers to brainstorm places they like to play and activities they do in those places. To help students learn new vocabulary, use their words in sentences about play, for example: It is fun to play __ at/in the __. Invite volunteers to pantomime play activities as you say each sentence.
Build Vocabulary and Language Patterns As students preview the book, reinforce the introductory participial phrase language pattern they will encounter. Point out that in the picture on page 5, the girl appears to be feeling upset. Ask students to make up a sentence that begins with the words Feeling upset. If they are unable to frame such a sentence, suggest the following: Feeling upset, the girl walked up the stairs. Create other sentences with this pattern as you continue the picture walk. For example, on page 8, you could say: Using paper and markers, they made a map.
2
Stump Hill
• Show students the cover. Say: The title and cover of a book give you clues to what it is about. A good reader looks at these parts and guesses what the book will be about. Then, when you read, you pay close attention to see if you are right. This is called predicting. I think that the book is about a place called Stump Hill. All the trees there have been cut down. I will guess that it is a place where people go because it has a water fountain. • Make a prediction chart and record your prediction. Ask students to make their own predictions. Add these to the chart.
Preview the Book • Preview the pictures in the book. As you do, invite students to revise or confirm their previous predictions or to make new predictions, based on the details they observe. Say: I see on pages 2 and 3 that the adults are talking and thinking about a place with benches and flowers. I think the book might be about a park. • Introduce language you feel may be difficult for students. For example, on pages 12 and 13, say: The children wanted to show the number of kids they counted at Stump Hill during the day. They have made a graph.
Model Reading Strategies • Point out the word supermarket on page 2. Ask: What strategies could you use to read this word? • Say: You might see two smaller words inside the larger word and read them. You could divide the word into syllables and sound out each syllable. Then you could read the sentence and look at the picture to see if your meaning makes sense.
Set a Purpose for Reading Say: Read the book to learn what is happening on Stump Hill and how the kids use maps, graphs, and charts to solve a problem. Stop after you finish reading page 5 and make new guesses, or change your old guesses, about what will happen in the book. When you finish reading, see if your guesses, or predictions, are correct.
© 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: 978-1-4108-1578-1
During Reading Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.
After Reading Reflect on Reading Strategies • After students read up to page 5, have them tell about new predictions they have made or ways they want to change their previous predictions. When they finish reading, have them confirm their predictions. Remind students that this process helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners have difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to explain what was happening on Stump Hill and how Amy, Henry, and Marie solved the problem. Ask them to point out and read specific passages that give this information. • Have pairs of students recall why the children made a map, a chart, and a graph. As pairs tell what each graphic showed and how it was useful, record their answers on a chart.
Extend Concepts •D raw a map of your school’s play area on an overhead transparency. Talk about what each part of the map shows. Invite students to offer suggestions for what symbols to use on the map. • Have pairs of students make a copy of the map and talk about their favorite places to play there. Ask them to mark the place where they spend the most time playing. As they report this information, record it on the map using tally marks.
© 2011 Benchmark Education Company, LLC
Make Fiction-to-Fact™ Concept Connections If students have read City by the Lake, ask: • Amy, Henry, and Marie made a graph to show how many kids play on Stump Hill. What does the graph in City by the Lake show? (how the population of Chicago grew very large over time) • In Stump Hill, a map shows where kids play. What do the maps in City by the Lake show? (where Illinois is in the United States, where Chicago is in Illinois, and some roads and important places in Chicago)
Stump Hill
3
Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of character analysis, invite students to describe how they learn about a person’s personality. Have them talk about a friend or relative and describe the person’s traits, using adjectives such as funny, quiet, kind, or fearful. As they explain the evidence that proves this is true, record it on chart paper under the headings Words, Actions, and Feelings. Say: In stories, we can also learn about a character by looking at what he says, does, or feels.
Practice and Apply If students have trouble drawing conclusions about character traits from characters’ actions and words, guide their thinking process. Ask: Why do you think she said/did this? If you were in this situation, do you think it would be hard or easy to say/do this? Do you think this shows courage/intelligence/good organization/kindness?
Build Comprehension: AnalyzE character
Model • Analyze a familiar character, such as Goldilocks. Help students recall things the character did and said, and use these to draw conclusions about character traits. • Model analyzing characters, using the text of Stump Hill. Say: I can learn what kind of person a character is by looking at what the she says, does, and feels. In Stump Hill, Amy is upset when she hears that the kids’ favorite place to play may be taken away. This shows Amy cares about things that affect kids. Practice • Distribute copies of the Understanding Story Characters blackline master. Write upset about kids losing favorite place to play in the first space in column 1 and have students write this on their blackline masters. Ask: What does this show about Amy? I think it shows that she cares about things that are important to kids. Have students write this answer in column 2 of the blackline masters. Apply • Have students continue listing Amy’s words and actions in column 1 and writing qualities they think these reveal in column 2. • Have students share their conclusions and discuss different qualities they saw in Amy. Ask them to revise or add to their lists as needed. What Amy feels
upset about kids losing their favorite place to play
What this shows about her She cares about things that affect kids.
Assessment Tip
Observe whether students are able to recall characters' actions and words and note whether they can draw a conclusion about the traits needed to act or speak in this way.
4
Stump Hill
What Amy does and says
What this shows about her
“Okay, I’ll do it.”
She is brave and willing to try.
“But I’ll need my friends to help.”
She has good sense and works with others.
makes map, chart, and graph
She is smart and she knows she needs evidence.
talks to the park planners
She is determined. © 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Dialogue • Point out examples of dialogue in the story. For example, have students reread pages 4 and 5. Ask volunteers to read the words of Amy and her mother aloud. • Discuss a writer’s use of dialogue to make a story more interesting and true-to-life.
What did you learn from what Amy said here? (that Stump Hill is important to kids and especially to Amy; that kids don’t want it to change) What did you learn from what Amy’s mother said? (that there are park planners; that adults don’t know what Stump Hill means to kids)
Writing Checklist
As students review their pieces of writing, have them ask themselves: • Does my story include words characters say to each other? • Are these words set off by quotation marks? • Do the words sound like things people would really say to each other?
• Point out that dialogue is set off by quotation marks. Write a sample of dialogue on the board and circle the quotation marks. • Say: A story writer puts in the words characters say to each other. This shows what is important to them. It makes the story seem real because people really do talk about the things that are important to them. • Have students turn to page 20 and decide what Amy, Marie, and Henry would say to each other at the end of the story. Record their ideas on the board, using punctuation correctly. Their suggested dialogue might include the following: “We really did it!” said Marie. “Yes,” said Amy, “I’m happy Stump Hill is saved.” “I guess people really can make a difference if they speak up,” said Henry.
Reread for fluency Read aloud sections of Stump Hill to model fluent reading, using appropriate phrasing, intonation, and expression. Have pairs of students take turns reading the pages of the book to each other.
Link to Journal Writing Have students find a piece of fiction writing in their journals. Ask them to look for words the characters say to each other. Have them consider whether they should add dialogue to their story, or if they have used quotation marks around characters’ words. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing.
Connect to home Have students read the take-home version of Stump Hill to family members. Suggest that they tell what they would do to change people’s minds about an important issue in their community.
© 2011 Benchmark Education Company, LLC
Stump Hill
5
Skills Bank ell
Support Tips
for English-Language Learners
Vocabulary Use the activity to increase students’ vocabulary of action words and action phrases. Write the items from the word web on cards. Have students draw a card, use the action word or phrase in a sentence, and act out this kind of play.
Grammar/Word Study Be sure that students recognize and understand the component words in contractions. Demonstrate how letters have been left out by writing the two words on the board, erasing the letter(s) that drop out, then adding an apostrophe: There is There _s There’s Be sure students understand that a compound word may have a meaning different from the meanings of its parts. Write butter and fly on the board and have students use each word in a sentence that shows its meaning. For example: Butter is made from milk. A fly is an insect. Then write butterfly and contrast the meaning of the compound. Have students study context to deduce the meaning of book compounds upset and otherwise.
Concept Vocabulary: Words Related to Things People Do at a Park • Refer to the prereading chart to remind students about the different activities they enjoy doing. • Ask them to think of different things they could do at a park. Have them look through the book to find examples. List these on a word web: play catch, play hide-and-seek, jump rope, play hopscotch, sit on a bench, go sledding, and play jacks. • Have students recall other things they have done at parks: swing, slide, swim, play ball, and so on. Add these to the word web. • Have students secretly select one activity and act it out. Have classmates guess the activity from those listed on the word web.
Grammar/Word Study: Contractions • Write the word can’t on the board. Have students read the sentence on page 2 in which the word appears. Circle the apostrophe and explain that it stands for some letters that have been left out. Ask: What longer word could this contraction represent? (cannot) •T ell students that contractions help us by shortening two words that are often combined in speaking. • Pair students and have them search the book for more contractions. Remind them that the apostrophe is a clue. Have partners write the contractions they find on index cards. Point out that not all words that have apostrophes are contractions. • As students read the sentences in which the contractions appear, have them guess what words the contraction represents. Write the words for each contraction on the board and have students write them on the back sides of the cards.
Grammar/Word Study : Compound Words •W rite playground, merry-go-round, and hot dog on the board and point out that they each combine smaller words to make a word with a new meaning. Explain that some compound words have no space between the two smaller words. Some, such as merry-goround, consist of words joined by hyphens. A few such as hot dog have space between the two smaller words. • Have pairs of students search the book to find compound words and write them on index cards: everywhere, bedroom, upstairs, supermarket, anyone, and ice cream. • Challenge students to make up a riddle using one of the compound words they listed. For example, suggest: What is a place that you live and play in, only built in a tree? A treehouse.
6
Stump Hill
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date _________________
Understanding Story Characters What Amy feels
What this shows about her
What Amy does and says
What this shows about her
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date ___________________
Contraction Families I will
I’l l
you will
she will
he will
they will
cannot
can’t
do not
should not
could not
that is
that’s
here is
there is
she is
he is we have
we’ve
they have Directions: Have students follow the pattern in each family to write the contractions. Be sure they understand that an apostrophe replaces the letters that are left out. © 2011 Benchmark Education Company, LLC
