The Lost Pirate
Level I/15
The Lost Pirate Teacher’s Guide For students reading at Literacy Level I/15, including: •• English-language learners •• Students reading below grade level •• First grade readers
Skills & Strategies
Anchor Comprehension Strategy
•• Analyze story elements
Metacognitive Strategy
•• Ask questions
Genre Study
•• Recognize the characteristics of fantasy •• Determine the story’s message
Vocabulary
•• Recognize high-frequency words •• Develop academic content (Tier Three) vocabulary •• Develop robust (Tier Two) oral vocabulary
Word Study
THEME: Using Maps
•• Use contractions
Language
Phonics
•• Mapping the Way (Level G/11) •• Sam Finds the Way (Level G/11) •• Where Are We? (Level I/15) •• The Lost Pirate (Level I/15)
Fluency
GENRE/SUMMARY:
•• R ecognize the sentence structures We have _____ and I don’t have any _____ •• Identify commands •• P roblem-solve by searching all the way through words •• Recognize CVCe long “a” words •• Read with appropriate pitch
In this fantasy, Nick and his sister Kate are digging for pirate treasure when a pirate, Short John Silver, appears. Nick and Kate help Short John read his pirate map, which leads to the treasure—a recipe for peanut butter sandwiches.
Writing
•• Write to a picture prompt •• Write to a text prompt
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
Before Reading Related Resources
The following Benchmark Education Company resources support the skills and strategies taught in this lesson. Early Explorers Partner • Where Are We? (Nonfiction, Level I/15) Early Comprehension Strategy Poster • Analyze Plot Fluency and Language Development • The Lost Pirate Audio CD Text-Dependent Comprehension Resources •T he Lost Pirate Comprehension Question Card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment •E arly Explorers Overview & Assessment Handbook •G rade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Art Place a large sheet of paper on the table and give each student a pencil. Say: We will read a book called The Lost Pirate. The pirate uses a map to look for treasure. I will draw part of a pirate map. Sketch an outline of an island and add a few details, such as the pirate’s boat on the shore and an X to mark where a treasure is hidden. Name each item you drew, and then invite each student to add an additional detail to the map and tell the group about it. • Use a Graphic Organizer Write Pirate Map on the board. Underline the phrase and read it aloud. Say: We drew some things a pirate might see on a pirate map. What did we draw? As students respond, write the words under the heading. Then read each word and ask students to echo-read.
Pirate Map island boat X tree house seashells lake
Introduce the Book • Preview Cover and Title Page Give each student a copy of the book. Point to the front. Say: This story is about a pirate looking for a treasure. Read the title and author, and ask the students to echo-read. Invite them to tell what they see in the illustration. Repeat the process with the title page. Say: The cover and title page get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and title page information: The title mentions a lost pirate. I see a pirate holding a map. I think a pirate will use a map to find something. Allow time for students to share their own predictions about the story. • Introduce Characters and Setting Say: The people in the story are called characters. Ask students to turn to pages 2 and 3, and point to each character as you read the matching name. Repeat the process, inviting students to echo-read. Then say: The setting is where the story takes place. What is the setting of the story? Help students use the illustrations to determine that the story takes place outdoors on a beach. • Preview Illustrations and Vocabulary Revisit the illustrations on the cover and title page. Say: The pictures in fiction books are called illustrations. Illustrations help us understand the words in the book. Take students on a picture walk, emphasizing the words beach, treasure, map, paths, pirate, rowboat, straight, right, shapes, and lines as you talk about the illustrations and what is happening in the story. Make sure students can pronounce each vocabulary word.
Copyright © 2007 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: 978-1-4108-6145-0
2
The Lost Pirate
© 2011 Benchmark Education Company, LLC
During Reading • Preview Sentence Structures For students who need additional support, write We have _____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: The words we have are in the book. Page 14 has a sentence with the words We have. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Invite students to turn to page 15. Ask: Can you frame a sentence with the words we have? Assist as needed, and then read the sentence aloud and ask students to echo-read. Finally, repeat the process with I don’t have any _____ on page 14. • Use Graphophonic Cues Say: Another word in this book is gold. Say the word gold. What letters do you expect to see after the /g/? Allow time for students to respond, assisting as needed. Then ask them to find the word gold on page 5. Say: Search all the way through a word to help you when you read. Repeat the process with the word held on page 7. • Scaffold Spanish-Language Speakers Say the word pirate. Ask: Does pirate sound like a word you know in Spanish? (Allow time for students to respond.) The word pirate sounds like the Spanish word pirata. Pirate and pirata mean the same thing. The words look similar, too. Write the word pirate on the board and ask students to locate it on page 4 in the book. Repeat the process with map on page 8 and mapa. Then point out that the word to on page 4 sounds like the Spanish word tu but does not mean the same thing. Finally, invite students with other first languages to share their cognates.
Observe and Prompt Reading Strategies • After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and selfcorrect. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
Strategic Reading Prompts
Strategic Reading Prompts Cue Source
Prompt
Example
Graphophonic
Search all the way lost through the word. Are you blending the right sounds?
Page 7
Syntactic You read: “The The man man look lost.” looked lost. Let’s read that together and make it sound right.
7
Semantic
15
What do you see in the picture that would make sense in this sentence?
bread
Set a Purpose for Reading • Direct students’ attention to the Pirate Map list. Say: Now it’s time to whisper-read the book. Read to find out what the pirate has on his map.
© 2011 Benchmark Education Company, LLC
The Lost Pirate
3
After Reading Use the Graphic Organizer to Summarize •A sk students to think about their reading. Say: Look at our list. Does Short John Silver have any of these things on his map? Put a ✓ beside any matching response. Then ask students to name things on Short John Silver’s map that aren’t on the list. Add these words and put check marks beside them. Choral-read the checkmarked words. Then ask students to use the graphic organizer to tell the story to a partner. Pirate Map island boat X✓ tree house seashells lake ✓ rock ✓ cave ✓ paths ✓
Genre Study • Say: This story is a fantasy. You could see real people like Nick and Kate. But fantasy means some things could not happen in real life. What parts of this story are fantasy? Guide students to mention the pirate, his ship, his map, and his treasure. • Say: Fantasy stories have themes. A theme is like a message from the author. I notice in The Lost Pirate that Nick and Kate know how to read a map. What happens because the kids can read a map? (They are able to find the pirate’s treasure.) Say: The theme for The Lost Pirate could be “Learn to read maps.” The author uses the characters to send readers a message. The author is telling us to learn to read maps so we can find places, too.
Reading Strategy Mini-Lesson: Ask Questions • Reflect Ask students to think about the parts of the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read?
4
The Lost Pirate
• Model Say: I want to make sure I understand what I read. One way is to ask questions before, during, and after reading. I will turn back to page 4. I asked myself a question when I read: “Let’s dig for pirate treasure!” I wanted to know what treasure means. I found the answer on the next page. Nick says: “Treasure is gold.” Now I know that treasure is gold. On page 7, I asked myself a different kind of question. The picture shows the pirate’s ship. Is this what a pirate ship really looks like? The book doesn’t answer this question. I will have to figure out the answer another way. • Guide Ask students to turn to page 9. Read the page aloud together. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder what the X on the map means? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell how asking questions helped them better understand page 9. • Apply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the ask questions monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Prove It! questions. Say: The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.
© 2011 Benchmark Education Company, LLC
• Model Use the first Prove It! question on the Comprehension Question Card. Say: I will show you how I answer a Prove It! question. I will read the question to figure out what to do. The question says: “Why did Kate and Nick help Short John find the loot?” This question asks me to make an inference. I know because the question asks me something that is not explained in the story. I already know that an inference has only one or two clues. Now I need to look for other important information in the question. What information do you think will help me? (Allow student responses.) Yes, I need to find where Kate and Nick decide to help Short John. On page 10 Short John says he will share the treasure. The illustration shows Kate and Nick thinking about the treasure. I think Kate and Nick help Short John because they want some of the treasure. I have located the clues and evidence I need. The clues support my answer. The answer makes sense.
• Guide Say: Now let’s analyze the middle of the story. Where should we look in the book? What is the problem in the story? (Allow time for students to respond, assisting if needed.) Yes, we look in the middle of the book. Short John Silver wants to find the treasure, but he cannot read his pirate map. Let’s write about the pirate map in the middle box on the graphic organizer. • Apply Ask students to work with a partner to analyze the end of the story. Remind them that the end tells how the problem is solved. After each partnership shares, agree on how to word the entry on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
• Guide Ask students to answer the other questions on the Comprehension Question Card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
Build Comprehension: Analyze Plot • Explain Create an overhead transparency of “The Lost Pirate” graphic organizer on page 8, or draw it on the chalkboard. Say: Fiction books have plots. A plot has three parts—the beginning, the middle, and the end. The beginning tells how the story starts. The middle tells about the story problem. The end tells how the problem is solved. Good readers analyze the plot after they read. Analyzing the plot helps us better understand what happens in the story. • Model Say: Let’s analyze the beginning of The Lost Pirate. On pages 4 and 5 I read that Nick and Kate are going to dig for pirate treasure. Digging for pirate treasure is how the story starts. I will write a sentence about digging for pirate treasure in the first box of the graphic organizer.
© 2011 Benchmark Education Company, LLC
Teacher Tip Use Benchmark Education Company’s K–2 Early Comprehension Strategy Poster Set to provide additional instruction in analyzing plot. Use BEC’s Comprehension Strategy Assessment books to assess students’ ability to analyze plot in other brief, grade-level texts.
Home Connection •G ive students the take-home version of The Lost Pirate to read to family members. Encourage students to work with a friend or family member to hide an object in their home or yard and draw a map showing where to find it. Invite students to bring their maps to share with the group.
The Lost Pirate
5
Writing Connections
Mini-Lessons
Reader Response
Phonics: CVCe long “a”
Invite students to respond to the book in a way that is meaningful to them. Model and use thinkalouds as needed to scaffold students before they try the activities on their own. • Act out the story with two partners. • Draw a picture of your favorite part of the story. • Talk with a partner. Share two reasons why you would tell someone else to read this book. • Think about the theme of the story. Tell about a time someone you know used a map. • Write about your favorite character in the story. • Write about a connection you made to the story.
• Ask students to locate the word take on page 5. Write take on the board. Explain that often a vowel followed by a consonant and final “e” is long. Cross out the “e” and underline the “a” as you say: The letter “e” at the end of the word is silent. The “e” doesn’t make a sound. It signals a long vowel in the middle, though. It makes the “a” say its own name. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with Kate (page 4), shapes, lakes, places (page 9), Whale (page 11), Cave (page 12), and make (page 15).
Write to a Picture Prompt • Analyze Characters’ Feelings Tell students they will describe the feelings shown by a character in the story. Then they will write about the feelings. Say: I like the pictures in this book. I like to look at the characters’ faces to figure out their feelings. Look at page 13. I will describe the characters: Nick and Kate look surprised. I think Nick and Kate are amazed to find a real treasure. What do you notice about the kids’ faces? How would you describe the kids’ feelings? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the characters’ feelings in that picture? Allow time for students to respond, prompting further if needed. Say: You have described a character’s feelings in the picture you chose. Now write about the feelings. After you are finished, read your description to a partner.
Write to a Text Prompt • Persuade the Author Ask: Do you wish something different would happen in the story? Write a letter to the author about your idea. Then write why your idea would make the story better. When you are finished, read your letter to a partner.
6
The Lost Pirate
for Differentiating Instruction
• Ask students to brainstorm words with the long “a” sound. Acknowledge all correct responses, and record those that have the CVCe pattern on the board. Read each word, inviting students to echo-read. •S ay: I will make up a rhyme using one of the words. Try to guess the last word of the rhyme. Model the process using one of the words, such as The best food I ever ate/Was the sandwich on my _____ (plate). Then invite each student to make up a rhyme for a word on the list.
Vocabulary • Academic Content Vocabulary Review the story with students and use index cards to record words that apply to pirates: beach, treasure, map, paths, pirate, and rowboat. Invite students to take turns choosing a word and pantomiming it for their classmates to guess. • Robust Oral Vocabulary Say: In the story, Short John and the kids are fortunate to find everything they need for lunch. People are fortunate when something turns out okay. Say the word with me: fortunate. Here are some ways people are fortunate: A boy falls off his bike but doesn’t get hurt. The rain stops just before a class’s spring picnic. Now, tell about a way you have been fortunate. Try to use the word fortunate when you tell about it. You could start by saying, “I was fortunate when _____.” (Allow time for each student to respond, assisting if needed.) What is the word we’ve been talking about? Yes— fortunate. Let’s try to use the word fortunate many times today. We can use the word at school and at home. © 2011 Benchmark Education Company, LLC
Word Study: Contractions • Model Say: Authors sometimes use contractions when they write. Contractions are two words shortened and put together with an apostrophe. I see a contraction on page 4: “Let’s dig for pirate treasure!” The word let’s is a contraction. Write the words let us on the board. Underneath, write the word let’s. Draw a line under each word as you say: The words let and us make the contraction let’s. Circle the apostrophe in let’s. Say: An apostrophe looks like this. You will always see an apostrophe in a contraction. • Guide Invite students to read the last sentence on page 8 with you. Ask: Which word is a contraction? (don’t) What two words make the contraction don’t? (do, not) Write the words do not on the board. Underneath, write the word don’t. Draw a line under each word as you say it with the students. Then invite a volunteer to circle the apostrophe in don’t. • Apply Ask students to find the contraction in the second paragraph on page 14. (We’re) Then invite partners to name the parts of the contraction. If more support is needed, utilize all or part of the “Guide” process.
Language Development: Commands • Model Say: Sometimes a story character tells another character what to do. These sentences are called commands. Let’s turn to page 11 and read the page together: “‘Start at Whale Rock. Go straight to Turtle Lake,’ said Kate.” Kate uses the words start and go. The words start and go tell Short John what to do. I can say commands, too. Model some simple commands for students to follow, such as: Raise your left hand. Stand beside your desk. Hop on one foot.
© 2011 Benchmark Education Company, LLC
• Guide Write the following sentence on the board: Make a sandwich. Read the sentence aloud and ask students to echo-read. Ask: Is this sentence a command? How do you know? What am I asking you to do? • Apply Pair students. Ask them to think of commands about making a sandwich, such as Spread peanut butter on the bread. As they share their sentences with the group, write them on the board.
Fluency: Read with Appropriate Pitch • Say: In fiction books, characters talk to one another. We can tell when characters are talking. We look for quotation marks around the characters’ words. Point out the quotation marks on page 4. Then ask students to find other places that have quotation marks (pages 5, 8, 9, 10, 11, 13, 14, 15, and 16). Say: Good readers think about who is talking. Good readers think about what the character is saying. They also think about how the character might talk. (Use a low pitch.) Some characters might talk with a low pitch. (Use a high pitch.) Some characters might talk with a high pitch. (Use a normal voice.) Other characters might talk with a normal pitch, like this. • Ask students to turn to page 8. First, read the entire page in a normal voice. Ask students if they think Nick’s voice would have the same pitch as the pirate’s. Then read the page again using a higher pitch for Nick and a lower pitch for the pirate. Ask students to echo-read. • Ask students to turn to page 14. Invite them to read Short John’s words in a high pitch and low pitch to see which they like better. Then choralread the page with students. • Invite students to take turns rereading The Lost Pirate with a partner. Remind them to change their pitch to match what the characters are saying.
The Lost Pirate
7
NAME
DATE
The Lost Pirate Analyze Plot Beginning:
Middle:
End:
8
The Lost Pirate
© 2011 Benchmark Education Company, LLC
The Lost Pirate Teacher’s Guide For students reading at Literacy Level I/15, including: •• English-language learners •• Students reading below grade level •• First grade readers
Skills & Strategies
Anchor Comprehension Strategy
•• Analyze story elements
Metacognitive Strategy
•• Ask questions
Genre Study
•• Recognize the characteristics of fantasy •• Determine the story’s message
Vocabulary
•• Recognize high-frequency words •• Develop academic content (Tier Three) vocabulary •• Develop robust (Tier Two) oral vocabulary
Word Study
THEME: Using Maps
•• Use contractions
Language
Phonics
•• Mapping the Way (Level G/11) •• Sam Finds the Way (Level G/11) •• Where Are We? (Level I/15) •• The Lost Pirate (Level I/15)
Fluency
GENRE/SUMMARY:
•• R ecognize the sentence structures We have _____ and I don’t have any _____ •• Identify commands •• P roblem-solve by searching all the way through words •• Recognize CVCe long “a” words •• Read with appropriate pitch
In this fantasy, Nick and his sister Kate are digging for pirate treasure when a pirate, Short John Silver, appears. Nick and Kate help Short John read his pirate map, which leads to the treasure—a recipe for peanut butter sandwiches.
Writing
•• Write to a picture prompt •• Write to a text prompt
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
Before Reading Related Resources
The following Benchmark Education Company resources support the skills and strategies taught in this lesson. Early Explorers Partner • Where Are We? (Nonfiction, Level I/15) Early Comprehension Strategy Poster • Analyze Plot Fluency and Language Development • The Lost Pirate Audio CD Text-Dependent Comprehension Resources •T he Lost Pirate Comprehension Question Card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment •E arly Explorers Overview & Assessment Handbook •G rade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Art Place a large sheet of paper on the table and give each student a pencil. Say: We will read a book called The Lost Pirate. The pirate uses a map to look for treasure. I will draw part of a pirate map. Sketch an outline of an island and add a few details, such as the pirate’s boat on the shore and an X to mark where a treasure is hidden. Name each item you drew, and then invite each student to add an additional detail to the map and tell the group about it. • Use a Graphic Organizer Write Pirate Map on the board. Underline the phrase and read it aloud. Say: We drew some things a pirate might see on a pirate map. What did we draw? As students respond, write the words under the heading. Then read each word and ask students to echo-read.
Pirate Map island boat X tree house seashells lake
Introduce the Book • Preview Cover and Title Page Give each student a copy of the book. Point to the front. Say: This story is about a pirate looking for a treasure. Read the title and author, and ask the students to echo-read. Invite them to tell what they see in the illustration. Repeat the process with the title page. Say: The cover and title page get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and title page information: The title mentions a lost pirate. I see a pirate holding a map. I think a pirate will use a map to find something. Allow time for students to share their own predictions about the story. • Introduce Characters and Setting Say: The people in the story are called characters. Ask students to turn to pages 2 and 3, and point to each character as you read the matching name. Repeat the process, inviting students to echo-read. Then say: The setting is where the story takes place. What is the setting of the story? Help students use the illustrations to determine that the story takes place outdoors on a beach. • Preview Illustrations and Vocabulary Revisit the illustrations on the cover and title page. Say: The pictures in fiction books are called illustrations. Illustrations help us understand the words in the book. Take students on a picture walk, emphasizing the words beach, treasure, map, paths, pirate, rowboat, straight, right, shapes, and lines as you talk about the illustrations and what is happening in the story. Make sure students can pronounce each vocabulary word.
Copyright © 2007 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: 978-1-4108-6145-0
2
The Lost Pirate
© 2011 Benchmark Education Company, LLC
During Reading • Preview Sentence Structures For students who need additional support, write We have _____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: The words we have are in the book. Page 14 has a sentence with the words We have. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Invite students to turn to page 15. Ask: Can you frame a sentence with the words we have? Assist as needed, and then read the sentence aloud and ask students to echo-read. Finally, repeat the process with I don’t have any _____ on page 14. • Use Graphophonic Cues Say: Another word in this book is gold. Say the word gold. What letters do you expect to see after the /g/? Allow time for students to respond, assisting as needed. Then ask them to find the word gold on page 5. Say: Search all the way through a word to help you when you read. Repeat the process with the word held on page 7. • Scaffold Spanish-Language Speakers Say the word pirate. Ask: Does pirate sound like a word you know in Spanish? (Allow time for students to respond.) The word pirate sounds like the Spanish word pirata. Pirate and pirata mean the same thing. The words look similar, too. Write the word pirate on the board and ask students to locate it on page 4 in the book. Repeat the process with map on page 8 and mapa. Then point out that the word to on page 4 sounds like the Spanish word tu but does not mean the same thing. Finally, invite students with other first languages to share their cognates.
Observe and Prompt Reading Strategies • After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and selfcorrect. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
Strategic Reading Prompts
Strategic Reading Prompts Cue Source
Prompt
Example
Graphophonic
Search all the way lost through the word. Are you blending the right sounds?
Page 7
Syntactic You read: “The The man man look lost.” looked lost. Let’s read that together and make it sound right.
7
Semantic
15
What do you see in the picture that would make sense in this sentence?
bread
Set a Purpose for Reading • Direct students’ attention to the Pirate Map list. Say: Now it’s time to whisper-read the book. Read to find out what the pirate has on his map.
© 2011 Benchmark Education Company, LLC
The Lost Pirate
3
After Reading Use the Graphic Organizer to Summarize •A sk students to think about their reading. Say: Look at our list. Does Short John Silver have any of these things on his map? Put a ✓ beside any matching response. Then ask students to name things on Short John Silver’s map that aren’t on the list. Add these words and put check marks beside them. Choral-read the checkmarked words. Then ask students to use the graphic organizer to tell the story to a partner. Pirate Map island boat X✓ tree house seashells lake ✓ rock ✓ cave ✓ paths ✓
Genre Study • Say: This story is a fantasy. You could see real people like Nick and Kate. But fantasy means some things could not happen in real life. What parts of this story are fantasy? Guide students to mention the pirate, his ship, his map, and his treasure. • Say: Fantasy stories have themes. A theme is like a message from the author. I notice in The Lost Pirate that Nick and Kate know how to read a map. What happens because the kids can read a map? (They are able to find the pirate’s treasure.) Say: The theme for The Lost Pirate could be “Learn to read maps.” The author uses the characters to send readers a message. The author is telling us to learn to read maps so we can find places, too.
Reading Strategy Mini-Lesson: Ask Questions • Reflect Ask students to think about the parts of the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read?
4
The Lost Pirate
• Model Say: I want to make sure I understand what I read. One way is to ask questions before, during, and after reading. I will turn back to page 4. I asked myself a question when I read: “Let’s dig for pirate treasure!” I wanted to know what treasure means. I found the answer on the next page. Nick says: “Treasure is gold.” Now I know that treasure is gold. On page 7, I asked myself a different kind of question. The picture shows the pirate’s ship. Is this what a pirate ship really looks like? The book doesn’t answer this question. I will have to figure out the answer another way. • Guide Ask students to turn to page 9. Read the page aloud together. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder what the X on the map means? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell how asking questions helped them better understand page 9. • Apply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the ask questions monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Prove It! questions. Say: The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.
© 2011 Benchmark Education Company, LLC
• Model Use the first Prove It! question on the Comprehension Question Card. Say: I will show you how I answer a Prove It! question. I will read the question to figure out what to do. The question says: “Why did Kate and Nick help Short John find the loot?” This question asks me to make an inference. I know because the question asks me something that is not explained in the story. I already know that an inference has only one or two clues. Now I need to look for other important information in the question. What information do you think will help me? (Allow student responses.) Yes, I need to find where Kate and Nick decide to help Short John. On page 10 Short John says he will share the treasure. The illustration shows Kate and Nick thinking about the treasure. I think Kate and Nick help Short John because they want some of the treasure. I have located the clues and evidence I need. The clues support my answer. The answer makes sense.
• Guide Say: Now let’s analyze the middle of the story. Where should we look in the book? What is the problem in the story? (Allow time for students to respond, assisting if needed.) Yes, we look in the middle of the book. Short John Silver wants to find the treasure, but he cannot read his pirate map. Let’s write about the pirate map in the middle box on the graphic organizer. • Apply Ask students to work with a partner to analyze the end of the story. Remind them that the end tells how the problem is solved. After each partnership shares, agree on how to word the entry on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
• Guide Ask students to answer the other questions on the Comprehension Question Card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
Build Comprehension: Analyze Plot • Explain Create an overhead transparency of “The Lost Pirate” graphic organizer on page 8, or draw it on the chalkboard. Say: Fiction books have plots. A plot has three parts—the beginning, the middle, and the end. The beginning tells how the story starts. The middle tells about the story problem. The end tells how the problem is solved. Good readers analyze the plot after they read. Analyzing the plot helps us better understand what happens in the story. • Model Say: Let’s analyze the beginning of The Lost Pirate. On pages 4 and 5 I read that Nick and Kate are going to dig for pirate treasure. Digging for pirate treasure is how the story starts. I will write a sentence about digging for pirate treasure in the first box of the graphic organizer.
© 2011 Benchmark Education Company, LLC
Teacher Tip Use Benchmark Education Company’s K–2 Early Comprehension Strategy Poster Set to provide additional instruction in analyzing plot. Use BEC’s Comprehension Strategy Assessment books to assess students’ ability to analyze plot in other brief, grade-level texts.
Home Connection •G ive students the take-home version of The Lost Pirate to read to family members. Encourage students to work with a friend or family member to hide an object in their home or yard and draw a map showing where to find it. Invite students to bring their maps to share with the group.
The Lost Pirate
5
Writing Connections
Mini-Lessons
Reader Response
Phonics: CVCe long “a”
Invite students to respond to the book in a way that is meaningful to them. Model and use thinkalouds as needed to scaffold students before they try the activities on their own. • Act out the story with two partners. • Draw a picture of your favorite part of the story. • Talk with a partner. Share two reasons why you would tell someone else to read this book. • Think about the theme of the story. Tell about a time someone you know used a map. • Write about your favorite character in the story. • Write about a connection you made to the story.
• Ask students to locate the word take on page 5. Write take on the board. Explain that often a vowel followed by a consonant and final “e” is long. Cross out the “e” and underline the “a” as you say: The letter “e” at the end of the word is silent. The “e” doesn’t make a sound. It signals a long vowel in the middle, though. It makes the “a” say its own name. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with Kate (page 4), shapes, lakes, places (page 9), Whale (page 11), Cave (page 12), and make (page 15).
Write to a Picture Prompt • Analyze Characters’ Feelings Tell students they will describe the feelings shown by a character in the story. Then they will write about the feelings. Say: I like the pictures in this book. I like to look at the characters’ faces to figure out their feelings. Look at page 13. I will describe the characters: Nick and Kate look surprised. I think Nick and Kate are amazed to find a real treasure. What do you notice about the kids’ faces? How would you describe the kids’ feelings? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the characters’ feelings in that picture? Allow time for students to respond, prompting further if needed. Say: You have described a character’s feelings in the picture you chose. Now write about the feelings. After you are finished, read your description to a partner.
Write to a Text Prompt • Persuade the Author Ask: Do you wish something different would happen in the story? Write a letter to the author about your idea. Then write why your idea would make the story better. When you are finished, read your letter to a partner.
6
The Lost Pirate
for Differentiating Instruction
• Ask students to brainstorm words with the long “a” sound. Acknowledge all correct responses, and record those that have the CVCe pattern on the board. Read each word, inviting students to echo-read. •S ay: I will make up a rhyme using one of the words. Try to guess the last word of the rhyme. Model the process using one of the words, such as The best food I ever ate/Was the sandwich on my _____ (plate). Then invite each student to make up a rhyme for a word on the list.
Vocabulary • Academic Content Vocabulary Review the story with students and use index cards to record words that apply to pirates: beach, treasure, map, paths, pirate, and rowboat. Invite students to take turns choosing a word and pantomiming it for their classmates to guess. • Robust Oral Vocabulary Say: In the story, Short John and the kids are fortunate to find everything they need for lunch. People are fortunate when something turns out okay. Say the word with me: fortunate. Here are some ways people are fortunate: A boy falls off his bike but doesn’t get hurt. The rain stops just before a class’s spring picnic. Now, tell about a way you have been fortunate. Try to use the word fortunate when you tell about it. You could start by saying, “I was fortunate when _____.” (Allow time for each student to respond, assisting if needed.) What is the word we’ve been talking about? Yes— fortunate. Let’s try to use the word fortunate many times today. We can use the word at school and at home. © 2011 Benchmark Education Company, LLC
Word Study: Contractions • Model Say: Authors sometimes use contractions when they write. Contractions are two words shortened and put together with an apostrophe. I see a contraction on page 4: “Let’s dig for pirate treasure!” The word let’s is a contraction. Write the words let us on the board. Underneath, write the word let’s. Draw a line under each word as you say: The words let and us make the contraction let’s. Circle the apostrophe in let’s. Say: An apostrophe looks like this. You will always see an apostrophe in a contraction. • Guide Invite students to read the last sentence on page 8 with you. Ask: Which word is a contraction? (don’t) What two words make the contraction don’t? (do, not) Write the words do not on the board. Underneath, write the word don’t. Draw a line under each word as you say it with the students. Then invite a volunteer to circle the apostrophe in don’t. • Apply Ask students to find the contraction in the second paragraph on page 14. (We’re) Then invite partners to name the parts of the contraction. If more support is needed, utilize all or part of the “Guide” process.
Language Development: Commands • Model Say: Sometimes a story character tells another character what to do. These sentences are called commands. Let’s turn to page 11 and read the page together: “‘Start at Whale Rock. Go straight to Turtle Lake,’ said Kate.” Kate uses the words start and go. The words start and go tell Short John what to do. I can say commands, too. Model some simple commands for students to follow, such as: Raise your left hand. Stand beside your desk. Hop on one foot.
© 2011 Benchmark Education Company, LLC
• Guide Write the following sentence on the board: Make a sandwich. Read the sentence aloud and ask students to echo-read. Ask: Is this sentence a command? How do you know? What am I asking you to do? • Apply Pair students. Ask them to think of commands about making a sandwich, such as Spread peanut butter on the bread. As they share their sentences with the group, write them on the board.
Fluency: Read with Appropriate Pitch • Say: In fiction books, characters talk to one another. We can tell when characters are talking. We look for quotation marks around the characters’ words. Point out the quotation marks on page 4. Then ask students to find other places that have quotation marks (pages 5, 8, 9, 10, 11, 13, 14, 15, and 16). Say: Good readers think about who is talking. Good readers think about what the character is saying. They also think about how the character might talk. (Use a low pitch.) Some characters might talk with a low pitch. (Use a high pitch.) Some characters might talk with a high pitch. (Use a normal voice.) Other characters might talk with a normal pitch, like this. • Ask students to turn to page 8. First, read the entire page in a normal voice. Ask students if they think Nick’s voice would have the same pitch as the pirate’s. Then read the page again using a higher pitch for Nick and a lower pitch for the pirate. Ask students to echo-read. • Ask students to turn to page 14. Invite them to read Short John’s words in a high pitch and low pitch to see which they like better. Then choralread the page with students. • Invite students to take turns rereading The Lost Pirate with a partner. Remind them to change their pitch to match what the characters are saying.
The Lost Pirate
7
NAME
DATE
The Lost Pirate Analyze Plot Beginning:
Middle:
End:
8
The Lost Pirate
© 2011 Benchmark Education Company, LLC
