The Magic Turtle TG
The Magic Turtle
Level H/14
Fiction
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Analyze Story Elements •• Identify Sequence of Events Phonemic Awareness
•• Manipulate initial sounds
Phonics
•• Diphthong /ou/
Vocabulary
•• Homographs
Grammar/Word Study •• Words with the suffix -ly
Theme: Adding and Subtracting Math Concept: We can add and subtract numbers.
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 put together plus, equals, minus
Build Background Knowledge take apart
adding and subtracting
ell
Support Tips
for English-Language Learners
Build Background Knowledge Place two, three, four, and five counters in each of four clear cups. Arrange the cups in a square grid, two across and two down. Use the words add, count, across, and down as you have students perform math operations on the numbers. For example, ask: How can we count the number of objects in each cup? How many are there altogether? What is the total? What number do you get when you add the counters in the cups in the first row across?
Build Vocabulary and Language Patterns Reinforce the language pattern “added ____ going across/down” that students will encounter in the book. Assign pairs of students a row or column of cups and have them add the number of counters in it. Ask them to complete this sentence: When we added the counters in the first row across we got the number ___.
• Ask students to discuss what they know about adding and subtracting. Write a math equation, such as 2 + 2 = 4, on the board. Ask students to read the equation. Write the words plus and equals to an outer circle of a word web like the one shown. Have pairs of students brainstorm other words related to adding and subtracting and add the words to the web.
Model Making, Revising, and Confirming Predictions • Show students the book cover. Say: Before I read, I look at the cover and title and predict what the book will be about. This helps me become interested in the book. I predict that if the turtle in this book is magic, then it will have or do something special. What do you predict? • Record your prediction and the predictions students make on a chart. Refer to them as you preview the book. Encourage students to revise or confirm their predictions as they get more information.
Preview the Book • Preview the illustrations in the book. Have students revise or confirm their predictions based on information they get from the pictures. • Point out the number equations in the book and help students predict that the story must involve math and adding and subtracting. • As students describe what they see in the illustrations, expand on their answers to model vocabulary used in the book. For example, on page 7, ask: What do you notice about the turtle? Does it look like it has nine squares on its shell? How would you describe the turtle and its shell?
Model Reading Strategies • Point out the word across on page 8 and read the sentence in which it appears. Ask: What strategies could you use to read this word? • Suggest the following strategies as you think aloud: You could use what you know about the letters c, r, o, and s and their sounds. You could also look at the picture for clues to what the word means. Then you could reread the sentence and look at the picture to see if the word makes sense.
Set a Purpose for Reading Ask students to read the book to find out why the turtle is magic and to see if any of their predictions are correct. Encourage them to make and change predictions as they get new information.
2
The Magic Turtle
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1414-2
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.
After Reading Reflect on Reading Strategies • Ask students if they confirmed their predictions or if they revised and made new predictions as they read the story. Remind students that predictions help them get more meaning from what they read. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask 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.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having 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 what they learned about the magic turtle. Have them find and read passages from the story that provide this information. List details about the squares on the turtle’s back and the dots in the squares in a chart. • Have students work in pairs to recall what the king noticed first, second, and third about the turtle. As a group, discuss how these discoveries made the king think the turtle was magic. • Refer to the list of predictions students made before and during reading. Have them tell which ones are correct and why others are not.
Extend Concepts • Point out the number sentences on page 8 and 9. Explain that these sentences stand for a number of objects that are added together. • Ask: What do the 4, 9, and 2 stand for? What do the 4, 3, and 8 stand for? What is the number 15? Have students match each number sentence with a row or column on the turtle’s back in the picture.
Make Fiction-to-Fact™ Concept Connections If students have read Number Games, ask: • How could Emperor Yu use his drawing to make a math game? (He could erase the dots in some of the squares and have someone else figure out the missing numbers.) • In The Magic Turtle, the king drew dots on his picture. How is a magic square different today? (Today the number of dots is represented by a number from 1 to 9.)
• Create a 3 x 3 grid on the floor with tape. Give pairs of students one row each and have them place a different number of objects (from 1 to 9) in each square of their row. Challenge them to have the numbers in their row total 15. Then have them explain to the group how they got their answer. © 2011 Benchmark Education Company, LLC
The Magic Turtle
3
Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Build the concept and vocabulary of sequence using concrete examples. For example, model the steps in sharpening a pencil. Say: To sharpen a pencil, I have to do things in a certain order. First, I pick up the pencil in one hand. Then I push the wood end of the pencil into the sharpener and hold it steady. Next, I turn the handle of the pencil sharpener with my other hand. Last, I remove the pencil from the sharpener. Write these steps as a numbered list on chart paper.
Practice and Apply If English-language learners have trouble with the linguistic demands of ordering events in the story, have them work with native speakers to understand what each sentence on the blackline master says. Make sure they have the opportunity to voice their ideas.
Build Comprehension:
Identify Sequence of Events Model • Hold up a storybook that students know well, such as The Three Little Pigs. Have students tell the main events in the plot in order. Write the events on chart paper as a numbered list. • Say: In a story, things happen in a certain order. We need to keep track of what happens first, second, third, and so on, in order to understand the story. In this book, the order in which things happen helps us understand the story. Practice • Distribute copies of the Sequence of Events blackline master. Ask students to tell what happens first in the story. • Guide them to find the sentence on the blackline master that describes this event. Have them cut out the box with this sentence and paste it under the number 1. Discuss what happens after this in the story. Identify the second event sentence and have students paste it under the number 2. Apply • Have students complete the sequence chart by reading the rest of the sentences on the blackline master and pasting them in order under the numbers. • Have students share their ideas with the group. If some ideas conflict, have students refer to the text to confirm or revise the order of events. 1. The king went for a walk by the river.
2.
Assessment Tip
Observe how students think about sequence. Note whether they are able to recall the order in which story events occur and transfer that understanding of sequence to sentences that paraphrase the text. If students have difficulty, you might want to provide additional modeling.
The king saw a turtle with a square on its shell.
3. The king saw nine little squares in the big square.
4. The king counted the dots in the little squares.
5. The king added the dots across and down.
6. The king made his own picture.
7. The king told the people about the magic turtle.
4
The Magic Turtle
© 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Dialogue • Reread page 5 while students follow along. Ask them to listen for the words that are spoken by the king. • Involve students in a discussion about spoken words in a story by asking the following questions: Which part of the text is words that one character says to another character? (“Hello, turtle. What . . . big square.”) How do you know these are words spoken by the king? (The words he said and the quotation marks indicate that the words are spoken parts.)
writing Checklist
As students review their pieces of writing, have them ask themselves: • Did I use quotation marks to set off spoken words? • Have I added phrases such as he said or she asked to make it clear who is speaking? • Do the spoken words sound like something real people would say?
What do you learn from these spoken words? (that the turtle has a squareshaped shell) Why do you think the author added these spoken words? (Students may say that dialogue brings the scene to life, or that spoken words increase readers’ interest in the characters and the action.) • Use other fiction books to show how writers use dialogue in stories. Read passages of dialogue from several books to students, adding appropriate expression, phrasing, and intonation. Discuss each passage, asking students to tell what information the dialogue gives and why they think the author used dialogue at this place in the story. • Write several lines of dialogue from one or more examples on chart paper to serve as models for students. Point out the use of speech tags, such as he said, quotation marks, and commas to set off spoken words.
Link to Journal Writing
Reread for fluency Read aloud sections of The Magic Turtle using appropriate phrasing, intonation, and expression to model fluent reading. Then have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of fiction writing in their journals. Have them look at how they use dialogue in their writing and decide whether they should add spoken parts or change some narrative passages to dialogue. If students don’t have a piece of fiction writing in their journal, ask them to begin a new piece of writing in which they try to include dialogue.
Connect to home Have students read the take-home version of The Magic Turtle to family members. Suggest that they read aloud passages of dialogue using appropriate expression.
© 2003 Benchmark Education Company, LLC
Louis Pasteur The Magic Turtle
25
Skills Bank ell
Support Tips
for English-Language Learners
Phonemic Awareness Ensure students can hear the difference in the beginning sounds before having them manipulate the sounds. Provide practice with minimal pairs and ask students whether the words are the same: bell/tell; bold/fold. If students have difficulty substituting initial sounds, help them segment the beginning word into its onset and rime first, then replace the onset with the new beginning sound.
Word Study Have a student walk across the room slowly. Have students say with you: Juan is slow. He walks slowly. Repeat with the words quickly, quietly.
Phonemic Awareness: Manipulating Initial Sounds • Say: I will say a word. I want you to make a new word by changing the beginning sound. The word is sat. What is the beginning sound? Change /s/ to /b/. What is the new word? The new word is bat. Continue, having students change shell and told to bell and bold. • Repeat the activity, having students substitute /t/ for the initial sounds in walk, shell, and down to make talk, tell, and town.
Phonics: Diphthong /ou/ • Write the word town on the board. Ask: What is the vowel sound in town? What letters stand for this vowel sound? Underline the letters ow and explain that sometimes these letters stand for /ou/. • Write the word about. Point out that this word also has /ou/. Ask: What letters stand for /ou/ in about? Underline the letters ou. Explain that /ou/ can be spelled ow or ou. • Ask students to look on pages 7, 8, 9, and 16 in the book to find other /ou/ words: how, wow, counted, down.
Vocabulary: Homographs • Have students find the word rocks on page 4 and read the sentence in which it appears. Ask: What does the word rocks mean in this sentence? (pieces of stone) • Explain that many words in the English language are spelled and pronounced the same but they mean different things. Challenge students to think of another meaning for the word rocks. Have them share their meaning or if they can’t think of one, provide an example: The mother rocks the baby. • Have students find the words walk (p. 3), rest (p. 4), shell (p. 5), and picture (p. 12) one at a time. Have them read the sentence and tell what the word means in the sentence. As a group, have them think of a different meaning for each word, and use it to complete the graphic organizer on page 12.
Word Study: Suffix -ly • Write the phrase climbed slowly on the board. Underline slowly and explain that this word tells how the action was done. Have students find the smaller word slow in slowly. • Explain that -ly is added to the end of some describing words to make them describe an action. Have students find an -ly word on page 6 (closely) and tell how it describes an action.
6
The Magic Turtle
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date _________________
Sequence of Events 1. The king made his own picture.
2. The king saw a turtle with a square on its shell.
3. The king counted the dots in the little squares.
4. The king saw nine little squares in the big square.
5. The king went for a walk by the river.
6. The king added the dots across and down.
7. The king told the people about the magic turtle. © 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “The Magic Turtle” or draw it on the board. Say: The people or animals that a story is about are the characters. The time and place in which a story happens is the setting. The events that happen in the beginning, in the middle, and at the end of a story are the plot. When we think about the characters, setting, and plot in a story, we are analyzing story elements. ••Model Say: Let’s start by analyzing the first story element. We will look at the characters in The Magic Turtle. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the people or animals in each picture. Say: I see that the characters in this story are the king, the magic turtle, and the people. In the Character box on the graphic organizer, write the king, the magic turtle, and the people. Then say: Let’s analyze the king. When we analyze a character, we tell about who he is and why he acts the way he does. The king looks at the turtle’s shell and sees that it has dots inside squares. The dots add up to the same number whichever way you add them. I think the king must be very smart to have noticed this! Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place in China, near the river Lo. When does it take place? (Again allow time for students to respond.) It takes place a long, long time ago. Record this information in the Setting box of the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens in the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot throughout the story. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
The Magic Turtle ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Magic Turtle Turtle Analyze Analyze Story Elements Elements Character
Setting
Plot — Beginning
Plot — Middle
Plot — End
The Magic Turtle ©2011 Benchmark Education Company, LLC
Notes
10
The Magic Turtle ©2011 Benchmark Education Company, LLC
Notes
The Magic Turtle ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date _______________
Same Spelling, Different Meanings
bat
bat
pop
pop
lock
lock
ring
ring
Directions: Have students draw a picture to illustrate the two meanings of each word. © 2011 Benchmark Education Company, LLC
Level H/14
Fiction
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Analyze Story Elements •• Identify Sequence of Events Phonemic Awareness
•• Manipulate initial sounds
Phonics
•• Diphthong /ou/
Vocabulary
•• Homographs
Grammar/Word Study •• Words with the suffix -ly
Theme: Adding and Subtracting Math Concept: We can add and subtract numbers.
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 put together plus, equals, minus
Build Background Knowledge take apart
adding and subtracting
ell
Support Tips
for English-Language Learners
Build Background Knowledge Place two, three, four, and five counters in each of four clear cups. Arrange the cups in a square grid, two across and two down. Use the words add, count, across, and down as you have students perform math operations on the numbers. For example, ask: How can we count the number of objects in each cup? How many are there altogether? What is the total? What number do you get when you add the counters in the cups in the first row across?
Build Vocabulary and Language Patterns Reinforce the language pattern “added ____ going across/down” that students will encounter in the book. Assign pairs of students a row or column of cups and have them add the number of counters in it. Ask them to complete this sentence: When we added the counters in the first row across we got the number ___.
• Ask students to discuss what they know about adding and subtracting. Write a math equation, such as 2 + 2 = 4, on the board. Ask students to read the equation. Write the words plus and equals to an outer circle of a word web like the one shown. Have pairs of students brainstorm other words related to adding and subtracting and add the words to the web.
Model Making, Revising, and Confirming Predictions • Show students the book cover. Say: Before I read, I look at the cover and title and predict what the book will be about. This helps me become interested in the book. I predict that if the turtle in this book is magic, then it will have or do something special. What do you predict? • Record your prediction and the predictions students make on a chart. Refer to them as you preview the book. Encourage students to revise or confirm their predictions as they get more information.
Preview the Book • Preview the illustrations in the book. Have students revise or confirm their predictions based on information they get from the pictures. • Point out the number equations in the book and help students predict that the story must involve math and adding and subtracting. • As students describe what they see in the illustrations, expand on their answers to model vocabulary used in the book. For example, on page 7, ask: What do you notice about the turtle? Does it look like it has nine squares on its shell? How would you describe the turtle and its shell?
Model Reading Strategies • Point out the word across on page 8 and read the sentence in which it appears. Ask: What strategies could you use to read this word? • Suggest the following strategies as you think aloud: You could use what you know about the letters c, r, o, and s and their sounds. You could also look at the picture for clues to what the word means. Then you could reread the sentence and look at the picture to see if the word makes sense.
Set a Purpose for Reading Ask students to read the book to find out why the turtle is magic and to see if any of their predictions are correct. Encourage them to make and change predictions as they get new information.
2
The Magic Turtle
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1414-2
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.
After Reading Reflect on Reading Strategies • Ask students if they confirmed their predictions or if they revised and made new predictions as they read the story. Remind students that predictions help them get more meaning from what they read. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask 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.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having 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 what they learned about the magic turtle. Have them find and read passages from the story that provide this information. List details about the squares on the turtle’s back and the dots in the squares in a chart. • Have students work in pairs to recall what the king noticed first, second, and third about the turtle. As a group, discuss how these discoveries made the king think the turtle was magic. • Refer to the list of predictions students made before and during reading. Have them tell which ones are correct and why others are not.
Extend Concepts • Point out the number sentences on page 8 and 9. Explain that these sentences stand for a number of objects that are added together. • Ask: What do the 4, 9, and 2 stand for? What do the 4, 3, and 8 stand for? What is the number 15? Have students match each number sentence with a row or column on the turtle’s back in the picture.
Make Fiction-to-Fact™ Concept Connections If students have read Number Games, ask: • How could Emperor Yu use his drawing to make a math game? (He could erase the dots in some of the squares and have someone else figure out the missing numbers.) • In The Magic Turtle, the king drew dots on his picture. How is a magic square different today? (Today the number of dots is represented by a number from 1 to 9.)
• Create a 3 x 3 grid on the floor with tape. Give pairs of students one row each and have them place a different number of objects (from 1 to 9) in each square of their row. Challenge them to have the numbers in their row total 15. Then have them explain to the group how they got their answer. © 2011 Benchmark Education Company, LLC
The Magic Turtle
3
Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Build the concept and vocabulary of sequence using concrete examples. For example, model the steps in sharpening a pencil. Say: To sharpen a pencil, I have to do things in a certain order. First, I pick up the pencil in one hand. Then I push the wood end of the pencil into the sharpener and hold it steady. Next, I turn the handle of the pencil sharpener with my other hand. Last, I remove the pencil from the sharpener. Write these steps as a numbered list on chart paper.
Practice and Apply If English-language learners have trouble with the linguistic demands of ordering events in the story, have them work with native speakers to understand what each sentence on the blackline master says. Make sure they have the opportunity to voice their ideas.
Build Comprehension:
Identify Sequence of Events Model • Hold up a storybook that students know well, such as The Three Little Pigs. Have students tell the main events in the plot in order. Write the events on chart paper as a numbered list. • Say: In a story, things happen in a certain order. We need to keep track of what happens first, second, third, and so on, in order to understand the story. In this book, the order in which things happen helps us understand the story. Practice • Distribute copies of the Sequence of Events blackline master. Ask students to tell what happens first in the story. • Guide them to find the sentence on the blackline master that describes this event. Have them cut out the box with this sentence and paste it under the number 1. Discuss what happens after this in the story. Identify the second event sentence and have students paste it under the number 2. Apply • Have students complete the sequence chart by reading the rest of the sentences on the blackline master and pasting them in order under the numbers. • Have students share their ideas with the group. If some ideas conflict, have students refer to the text to confirm or revise the order of events. 1. The king went for a walk by the river.
2.
Assessment Tip
Observe how students think about sequence. Note whether they are able to recall the order in which story events occur and transfer that understanding of sequence to sentences that paraphrase the text. If students have difficulty, you might want to provide additional modeling.
The king saw a turtle with a square on its shell.
3. The king saw nine little squares in the big square.
4. The king counted the dots in the little squares.
5. The king added the dots across and down.
6. The king made his own picture.
7. The king told the people about the magic turtle.
4
The Magic Turtle
© 2011 Benchmark Education Company, LLC
Writing Mini-Lesson: Dialogue • Reread page 5 while students follow along. Ask them to listen for the words that are spoken by the king. • Involve students in a discussion about spoken words in a story by asking the following questions: Which part of the text is words that one character says to another character? (“Hello, turtle. What . . . big square.”) How do you know these are words spoken by the king? (The words he said and the quotation marks indicate that the words are spoken parts.)
writing Checklist
As students review their pieces of writing, have them ask themselves: • Did I use quotation marks to set off spoken words? • Have I added phrases such as he said or she asked to make it clear who is speaking? • Do the spoken words sound like something real people would say?
What do you learn from these spoken words? (that the turtle has a squareshaped shell) Why do you think the author added these spoken words? (Students may say that dialogue brings the scene to life, or that spoken words increase readers’ interest in the characters and the action.) • Use other fiction books to show how writers use dialogue in stories. Read passages of dialogue from several books to students, adding appropriate expression, phrasing, and intonation. Discuss each passage, asking students to tell what information the dialogue gives and why they think the author used dialogue at this place in the story. • Write several lines of dialogue from one or more examples on chart paper to serve as models for students. Point out the use of speech tags, such as he said, quotation marks, and commas to set off spoken words.
Link to Journal Writing
Reread for fluency Read aloud sections of The Magic Turtle using appropriate phrasing, intonation, and expression to model fluent reading. Then have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of fiction writing in their journals. Have them look at how they use dialogue in their writing and decide whether they should add spoken parts or change some narrative passages to dialogue. If students don’t have a piece of fiction writing in their journal, ask them to begin a new piece of writing in which they try to include dialogue.
Connect to home Have students read the take-home version of The Magic Turtle to family members. Suggest that they read aloud passages of dialogue using appropriate expression.
© 2003 Benchmark Education Company, LLC
Louis Pasteur The Magic Turtle
25
Skills Bank ell
Support Tips
for English-Language Learners
Phonemic Awareness Ensure students can hear the difference in the beginning sounds before having them manipulate the sounds. Provide practice with minimal pairs and ask students whether the words are the same: bell/tell; bold/fold. If students have difficulty substituting initial sounds, help them segment the beginning word into its onset and rime first, then replace the onset with the new beginning sound.
Word Study Have a student walk across the room slowly. Have students say with you: Juan is slow. He walks slowly. Repeat with the words quickly, quietly.
Phonemic Awareness: Manipulating Initial Sounds • Say: I will say a word. I want you to make a new word by changing the beginning sound. The word is sat. What is the beginning sound? Change /s/ to /b/. What is the new word? The new word is bat. Continue, having students change shell and told to bell and bold. • Repeat the activity, having students substitute /t/ for the initial sounds in walk, shell, and down to make talk, tell, and town.
Phonics: Diphthong /ou/ • Write the word town on the board. Ask: What is the vowel sound in town? What letters stand for this vowel sound? Underline the letters ow and explain that sometimes these letters stand for /ou/. • Write the word about. Point out that this word also has /ou/. Ask: What letters stand for /ou/ in about? Underline the letters ou. Explain that /ou/ can be spelled ow or ou. • Ask students to look on pages 7, 8, 9, and 16 in the book to find other /ou/ words: how, wow, counted, down.
Vocabulary: Homographs • Have students find the word rocks on page 4 and read the sentence in which it appears. Ask: What does the word rocks mean in this sentence? (pieces of stone) • Explain that many words in the English language are spelled and pronounced the same but they mean different things. Challenge students to think of another meaning for the word rocks. Have them share their meaning or if they can’t think of one, provide an example: The mother rocks the baby. • Have students find the words walk (p. 3), rest (p. 4), shell (p. 5), and picture (p. 12) one at a time. Have them read the sentence and tell what the word means in the sentence. As a group, have them think of a different meaning for each word, and use it to complete the graphic organizer on page 12.
Word Study: Suffix -ly • Write the phrase climbed slowly on the board. Underline slowly and explain that this word tells how the action was done. Have students find the smaller word slow in slowly. • Explain that -ly is added to the end of some describing words to make them describe an action. Have students find an -ly word on page 6 (closely) and tell how it describes an action.
6
The Magic Turtle
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date _________________
Sequence of Events 1. The king made his own picture.
2. The king saw a turtle with a square on its shell.
3. The king counted the dots in the little squares.
4. The king saw nine little squares in the big square.
5. The king went for a walk by the river.
6. The king added the dots across and down.
7. The king told the people about the magic turtle. © 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “The Magic Turtle” or draw it on the board. Say: The people or animals that a story is about are the characters. The time and place in which a story happens is the setting. The events that happen in the beginning, in the middle, and at the end of a story are the plot. When we think about the characters, setting, and plot in a story, we are analyzing story elements. ••Model Say: Let’s start by analyzing the first story element. We will look at the characters in The Magic Turtle. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the people or animals in each picture. Say: I see that the characters in this story are the king, the magic turtle, and the people. In the Character box on the graphic organizer, write the king, the magic turtle, and the people. Then say: Let’s analyze the king. When we analyze a character, we tell about who he is and why he acts the way he does. The king looks at the turtle’s shell and sees that it has dots inside squares. The dots add up to the same number whichever way you add them. I think the king must be very smart to have noticed this! Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place in China, near the river Lo. When does it take place? (Again allow time for students to respond.) It takes place a long, long time ago. Record this information in the Setting box of the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens in the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot throughout the story. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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The Magic Turtle ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Magic Turtle Turtle Analyze Analyze Story Elements Elements Character
Setting
Plot — Beginning
Plot — Middle
Plot — End
The Magic Turtle ©2011 Benchmark Education Company, LLC
Notes
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The Magic Turtle ©2011 Benchmark Education Company, LLC
Notes
The Magic Turtle ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date _______________
Same Spelling, Different Meanings
bat
bat
pop
pop
lock
lock
ring
ring
Directions: Have students draw a picture to illustrate the two meanings of each word. © 2011 Benchmark Education Company, LLC
