The Wright Brothers
Level H/14
The Wright Brothers Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Analyze Character •• Identify Main Idea and Supporting Details Phonemic Awareness
•• Segmenting sounds
Phonics
•• Long i words
High-Frequency Words
•• find, very, with
Concept Vocabulary •• Flight words
Grammar/Word Study •• –ing ending
Biography Big Idea
•• T he Wright brothers were the first people to fly in an airplane.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson K-W-L What We Know They invented the first airplane.
What We What We Want Learned to Know by Reading
When did They they f ly fixed the first bikes. plane? What did They they do made a first to glider. invent an airplane? What did The first the first plane had airplane two wings look like? on top of each other
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students what they know about the Wright brothers. If necessary, tell students that the Wright brothers invented the first airplane. Write this and students’ contributions in the “K” column of the chart. Then brainstorm with students what they want to know about the Wright brothers. List their ideas as questions in the “W” column. Explain to students that they will return to fill in the “L” column of the chart after they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask:
Visual Cues • Look for silent letters. (w in Wright; k in knew) • Watch for consonant digraphs at the beginning, middle, or end of a word. (what, brothers, March) Structure Cues • Think about whether the sentence sounds right. • Notice that a time line helps make a sequence of events clear. Meaning Cues • Think about what makes sense in the sentence, the paragraph, and the book. • Look at the pictures to confirm the meaning of the word.
• How many Wright brothers were there? • How can you tell that they lived a long time ago? Show students the table of contents. Explain that the table of contents tells the titles of chapters and the pages on which the chapters begin. Point out that the chapter titles are questions and could be added to the “W” column of the K-W-L chart. Help students write each chapter title question in that column. Preview the photographs with students, reinforcing the language used in the text and highlighting important concepts. Point out the diagrams on pages 10 and 12 and the time line on page 16. Discuss with students how they can use these features and why they think such features are included in this biography.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to read the book to find out if it answers any of your questions about the Wright brothers. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. The Wright Brothers
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the place name “Indiana.” I heard you break the word into chunks. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions • Did the book help you answer any of the questions in the “What We Want to Know” column of our K-W-L chart? Let’s write the answers in the “What We Learned by Reading” column. (Answers will vary.) (Locate facts) • Let’s look at what we wrote before we read the book. Did the book talk about some of these things, too? (Answers will vary.) (Compare and contrast) • What did the brothers do to get ready to make the first airplane? (Answers should reflect information students find throughout the book. Ask them to support their answers.) (Identify steps in a process) • Why are airplanes so important to people today? (Answers will vary. Students should recognize the crucial role of airplanes in transporting people and goods.) (Make inferences/Use creative thinking)
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
The Wright Brothers © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Main Ideas
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify main ideas in a text? If students are having difficulty, provide more modeling.
The Wright Brothers
4
Model Create an overhead transparency of the graphic organizer on page 12 or copy the chart on the board. Make sure students understand what a main idea is, then demonstrate how to identify the main idea in the first chapter. Work with them to identify the main ideas in the remaining chapters. Use the following think-aloud. It is important for readers to be able to pick out the main ideas in the books they read. A main idea is the most important information in the chapter. It is the focus of all the other chapter information. Often the chapter title gives me a clue about the main point of that chapter. The title of Chapter 1 tells me that the information in the chapter is about who the Wright Brothers were. Many times the main idea is stated in the first sentences of a section. When I look at page 2, I see that the second sentence tells me the main idea of the chapter. I will write this on the chart. This is a short chapter, so there are no supporting details that give me more information about the main idea. Practice and Apply Work with students to find the main idea and details in the second chapter. Explain that there is not always a topic sentence that states the main idea, and that readers sometimes have to look through the whole section to find it. Once students determine the main idea of this section, have them find details that support it. Continue with the last two chapters. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Identify Main Ideas Chapter 1
Chapter 2
Main Idea: The Wright brothers were the first to find a way to f ly.
Main Idea: The Wright brothers were good at making and fixing things.
Details:
Details: They made kites. They fixed bikes. Orville was born in 1871 and Wilbur was born in 1867.
Topic: The Wright Brothers Chapter 3
Chapter 4
Main Idea: The Wright brothers’ first rides were in a glider that f lew like a kite.
Main Idea: The Wright brothers built a plane with a motor and a propeller.
Details: The glider was hard to steer. Wilbur made curved wings for it. Their first rides were very short. Later they were able to f ly 600 feet.
Details: They were the first to f ly in a airplane. The propeller helped move the plane forward.
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the graphic organizer completed during the Build Comprehension section of the lesson to review the concept of main idea and supporting details. Explain that students are going to use the same graphic organizer to plan the writing of a group paragraph that contains a main idea and supporting details. Remind students that authors carefully plan their writing before putting pen to paper. Use the following writing steps. • Copy a simplified version of the four-chapter main idea chart on the board. (Include a topic box, followed by one box with the headings “Main Idea” and “Details.”) • Work with students to decide on a topic for the paragraph. Use a familiar topic, such as animals, insects, or pets. • Write the topic in the topic box: for example, “Dogs.” • Have students decide on the main point they want to make about dogs, such as There are many kinds of dogs. Record this under “Main Idea.” • Ask students to tell you the details they would like to include to support the idea that there are many kinds of dogs. Record these under “Details.” • Work with students to use the information to create a paragraph. Ensure that the paragraph includes a topic sentence.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread The Wright Brothers with a partner. Have them read the text together and then take turns reading it to each other.
• Read through the paragraph with students and encourage them to suggest ways to improve it.
Write Independently
Connect to Home
Tell students they will now use the main idea chart to plan their own writing. Use the following steps.
Have students read the take-home version of The Wright Brothers to family members. Encourage students to share the information on their graphic organizers.
• Distribute copies of the blank graphic organizer. Tell students that they will need to use only one of the boxes for their planning because they will be writing only one paragraph. • Help students decide on a topic to record on the chart. • Help students decide on their main idea and supporting details. • Have students expand on the information on the graphic organizer to write their paragraph. • Encourage students to reread their completed paragraph to find ways to improve their writing.
The Wright Brothers © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting sounds Have students listen as you say the word move, slowly segmenting the sounds: /m/ /ü/ /v/. Ask students to repeat the sounds, then blend them to say the word. Repeat the steps using these words: children, brothers, glider, short, motor. Have a volunteer segment the sounds in a word, then have the rest of the class repeat the sounds and say the word.
Phonics: Long i words igh Wright
y
iCe
i
f ly like find try kites f lies cycle time glider bike ride
Write the name Wright and the word fly on the board. Ask students what vowel sound they hear in each word. (long i) Ask students what letter or letters make the long i sound in each word. (igh in Wright and y in fly) Have students find other words in the book that have the long i sound. Ask them to identify the letters that make the vowel sound in each word. On the board, make a chart of the different patterns for the long i sound. Have students tell you where to record the long i words from the book. Suggest that students expand the long i word chart by looking in other books for words to add to the lists. (Possible words include right, light, fight, bright, cry, spy, dime, fine, nine, bite, spider, and liar.) Then point out to students that many of the long i words (especially those with igh or y) rhyme. Have pairs of students use the long i words in two-line rhymes. Encourage them to write several rhymes. Ask volunteers to read their rhymes aloud to the rest of the class.
The Wright Brothers
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the high-frequency words find, very, and with on the board. Read each word aloud, then have students say and spell it aloud. Tell students that you are thinking of one of the words on the board. Give them a clue, such as This word rhymes with cherry. Ask students what the word is. Repeat with the other words, using such clues as This word has the long i sound. This word ends the same as path does.
Concept Vocabulary: Flight words
find very with
Ask students to think of words that are related to flying. Suggest that they begin by reviewing their graphic organizers and by looking through the book. They may offer such words as glider, kite, wings, motor, airplane, and propeller. Encourage them to think of other words, such as bird, balloon, soar, and runway. Write students’ responses on the board. Assign one or two words to each student. Have them draw pictures to represent their words and show the pictures to their classmates. Let students take turns identify the pictures using the concept vocabulary.
Word Study: –ing ending Write the word flying on the board. Have students read the word aloud. Circle the –ing ending. Point out that the word is made up of a base word, fly, and an ending, –ing. Then write the words make and making. Ask students to tell how the base word make changed when the ending –ing was added. Explain that before the –ing ending is added to most words that end with the letter e, the e is dropped. Ask students to find the word fixing in the book. Ask them whether its base word was changed when the ending was added.
have - e + –ing = having like - e + –ing = liking want + –ing = wanting test + –ing = testing
Write on the board other verbs from the book, such as have, want, like, test, feel, try, and move. Ask students to write each word and then rewrite it with the –ing ending. Remind them to look for the letter e at the end of each verb. After students are finished, write the –ing forms of the words on the board so that students can check their work.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-933-8
7
Skills Bank Build Comprehension Analyze Character ••Explain Create an overhead transparency of the graphic organizer “The Wright Brothers” or draw it on the board. Say: The people or animals that a book is about are the characters. When we think about who the characters are and why they act the way they do, it is called analyzing characters. ••Model Say: Let’s analyze the characters in The Wright Brothers. To analyze characters, I need to ask myself whom this book is about. Take a picture walk through the book and identify the people in each picture. Say: I see that the characters in this book are Orville and Wilbur Wright. In the center of the web on the graphic organizer, write Orville and Wilbur Wright. Then say: We know who the characters are. Now we need to analyze them, or tell about who they are and why they act the way they do. Let’s start by telling about who Orville and Wilbur Wright are and why we study them. They are brothers, and they invented the first successful airplane. In the first web oval, write brothers who invented the first successful airplane. ••Guide Say: Let’s analyze what Orville and Wilbur are like. Read page 4. What do we learn about the brothers on this page? (Allow time for students to respond, assisting if needed.) Yes, we read that they were very good kite flyers. Record this information in the second oval on the graphic organizer. Then turn to page 7 and ask: What do we learn about the brothers on this page? (Again allow time for students to respond.) Yes, we learn that they were very good at making and fixing things. That’s why they opened a bike shop. In the third web oval, write very good at making and fixing things. ••Apply Ask students to work with a partner to analyze the characters throughout the rest of the book. Remind them to think about who the characters are and why they act the way they do. After each partnership shares, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.
8
The Wright Brothers ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Wright Brothers Brothers Analyze Analyze Character Character
The Wright Brothers ©2011 Benchmark Education Company, LLC
Notes
10
The Wright Brothers ©2011 Benchmark Education Company, LLC
Notes
The Wright Brothers ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Main Idea: Main Idea:
Details:
Chapter 4
Details: Details:
Chapter 3
Main Idea: : Main Idea:
Details:
Topic:
Chapter 2 Chapter 1
Identify Main Ideas
© 2011 Benchmark Education Company, LLC
The Wright Brothers Biography
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Analyze Character •• Identify Main Idea and Supporting Details Phonemic Awareness
•• Segmenting sounds
Phonics
•• Long i words
High-Frequency Words
•• find, very, with
Concept Vocabulary •• Flight words
Grammar/Word Study •• –ing ending
Biography Big Idea
•• T he Wright brothers were the first people to fly in an airplane.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson K-W-L What We Know They invented the first airplane.
What We What We Want Learned to Know by Reading
When did They they f ly fixed the first bikes. plane? What did They they do made a first to glider. invent an airplane? What did The first the first plane had airplane two wings look like? on top of each other
Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “K-W-L” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students what they know about the Wright brothers. If necessary, tell students that the Wright brothers invented the first airplane. Write this and students’ contributions in the “K” column of the chart. Then brainstorm with students what they want to know about the Wright brothers. List their ideas as questions in the “W” column. Explain to students that they will return to fill in the “L” column of the chart after they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask:
Visual Cues • Look for silent letters. (w in Wright; k in knew) • Watch for consonant digraphs at the beginning, middle, or end of a word. (what, brothers, March) Structure Cues • Think about whether the sentence sounds right. • Notice that a time line helps make a sequence of events clear. Meaning Cues • Think about what makes sense in the sentence, the paragraph, and the book. • Look at the pictures to confirm the meaning of the word.
• How many Wright brothers were there? • How can you tell that they lived a long time ago? Show students the table of contents. Explain that the table of contents tells the titles of chapters and the pages on which the chapters begin. Point out that the chapter titles are questions and could be added to the “W” column of the K-W-L chart. Help students write each chapter title question in that column. Preview the photographs with students, reinforcing the language used in the text and highlighting important concepts. Point out the diagrams on pages 10 and 12 and the time line on page 16. Discuss with students how they can use these features and why they think such features are included in this biography.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to read the book to find out if it answers any of your questions about the Wright brothers. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. The Wright Brothers
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the place name “Indiana.” I heard you break the word into chunks. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions • Did the book help you answer any of the questions in the “What We Want to Know” column of our K-W-L chart? Let’s write the answers in the “What We Learned by Reading” column. (Answers will vary.) (Locate facts) • Let’s look at what we wrote before we read the book. Did the book talk about some of these things, too? (Answers will vary.) (Compare and contrast) • What did the brothers do to get ready to make the first airplane? (Answers should reflect information students find throughout the book. Ask them to support their answers.) (Identify steps in a process) • Why are airplanes so important to people today? (Answers will vary. Students should recognize the crucial role of airplanes in transporting people and goods.) (Make inferences/Use creative thinking)
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
The Wright Brothers © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Main Ideas
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify main ideas in a text? If students are having difficulty, provide more modeling.
The Wright Brothers
4
Model Create an overhead transparency of the graphic organizer on page 12 or copy the chart on the board. Make sure students understand what a main idea is, then demonstrate how to identify the main idea in the first chapter. Work with them to identify the main ideas in the remaining chapters. Use the following think-aloud. It is important for readers to be able to pick out the main ideas in the books they read. A main idea is the most important information in the chapter. It is the focus of all the other chapter information. Often the chapter title gives me a clue about the main point of that chapter. The title of Chapter 1 tells me that the information in the chapter is about who the Wright Brothers were. Many times the main idea is stated in the first sentences of a section. When I look at page 2, I see that the second sentence tells me the main idea of the chapter. I will write this on the chart. This is a short chapter, so there are no supporting details that give me more information about the main idea. Practice and Apply Work with students to find the main idea and details in the second chapter. Explain that there is not always a topic sentence that states the main idea, and that readers sometimes have to look through the whole section to find it. Once students determine the main idea of this section, have them find details that support it. Continue with the last two chapters. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Identify Main Ideas Chapter 1
Chapter 2
Main Idea: The Wright brothers were the first to find a way to f ly.
Main Idea: The Wright brothers were good at making and fixing things.
Details:
Details: They made kites. They fixed bikes. Orville was born in 1871 and Wilbur was born in 1867.
Topic: The Wright Brothers Chapter 3
Chapter 4
Main Idea: The Wright brothers’ first rides were in a glider that f lew like a kite.
Main Idea: The Wright brothers built a plane with a motor and a propeller.
Details: The glider was hard to steer. Wilbur made curved wings for it. Their first rides were very short. Later they were able to f ly 600 feet.
Details: They were the first to f ly in a airplane. The propeller helped move the plane forward.
© 2011 Benchmark Education Company, LLC
Small Group Writing Use the graphic organizer completed during the Build Comprehension section of the lesson to review the concept of main idea and supporting details. Explain that students are going to use the same graphic organizer to plan the writing of a group paragraph that contains a main idea and supporting details. Remind students that authors carefully plan their writing before putting pen to paper. Use the following writing steps. • Copy a simplified version of the four-chapter main idea chart on the board. (Include a topic box, followed by one box with the headings “Main Idea” and “Details.”) • Work with students to decide on a topic for the paragraph. Use a familiar topic, such as animals, insects, or pets. • Write the topic in the topic box: for example, “Dogs.” • Have students decide on the main point they want to make about dogs, such as There are many kinds of dogs. Record this under “Main Idea.” • Ask students to tell you the details they would like to include to support the idea that there are many kinds of dogs. Record these under “Details.” • Work with students to use the information to create a paragraph. Ensure that the paragraph includes a topic sentence.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread The Wright Brothers with a partner. Have them read the text together and then take turns reading it to each other.
• Read through the paragraph with students and encourage them to suggest ways to improve it.
Write Independently
Connect to Home
Tell students they will now use the main idea chart to plan their own writing. Use the following steps.
Have students read the take-home version of The Wright Brothers to family members. Encourage students to share the information on their graphic organizers.
• Distribute copies of the blank graphic organizer. Tell students that they will need to use only one of the boxes for their planning because they will be writing only one paragraph. • Help students decide on a topic to record on the chart. • Help students decide on their main idea and supporting details. • Have students expand on the information on the graphic organizer to write their paragraph. • Encourage students to reread their completed paragraph to find ways to improve their writing.
The Wright Brothers © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting sounds Have students listen as you say the word move, slowly segmenting the sounds: /m/ /ü/ /v/. Ask students to repeat the sounds, then blend them to say the word. Repeat the steps using these words: children, brothers, glider, short, motor. Have a volunteer segment the sounds in a word, then have the rest of the class repeat the sounds and say the word.
Phonics: Long i words igh Wright
y
iCe
i
f ly like find try kites f lies cycle time glider bike ride
Write the name Wright and the word fly on the board. Ask students what vowel sound they hear in each word. (long i) Ask students what letter or letters make the long i sound in each word. (igh in Wright and y in fly) Have students find other words in the book that have the long i sound. Ask them to identify the letters that make the vowel sound in each word. On the board, make a chart of the different patterns for the long i sound. Have students tell you where to record the long i words from the book. Suggest that students expand the long i word chart by looking in other books for words to add to the lists. (Possible words include right, light, fight, bright, cry, spy, dime, fine, nine, bite, spider, and liar.) Then point out to students that many of the long i words (especially those with igh or y) rhyme. Have pairs of students use the long i words in two-line rhymes. Encourage them to write several rhymes. Ask volunteers to read their rhymes aloud to the rest of the class.
The Wright Brothers
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the high-frequency words find, very, and with on the board. Read each word aloud, then have students say and spell it aloud. Tell students that you are thinking of one of the words on the board. Give them a clue, such as This word rhymes with cherry. Ask students what the word is. Repeat with the other words, using such clues as This word has the long i sound. This word ends the same as path does.
Concept Vocabulary: Flight words
find very with
Ask students to think of words that are related to flying. Suggest that they begin by reviewing their graphic organizers and by looking through the book. They may offer such words as glider, kite, wings, motor, airplane, and propeller. Encourage them to think of other words, such as bird, balloon, soar, and runway. Write students’ responses on the board. Assign one or two words to each student. Have them draw pictures to represent their words and show the pictures to their classmates. Let students take turns identify the pictures using the concept vocabulary.
Word Study: –ing ending Write the word flying on the board. Have students read the word aloud. Circle the –ing ending. Point out that the word is made up of a base word, fly, and an ending, –ing. Then write the words make and making. Ask students to tell how the base word make changed when the ending –ing was added. Explain that before the –ing ending is added to most words that end with the letter e, the e is dropped. Ask students to find the word fixing in the book. Ask them whether its base word was changed when the ending was added.
have - e + –ing = having like - e + –ing = liking want + –ing = wanting test + –ing = testing
Write on the board other verbs from the book, such as have, want, like, test, feel, try, and move. Ask students to write each word and then rewrite it with the –ing ending. Remind them to look for the letter e at the end of each verb. After students are finished, write the –ing forms of the words on the board so that students can check their work.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-933-8
7
Skills Bank Build Comprehension Analyze Character ••Explain Create an overhead transparency of the graphic organizer “The Wright Brothers” or draw it on the board. Say: The people or animals that a book is about are the characters. When we think about who the characters are and why they act the way they do, it is called analyzing characters. ••Model Say: Let’s analyze the characters in The Wright Brothers. To analyze characters, I need to ask myself whom this book is about. Take a picture walk through the book and identify the people in each picture. Say: I see that the characters in this book are Orville and Wilbur Wright. In the center of the web on the graphic organizer, write Orville and Wilbur Wright. Then say: We know who the characters are. Now we need to analyze them, or tell about who they are and why they act the way they do. Let’s start by telling about who Orville and Wilbur Wright are and why we study them. They are brothers, and they invented the first successful airplane. In the first web oval, write brothers who invented the first successful airplane. ••Guide Say: Let’s analyze what Orville and Wilbur are like. Read page 4. What do we learn about the brothers on this page? (Allow time for students to respond, assisting if needed.) Yes, we read that they were very good kite flyers. Record this information in the second oval on the graphic organizer. Then turn to page 7 and ask: What do we learn about the brothers on this page? (Again allow time for students to respond.) Yes, we learn that they were very good at making and fixing things. That’s why they opened a bike shop. In the third web oval, write very good at making and fixing things. ••Apply Ask students to work with a partner to analyze the characters throughout the rest of the book. Remind them to think about who the characters are and why they act the way they do. After each partnership shares, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.
8
The Wright Brothers ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Wright Brothers Brothers Analyze Analyze Character Character
The Wright Brothers ©2011 Benchmark Education Company, LLC
Notes
10
The Wright Brothers ©2011 Benchmark Education Company, LLC
Notes
The Wright Brothers ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Main Idea: Main Idea:
Details:
Chapter 4
Details: Details:
Chapter 3
Main Idea: : Main Idea:
Details:
Topic:
Chapter 2 Chapter 1
Identify Main Ideas
© 2011 Benchmark Education Company, LLC
