Water Works
Water Works
Level G/12
Teacher’s Guide For students reading at Literacy Level G/12, including: •• English-language learners •• Students reading below grade level •• First-grade readers
Skills & Strategies
Anchor Comprehension Strategy
•• Identify cause and effect
Metacognitive/Fix-Up StrategY
•• Discuss ideas with others
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar, Word Study, and Language Development
•• Use the preposition into •• Use homonyms •• Recognize the sentence structures People use ____ and People need ____
Phonics
•• P roblem-solve by searching all the way through words •• Recognize words with long e digraphs
Fluency
•• Read smoothly with minimal breaks
Writing
Theme: The Environment •• Water Works (G/12) •• Using Resources to Build (I/16)
Science Big Idea: Readers learn why water is important and ways people get and use water.
•• 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 resources support this lesson. Other Early Explorers Books • A Healthy Earth (K/20) • It’s Earth Day! (M/28) • Samantha Saves the Stream (M/28) Fluency and Language Development • Water Works Audio CD Comprehension Resources • Water Works question card • Power Tool Flip Chart for Teachers • Student Bookmark • Identify Cause and Effect poster Assessment • Early Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Realia Provide a small cup of drinking water for each group member. Say: We will read a book about water. I will take a drink of water. Do so, inviting students to do the same. Say: We use water every day. We drink water. How else do we use water? Invite students to Think/ Pair/Share their ideas. • Use a Graphic Organizer Draw a two-column chart with the headings I think . . . and I find out . . . Ask students what water facts they think they might read in the book. Write students’ ideas in the I think . . . column of the prediction chart. Then read each idea and ask students to echo-read.
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Water Works
I think . . .
I find out . . .
We drink water. We wash in water. We swim in water. Fish live in water. We get water from rain.
Introduce the Book • Give each student a copy of the book. Remind students they will read about water. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”) • Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.
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Pages
Text and Graphic Features
Words to Discuss
English/Spanish Cognates
Sentence Structures
Cover title, author, photo 1
title page, photo
2–3 photos
dam, drink, electricity, firefighters, machine, well water, drink
use/usar
4
photo, caption
5
photo, caption
6
photo, caption
clean
7
photo, caption
firefighters
8
photo, caption
rain, rivers, lakes
9
photo, caption
towns, store, dam
10
labeled diagram, caption ground, machines, well
11
labeled diagram, caption
People use ___. People need ___.
machine/máquina
collect, flows
12 photo, caption energy, electricity 13
photo, caption
wheel
14
labeled diagram, caption
pushes, spins
15
labeled diagram, caption
turns, light
16
photo, caption
energy/energía, electricity/electricidad
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. Printed in Canada. ISBN: 978-1-4108-7461-0
© 2011 Benchmark Education Company, LLC
Water Works
3
Before Reading (continued) • Page 4 Spanish Cognate Ask: Does use sound like a word you know in Spanish? (Allow time for students to respond.) The English word use sounds like the Spanish word usar. Use and usar mean the same thing. What is something you use every day? (Allow time for students to respond.) Write the word use on the board and ask students to locate it on page 4 in the book. • Page 4 Sentence Structure Write People use ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about things people use. Model using the sentence structure to tell about the photographs, such as People use bicycles or People use helmets. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together. • Page 10 Graphic Features Say: This page has a labeled diagram. A labeled diagram is a drawing that shows how something works. Labels name the parts of the diagram. What does this diagram show? (how people dig a well) What is the blue color at the bottom of the diagram? (water)
Rehearse Reading Strategies • Say: One word in this book is helps. Say the word helps. What letters do you expect to see after the /h/? Allow time for students to respond, assisting as needed. Then ask them to find the word helps on page 9. Say: Search all the way through a word to help you when you read. • Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn’t sound right.
Set a Purpose for Reading • Direct students’ attention to the prediction chart. Say: Now it’s time to whisper-read the book. Read to find out more about water.
Water Works
Example Page
Graphophonic Search all the way through the word. Are you blending the right sounds?
parts
14
Syntactic
Think about the People use 6 book’s sentence water to structure. Use the clean things. structure to make this sentence sound right.
Semantic
What do you see house in the picture that would make sense in this sentence?
4
Cue Source Prompt
11
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
• 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 self-correct. 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.
• Ask students to think about their reading. Say: Look at our prediction chart. What did we find out about water? Write the facts students call out in the I find out . . . column of the chart, and then choral-read each entry. Ask students to use the graphic organizer to tell a partner about the book.
I think . . .
I find out . . .
We drink water.
People must drink water to live.
We wash in water.
People use water to clean things.
We swim in water.
People use water to stop fires.
Fish live in water.
Water comes from rain.
We get water from rain.
Some towns store water. Some water is in the ground. A well collects water. People use water to make electricity.
© 2011 Benchmark Education Company, LLC
Water Works
5
After Reading (continued)
Reading Strategy Mini-Lesson: Discuss Ideas with Others
Answer Text-Dependent Questions
• Reflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself?
• 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.
• Model Say: I want to understand what I read. One way is to discuss my ideas with others. I can share my thoughts. I can ask for help, too. Ask students to turn to page 8. Say: The book says water goes into rivers and lakes. The picture shows a river. I can see land on both sides of the river. Once I went to a lake. I couldn’t see the land on the other side. Allow time for students to share their ideas about rivers and lakes. Say: Discussing the page helped me. Now I better understand how a river is different from a lake. • Guide Invite students to read pages 10 and 11 with you. Ask: What do you notice on these pages? Does the information make you think of something? Do you have questions? What would you like to discuss with the group? Allow time for students to share their thoughts. Then invite them to tell how the discussion helped them better understand pages 10 and 11. • Apply Ask students to read their favorite page to a partner and conduct a discussion about it. Observe students as they read and discuss, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can discuss ideas with others after you read any text. Remember to discuss ideas to help you understand.
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Water Works
• Model Use the first Prove It! question on the question card. Say: I will read the question to figure out what to do: Look at the labeled diagram on page 11. How does water flow into a house? This question asks me to use a graphic feature to interpret information. I know because I read the words Look at the labeled diagram. What other words in the question will help me? (Allow student responses.) Yes, I need to look on page 11. I need to look at the water and the house in the diagram. Model looking at page 11. Say: The diagram shows a well with a long pipe. The pipe goes from the top of the ground to water beneath the ground. I think the water flows through the pipe. The evidence in the diagram supports my answer. The answer makes sense. • Guide Ask students to answer the other questions on the 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?
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Build Comprehension: Identify Cause and Effect • Explain Create an overhead transparency of the “Water Works” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.
• Apply Ask students to work with a
partner to find other causes and effects mentioned in the book.
Remind them that a cause happens first and an effect happens as a result of the cause. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
• Model Say: Let’s figure out some cause-and-effect relationships in Water Works. Ask students to turn to page 8. Say: We read that water comes from rain. Rain is a cause. Write rain in the first Cause box on the graphic organizer. Then say: The effect of rain is that rivers and lakes have water. Write water in rivers and lakes in the first Effect box on the graphic organizer. Ask students to look at page 9. Say: We read here that workers built this dam. Building a dam is another cause. The effect of building the dam is that towns have water to use. Write this cause-andeffect relationship in the next row. • Guide Say: Let’s find another cause and effect. Look on page 10. Where is some water? (Allow time for students to respond, assisting if needed.) Yes, some water is in the ground. The water in the ground is a cause. What do people do when water is in the ground? (Again allow time for students to respond.) Yes, the effect of water in the ground is that people dig a well. Write this cause-and-effect relationship in the next row.
© 2011 Benchmark Education Company, LLC
Water Works
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
• Give students the take-home version of Water Works to read to family members. Encourage students to work with a friend or family member to make a list of ways their family uses water. Invite them to bring their lists to share with the group.
• Write a How-To Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 6. Say: I can use this picture to tell how to clean the floor: Put soapy water in a bucket. Put a mop in the water. Wipe the floor with the mop. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner how to do something they see in one of the pictures. Allow time for students to share their how-tos, providing assistance as needed. Then say: You used a picture to tell how to do something. Now write your idea. After you are finished, read your writing to a partner.
Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. • Draw a picture of someone using water. • Tell what you think is water’s most important use. • Tell a partner about one of the pictures in the book. • Act out ways people use water and have classmates guess. • Write about a way you have used water today. • Write a question you would like to ask the author.
Write to a Text Prompt • Analyze the Problem and Solution Say: Think about how people solve a problem in the book. How else could they solve the problem? Write your idea. When you are finished, read your writing to a partner.
Phonics: Long e Digraphs • Ask students to locate the word need on page 5. Write need on the board and circle the letters ee. Say: The letters ee stand for the long e sound in the word need. Slowly draw your finger under the word as you say it, and ask students to do the same in their books. Point out that ee also stands for the long e sound in the word wheel on page 13. Then repeat the process with the letters ea in clean (page 6).
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Water Works
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• Ask students to brainstorm words with a long e sound. Acknowledge all correct responses, and record those spelled with ee or ea on the board. • Say: I will pretend I am one of the words. I will give you a clue about myself. You will guess who I am. I will circle the letters that make the long e sound in my name. Then you will know you guessed correctly. Model the process using one of the words on the list, such as I am in your mouth. My name is ___. (teeth) Then invite each student to pretend to be one of the words, make up a clue, and circle the letters that make the long e sound.
Vocabulary • Tier Two Vocabulary Pronounce the word indispensable and ask students to repeat it. Say: Something we must have is indispensable. Water is indispensable. We must drink water to live. Discuss other things that are indispensable, such as books for schools and jet planes for flying overseas. Then model a sample sentences, such as Stoplights are indispensable at busy city intersections. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes— indispensable. Let’s try to use the word indispensable many times today. We can use the word at school and at home. • Tier Three Vocabulary Review the book with students and write the word water on the board. Then record the words drink, clean, firefighters, rain, rivers, lakes, dam, machines,
well, and electricity on index
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cards. Ask students to read the words
with you. Mix the word cards and place them facedown on the table. Choose a card, turn it over, read the word, and model an oral sentence using that word and water. Finally, invite students to take turns making their own sentences. Continue the game until each student has had several turns with different word pairs. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Grammar, Word Study, and Language Development Preposition into • Model Explain that authors sometimes use phrases that begin with the word into. Ask students to read page 8 with you: The water comes from rain. Some water goes into rivers. Some water goes into lakes. Say: The words into rivers and into lakes explain where the water goes. I use the word into, too. Pantomime some simple actions and make up a sentence about each one, such as: I go into the garage to get my car. I go into the kitchen to make lunch. I go into my bedroom to go to sleep. • Guide Ask students to turn to page 11. Ask: What does the word into explain? (where the water flows) Where does the water flow? (into a house) • Apply Write I will put the ____ into the ____ on the board. Pair students and ask them to make up sentences using the structure. As each partnership shares, fill in the blanks on the board and invite the group to read the sentences with you.
Water Works
9
Homonyms • Model Explain that some words are spelled alike and sound alike but have different meanings. Tell students these words are homonyms. Ask them to turn to page 9. Say: The author says some towns store water. The word store is a homonym. Store can mean to save something. You might store things at home in your attic. Store can also mean a place to buy things. I go to the store to buy milk. I think the author is talking about saving water. This meaning makes sense in the book. • Guide Invite students to read the second sentence on page 10 with you. Say: Which word is a homonym? (well) What does well mean here? (a hole for collecting water) What else could the word well mean? (healthy) • Apply Pair students. Ask them to find homonyms on pages 12 (type) and 15 (light). Then invite partners to compose oral sentences using two different meanings of one of the words. If more support is needed, utilize all or part of the “Guide” process instead.
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Water Works
Fluency: Read Smoothly with Minimal Breaks • Say: We do not pause or stop between each word. Instead, we read smoothly. We blend one word into the next. We pause or stop only when we see punctuation marks. We quickly fix mistakes and move on. • Ask students to turn to page 12. Read the page in a choppy, word-by-word manner. Discuss how this makes the listener feel. Say: Now I will read the words smoothly. The punctuation will show me when to pause or stop. Read the sentences again, stopping at the periods. Then invite students to echoread the page with you. • Ask students to look at page 13. Choral-read the page with them, reading smoothly. Stop at the question mark and periods. • Invite students to take turns rereading Water Works with a partner. Remind them to read smoothly, stop at punctuation marks, and quickly fix any mistakes so they can keep on reading.
© 2011 Benchmark Education Company, LLC
Name:
Date:
Vocabulary Read each sentence. Then draw a circle around True or False. 1. Water in a well comes from a lake.
True
False
2. Firefighters use water to stop fires.
True
False
3. Water can help make electricity.
True
False
4. People need less water when they exercise.
True
False
5. A dam helps store water.
True
False
6. People can use a machine to dig a well.
True
False
© 2011 Benchmark Education Company, LLC
Water Works
11
Name:
Date:
Water Works
12
Water Works
Cause
Effect
© 2011 Benchmark Education Company, LLC
Level G/12
Teacher’s Guide For students reading at Literacy Level G/12, including: •• English-language learners •• Students reading below grade level •• First-grade readers
Skills & Strategies
Anchor Comprehension Strategy
•• Identify cause and effect
Metacognitive/Fix-Up StrategY
•• Discuss ideas with others
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar, Word Study, and Language Development
•• Use the preposition into •• Use homonyms •• Recognize the sentence structures People use ____ and People need ____
Phonics
•• P roblem-solve by searching all the way through words •• Recognize words with long e digraphs
Fluency
•• Read smoothly with minimal breaks
Writing
Theme: The Environment •• Water Works (G/12) •• Using Resources to Build (I/16)
Science Big Idea: Readers learn why water is important and ways people get and use water.
•• 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 resources support this lesson. Other Early Explorers Books • A Healthy Earth (K/20) • It’s Earth Day! (M/28) • Samantha Saves the Stream (M/28) Fluency and Language Development • Water Works Audio CD Comprehension Resources • Water Works question card • Power Tool Flip Chart for Teachers • Student Bookmark • Identify Cause and Effect poster Assessment • Early Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Realia Provide a small cup of drinking water for each group member. Say: We will read a book about water. I will take a drink of water. Do so, inviting students to do the same. Say: We use water every day. We drink water. How else do we use water? Invite students to Think/ Pair/Share their ideas. • Use a Graphic Organizer Draw a two-column chart with the headings I think . . . and I find out . . . Ask students what water facts they think they might read in the book. Write students’ ideas in the I think . . . column of the prediction chart. Then read each idea and ask students to echo-read.
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Water Works
I think . . .
I find out . . .
We drink water. We wash in water. We swim in water. Fish live in water. We get water from rain.
Introduce the Book • Give each student a copy of the book. Remind students they will read about water. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”) • Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.
© 2011 Benchmark Education Company, LLC
Pages
Text and Graphic Features
Words to Discuss
English/Spanish Cognates
Sentence Structures
Cover title, author, photo 1
title page, photo
2–3 photos
dam, drink, electricity, firefighters, machine, well water, drink
use/usar
4
photo, caption
5
photo, caption
6
photo, caption
clean
7
photo, caption
firefighters
8
photo, caption
rain, rivers, lakes
9
photo, caption
towns, store, dam
10
labeled diagram, caption ground, machines, well
11
labeled diagram, caption
People use ___. People need ___.
machine/máquina
collect, flows
12 photo, caption energy, electricity 13
photo, caption
wheel
14
labeled diagram, caption
pushes, spins
15
labeled diagram, caption
turns, light
16
photo, caption
energy/energía, electricity/electricidad
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. Printed in Canada. ISBN: 978-1-4108-7461-0
© 2011 Benchmark Education Company, LLC
Water Works
3
Before Reading (continued) • Page 4 Spanish Cognate Ask: Does use sound like a word you know in Spanish? (Allow time for students to respond.) The English word use sounds like the Spanish word usar. Use and usar mean the same thing. What is something you use every day? (Allow time for students to respond.) Write the word use on the board and ask students to locate it on page 4 in the book. • Page 4 Sentence Structure Write People use ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about things people use. Model using the sentence structure to tell about the photographs, such as People use bicycles or People use helmets. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together. • Page 10 Graphic Features Say: This page has a labeled diagram. A labeled diagram is a drawing that shows how something works. Labels name the parts of the diagram. What does this diagram show? (how people dig a well) What is the blue color at the bottom of the diagram? (water)
Rehearse Reading Strategies • Say: One word in this book is helps. Say the word helps. What letters do you expect to see after the /h/? Allow time for students to respond, assisting as needed. Then ask them to find the word helps on page 9. Say: Search all the way through a word to help you when you read. • Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn’t sound right.
Set a Purpose for Reading • Direct students’ attention to the prediction chart. Say: Now it’s time to whisper-read the book. Read to find out more about water.
Water Works
Example Page
Graphophonic Search all the way through the word. Are you blending the right sounds?
parts
14
Syntactic
Think about the People use 6 book’s sentence water to structure. Use the clean things. structure to make this sentence sound right.
Semantic
What do you see house in the picture that would make sense in this sentence?
4
Cue Source Prompt
11
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
• 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 self-correct. 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.
• Ask students to think about their reading. Say: Look at our prediction chart. What did we find out about water? Write the facts students call out in the I find out . . . column of the chart, and then choral-read each entry. Ask students to use the graphic organizer to tell a partner about the book.
I think . . .
I find out . . .
We drink water.
People must drink water to live.
We wash in water.
People use water to clean things.
We swim in water.
People use water to stop fires.
Fish live in water.
Water comes from rain.
We get water from rain.
Some towns store water. Some water is in the ground. A well collects water. People use water to make electricity.
© 2011 Benchmark Education Company, LLC
Water Works
5
After Reading (continued)
Reading Strategy Mini-Lesson: Discuss Ideas with Others
Answer Text-Dependent Questions
• Reflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself?
• 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.
• Model Say: I want to understand what I read. One way is to discuss my ideas with others. I can share my thoughts. I can ask for help, too. Ask students to turn to page 8. Say: The book says water goes into rivers and lakes. The picture shows a river. I can see land on both sides of the river. Once I went to a lake. I couldn’t see the land on the other side. Allow time for students to share their ideas about rivers and lakes. Say: Discussing the page helped me. Now I better understand how a river is different from a lake. • Guide Invite students to read pages 10 and 11 with you. Ask: What do you notice on these pages? Does the information make you think of something? Do you have questions? What would you like to discuss with the group? Allow time for students to share their thoughts. Then invite them to tell how the discussion helped them better understand pages 10 and 11. • Apply Ask students to read their favorite page to a partner and conduct a discussion about it. Observe students as they read and discuss, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can discuss ideas with others after you read any text. Remember to discuss ideas to help you understand.
6
Water Works
• Model Use the first Prove It! question on the question card. Say: I will read the question to figure out what to do: Look at the labeled diagram on page 11. How does water flow into a house? This question asks me to use a graphic feature to interpret information. I know because I read the words Look at the labeled diagram. What other words in the question will help me? (Allow student responses.) Yes, I need to look on page 11. I need to look at the water and the house in the diagram. Model looking at page 11. Say: The diagram shows a well with a long pipe. The pipe goes from the top of the ground to water beneath the ground. I think the water flows through the pipe. The evidence in the diagram supports my answer. The answer makes sense. • Guide Ask students to answer the other questions on the 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?
© 2011 Benchmark Education Company, LLC
Build Comprehension: Identify Cause and Effect • Explain Create an overhead transparency of the “Water Works” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.
• Apply Ask students to work with a
partner to find other causes and effects mentioned in the book.
Remind them that a cause happens first and an effect happens as a result of the cause. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
• Model Say: Let’s figure out some cause-and-effect relationships in Water Works. Ask students to turn to page 8. Say: We read that water comes from rain. Rain is a cause. Write rain in the first Cause box on the graphic organizer. Then say: The effect of rain is that rivers and lakes have water. Write water in rivers and lakes in the first Effect box on the graphic organizer. Ask students to look at page 9. Say: We read here that workers built this dam. Building a dam is another cause. The effect of building the dam is that towns have water to use. Write this cause-andeffect relationship in the next row. • Guide Say: Let’s find another cause and effect. Look on page 10. Where is some water? (Allow time for students to respond, assisting if needed.) Yes, some water is in the ground. The water in the ground is a cause. What do people do when water is in the ground? (Again allow time for students to respond.) Yes, the effect of water in the ground is that people dig a well. Write this cause-and-effect relationship in the next row.
© 2011 Benchmark Education Company, LLC
Water Works
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
• Give students the take-home version of Water Works to read to family members. Encourage students to work with a friend or family member to make a list of ways their family uses water. Invite them to bring their lists to share with the group.
• Write a How-To Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 6. Say: I can use this picture to tell how to clean the floor: Put soapy water in a bucket. Put a mop in the water. Wipe the floor with the mop. Now I will write my idea. Model writing your sentences on the board. Ask students to tell a partner how to do something they see in one of the pictures. Allow time for students to share their how-tos, providing assistance as needed. Then say: You used a picture to tell how to do something. Now write your idea. After you are finished, read your writing to a partner.
Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. • Draw a picture of someone using water. • Tell what you think is water’s most important use. • Tell a partner about one of the pictures in the book. • Act out ways people use water and have classmates guess. • Write about a way you have used water today. • Write a question you would like to ask the author.
Write to a Text Prompt • Analyze the Problem and Solution Say: Think about how people solve a problem in the book. How else could they solve the problem? Write your idea. When you are finished, read your writing to a partner.
Phonics: Long e Digraphs • Ask students to locate the word need on page 5. Write need on the board and circle the letters ee. Say: The letters ee stand for the long e sound in the word need. Slowly draw your finger under the word as you say it, and ask students to do the same in their books. Point out that ee also stands for the long e sound in the word wheel on page 13. Then repeat the process with the letters ea in clean (page 6).
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• Ask students to brainstorm words with a long e sound. Acknowledge all correct responses, and record those spelled with ee or ea on the board. • Say: I will pretend I am one of the words. I will give you a clue about myself. You will guess who I am. I will circle the letters that make the long e sound in my name. Then you will know you guessed correctly. Model the process using one of the words on the list, such as I am in your mouth. My name is ___. (teeth) Then invite each student to pretend to be one of the words, make up a clue, and circle the letters that make the long e sound.
Vocabulary • Tier Two Vocabulary Pronounce the word indispensable and ask students to repeat it. Say: Something we must have is indispensable. Water is indispensable. We must drink water to live. Discuss other things that are indispensable, such as books for schools and jet planes for flying overseas. Then model a sample sentences, such as Stoplights are indispensable at busy city intersections. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes— indispensable. Let’s try to use the word indispensable many times today. We can use the word at school and at home. • Tier Three Vocabulary Review the book with students and write the word water on the board. Then record the words drink, clean, firefighters, rain, rivers, lakes, dam, machines,
well, and electricity on index
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cards. Ask students to read the words
with you. Mix the word cards and place them facedown on the table. Choose a card, turn it over, read the word, and model an oral sentence using that word and water. Finally, invite students to take turns making their own sentences. Continue the game until each student has had several turns with different word pairs. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Grammar, Word Study, and Language Development Preposition into • Model Explain that authors sometimes use phrases that begin with the word into. Ask students to read page 8 with you: The water comes from rain. Some water goes into rivers. Some water goes into lakes. Say: The words into rivers and into lakes explain where the water goes. I use the word into, too. Pantomime some simple actions and make up a sentence about each one, such as: I go into the garage to get my car. I go into the kitchen to make lunch. I go into my bedroom to go to sleep. • Guide Ask students to turn to page 11. Ask: What does the word into explain? (where the water flows) Where does the water flow? (into a house) • Apply Write I will put the ____ into the ____ on the board. Pair students and ask them to make up sentences using the structure. As each partnership shares, fill in the blanks on the board and invite the group to read the sentences with you.
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Homonyms • Model Explain that some words are spelled alike and sound alike but have different meanings. Tell students these words are homonyms. Ask them to turn to page 9. Say: The author says some towns store water. The word store is a homonym. Store can mean to save something. You might store things at home in your attic. Store can also mean a place to buy things. I go to the store to buy milk. I think the author is talking about saving water. This meaning makes sense in the book. • Guide Invite students to read the second sentence on page 10 with you. Say: Which word is a homonym? (well) What does well mean here? (a hole for collecting water) What else could the word well mean? (healthy) • Apply Pair students. Ask them to find homonyms on pages 12 (type) and 15 (light). Then invite partners to compose oral sentences using two different meanings of one of the words. If more support is needed, utilize all or part of the “Guide” process instead.
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Fluency: Read Smoothly with Minimal Breaks • Say: We do not pause or stop between each word. Instead, we read smoothly. We blend one word into the next. We pause or stop only when we see punctuation marks. We quickly fix mistakes and move on. • Ask students to turn to page 12. Read the page in a choppy, word-by-word manner. Discuss how this makes the listener feel. Say: Now I will read the words smoothly. The punctuation will show me when to pause or stop. Read the sentences again, stopping at the periods. Then invite students to echoread the page with you. • Ask students to look at page 13. Choral-read the page with them, reading smoothly. Stop at the question mark and periods. • Invite students to take turns rereading Water Works with a partner. Remind them to read smoothly, stop at punctuation marks, and quickly fix any mistakes so they can keep on reading.
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Name:
Date:
Vocabulary Read each sentence. Then draw a circle around True or False. 1. Water in a well comes from a lake.
True
False
2. Firefighters use water to stop fires.
True
False
3. Water can help make electricity.
True
False
4. People need less water when they exercise.
True
False
5. A dam helps store water.
True
False
6. People can use a machine to dig a well.
True
False
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Date:
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Cause
Effect
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