Food in the Ocean TG
Food in the Ocean
Level H/13
xplorers
Teacher’s Guide For students reading at Literacy Level H/13, including: •• English-language learners •• Students reading below grade level •• First-grade readers
Skills & Strategies
Anchor Comprehension Strategy •• Summarize information
Metacognitive/Fix-Up Strategy •• Retell what you’ve read
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar, Word Study, and Language Development •• Use all, many, and some •• Recognize irregular plurals •• Recognize the sentence structures All ____ need ____ and Some ____ eat ____
Theme: Living and Nonliving Things
Phonics
•• Food in the Forest (F/9) •• Food in the Ocean (H/13)
Fluency
Science Big Idea:
Writing
Readers learn how sea animals are connected through the ocean food chain.
•• P roblem-solve by searching all the way through words •• Recognize words with y as a vowel •• Read smoothly with minimal breaks •• 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 • Fun at the Beach (A/1) • Life at the Beach (A/1) • Fox in the Forest (D/5) • What Is in a Forest? (D/5) Fluency and Language Development • Food in the Ocean Audio CD Comprehension Resources • Food in the Ocean question card • Power Tool Flip Chart for Teachers • Student Bookmark • Summarize Information poster Assessment •E arly Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background •U se Art Place a large sheet of paper on the table and give each student a pencil. Say: We will read a book called Food in the Ocean. Many types of plants and animals live in the ocean. I will draw some things that live in the ocean. Sketch a fish and an underwater plant. Talk about each item as you draw. Then invite each student to add an additional detail to the drawing and tell the group about it.
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Food in the Ocean
•U se a Graphic Organizer Draw a T-chart on the board with the headings Animals and Food. Read the headings aloud. Ask students to help you think of animals that live in the ocean and what the animals might eat. Then read each entry on the chart and ask students to echo-read.
Animals
Food
fish
plants
shark
fish
whales crab
Introduce the Book • Give each student a copy of the book. Remind students they will read about the food in the ocean. 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.”) •P ages 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, author, table of contents, photo
2–3 photos, labels 4
chapter head, photo, caption
herring, krill, ocean, shark, tuna, whale oceans, salt water, plants, ocean/oceáno, fish plant/planta
5 photo, caption 6
chapter head, photo, caption
7
photo, caption
animal
animal/animal
8 photo, caption herring 9
photo, caption
10
chapter head, photo, caption, inset photo
tuna
11
photo, caption
shark
12
photo, caption, inset photo blue whale, krill
13
photo, caption
14
chapter head, photo
15
photo, caption
16
flow chart
All ____ need ____.
Some ____ eat ____.
orca whale
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: 978-1-4108-7479-5
© 2011 Benchmark Education Company, LLC
Food in the Ocean
3
Before Reading
(continued)
•P age 4 Spanish Cognate Does ocean sound like a word you know in Spanish? (Allow time for students to respond.) The English word ocean sounds like the Spanish word oceáno. Ocean and oceáno mean the same thing. What is an ocean? (Allow time for students to respond.) Write the word ocean on the board and ask students to locate it on page 4. •P age 5 Sentence Structure Write All ____ need ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence to tell what things need. Model using the sentence structure to tell about everyday occurrences, such as All cars need tires or All people need water. 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 5? Frame the sentence. Let’s read the sentence together.
Rehearse Reading Strategies •S ay: One word in the book is hunts. Say the word hunts. 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 hunts on page 11. 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 T-chart. Say: Now it’s time to whisperread the book. Read to learn about animals in the ocean and foods the animals eat. Cue Source Prompt
•P age 16 Graphic Feature This page has a flow chart. A flow chart shows how different things are connected. Tiny animals eat tiny plants. What eats tiny animals? What eats smaller fish? Allow time for students to analyze the flow chart, assisting as needed.
Graphophonic Search all the large way through the word. Are you blending the right sounds?
Food in the Ocean
4
Syntactic
You read “A tuna A tuna eats 10 eat smaller fish.” smaller fish. Let’s read this sentence together and make it sound right.
Semantic
What do you see shark in the picture that would make sense in this sentence?
4
Example Page
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 T-chart. Did we read about any of these animals or foods? Put a ✓ next to any matching response. Ask students to help you list additional animals and foods from the book, and put check marks beside these entries as well. Point out that some words are on both sides of the T-chart. Then choral-read the checkmarked items and ask students to use the graphic organizer to tell a partner about the book.
Animals
Food
fish ✓
plants ✓
shark ✓
fish ✓
whales ✓
shellfish ✓
crabs
tuna ✓
shellfish ✓
krill ✓
herring ✓
animals ✓
damsel fish ✓ tuna ✓ krill ✓
© 2011 Benchmark Education Company, LLC
Food in the Ocean
5
After Reading (continued)
Reading Strategy Mini-Lesson: Retell What You’ve Read •R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? •M odel Say: I want to understand what I read. One way is to retell the important information. Look at page 6. Let’s read together: Many plants grow in the ocean. The sun helps plants make food. The plants make their own food. Now I will say the important information in my own words: The sun helps ocean plants make their own food. •G uide Invite students to read page 8 with you. Ask the following questions, allowing time for students to respond to each one: What do you see? What is this page about? What do you learn about herring? How could you tell about herring in your own words? If students have difficulty, model a retelling of your own, such as A herring is a small fish that only eats plants. •A pply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and retell the important information in their own words. Observe students as they read and retell. If more support is needed, use the prompts in the “Guide” section. 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 retell any time you read. Remember to retell to help you understand.
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Food in the Ocean
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Take It Apart! questions. Say: The answer to a Take It Apart! question is not stated in the book. You must think like the author to figure out the answer. •M odel Use the Take It Apart! question on the question card. Say: I will read the question to figure out what to do. The author shows two photographs on page 10. Why does the author show two photographs? The question asks me to figure out the author’s purpose. I know because the question has the words why and author. What other words in the question will help me? (Allow student responses.) Yes, I need to look at the photographs on page 10. Model doing so. Say: On page 10 I see a picture of a tuna. The caption says a tuna eats shellfish. The small picture shows a shellfish. I think the author wants to show what the tuna eats. I am thinking like the author. 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: Summarize Information •E xplain Create an overhead transparency of the “Food in the Ocean” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have lots of information. We look for the most important facts. Then we summarize the information. To summarize, we put the facts together into one sentence about the book. •M odel Say: Let’s figure out the important facts in Food in the Ocean. On page 4 we read that plants and fish live in the ocean. Write Plants and fish live in the ocean in the first box on the graphic organizer. Then say: On page 5 we read that all living things need food. Write All living things need food in the second box.
•A pply Ask students to work with a partner to find more important facts about food in the ocean. If more support is needed, utilize all or part of the “Guide” process on pages 10 and 11 (Large fish eat smaller fish) and pages 12 and 13 (Whales eat krill and other animals). Once the graphic organizer is complete, read it aloud and invite students to echo-read. Then work together to compose a sentence that summarizes the information in the book, such as Animals in the ocean get the food they need by eating plants and animals.
•G uide Let’s find out more about how fish get food. What kinds of food do we read about on page 8 and 9? (Allow time for students to respond, assisting if needed.) Yes, some small fish eat plants. Some small fish eat animals, too. Write Some small fish eat plants and Some small fish eat plants and animals in the next two boxes on the graphic organizer.
© 2011 Benchmark Education Company, LLC
Food in the Ocean
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
• Give students the take-home version of Food in the Ocean to read to family members. Encourage students to work with a friend or family member to draw a picture of an ocean animal eating. Invite them to bring their pictures to share with the group.
• Write a Description Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 8. Say: I can describe this picture in my own words: The fish shine like silver. The fish have fins that gleam in the blue water. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You described a picture in the book. 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. • Write a question you would like to ask the author. • Pretend to be a shark hunting for food. • Tell something you already knew about the ocean. • Draw a picture of a food in the ocean and label it. • Write about a connection you made to the book. • Name your favorite animal in the book. Tell why you like it.
Write to a Text Prompt • Analyze the Book Say: What do you like best about the book? What do you dislike? Write about your likes and dislikes. When you are finished, read your writing to a partner.
Phonics: y as a Vowel • Ask students to locate the word many on page 4. Write many on the board. Say: The letter “y” at the end of many makes the long e sound. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with very on page 12 and tiny on page 16. • Ask student to brainstorm words that have the long e sound at the end. Acknowledge all correct responses, and list those that end in “y” on the board. Then read each word, inviting students to echo-read.
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Food in the Ocean
© 2011 Benchmark Education Company, LLC
• Say: I will tell you a riddle. You will guess which word answers the riddle. I will circle the letter “y” in the word. Then you will know you have guessed correctly. Model the process using one of the words on the list, such as I am smiling. How do I feel? (happy) Then invite each student to make up a riddle about one of the words and circle the final “y.”
Vocabulary •T ier Two Vocabulary Pronounce the word vast and ask students to repeat it. Say: Something that is vast is very, very large. The ocean is a vast area of water. A whale is a vast ocean animal. Discuss other things that are vast, such as the vast sky overhead or the vast number of people living in a large city. Then model a sentence, such as The school library has a vast number of books. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—vast. Let’s try to use the word vast many times today. We can use the word at school and at home. •T ier Three Vocabulary Review the book with students and write the word ocean on the board. Then write herring, krill, shark, tuna, whale, fish, and plant on index cards. Ask students to read the words with you. Then mix the cards and place them facedown on the table. Choose a card, read it, and model an oral sentence using that word and the word ocean. Finally, invite students to take turns doing the same. Continue the game until each student has had several turns with different words. For additional practice, students may work as a group or in pairs to complete the
vocabulary activity on page 11.
© 2011 Benchmark Education Company, LLC
Grammar, Word Study, and Language Development Use all, many, and some •M odel Explain that authors sometimes use words that describe “how many” when they write. Ask them to turn to page 4. Say: The author says All oceans are large and Many plants grow in oceans. All means “every one.” Every ocean is large. Many means “lots.” Lots of plants grow in the ocean. Then ask students to read the caption on page 6 with you. Say: Some means “not all.” Some ocean plants are small, so some ocean plants must be large. • Guide Choral-read page 5 with students. Ask: Does every living thing need food? How do you know? (All means “every one.”) Repeat the procedure for many plants on page 6 and some animals on page 7. •A pply Write all, many, and some on the board. Invite student pairs to use the words in sentences. Irregular Plurals •M odel Explain that authors often use plurals when they write. Tell students that plural means “more than one” and that some words stay the same for one and more than one. Ask students to turn to page 4. Read the last sentence aloud. Many fish live in oceans. Say: Sometimes the word fish means one fish. Other times the word fish means more than one fish. Here the author means more than one fish. Write the word fish on the board and draw a tank with one fish. Then write the word fish and draw a tank with three fish. Point to the correct picture as you use each word in a sentence.
Food in the Ocean
9
•G uide Invite students to read the second sentence on page 11 with you. Ask: Which word means more than one tuna? (tuna) Write the word tuna on the board and ask a volunteer to draw a picture of one tuna. Then write the word tuna and ask volunteers to draw several tuna. Point out that the word is the same for one or more than one.
• Ask students to turn to page 5. Choralread the page with them, reading smoothly. Stop at the period and question mark. • Invite students to take turns rereading Food in the Ocean with a partner. Remind them to read smoothly, stop at punctuation marks, and quickly fix any mistakes so they can keep on reading.
• Apply Ask students to read about herring on page 8. Then invite them to make up sentences about one herring and many herring. Repeat the process with krill on page 12.
Fluency: Read Smoothly with Minimal Breaks •S ay: 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 6. 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 stop. Read the sentences again, stopping at the periods. Then invite students to echo-read the page with you.
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Food in the Ocean
© 2011 Benchmark Education Company, LLC
Name:
Date:
Vocabulary Choose four words from the box. Write a sentence for each word. Draw a picture for each sentence. ocean tuna
plant krill
whale herring
shark
Word: ______________________
Word: ______________________
Sentence: __________________
Sentence: __________________
_____________________________
_____________________________
Word: ______________________
Word: ______________________
Sentence: __________________
Sentence: __________________
_____________________________
_____________________________
© 2011 Benchmark Education Company, LLC
Food in the Ocean
11
Name:
Date:
Food in the Ocean
12
Important Ideas
Food in the Ocean
Summary
© 2011 Benchmark Education Company, LLC
Level H/13
xplorers
Teacher’s Guide For students reading at Literacy Level H/13, including: •• English-language learners •• Students reading below grade level •• First-grade readers
Skills & Strategies
Anchor Comprehension Strategy •• Summarize information
Metacognitive/Fix-Up Strategy •• Retell what you’ve read
Vocabulary
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
Grammar, Word Study, and Language Development •• Use all, many, and some •• Recognize irregular plurals •• Recognize the sentence structures All ____ need ____ and Some ____ eat ____
Theme: Living and Nonliving Things
Phonics
•• Food in the Forest (F/9) •• Food in the Ocean (H/13)
Fluency
Science Big Idea:
Writing
Readers learn how sea animals are connected through the ocean food chain.
•• P roblem-solve by searching all the way through words •• Recognize words with y as a vowel •• Read smoothly with minimal breaks •• 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 • Fun at the Beach (A/1) • Life at the Beach (A/1) • Fox in the Forest (D/5) • What Is in a Forest? (D/5) Fluency and Language Development • Food in the Ocean Audio CD Comprehension Resources • Food in the Ocean question card • Power Tool Flip Chart for Teachers • Student Bookmark • Summarize Information poster Assessment •E arly Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background •U se Art Place a large sheet of paper on the table and give each student a pencil. Say: We will read a book called Food in the Ocean. Many types of plants and animals live in the ocean. I will draw some things that live in the ocean. Sketch a fish and an underwater plant. Talk about each item as you draw. Then invite each student to add an additional detail to the drawing and tell the group about it.
2
Food in the Ocean
•U se a Graphic Organizer Draw a T-chart on the board with the headings Animals and Food. Read the headings aloud. Ask students to help you think of animals that live in the ocean and what the animals might eat. Then read each entry on the chart and ask students to echo-read.
Animals
Food
fish
plants
shark
fish
whales crab
Introduce the Book • Give each student a copy of the book. Remind students they will read about the food in the ocean. 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.”) •P ages 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, author, table of contents, photo
2–3 photos, labels 4
chapter head, photo, caption
herring, krill, ocean, shark, tuna, whale oceans, salt water, plants, ocean/oceáno, fish plant/planta
5 photo, caption 6
chapter head, photo, caption
7
photo, caption
animal
animal/animal
8 photo, caption herring 9
photo, caption
10
chapter head, photo, caption, inset photo
tuna
11
photo, caption
shark
12
photo, caption, inset photo blue whale, krill
13
photo, caption
14
chapter head, photo
15
photo, caption
16
flow chart
All ____ need ____.
Some ____ eat ____.
orca whale
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: 978-1-4108-7479-5
© 2011 Benchmark Education Company, LLC
Food in the Ocean
3
Before Reading
(continued)
•P age 4 Spanish Cognate Does ocean sound like a word you know in Spanish? (Allow time for students to respond.) The English word ocean sounds like the Spanish word oceáno. Ocean and oceáno mean the same thing. What is an ocean? (Allow time for students to respond.) Write the word ocean on the board and ask students to locate it on page 4. •P age 5 Sentence Structure Write All ____ need ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence to tell what things need. Model using the sentence structure to tell about everyday occurrences, such as All cars need tires or All people need water. 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 5? Frame the sentence. Let’s read the sentence together.
Rehearse Reading Strategies •S ay: One word in the book is hunts. Say the word hunts. 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 hunts on page 11. 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 T-chart. Say: Now it’s time to whisperread the book. Read to learn about animals in the ocean and foods the animals eat. Cue Source Prompt
•P age 16 Graphic Feature This page has a flow chart. A flow chart shows how different things are connected. Tiny animals eat tiny plants. What eats tiny animals? What eats smaller fish? Allow time for students to analyze the flow chart, assisting as needed.
Graphophonic Search all the large way through the word. Are you blending the right sounds?
Food in the Ocean
4
Syntactic
You read “A tuna A tuna eats 10 eat smaller fish.” smaller fish. Let’s read this sentence together and make it sound right.
Semantic
What do you see shark in the picture that would make sense in this sentence?
4
Example Page
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 T-chart. Did we read about any of these animals or foods? Put a ✓ next to any matching response. Ask students to help you list additional animals and foods from the book, and put check marks beside these entries as well. Point out that some words are on both sides of the T-chart. Then choral-read the checkmarked items and ask students to use the graphic organizer to tell a partner about the book.
Animals
Food
fish ✓
plants ✓
shark ✓
fish ✓
whales ✓
shellfish ✓
crabs
tuna ✓
shellfish ✓
krill ✓
herring ✓
animals ✓
damsel fish ✓ tuna ✓ krill ✓
© 2011 Benchmark Education Company, LLC
Food in the Ocean
5
After Reading (continued)
Reading Strategy Mini-Lesson: Retell What You’ve Read •R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? •M odel Say: I want to understand what I read. One way is to retell the important information. Look at page 6. Let’s read together: Many plants grow in the ocean. The sun helps plants make food. The plants make their own food. Now I will say the important information in my own words: The sun helps ocean plants make their own food. •G uide Invite students to read page 8 with you. Ask the following questions, allowing time for students to respond to each one: What do you see? What is this page about? What do you learn about herring? How could you tell about herring in your own words? If students have difficulty, model a retelling of your own, such as A herring is a small fish that only eats plants. •A pply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and retell the important information in their own words. Observe students as they read and retell. If more support is needed, use the prompts in the “Guide” section. 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 retell any time you read. Remember to retell to help you understand.
6
Food in the Ocean
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Take It Apart! questions. Say: The answer to a Take It Apart! question is not stated in the book. You must think like the author to figure out the answer. •M odel Use the Take It Apart! question on the question card. Say: I will read the question to figure out what to do. The author shows two photographs on page 10. Why does the author show two photographs? The question asks me to figure out the author’s purpose. I know because the question has the words why and author. What other words in the question will help me? (Allow student responses.) Yes, I need to look at the photographs on page 10. Model doing so. Say: On page 10 I see a picture of a tuna. The caption says a tuna eats shellfish. The small picture shows a shellfish. I think the author wants to show what the tuna eats. I am thinking like the author. 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: Summarize Information •E xplain Create an overhead transparency of the “Food in the Ocean” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have lots of information. We look for the most important facts. Then we summarize the information. To summarize, we put the facts together into one sentence about the book. •M odel Say: Let’s figure out the important facts in Food in the Ocean. On page 4 we read that plants and fish live in the ocean. Write Plants and fish live in the ocean in the first box on the graphic organizer. Then say: On page 5 we read that all living things need food. Write All living things need food in the second box.
•A pply Ask students to work with a partner to find more important facts about food in the ocean. If more support is needed, utilize all or part of the “Guide” process on pages 10 and 11 (Large fish eat smaller fish) and pages 12 and 13 (Whales eat krill and other animals). Once the graphic organizer is complete, read it aloud and invite students to echo-read. Then work together to compose a sentence that summarizes the information in the book, such as Animals in the ocean get the food they need by eating plants and animals.
•G uide Let’s find out more about how fish get food. What kinds of food do we read about on page 8 and 9? (Allow time for students to respond, assisting if needed.) Yes, some small fish eat plants. Some small fish eat animals, too. Write Some small fish eat plants and Some small fish eat plants and animals in the next two boxes on the graphic organizer.
© 2011 Benchmark Education Company, LLC
Food in the Ocean
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
• Give students the take-home version of Food in the Ocean to read to family members. Encourage students to work with a friend or family member to draw a picture of an ocean animal eating. Invite them to bring their pictures to share with the group.
• Write a Description Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 8. Say: I can describe this picture in my own words: The fish shine like silver. The fish have fins that gleam in the blue water. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You described a picture in the book. 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. • Write a question you would like to ask the author. • Pretend to be a shark hunting for food. • Tell something you already knew about the ocean. • Draw a picture of a food in the ocean and label it. • Write about a connection you made to the book. • Name your favorite animal in the book. Tell why you like it.
Write to a Text Prompt • Analyze the Book Say: What do you like best about the book? What do you dislike? Write about your likes and dislikes. When you are finished, read your writing to a partner.
Phonics: y as a Vowel • Ask students to locate the word many on page 4. Write many on the board. Say: The letter “y” at the end of many makes the long e sound. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with very on page 12 and tiny on page 16. • Ask student to brainstorm words that have the long e sound at the end. Acknowledge all correct responses, and list those that end in “y” on the board. Then read each word, inviting students to echo-read.
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Food in the Ocean
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• Say: I will tell you a riddle. You will guess which word answers the riddle. I will circle the letter “y” in the word. Then you will know you have guessed correctly. Model the process using one of the words on the list, such as I am smiling. How do I feel? (happy) Then invite each student to make up a riddle about one of the words and circle the final “y.”
Vocabulary •T ier Two Vocabulary Pronounce the word vast and ask students to repeat it. Say: Something that is vast is very, very large. The ocean is a vast area of water. A whale is a vast ocean animal. Discuss other things that are vast, such as the vast sky overhead or the vast number of people living in a large city. Then model a sentence, such as The school library has a vast number of books. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—vast. Let’s try to use the word vast many times today. We can use the word at school and at home. •T ier Three Vocabulary Review the book with students and write the word ocean on the board. Then write herring, krill, shark, tuna, whale, fish, and plant on index cards. Ask students to read the words with you. Then mix the cards and place them facedown on the table. Choose a card, read it, and model an oral sentence using that word and the word ocean. Finally, invite students to take turns doing the same. Continue the game until each student has had several turns with different words. For additional practice, students may work as a group or in pairs to complete the
vocabulary activity on page 11.
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Grammar, Word Study, and Language Development Use all, many, and some •M odel Explain that authors sometimes use words that describe “how many” when they write. Ask them to turn to page 4. Say: The author says All oceans are large and Many plants grow in oceans. All means “every one.” Every ocean is large. Many means “lots.” Lots of plants grow in the ocean. Then ask students to read the caption on page 6 with you. Say: Some means “not all.” Some ocean plants are small, so some ocean plants must be large. • Guide Choral-read page 5 with students. Ask: Does every living thing need food? How do you know? (All means “every one.”) Repeat the procedure for many plants on page 6 and some animals on page 7. •A pply Write all, many, and some on the board. Invite student pairs to use the words in sentences. Irregular Plurals •M odel Explain that authors often use plurals when they write. Tell students that plural means “more than one” and that some words stay the same for one and more than one. Ask students to turn to page 4. Read the last sentence aloud. Many fish live in oceans. Say: Sometimes the word fish means one fish. Other times the word fish means more than one fish. Here the author means more than one fish. Write the word fish on the board and draw a tank with one fish. Then write the word fish and draw a tank with three fish. Point to the correct picture as you use each word in a sentence.
Food in the Ocean
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•G uide Invite students to read the second sentence on page 11 with you. Ask: Which word means more than one tuna? (tuna) Write the word tuna on the board and ask a volunteer to draw a picture of one tuna. Then write the word tuna and ask volunteers to draw several tuna. Point out that the word is the same for one or more than one.
• Ask students to turn to page 5. Choralread the page with them, reading smoothly. Stop at the period and question mark. • Invite students to take turns rereading Food in the Ocean with a partner. Remind them to read smoothly, stop at punctuation marks, and quickly fix any mistakes so they can keep on reading.
• Apply Ask students to read about herring on page 8. Then invite them to make up sentences about one herring and many herring. Repeat the process with krill on page 12.
Fluency: Read Smoothly with Minimal Breaks •S ay: 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 6. 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 stop. Read the sentences again, stopping at the periods. Then invite students to echo-read the page with you.
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Food in the Ocean
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Name:
Date:
Vocabulary Choose four words from the box. Write a sentence for each word. Draw a picture for each sentence. ocean tuna
plant krill
whale herring
shark
Word: ______________________
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Sentence: __________________
Sentence: __________________
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Word: ______________________
Word: ______________________
Sentence: __________________
Sentence: __________________
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Food in the Ocean
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Name:
Date:
Food in the Ocean
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Important Ideas
Food in the Ocean
Summary
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