growing a kitchen garden growing a kitchen garden
GROWING A KITCHEN GARDEN CHAPTERS 1 & 2 Vocabulary • Use context clues to determine word meaning: What does the phrase kitchen garden mean in this book? Let’s find clues for the meaning of this phrase on page 2. (a collection of plants that you can grow indoors)
Find It! Level 1 Comprehension • Identify facts and details: Where can you buy fruits and vegetables for a kitchen garden? (supermarket or health-food store, p. 2)
Look Closer! Level 2 Comprehension • Compare and contrast: How is a kitchen garden different from other gardens? (A kitchen garden is grown indoors. p. 2)
LEVEL 30/N
• Use graphic features: What are some examples of root vegetables? Use a semantic web for help in answering this question. (carrot, chicory, parsley, dandelion, artichoke, p. 7)
artichoke
Root Vegetable t
dandelion
Prove It! Level 3 Comprehension
t
t
carrot
t
parsley
t
chicory
• Make inferences: How can you tell that the author thinks growing a kitchen garden is easy? (Answer: She says that anyone can grow a kitchen garden. Clues/Evidence: She says that all you need to get started are some everyday foods. p. 2 ) • Draw conclusions: What makes planting a kitchen garden so easy to do? (Answer: Everything you need is right at hand. Clues/Evidence: The fruits and vegetables you need are found at home or in a store; you can plant and grow everything indoors. p. 2) • Identify main idea: What is the main idea of Chapter 1? (Answer: Growing a kitchen garden can be easy. Clues/Evidence: It is easy because it can be done at home, with things that are easy to find.)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about how to grow carrot tops? (steps in a process; pp. 4–7) • Evaluate author’s purpose: The author probably suggested that an adult cut off the top of each carrot... (because it is necessary to use a sharp knife, and a child might get hurt, p. 5)
CHAPTERS 3 & 4 Vocabulary • Use context clues to determine word meaning: What does the word guacamole mean in this book? Let’s find clues for the meaning of this word on page 12. (avocados are in guacamole; Mexican snack)
Find It! Level 1 Comprehension • Identify facts and details: How does the author describe oranges? (sweet and juicy, p. 8)
Look Closer! Level 2 Comprehension
CAUSE:
warmth CAUSE:
CAUSE:
sunlight
water
t
t EFFECT:
little trees
• Identify sequence or steps in a process: When can you remove the plastic bag covering the orange seeds? (when little green shoots appear, p. 11) • Identify cause and effect: What will make the orange seedlings grow into little trees? Use a cause-and-effect chart for help in answering this question. (warmth, sunlight, and water, p. 11)
t
Prove It! Level 3 Comprehension • Make inferences: Why do you think orange trees grow in southern states, such as Florida? (Answer: The southern states are warm. Clues/Evidence: The pot should be set in a warm place; the seeds should be kept in a warm and sunny place. pp. 10–11) • Make inferences/Draw conclusions: From the information you can tell that the author thinks guacamole... (Answer: tastes good; Clues/Evidence: She describes it as a “delicious Mexican snack” and calls it “yummy” in the recipe. p. 12) • Make inferences/Use graphic features: Why do you think you need to stick toothpicks in the avocado pit? (Answer: so that it can rest on top of the jar without falling into the water; Clues/Evidence: The picture shows the avocado pit balanced on the top of the glass with the help of the toothpicks. p. 14)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about how to grow avocados? (steps in a process) • Evaluate author’s purpose: Why do you think the author might have included the recipe for guacamole? (to show a way to use the avocado before you plant the pit)
CHAPTERS 5, 6 & 7 Vocabulary • Use context clues to determine word meaning: What does the word tuber mean in this book? Let’s find clues for the meaning of this word on page 20. (stem, grow underground, fat)
Find It! Level 1 Comprehension • Identify facts and details: When planting a garlic clove, which end should face up? (the pointy end, p. 18) • Identify facts and details: A sweet potato is not a potato, it’s a… (root, p. 20)
STEP 1:
pull cloves from the garlic bulb
Look Closer! Level 2 Comprehension • Identify steps in a process: Describe the steps for growing garlic greens. Use a flowchart for help in answering this question. (Pull cloves from the garlic bulb; remove the skin from each clove; fill pot with sand or soil; press each clove in the sand or soil with the pointy end up; cover cloves; put the pot in the sun; water every few days. pp. 18–19)
Prove It! Level 3 Comprehension • Make inferences/Use graphic features: Why do you think you need to leave space between garlic cloves when planting them? (Answer: so the plants have room to grow; Clues/Evidence: The picture shows that the plants take up room when they grow; planting them with space will leave room for them to grow. p. 19)
t STEP 2:
remove the skin from each clove t STEP 3:
fill pot with sand or soil t STEP 4:
• Identify main idea: What is the main idea of this book? (Answer: Growing a kitchen garden is fun and easy, and you can learn a lot, too. Clues/Evidence: The fruits and vegetables you need are easily found at home or in a store; you can do your planting and growing indoors, so you can get started during any season; you will find out what part of a plant is an orange, that carrots are good for your eyes, and the difference between a fruit and a vegetable.) • Make inferences: How do you know that the skin on a garlic clove is thin? (The author describes it as “paperlike.” p. 17)
press each clove in the sand or soil with pointy end up, and cover cloves t STEP 5:
put the pot in the sun
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the author call Chapter 7 “Branching Out”? (The author encourages the reader to branch out and experiment planting other foods using what they learned from the experiments in this book.) • Evaluate author’s purpose: Why do you think the author chose carrots, oranges, avocados, garlic, and sweet potatoes as examples to use in this book? (They are all available in supermarkets.)
t STEP 6:
water every few days
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 3 Set A Copyright © 2003 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo. ISBN: 1-4108-3317-8
Find It! Level 1 Comprehension • Identify facts and details: Where can you buy fruits and vegetables for a kitchen garden? (supermarket or health-food store, p. 2)
Look Closer! Level 2 Comprehension • Compare and contrast: How is a kitchen garden different from other gardens? (A kitchen garden is grown indoors. p. 2)
LEVEL 30/N
• Use graphic features: What are some examples of root vegetables? Use a semantic web for help in answering this question. (carrot, chicory, parsley, dandelion, artichoke, p. 7)
artichoke
Root Vegetable t
dandelion
Prove It! Level 3 Comprehension
t
t
carrot
t
parsley
t
chicory
• Make inferences: How can you tell that the author thinks growing a kitchen garden is easy? (Answer: She says that anyone can grow a kitchen garden. Clues/Evidence: She says that all you need to get started are some everyday foods. p. 2 ) • Draw conclusions: What makes planting a kitchen garden so easy to do? (Answer: Everything you need is right at hand. Clues/Evidence: The fruits and vegetables you need are found at home or in a store; you can plant and grow everything indoors. p. 2) • Identify main idea: What is the main idea of Chapter 1? (Answer: Growing a kitchen garden can be easy. Clues/Evidence: It is easy because it can be done at home, with things that are easy to find.)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about how to grow carrot tops? (steps in a process; pp. 4–7) • Evaluate author’s purpose: The author probably suggested that an adult cut off the top of each carrot... (because it is necessary to use a sharp knife, and a child might get hurt, p. 5)
CHAPTERS 3 & 4 Vocabulary • Use context clues to determine word meaning: What does the word guacamole mean in this book? Let’s find clues for the meaning of this word on page 12. (avocados are in guacamole; Mexican snack)
Find It! Level 1 Comprehension • Identify facts and details: How does the author describe oranges? (sweet and juicy, p. 8)
Look Closer! Level 2 Comprehension
CAUSE:
warmth CAUSE:
CAUSE:
sunlight
water
t
t EFFECT:
little trees
• Identify sequence or steps in a process: When can you remove the plastic bag covering the orange seeds? (when little green shoots appear, p. 11) • Identify cause and effect: What will make the orange seedlings grow into little trees? Use a cause-and-effect chart for help in answering this question. (warmth, sunlight, and water, p. 11)
t
Prove It! Level 3 Comprehension • Make inferences: Why do you think orange trees grow in southern states, such as Florida? (Answer: The southern states are warm. Clues/Evidence: The pot should be set in a warm place; the seeds should be kept in a warm and sunny place. pp. 10–11) • Make inferences/Draw conclusions: From the information you can tell that the author thinks guacamole... (Answer: tastes good; Clues/Evidence: She describes it as a “delicious Mexican snack” and calls it “yummy” in the recipe. p. 12) • Make inferences/Use graphic features: Why do you think you need to stick toothpicks in the avocado pit? (Answer: so that it can rest on top of the jar without falling into the water; Clues/Evidence: The picture shows the avocado pit balanced on the top of the glass with the help of the toothpicks. p. 14)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: How does the author organize the information about how to grow avocados? (steps in a process) • Evaluate author’s purpose: Why do you think the author might have included the recipe for guacamole? (to show a way to use the avocado before you plant the pit)
CHAPTERS 5, 6 & 7 Vocabulary • Use context clues to determine word meaning: What does the word tuber mean in this book? Let’s find clues for the meaning of this word on page 20. (stem, grow underground, fat)
Find It! Level 1 Comprehension • Identify facts and details: When planting a garlic clove, which end should face up? (the pointy end, p. 18) • Identify facts and details: A sweet potato is not a potato, it’s a… (root, p. 20)
STEP 1:
pull cloves from the garlic bulb
Look Closer! Level 2 Comprehension • Identify steps in a process: Describe the steps for growing garlic greens. Use a flowchart for help in answering this question. (Pull cloves from the garlic bulb; remove the skin from each clove; fill pot with sand or soil; press each clove in the sand or soil with the pointy end up; cover cloves; put the pot in the sun; water every few days. pp. 18–19)
Prove It! Level 3 Comprehension • Make inferences/Use graphic features: Why do you think you need to leave space between garlic cloves when planting them? (Answer: so the plants have room to grow; Clues/Evidence: The picture shows that the plants take up room when they grow; planting them with space will leave room for them to grow. p. 19)
t STEP 2:
remove the skin from each clove t STEP 3:
fill pot with sand or soil t STEP 4:
• Identify main idea: What is the main idea of this book? (Answer: Growing a kitchen garden is fun and easy, and you can learn a lot, too. Clues/Evidence: The fruits and vegetables you need are easily found at home or in a store; you can do your planting and growing indoors, so you can get started during any season; you will find out what part of a plant is an orange, that carrots are good for your eyes, and the difference between a fruit and a vegetable.) • Make inferences: How do you know that the skin on a garlic clove is thin? (The author describes it as “paperlike.” p. 17)
press each clove in the sand or soil with pointy end up, and cover cloves t STEP 5:
put the pot in the sun
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: Why does the author call Chapter 7 “Branching Out”? (The author encourages the reader to branch out and experiment planting other foods using what they learned from the experiments in this book.) • Evaluate author’s purpose: Why do you think the author chose carrots, oranges, avocados, garlic, and sweet potatoes as examples to use in this book? (They are all available in supermarkets.)
t STEP 6:
water every few days
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did she/he write the book?”
Navigators Grade 3 Set A Copyright © 2003 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo. ISBN: 1-4108-3317-8
