Jobs in a Community TG
Level D/6
Jobs in a Community Teacher’s Guide For students reading at Literacy Level D/6, including: •• English-language learners •• Students reading below grade level •• K–1 emergent readers
Skills & Strategies
Anchor Comprehension Strategy
•• Identify main idea and supporting details
Metacognitive Strategy
•• Make connections
Vocabulary
Theme: Communities
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
•• What Do Communities Have? (A/1) •• Our School Community (C/4) •• A Community Has Homes (E/8)
Grammar and Language Development
•• R ecognize the sentence structures Look at this ____ and A ____ has ____. •• Use prepositions at and in
Phonemic Awareness
Social Studies Big Idea: Readers learn about important jobs in a community.
•• Listen for short i
Phonics
•• Use final-letter cues to solve words •• Recognize words with short “i”
Fluency
•• Read smoothly with minimal breaks
Writing
•• Write to a picture 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 • Comparing Two Cities (F/9) • People Work in Our Community (G/11) • Rural Communities (H/13) • Types of Communities (I/16) • A Visit to the United Nations (J/18) • Sharing Our Stories (J/18) • The Red Cross (L/24) Fluency and Language Development • Jobs in a Community Audio CD Comprehension Resources • Jobs in a Community question card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade K or Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background •U se Drama Say: We will read a book about jobs in a community. I will act out a job in the community. Pretend to deliver mail to mailboxes. Ask: What is my job? (Allow students time to identify the job.) Say: Yes, I am a mail carrier. A mail carrier has an important job. Invite students to think of other jobs in the community. Encourage them to act out the jobs as well.
jobs people do in our community? As students respond, create a concept web about community jobs. Then read each word and ask students to echo-read.
bus driver
teacher
jobs
builder
mail carrier
Introduce the Book •G ive each student a copy of the book. Remind students they will read about jobs in a community. 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.
•U se a Graphic Organizer Draw a circle on the board and write the word jobs in the center. Read the word aloud. Ask: What are some
2
Jobs in a Community
© 2011 Benchmark Education Company, LLC
Pages
Text and Graphic Features
Words to Discuss
Cover
title, author, photo
1
title, author, photo
2–3
photos
bus driver, community, gardener, mail carriers
4–5
photo
city, community
6–7
photos
bus driver, police officer
8–9
photos
firefighters
10–11
photos
doctors, teachers, school
12–13
photo
gardener
14–15
photos, inset photos
stores, mail carriers
16
photos
jobs
English/Spanish Cognates
in/en
Sentence Structures
Look at this ____.
A ____ has ____.
© 2008 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60437-473-5
© 2011 Benchmark Education Company, LLC
Jobs in a Community
3
Before Reading (continued) •P age 4 Spanish Cognate Ask: Does in sound like a word you know in Spanish? (Allow time for students to respond.) The English word in sounds like the Spanish word en. In and en mean the same thing. Show me how you put something in the wastebasket. (Allow time for students to respond.) Write the word in on the board and ask students to locate it on page 4 in the book. •P age 4 Sentence Structure Write Look at this ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to ask someone to look at something. Model using the sentence structure with objects you hold in your hand, such as Look at this page or Look at this cup. 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.
Rehearse Reading Strategies •S ay: One word in this book is work. Say the word work. What letter do you expect to see at the end? Allow time for students to respond, assisting as needed. Then ask them to find the word work on page 4. Say: Use final-letter sounds to help you when you read. • Remind students to use other reading strategies they are learning as well, such as checking the pictures and returning to the beginning of the sentence if something doesn’t sound right.
Set a Purpose for Reading •D irect students’ attention to the community jobs web. Say: Now it’s time to whisper-read the book. Read to learn about jobs in a community.
•P ages 14–15 Graphic Feature Say: These pages have inset photos. An inset photo is a close-up picture within a larger photograph. What does the larger photograph on page 14 show? (a community with many stores) What do the close-up photographs show? (people inside two of the stores)
4
Jobs in a Community
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
•A fter 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.
•A sk students to think about their reading. Say: Look at our web. Do we need to add any more jobs? Record words students suggest from the book. Choral-read the entire web. Then ask students to use the graphic organizer to tell a partner about the book.
Cue Source
Prompt
Example
Page
Graphophonic
Look at the final letter.
helps/help
7, 10
Syntactic
Think about the sentence structure.
A community has teachers.
11
Check the picture.
stores
14
Semantic
© 2011 Benchmark Education Company, LLC
teacher bus driver
doctor
store worker
mail carrier
jobs
gardener firefighter
builder police officer
Jobs in a Community
5
After Reading (continued)
Reading Strategy Mini-Lesson: Make Connections
Answer Text-Dependent Questions
•R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself?
•E xplain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. Tell students today they will practice answering Look Closer! questions. Say: The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question.
•M odel Say: I want to understand what I read. One way is to connect the information to my own experiences. Page 12 makes me think of a connection. Read the page aloud and then say: My grandpa has a garden. He works hard in his garden. He shares his vegetables and flowers with people in the community. Thinking about my grandpa helps me understand what gardeners do. •G uide Invite students to read page 6 with you. Ask: Have you ever been on a bus? What did the driver do? How did the driver help people? Allow time for students to share their connections. Then invite them to tell how making connections helped them better understand page 6. •A pply Ask students to read their favorite page to a partner and then make a connection to their own experiences. Observe students as they share their connections, 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 make connections any time you read. Remember to make connections to help you understand.
6
Jobs in a Community
•M odel Use the first Look Closer! question on the question card. Say: I will read the question to figure out what to do: “How are a bus driver and a gardener alike? How are a bus driver and a gardener different? Explain your answers.” This question asks me to compare and contrast two things. I know because the question has the cue words alike and different. What other words in the question will help me? (Allow student responses.) Yes, I’m looking for information about a bus driver and gardener. Model looking through the book. Say: I see two ways a bus driver and gardener are alike. A bus driver and gardener are both people, and they both work in a community. I see a way a bus driver and gardener are different. The bus driver works on a bus, but the gardener works outside. Putting this information together answers the question. The answer makes sense. I have found the answer in the book.
© 2011 Benchmark Education Company, LLC
•G uide 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?
Build Comprehension: Identify Stated Main Idea and Supporting Details •E xplain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea.
•G uide Say: Let’s find another supporting detail. What job do we read about on page 7? Allow time for students to respond, assisting if needed. Say: Yes, a police officer works in the community. Police officer is another supporting detail. Write police officer in the next Detail box. •A pply Ask each student to work with a partner to find other supporting details to add to the graphic organizer. Remind students to look for words that name jobs in a community. Finally, read the completed graphic organizer aloud and invite students to echo-read.
•M odel Say: Sometimes the main idea is on the first page. Ask students to read the last sentence on page 4 aloud. Say: This sentence tells the most important thing we learn. This sentence is the main idea of the book. Write Many people work in this community on the graphic organizer and read it with students. Ask them to turn to page 6. Say: Now we need to look for supporting details. The details tell us about jobs in the community. A bus driver works in the community. Write bus driver in the first Detail box on the graphic organizer.
© 2011 Benchmark Education Company, LLC
Jobs in a Community
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
•G ive students the take-home version of Jobs in a Community to read to family members. Encourage students to work with a friend or family member to make a list of jobs in their community. Invite them to bring their lists to share with the group.
•R etell Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 15. Say: I can use this picture to tell part of the book in my own words: Mail carriers bring mail to people. Mail carriers help the community. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. When you finish, 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. • Act out something from the book with a partner. • Draw a picture of a worker in a community. Then tell a partner about what the worker does. • Tell something you learned. Use the sentence frame A ____ works in a ____. • Tell one way a firefighter and police officer are alike. • Write a caption for one of the photographs in the book. • Name your favorite job in the book. Tell why you like it.
Phonemic Awareness: Short “i” •T ell students you will read a sentence from Jobs in a Community. Ask them to listen for words that have short “i”: Look at this city (page 4). Reread the sentence if needed so students can identify the words this and city. Repeat using the next two sentences for the words is, live, and in. •S ay: I will name actions people in a community do. Some have short “i” and some do not. Listen carefully. Hold up your index finger if you hear a word with the short “i” sound: help, think, give, chat, wish, shop, fix, rush.
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Jobs in a Community
© 2011 Benchmark Education Company, LLC
Phonics: Short “i”
Vocabulary
•A sk students to locate the word this on page 4. Write this on the board and underline the “i” in the middle. Say: I see the letter “i” in the word this. I hear short “i” in the word this. 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 is, live, and in on page 4, and will on page 16.
•T ier Two Vocabulary Pronounce the word includes and ask students to repeat it. Say: A community has many workers. We can also say a community includes many workers. The workers are a part of the community. Discuss other things a community includes, such as buildings and people. Then model a sentence, such as A day at school includes many different activities. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—includes. Let’s try to use the word includes many times today. We can use the word at school and at home.
•A sk students to brainstorm words with short “i.” Make a list on the board. Then read each word, inviting students to echo-read. •S ay: I will make up some rhymes. You may call out a word from the list to help me finish each rhyme. I will underline the “i” in the word. Then you will know you guessed correctly. Use simple rhymes such as The shoe store worker said to sit. She will find me shoes that ____. (fit)
© 2011 Benchmark Education Company, LLC
•T ier Three Vocabulary Review the book with students and write the words bus driver, gardener, mail carrier, firefighter, police officer, doctor, and teacher on index cards. Read the words together, then put the cards face down on the table. One by one, select a card and offer a prompt for students to act out, such as Show me how a gardener works in the community. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Jobs in a Community
9
Grammar and Language Development
Fluency: Read Smoothly with Minimal Breaks
Prepositions at and in
•S ay: We do not pause or stop after each word when we read. 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.
•M odel Explain that authors sometimes use phrases that begin with the word at. Ask students to read the first sentence on page 4 with you: Look at this city. Say: The words at this city explain where the author wants us to look. I can use the word at as well. Pantomime some simple actions and make up sentences about them, such as these: I look at the clock. I throw the ball at the basket. I sit at my desk. •G uide Say: Authors sometimes use phrases that begin with the word in. Invite students to read the third sentence on page 4 with you. Ask: Where do many people live? (in this community) Repeat the process with the phrases in a school on page 11 and in the stores on page 14. •A pply Pair students. Ask partners to make up sentences using the words at and in. Remind students that a phrase beginning with at or in can tell where something happens.
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Jobs in a Community
•A sk students to turn to page 4. 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 echoread the page with you. •A sk students to turn to page 8. Choral-read the page with them, reading smoothly and stopping at the periods. • Invite students to take turns rereading Jobs in a Community with a partner. Remind them to read smoothly, stop at punctuation, and quickly fix any mistakes so they can keep on reading.
© 2011 Benchmark Education Company, LLC
Name:
Date:
Vocabulary Choose two words from the box. Write a sentence for each word. Draw a picture for each sentence. bus gardener driver
mail carrier
teacher
police officer
firefighter
doctor
Word:
Sentence:
______________________________
______________________________ ______________________________ ______________________________ ______________________________
Word:
Sentence:
______________________________
______________________________ ______________________________ ______________________________ ______________________________
© 2011 Benchmark Education Company, LLC
Jobs in a Community
11
Name:
Date:
Jobs in a Community Main Idea
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
Detail:
12
Jobs in a Community
© 2011 Benchmark Education Company, LLC
Jobs in a Community Teacher’s Guide For students reading at Literacy Level D/6, including: •• English-language learners •• Students reading below grade level •• K–1 emergent readers
Skills & Strategies
Anchor Comprehension Strategy
•• Identify main idea and supporting details
Metacognitive Strategy
•• Make connections
Vocabulary
Theme: Communities
•• Recognize high-frequency words •• Develop Tier Two vocabulary •• Develop Tier Three vocabulary
•• What Do Communities Have? (A/1) •• Our School Community (C/4) •• A Community Has Homes (E/8)
Grammar and Language Development
•• R ecognize the sentence structures Look at this ____ and A ____ has ____. •• Use prepositions at and in
Phonemic Awareness
Social Studies Big Idea: Readers learn about important jobs in a community.
•• Listen for short i
Phonics
•• Use final-letter cues to solve words •• Recognize words with short “i”
Fluency
•• Read smoothly with minimal breaks
Writing
•• Write to a picture 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 • Comparing Two Cities (F/9) • People Work in Our Community (G/11) • Rural Communities (H/13) • Types of Communities (I/16) • A Visit to the United Nations (J/18) • Sharing Our Stories (J/18) • The Red Cross (L/24) Fluency and Language Development • Jobs in a Community Audio CD Comprehension Resources • Jobs in a Community question card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade K or Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background •U se Drama Say: We will read a book about jobs in a community. I will act out a job in the community. Pretend to deliver mail to mailboxes. Ask: What is my job? (Allow students time to identify the job.) Say: Yes, I am a mail carrier. A mail carrier has an important job. Invite students to think of other jobs in the community. Encourage them to act out the jobs as well.
jobs people do in our community? As students respond, create a concept web about community jobs. Then read each word and ask students to echo-read.
bus driver
teacher
jobs
builder
mail carrier
Introduce the Book •G ive each student a copy of the book. Remind students they will read about jobs in a community. 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.
•U se a Graphic Organizer Draw a circle on the board and write the word jobs in the center. Read the word aloud. Ask: What are some
2
Jobs in a Community
© 2011 Benchmark Education Company, LLC
Pages
Text and Graphic Features
Words to Discuss
Cover
title, author, photo
1
title, author, photo
2–3
photos
bus driver, community, gardener, mail carriers
4–5
photo
city, community
6–7
photos
bus driver, police officer
8–9
photos
firefighters
10–11
photos
doctors, teachers, school
12–13
photo
gardener
14–15
photos, inset photos
stores, mail carriers
16
photos
jobs
English/Spanish Cognates
in/en
Sentence Structures
Look at this ____.
A ____ has ____.
© 2008 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60437-473-5
© 2011 Benchmark Education Company, LLC
Jobs in a Community
3
Before Reading (continued) •P age 4 Spanish Cognate Ask: Does in sound like a word you know in Spanish? (Allow time for students to respond.) The English word in sounds like the Spanish word en. In and en mean the same thing. Show me how you put something in the wastebasket. (Allow time for students to respond.) Write the word in on the board and ask students to locate it on page 4 in the book. •P age 4 Sentence Structure Write Look at this ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to ask someone to look at something. Model using the sentence structure with objects you hold in your hand, such as Look at this page or Look at this cup. 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.
Rehearse Reading Strategies •S ay: One word in this book is work. Say the word work. What letter do you expect to see at the end? Allow time for students to respond, assisting as needed. Then ask them to find the word work on page 4. Say: Use final-letter sounds to help you when you read. • Remind students to use other reading strategies they are learning as well, such as checking the pictures and returning to the beginning of the sentence if something doesn’t sound right.
Set a Purpose for Reading •D irect students’ attention to the community jobs web. Say: Now it’s time to whisper-read the book. Read to learn about jobs in a community.
•P ages 14–15 Graphic Feature Say: These pages have inset photos. An inset photo is a close-up picture within a larger photograph. What does the larger photograph on page 14 show? (a community with many stores) What do the close-up photographs show? (people inside two of the stores)
4
Jobs in a Community
© 2011 Benchmark Education Company, LLC
During Reading
After Reading
Observe and Prompt Reading Strategies
Use the Graphic Organizer to Summarize
•A fter 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.
•A sk students to think about their reading. Say: Look at our web. Do we need to add any more jobs? Record words students suggest from the book. Choral-read the entire web. Then ask students to use the graphic organizer to tell a partner about the book.
Cue Source
Prompt
Example
Page
Graphophonic
Look at the final letter.
helps/help
7, 10
Syntactic
Think about the sentence structure.
A community has teachers.
11
Check the picture.
stores
14
Semantic
© 2011 Benchmark Education Company, LLC
teacher bus driver
doctor
store worker
mail carrier
jobs
gardener firefighter
builder police officer
Jobs in a Community
5
After Reading (continued)
Reading Strategy Mini-Lesson: Make Connections
Answer Text-Dependent Questions
•R eflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself?
•E xplain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. Tell students today they will practice answering Look Closer! questions. Say: The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question.
•M odel Say: I want to understand what I read. One way is to connect the information to my own experiences. Page 12 makes me think of a connection. Read the page aloud and then say: My grandpa has a garden. He works hard in his garden. He shares his vegetables and flowers with people in the community. Thinking about my grandpa helps me understand what gardeners do. •G uide Invite students to read page 6 with you. Ask: Have you ever been on a bus? What did the driver do? How did the driver help people? Allow time for students to share their connections. Then invite them to tell how making connections helped them better understand page 6. •A pply Ask students to read their favorite page to a partner and then make a connection to their own experiences. Observe students as they share their connections, 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 make connections any time you read. Remember to make connections to help you understand.
6
Jobs in a Community
•M odel Use the first Look Closer! question on the question card. Say: I will read the question to figure out what to do: “How are a bus driver and a gardener alike? How are a bus driver and a gardener different? Explain your answers.” This question asks me to compare and contrast two things. I know because the question has the cue words alike and different. What other words in the question will help me? (Allow student responses.) Yes, I’m looking for information about a bus driver and gardener. Model looking through the book. Say: I see two ways a bus driver and gardener are alike. A bus driver and gardener are both people, and they both work in a community. I see a way a bus driver and gardener are different. The bus driver works on a bus, but the gardener works outside. Putting this information together answers the question. The answer makes sense. I have found the answer in the book.
© 2011 Benchmark Education Company, LLC
•G uide 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?
Build Comprehension: Identify Stated Main Idea and Supporting Details •E xplain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea.
•G uide Say: Let’s find another supporting detail. What job do we read about on page 7? Allow time for students to respond, assisting if needed. Say: Yes, a police officer works in the community. Police officer is another supporting detail. Write police officer in the next Detail box. •A pply Ask each student to work with a partner to find other supporting details to add to the graphic organizer. Remind students to look for words that name jobs in a community. Finally, read the completed graphic organizer aloud and invite students to echo-read.
•M odel Say: Sometimes the main idea is on the first page. Ask students to read the last sentence on page 4 aloud. Say: This sentence tells the most important thing we learn. This sentence is the main idea of the book. Write Many people work in this community on the graphic organizer and read it with students. Ask them to turn to page 6. Say: Now we need to look for supporting details. The details tell us about jobs in the community. A bus driver works in the community. Write bus driver in the first Detail box on the graphic organizer.
© 2011 Benchmark Education Company, LLC
Jobs in a Community
7
After Reading (continued)
Mini-Lessons for Differentiating Instruction
Home Connection
Write to a Picture Prompt
•G ive students the take-home version of Jobs in a Community to read to family members. Encourage students to work with a friend or family member to make a list of jobs in their community. Invite them to bring their lists to share with the group.
•R etell Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 15. Say: I can use this picture to tell part of the book in my own words: Mail carriers bring mail to people. Mail carriers help the community. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. When you finish, 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. • Act out something from the book with a partner. • Draw a picture of a worker in a community. Then tell a partner about what the worker does. • Tell something you learned. Use the sentence frame A ____ works in a ____. • Tell one way a firefighter and police officer are alike. • Write a caption for one of the photographs in the book. • Name your favorite job in the book. Tell why you like it.
Phonemic Awareness: Short “i” •T ell students you will read a sentence from Jobs in a Community. Ask them to listen for words that have short “i”: Look at this city (page 4). Reread the sentence if needed so students can identify the words this and city. Repeat using the next two sentences for the words is, live, and in. •S ay: I will name actions people in a community do. Some have short “i” and some do not. Listen carefully. Hold up your index finger if you hear a word with the short “i” sound: help, think, give, chat, wish, shop, fix, rush.
8
Jobs in a Community
© 2011 Benchmark Education Company, LLC
Phonics: Short “i”
Vocabulary
•A sk students to locate the word this on page 4. Write this on the board and underline the “i” in the middle. Say: I see the letter “i” in the word this. I hear short “i” in the word this. 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 is, live, and in on page 4, and will on page 16.
•T ier Two Vocabulary Pronounce the word includes and ask students to repeat it. Say: A community has many workers. We can also say a community includes many workers. The workers are a part of the community. Discuss other things a community includes, such as buildings and people. Then model a sentence, such as A day at school includes many different activities. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—includes. Let’s try to use the word includes many times today. We can use the word at school and at home.
•A sk students to brainstorm words with short “i.” Make a list on the board. Then read each word, inviting students to echo-read. •S ay: I will make up some rhymes. You may call out a word from the list to help me finish each rhyme. I will underline the “i” in the word. Then you will know you guessed correctly. Use simple rhymes such as The shoe store worker said to sit. She will find me shoes that ____. (fit)
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•T ier Three Vocabulary Review the book with students and write the words bus driver, gardener, mail carrier, firefighter, police officer, doctor, and teacher on index cards. Read the words together, then put the cards face down on the table. One by one, select a card and offer a prompt for students to act out, such as Show me how a gardener works in the community. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.
Jobs in a Community
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Grammar and Language Development
Fluency: Read Smoothly with Minimal Breaks
Prepositions at and in
•S ay: We do not pause or stop after each word when we read. 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.
•M odel Explain that authors sometimes use phrases that begin with the word at. Ask students to read the first sentence on page 4 with you: Look at this city. Say: The words at this city explain where the author wants us to look. I can use the word at as well. Pantomime some simple actions and make up sentences about them, such as these: I look at the clock. I throw the ball at the basket. I sit at my desk. •G uide Say: Authors sometimes use phrases that begin with the word in. Invite students to read the third sentence on page 4 with you. Ask: Where do many people live? (in this community) Repeat the process with the phrases in a school on page 11 and in the stores on page 14. •A pply Pair students. Ask partners to make up sentences using the words at and in. Remind students that a phrase beginning with at or in can tell where something happens.
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•A sk students to turn to page 4. 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 echoread the page with you. •A sk students to turn to page 8. Choral-read the page with them, reading smoothly and stopping at the periods. • Invite students to take turns rereading Jobs in a Community with a partner. Remind them to read smoothly, stop at punctuation, and quickly fix any mistakes so they can keep on reading.
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Vocabulary Choose two words from the box. Write a sentence for each word. Draw a picture for each sentence. bus gardener driver
mail carrier
teacher
police officer
firefighter
doctor
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Jobs in a Community
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Jobs in a Community Main Idea
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Jobs in a Community
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