Measuring Time
Level E/8
Measuring Time Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Identify Sequence of Events Phonemic Awareness •• Segmenting syllables
Phonics
•• Final blend nd •• Short and long digraph ea
High-Frequency Words •• after, know, long
Concept Vocabulary •• Times of day
Grammar/Word Study •• Questions
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
Math Big Idea
•• People do different things at set times each day.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading What Time Is It? Before Reading
After Reading
When we think we need to know the time when to get up in the morning when to go to school when it is recess when it is lunch when to go home karate lesson when to eat dinner TV program when to go to bed
When the book tells us we need to know the time when to eat breakfast when to go to school story time when it is lunch art class soccer when to eat dinner when to go to bed
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “What Time Is It?” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students to predict why they might need to know the time during a typical school day. Point out that many events happen at a certain time every day. Write students’ ideas in the “Before Reading” column of the prediction chart. Tell students that they will come back to the chart after they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What time does the big red clock show? Show students the title page. Ask: • Is this a clock? How can you tell? What time does the clock show?
Visual Cues • Look at the beginning letter or letters. (t in time; cl in clock) • Look for familiar chunks within the word. (or in story; fast in breakfast) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Do you know what time it is?”; “It is time for . . .”; “The short/long hand is on the . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. For example, say: What meal is the family eating? They are eating breakfast. What time does the clock show? Where do you think these children are going? How do you know? What time is it now?
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out when it says we need to know the time. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Measuring Time © 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the word breakfast. You looked at the first letters in the word, then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • What does the book tell us we need to know the time for? Let’s write these events in the “After Reading” column of our chart. (when to eat breakfast, p. 3; when to go to school, p. 4; story time, p. 6; when it is lunch, p. 8; art class, p. 10; soccer, p. 12; when to eat dinner, p. 14; when to go to bed, p. 16) (Locate facts) • Look at the events in the first column of our chart. Which were men tioned in the book? (Answers will vary.) (Compare and contrast) • When is bedtime for the child in the book? What makes you think this? (Answers will vary. One possible answer: Dinner was at six o’clock, so bedtime must be after that.) (Draw conclusions) • What would life be like if there were no clocks? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Measuring Time
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence of Events
Monitoring Comprehension
Model Create an overhead transparency of the graphic organizer “The Events of a Day” or copy the sequence chart on the board. Review with students the sequence of events in the book. Model for students how to record this information on the sequence chart. Use the following think-aloud.
•A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording of the text.
Sometimes a book tells about events that happen in a certain order. To help me remember the events and the order in which they happen, I can write the events on a sequence chart like this one. Let’s look for the first event. On page 3 the family is eating breakfast. That is the first event in the book. So in the first box, I will write “We eat breakfast.” The clock on page 2 shows that the time is seven o’clock. So on the clock in the box I will draw the short hand at 7 and the long hand at 12, just like in the book. Now let’s look for the second event.
Teacher Tip
•A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to identify the events in the text and list them in the correct order with the correct times? If students are having difficulty, provide more modeling.
Practice and Apply Guide students as they identify the next event, and decide what to write in the second box and where to draw the hands on the clock. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow students time to share their recorded information.
The Events of a Day 10
11 12 1
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
4
7 6 5
4
We eat breakfast.
10
11 12 1
8
We go to school.
9
We have a story.
9
10 8
10 8
7 6 5
11 12 1
7 6 5
11 12 1
7 6 5
3
We have art class.
3
We play soccer.
3
We eat dinner.
2
9 4
2 4
2 4
We eat lunch.
Measuring Time © 2011 Benchmark Education Company, LLC
Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The book tells about activities that the children do during one day and when they do those activities. Our chart is a good summary that can help us remember. Let’s think of a sentence we can write that describes something the children do. (Possible sentences include “The children play soccer after school.” and “We eat lunch at 12 o’clock.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the book. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their sentences, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Have students take turns rereading Measuring Time with a partner. Ask the partner who is listening to say what time each activity takes place.
Connect to Home Have students read the take-home version of Measuring Time to family members. Encourage them to check the times they do things at home and to share their findings with the group.
√√√ √√√√√ √√
√ √ √√√√√
the tecer rets a store. The teacher reads a story.
Teacher Tip Modeling Fluency • Read sections of the book aloud to students to model fluent reading of the text. • Model using appropriate phrasing, intonation, volume, expression, and rate. • Have students listen to you read a portion of the text and then read it back to you.
Measuring Time © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting syllables Say the word numbers, then divide it into its syllables: num/bers. Have students repeat the word and then the syllables. Say the following two-syllable words from the text: break/fast, sto/ry, soc/ cer, din/ner, af/ter, min/utes. Have students repeat the words and segment them into their syllables.
ha nd end spend wind friend
Phonics: Final blend nd Write the word hand on the board. Ask students what sound they hear at the end of the word. (/nd/) Circle the letters nd. Explain that nd makes the final sound in hand and many other words. Tell students that you are going to ask them some questions and that the answer to each question is a word with the final /nd/ sound. Ask:
What is the opposite of beginning? (end)
What can you do with money? (spend)
What makes a kite fly? (wind)
What do you call someone you like a lot? (friend)
Write the words on the board as students say them. Have volunteers circle the nd in each word.
sea beach speak meal mean heat
6
dead bread health head measure treasure
Phonics: Short and long digraph ea Write the phrase eat breakfast on the board. Say the phrase with students. Circle the ea in each word. Ask: What vowel sound does the ea in eat make? (long e) What vowel sound does the ea in breakfast make? (short e) Point out that the letters ea can make two sounds in words: long e and short e. Divide students into two teams: the Long e Team and the Short e Team. The Long e Team will look for words in which ea makes the long e sound, while the Short e Team will look for words in which ea makes the short e sound. Set a 10-minute time limit. Suggest that some group members brainstorm words while others look through classroom books. When time is up, have each team write its words in a list on the board. Check the vowel sounds by reading the words in each list together.
Measuring Time © 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write know, long, and after on the board. Have students spell the words aloud, clapping as they say the letters. Then say: I am thinking of the word with the /f/ sound in it. Ask a volunteer to tell you the word, and have the group spell after aloud. Continue with the other high-frequency words.
Concept Vocabulary: Times of day Draw a clock on the board with both hands pointing to the 12. Ask students what time it is. (12 o’clock) Then explain that we don’t always say the exact hour when we talk about the time of day. Write the words noon and midnight on the board. Explain to students that both refer to 12 o’clock, one during the day and the other at night. Then help students create a list of words that refer to times of day. The list might include dawn, sunrise, morning, midmorning, noon, midday, afternoon, mid-afternoon, sunset, evening, dusk, night, and midnight. Ask volunteers to give oral sentences using these words: for example, I’m asleep at midnight.
after know long
Grammar/Word Study: Questions Draw a question mark on the board and ask: What is this? Where do you put this punctuation mark? (a question mark; at the end of a question) Write “It is 10 o’clock” and “Is it 10 o’clock” on the board, without end punctuation. Read the sentences aloud and ask: Where should I put the question mark? (at the end of the second sentence) Ask students to explain how they knew that. Help them conclude that the words in the question are in a different order than the words in the statement. Model with students how statements can be turned into questions. For example: I get up at six o’clock. Do I get up at six o’clock? Then ask a volunteer to give an oral statement and another volunteer to change the statement into a question. Write both sentences on the board and have the volunteers add the correct end punctuation.
It is 10 o’clock. Is it 10 o’clock? I get up at six o’clock. Do I get up at six o’clock? They ate at 12. When did they eat? Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-996-3
7
Name _______________________________________________________ Date __________________
The Events of a Day 10
11 12 1
2
9
10 3
8
10
7 6 5
11 12 1
10
7 6 5
11 12 1
2
10
10
7 6 5
2
10
11 12 1
2
7 6 5
11 12 1
4
2
9
3 8
4
11 12 1
3 8
3
7 6 5
4
9
4
9 8
3 8
3 8
2
9
4
9
11 12 1
7 6 5
4
2
9
3 8
7 6 5
4
© 2011 Benchmark Education Company, LLC
Measuring Time Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategy
•• Identify Sequence of Events Phonemic Awareness •• Segmenting syllables
Phonics
•• Final blend nd •• Short and long digraph ea
High-Frequency Words •• after, know, long
Concept Vocabulary •• Times of day
Grammar/Word Study •• Questions
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
Math Big Idea
•• People do different things at set times each day.
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading What Time Is It? Before Reading
After Reading
When we think we need to know the time when to get up in the morning when to go to school when it is recess when it is lunch when to go home karate lesson when to eat dinner TV program when to go to bed
When the book tells us we need to know the time when to eat breakfast when to go to school story time when it is lunch art class soccer when to eat dinner when to go to bed
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “What Time Is It?” (left) or copy the organizer on chart paper, leaving the columns blank. Ask students to predict why they might need to know the time during a typical school day. Point out that many events happen at a certain time every day. Write students’ ideas in the “Before Reading” column of the prediction chart. Tell students that they will come back to the chart after they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What time does the big red clock show? Show students the title page. Ask: • Is this a clock? How can you tell? What time does the clock show?
Visual Cues • Look at the beginning letter or letters. (t in time; cl in clock) • Look for familiar chunks within the word. (or in story; fast in breakfast) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“Do you know what time it is?”; “It is time for . . .”; “The short/long hand is on the . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. For example, say: What meal is the family eating? They are eating breakfast. What time does the clock show? Where do you think these children are going? How do you know? What time is it now?
Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out when it says we need to know the time. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Measuring Time © 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the word breakfast. You looked at the first letters in the word, then you checked the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • What does the book tell us we need to know the time for? Let’s write these events in the “After Reading” column of our chart. (when to eat breakfast, p. 3; when to go to school, p. 4; story time, p. 6; when it is lunch, p. 8; art class, p. 10; soccer, p. 12; when to eat dinner, p. 14; when to go to bed, p. 16) (Locate facts) • Look at the events in the first column of our chart. Which were men tioned in the book? (Answers will vary.) (Compare and contrast) • When is bedtime for the child in the book? What makes you think this? (Answers will vary. One possible answer: Dinner was at six o’clock, so bedtime must be after that.) (Draw conclusions) • What would life be like if there were no clocks? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Measuring Time
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence of Events
Monitoring Comprehension
Model Create an overhead transparency of the graphic organizer “The Events of a Day” or copy the sequence chart on the board. Review with students the sequence of events in the book. Model for students how to record this information on the sequence chart. Use the following think-aloud.
•A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording of the text.
Sometimes a book tells about events that happen in a certain order. To help me remember the events and the order in which they happen, I can write the events on a sequence chart like this one. Let’s look for the first event. On page 3 the family is eating breakfast. That is the first event in the book. So in the first box, I will write “We eat breakfast.” The clock on page 2 shows that the time is seven o’clock. So on the clock in the box I will draw the short hand at 7 and the long hand at 12, just like in the book. Now let’s look for the second event.
Teacher Tip
•A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to identify the events in the text and list them in the correct order with the correct times? If students are having difficulty, provide more modeling.
Practice and Apply Guide students as they identify the next event, and decide what to write in the second box and where to draw the hands on the clock. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow students time to share their recorded information.
The Events of a Day 10
11 12 1
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
10
7 6 5
11 12 1
4
2
9
3 8
4
7 6 5
4
We eat breakfast.
10
11 12 1
8
We go to school.
9
We have a story.
9
10 8
10 8
7 6 5
11 12 1
7 6 5
11 12 1
7 6 5
3
We have art class.
3
We play soccer.
3
We eat dinner.
2
9 4
2 4
2 4
We eat lunch.
Measuring Time © 2011 Benchmark Education Company, LLC
Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The book tells about activities that the children do during one day and when they do those activities. Our chart is a good summary that can help us remember. Let’s think of a sentence we can write that describes something the children do. (Possible sentences include “The children play soccer after school.” and “We eat lunch at 12 o’clock.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentences based on the book. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their sentences, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Have students take turns rereading Measuring Time with a partner. Ask the partner who is listening to say what time each activity takes place.
Connect to Home Have students read the take-home version of Measuring Time to family members. Encourage them to check the times they do things at home and to share their findings with the group.
√√√ √√√√√ √√
√ √ √√√√√
the tecer rets a store. The teacher reads a story.
Teacher Tip Modeling Fluency • Read sections of the book aloud to students to model fluent reading of the text. • Model using appropriate phrasing, intonation, volume, expression, and rate. • Have students listen to you read a portion of the text and then read it back to you.
Measuring Time © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting syllables Say the word numbers, then divide it into its syllables: num/bers. Have students repeat the word and then the syllables. Say the following two-syllable words from the text: break/fast, sto/ry, soc/ cer, din/ner, af/ter, min/utes. Have students repeat the words and segment them into their syllables.
ha nd end spend wind friend
Phonics: Final blend nd Write the word hand on the board. Ask students what sound they hear at the end of the word. (/nd/) Circle the letters nd. Explain that nd makes the final sound in hand and many other words. Tell students that you are going to ask them some questions and that the answer to each question is a word with the final /nd/ sound. Ask:
What is the opposite of beginning? (end)
What can you do with money? (spend)
What makes a kite fly? (wind)
What do you call someone you like a lot? (friend)
Write the words on the board as students say them. Have volunteers circle the nd in each word.
sea beach speak meal mean heat
6
dead bread health head measure treasure
Phonics: Short and long digraph ea Write the phrase eat breakfast on the board. Say the phrase with students. Circle the ea in each word. Ask: What vowel sound does the ea in eat make? (long e) What vowel sound does the ea in breakfast make? (short e) Point out that the letters ea can make two sounds in words: long e and short e. Divide students into two teams: the Long e Team and the Short e Team. The Long e Team will look for words in which ea makes the long e sound, while the Short e Team will look for words in which ea makes the short e sound. Set a 10-minute time limit. Suggest that some group members brainstorm words while others look through classroom books. When time is up, have each team write its words in a list on the board. Check the vowel sounds by reading the words in each list together.
Measuring Time © 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write know, long, and after on the board. Have students spell the words aloud, clapping as they say the letters. Then say: I am thinking of the word with the /f/ sound in it. Ask a volunteer to tell you the word, and have the group spell after aloud. Continue with the other high-frequency words.
Concept Vocabulary: Times of day Draw a clock on the board with both hands pointing to the 12. Ask students what time it is. (12 o’clock) Then explain that we don’t always say the exact hour when we talk about the time of day. Write the words noon and midnight on the board. Explain to students that both refer to 12 o’clock, one during the day and the other at night. Then help students create a list of words that refer to times of day. The list might include dawn, sunrise, morning, midmorning, noon, midday, afternoon, mid-afternoon, sunset, evening, dusk, night, and midnight. Ask volunteers to give oral sentences using these words: for example, I’m asleep at midnight.
after know long
Grammar/Word Study: Questions Draw a question mark on the board and ask: What is this? Where do you put this punctuation mark? (a question mark; at the end of a question) Write “It is 10 o’clock” and “Is it 10 o’clock” on the board, without end punctuation. Read the sentences aloud and ask: Where should I put the question mark? (at the end of the second sentence) Ask students to explain how they knew that. Help them conclude that the words in the question are in a different order than the words in the statement. Model with students how statements can be turned into questions. For example: I get up at six o’clock. Do I get up at six o’clock? Then ask a volunteer to give an oral statement and another volunteer to change the statement into a question. Write both sentences on the board and have the volunteers add the correct end punctuation.
It is 10 o’clock. Is it 10 o’clock? I get up at six o’clock. Do I get up at six o’clock? They ate at 12. When did they eat? Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-59000-996-3
7
Name _______________________________________________________ Date __________________
The Events of a Day 10
11 12 1
2
9
10 3
8
10
7 6 5
11 12 1
10
7 6 5
11 12 1
2
10
10
7 6 5
2
10
11 12 1
2
7 6 5
11 12 1
4
2
9
3 8
4
11 12 1
3 8
3
7 6 5
4
9
4
9 8
3 8
3 8
2
9
4
9
11 12 1
7 6 5
4
2
9
3 8
7 6 5
4
© 2011 Benchmark Education Company, LLC
