My Grandma
Level D/5
My Grandma Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Make inferences •• Summarize Information Phonemic Awareness •• Identify words
Phonics
•• Initial, medial, and final m •• Consonant blend gr
High-Frequency Words •• is, this, when
Concept Vocabulary
•• Words to describe a grandparent
Concept Vocabulary •• Periods
Social Studies Big Idea
•• P hotographs can help us learn about our family history.
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• Small Group Reading Lesson • Skills Bank • Reproducible Activities
e n c h m a r k
E
d u c a t i o n
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o m p a n y
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Small Group Reading Lesson Prediction Chart What Pictures Does Grandma Have?
Before Reading
After Reading
What we think
What the book tells us
children
grandma when she was a baby
grandchildren grandma and grandpa when they got married
grandma when she was 5 grandma with her dog
grandma’s house
grandma at work
special family events
grandma and grandpa when they got married
grandma’s favorite pet
grandma with her daughter grandma with her grandchild
Before Reading 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 Pictures Does Grandma Have?” (left) or copy the organizer on chart paper, omitting possible answers. Begin a discussion of the kinds of family photographs someone might keep. Tell students that they will read a book about the pictures one grandma has in her photo album. Have students predict the kinds of pictures a grandmother might have. Record their ideas in the “Before Reading” column of the chart. Tell students that they will come back to the chart when they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask: • Who do you think this little girl might be?
Visual Cues • Look at the beginning letter. (b in book; p in park) • Look for familiar chunks within the word. (like in liked) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“This is my grandma . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Show students the title page. Ask: • Do you think a grandmother might keep these photographs? • What kinds of pictures are these? Preview the photographs with students, reinforcing the language used in the text. For example, say: Look at the photographs on page 3. Whose pictures do you think these are? Who do you think this baby is? Here are two people getting married. Who do you think they are?
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 about the photographs one grandma keeps in her picture book. 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.
My Grandma
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During Reading Observe and Prompt Reading Strategies Observe students as they read the text. 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 After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying such things as: • 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 saw that you tried to sound out the word married. You looked at the first letter 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. • Look at the kinds of pictures on the graphic organizer. Which are mentioned in the book? Let’s check the book. We can list the pictures mentioned in the book in the “After Reading” column. (Answers will vary. Photographs were of the grandma when she was a baby, p. 4; when she was 5, p. 6; with her dog, p. 8; at work, p. 10; when she got married, p. 12; with the girl’s mother, p. 14; with the girl, p. 16) (Locate facts/Compare and contrast) • Who is in all the pictures in Grandma’s book? (Grandma) (Use graphic features/Summarize information) • Who is grandma’s daughter? How did you figure that out? (the girl’s mother, pp. 14–15) (Draw conclusions) • If you had your own photograph album, what kinds of pictures would you keep in it? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
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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. 6–9) 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.
My Grandma
3
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Small Group Reading Lesson
(continued)
Build Comprehension Summarize and Organize Information
Teacher Tip Monitoring Comprehension • Are 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 in the text. • Are 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. • Can 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.
Model Create an overhead transparency of graphic organizer “Grandma’s Photo Book” or copy it on the board. Begin a discussion about the kinds of pictures Grandma had in her book. Model for students how to record this information. Use the following thinkaloud. When I read nonfiction material, I can better remember what I read by organizing the information on a chart. On this chart I can list the kinds of pictures that Grandma had in her book. The first picture I saw was of grandma when she was a baby. I’ll write “when she was a baby” in one of the circles. Now let’s find and record the next picture. Practice and Apply Guide students as they find and describe the pictures in My Grandma. Help them summarize the information and record it on the chart. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Grandma’s Photo Book when she was 5 when she was a baby
with her dog
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize and organize information from the text? If students are having difficulty, provide more modeling.
with the girl
with the girl’s mom
4
Grandma’s Photo Book
at work
when she got married
My Grandma
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Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The author showed us pictures that were in Grandma’s book. Let’s think back on what we read. Our chart is a good summary that can help us remember. Let’s think of a sentence we could write that would tell something about Grandma. (Possible sentences include “Grandma has a picture of herself as a baby.” and “Grandma has a picture of when she got married.”) 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 text. 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 student’s contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Ask students to reread My Grandma with a partner. Have one student read a page while the other describes the photograph. On the next two pages, they can trade roles.
Connect to Home Have students read the take-home version of My Grandma to family members. Suggest that they share their sentences.
√√√
√ √ √ √ √ √ √ √ √ √ √√ √√√ √ √ √
Gamma haz a picre of her dog. Grandma has a picture of her dog.
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.
My Grandma © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Identify words Say the following sentence: This is a picture book. Then say it again, separating the words and clapping once for each word. Repeat, this time having students join in, saying each word and clapping with each word. Tell students that you will say another sentence. They should repeat the sentence and clap as they say each word. Use the following sentence: It is my grandma’s book.
my grandma mom married me
Phonics: Initial, medial, and final m Say the word my; ask students what sound they hear at the beginning of the word. (/m/) Write the word on the board. Ask students what letter in the word my spells the /m/ sound. Circle the letter m. Then say the word grandma and ask students to tell you where they hear the /m/ sound. (in the middle) Write the word on the board. Ask a student to circle the letter that spells the /m/ sound in grandma. Say the word mom and ask students where they hear the /m/ sound. (at the beginning and at the end) Write the word on the board and have a student circle the letters that spell both /m/ sounds. Continue with the words married and me.
Phonics: Consonant blend gr
grandma ground green grade grapes
Write the word grandma on the board. Ask students what sound they hear at the beginning of the word grandma. Guide students to identify the blended sound /gr/. Explain that the g and the r blend to make the /gr/ sound. Ask students if they can think of other words that begin like grandma. (ground, green, grade, grapes, great) Write the words students offer on the board. Have volunteers come to the board and circle the letters gr in each word. Then have students pick two words from the list and write them on their papers, circling the initial consonant blend in each one.
great
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High-Frequency Word Vocabulary Write the words this, is, and when on the board. Ask pairs of students to work together to find how many times each of these words appears in the book. Then have volunteers read aloud sentences in which the words appear. Invite other volunteers to make up oral sentences containing each of the words.
Concept Vocabulary: Words to describe a grandparent Begin a discussion with students about grandparents. Connect some of their ideas to those in the book. List words and phrases about grandparents on chart paper as students mention them. The list might include older, smart, kind, works hard, tells stories, and visits.
this is when
Invite students to discuss how each word or phrase reminds them of their own grandparents. Encourage students to draw a picture of their grandparents, perhaps illustrating one of the words or phrases they have discussed.
Mechanics: Periods On the board write this sentence: This is a picture book. Read it aloud. Explain to students that when we are reading, we can tell where a sentence ends because there is always a punctuation mark at the end. Circle the period. Say: Many sentences end with this punctuation mark, which is called a period. When you see a period, you know that the sentence you are reading has ended. Draw a very large period on the board. Ask students to find another sentence in the book that ends with a period. Then have students write a sentence, making sure to use a period at the end of the sentences.
This is a picture book .
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.
Louis Pasteur
© 2003 Benchmark Education Company, LLC ISBN: 978-1-4108-0080-0
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Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “My Grandma” or draw it on the board. Say: When we read a book, we can find hidden information. The author’s words and photographs are clues that help us find hidden information. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about My Grandma. The title of the book gives us our first clue: this book is about someone’s grandma. Let’s use the photographs and the text to find clues. On page 2, I read that this is the grandma’s picture book, or photo album. On page 3, I see five photos of people at different ages. These are clues about the book. In the first Clues box on the graphic organizer, write The book is about a grandma. The photos show people at different ages. Then say: Now we will use the clues to make an inference. We can infer that these pictures show the grandma during different parts of her life. In the first Inference box, write The pictures show the grandma at different ages. ••Guide Say: Let’s make an inference about the grandma on pages 4 and 5. What can you learn from the words? What do you see in the photograph? Do you think this is an old photo? (Allow time for students to respond, assisting if needed.) Yes, the photo shows the grandma when she was a baby. It was taken a long time ago. In the second Clues box on the graphic organizer, write The photo shows the grandma as a baby. It is a very old photo. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that the grandma was a baby a long time ago. She is much older now. In the second Inference box, write The grandma was a baby a long time ago. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use word and photograph clues to find hidden information. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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My Grandma
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Name _______________________________________________________ Date __________________
My Grandma Make Inferences Clues
Inference
My Grandma ©2011 Benchmark Education Company, LLC
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Notes
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My Grandma
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Notes
My Grandma ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Grandma’s Photo Book
Grandma’s Photo Book
© 2011 Benchmark Education Company, LLC
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My Grandma Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Make inferences •• Summarize Information Phonemic Awareness •• Identify words
Phonics
•• Initial, medial, and final m •• Consonant blend gr
High-Frequency Words •• is, this, when
Concept Vocabulary
•• Words to describe a grandparent
Concept Vocabulary •• Periods
Social Studies Big Idea
•• P hotographs can help us learn about our family history.
B
00806_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/11/10 5:07:31 PM
Small Group Reading Lesson Prediction Chart What Pictures Does Grandma Have?
Before Reading
After Reading
What we think
What the book tells us
children
grandma when she was a baby
grandchildren grandma and grandpa when they got married
grandma when she was 5 grandma with her dog
grandma’s house
grandma at work
special family events
grandma and grandpa when they got married
grandma’s favorite pet
grandma with her daughter grandma with her grandchild
Before Reading 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 Pictures Does Grandma Have?” (left) or copy the organizer on chart paper, omitting possible answers. Begin a discussion of the kinds of family photographs someone might keep. Tell students that they will read a book about the pictures one grandma has in her photo album. Have students predict the kinds of pictures a grandmother might have. Record their ideas in the “Before Reading” column of the chart. Tell students that they will come back to the chart when they have finished reading the book.
Preview the Book Read the title and name of the author to students. Ask: • Who do you think this little girl might be?
Visual Cues • Look at the beginning letter. (b in book; p in park) • Look for familiar chunks within the word. (like in liked) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“This is my grandma . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Show students the title page. Ask: • Do you think a grandmother might keep these photographs? • What kinds of pictures are these? Preview the photographs with students, reinforcing the language used in the text. For example, say: Look at the photographs on page 3. Whose pictures do you think these are? Who do you think this baby is? Here are two people getting married. Who do you think they are?
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 about the photographs one grandma keeps in her picture book. 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.
My Grandma
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© 2011 Benchmark Education Company, LLC
11/11/10 5:07:32 PM
During Reading Observe and Prompt Reading Strategies Observe students as they read the text. 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 After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying such things as: • 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 saw that you tried to sound out the word married. You looked at the first letter 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. • Look at the kinds of pictures on the graphic organizer. Which are mentioned in the book? Let’s check the book. We can list the pictures mentioned in the book in the “After Reading” column. (Answers will vary. Photographs were of the grandma when she was a baby, p. 4; when she was 5, p. 6; with her dog, p. 8; at work, p. 10; when she got married, p. 12; with the girl’s mother, p. 14; with the girl, p. 16) (Locate facts/Compare and contrast) • Who is in all the pictures in Grandma’s book? (Grandma) (Use graphic features/Summarize information) • Who is grandma’s daughter? How did you figure that out? (the girl’s mother, pp. 14–15) (Draw conclusions) • If you had your own photograph album, what kinds of pictures would you keep in it? (Answers will vary.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
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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. 6–9) 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.
My Grandma
3
11/11/10 5:07:32 PM
Small Group Reading Lesson
(continued)
Build Comprehension Summarize and Organize Information
Teacher Tip Monitoring Comprehension • Are 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 in the text. • Are 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. • Can 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.
Model Create an overhead transparency of graphic organizer “Grandma’s Photo Book” or copy it on the board. Begin a discussion about the kinds of pictures Grandma had in her book. Model for students how to record this information. Use the following thinkaloud. When I read nonfiction material, I can better remember what I read by organizing the information on a chart. On this chart I can list the kinds of pictures that Grandma had in her book. The first picture I saw was of grandma when she was a baby. I’ll write “when she was a baby” in one of the circles. Now let’s find and record the next picture. Practice and Apply Guide students as they find and describe the pictures in My Grandma. Help them summarize the information and record it on the chart. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Grandma’s Photo Book when she was 5 when she was a baby
with her dog
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to summarize and organize information from the text? If students are having difficulty, provide more modeling.
with the girl
with the girl’s mom
4
Grandma’s Photo Book
at work
when she got married
My Grandma
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Interactive Writing Have students use the information from the graphic organizer to write summary sentences about the book. Say: The author showed us pictures that were in Grandma’s book. Let’s think back on what we read. Our chart is a good summary that can help us remember. Let’s think of a sentence we could write that would tell something about Grandma. (Possible sentences include “Grandma has a picture of herself as a baby.” and “Grandma has a picture of when she got married.”) 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 text. 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 student’s contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Ask students to reread My Grandma with a partner. Have one student read a page while the other describes the photograph. On the next two pages, they can trade roles.
Connect to Home Have students read the take-home version of My Grandma to family members. Suggest that they share their sentences.
√√√
√ √ √ √ √ √ √ √ √ √ √√ √√√ √ √ √
Gamma haz a picre of her dog. Grandma has a picture of her dog.
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.
My Grandma © 2011 Benchmark Education Company, LLC
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5
11/11/10 5:07:32 PM
Skills Bank Phonemic Awareness: Identify words Say the following sentence: This is a picture book. Then say it again, separating the words and clapping once for each word. Repeat, this time having students join in, saying each word and clapping with each word. Tell students that you will say another sentence. They should repeat the sentence and clap as they say each word. Use the following sentence: It is my grandma’s book.
my grandma mom married me
Phonics: Initial, medial, and final m Say the word my; ask students what sound they hear at the beginning of the word. (/m/) Write the word on the board. Ask students what letter in the word my spells the /m/ sound. Circle the letter m. Then say the word grandma and ask students to tell you where they hear the /m/ sound. (in the middle) Write the word on the board. Ask a student to circle the letter that spells the /m/ sound in grandma. Say the word mom and ask students where they hear the /m/ sound. (at the beginning and at the end) Write the word on the board and have a student circle the letters that spell both /m/ sounds. Continue with the words married and me.
Phonics: Consonant blend gr
grandma ground green grade grapes
Write the word grandma on the board. Ask students what sound they hear at the beginning of the word grandma. Guide students to identify the blended sound /gr/. Explain that the g and the r blend to make the /gr/ sound. Ask students if they can think of other words that begin like grandma. (ground, green, grade, grapes, great) Write the words students offer on the board. Have volunteers come to the board and circle the letters gr in each word. Then have students pick two words from the list and write them on their papers, circling the initial consonant blend in each one.
great
6
My Grandma
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High-Frequency Word Vocabulary Write the words this, is, and when on the board. Ask pairs of students to work together to find how many times each of these words appears in the book. Then have volunteers read aloud sentences in which the words appear. Invite other volunteers to make up oral sentences containing each of the words.
Concept Vocabulary: Words to describe a grandparent Begin a discussion with students about grandparents. Connect some of their ideas to those in the book. List words and phrases about grandparents on chart paper as students mention them. The list might include older, smart, kind, works hard, tells stories, and visits.
this is when
Invite students to discuss how each word or phrase reminds them of their own grandparents. Encourage students to draw a picture of their grandparents, perhaps illustrating one of the words or phrases they have discussed.
Mechanics: Periods On the board write this sentence: This is a picture book. Read it aloud. Explain to students that when we are reading, we can tell where a sentence ends because there is always a punctuation mark at the end. Circle the period. Say: Many sentences end with this punctuation mark, which is called a period. When you see a period, you know that the sentence you are reading has ended. Draw a very large period on the board. Ask students to find another sentence in the book that ends with a period. Then have students write a sentence, making sure to use a period at the end of the sentences.
This is a picture book .
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.
Louis Pasteur
© 2003 Benchmark Education Company, LLC ISBN: 978-1-4108-0080-0
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7
11/11/10 5:07:33 PM
Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “My Grandma” or draw it on the board. Say: When we read a book, we can find hidden information. The author’s words and photographs are clues that help us find hidden information. Figuring something out using one or two clues is called making an inference. ••Model Say: Let’s make an inference about My Grandma. The title of the book gives us our first clue: this book is about someone’s grandma. Let’s use the photographs and the text to find clues. On page 2, I read that this is the grandma’s picture book, or photo album. On page 3, I see five photos of people at different ages. These are clues about the book. In the first Clues box on the graphic organizer, write The book is about a grandma. The photos show people at different ages. Then say: Now we will use the clues to make an inference. We can infer that these pictures show the grandma during different parts of her life. In the first Inference box, write The pictures show the grandma at different ages. ••Guide Say: Let’s make an inference about the grandma on pages 4 and 5. What can you learn from the words? What do you see in the photograph? Do you think this is an old photo? (Allow time for students to respond, assisting if needed.) Yes, the photo shows the grandma when she was a baby. It was taken a long time ago. In the second Clues box on the graphic organizer, write The photo shows the grandma as a baby. It is a very old photo. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that the grandma was a baby a long time ago. She is much older now. In the second Inference box, write The grandma was a baby a long time ago. ••Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use word and photograph clues to find hidden information. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
My Grandma
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©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
My Grandma Make Inferences Clues
Inference
My Grandma ©2011 Benchmark Education Company, LLC
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Notes
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My Grandma
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Notes
My Grandma ©2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date __________________
Grandma’s Photo Book
Grandma’s Photo Book
© 2011 Benchmark Education Company, LLC
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