Parts Make Up a Whole TG
Level I/16
Parts Make Up a Whole Math
Teacher’s Guide Skills-at-a-Glance
Anchor Comprehension Strategies
•• Identify main idea and supporting details •• Make predictions
Phonemic Awareness •• S egmenting and blending phonemes
Phonics
•• Digraph ch •• Digraph ee
High-Frequency Words •• more, much, whole
Concept Vocabulary •• Fraction words
Grammar/Word Study •• Verbs for future actions
Math Big Idea
•• Fractions exist in our daily lives.
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
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Small Group Reading Lesson Before Reading
eggs in a carton sections in an orange
inches in a foot
peas in a pod
Parts of a Whole and Parts of a Set
sides in a square
chapters in a book
peanuts in a shell slices in a pizza
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 “Parts of a Whole and Parts of a Set” (left) or copy the organizer on chart paper, leaving the circles blank. Show students the cover of the book. Discuss how some things come in sets, such as peanuts in a shell, and some things are part of one whole thing, such as the sections of an orange. Ask students to brainstorm things that come in sets or things that are parts of a whole. Write their ideas in the outer circles of the chart. Inform students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Visual Cues • Look for familiar vowel patterns. (long e spelled ee in three; CVCe pattern in cupcake and whole) • Look for familiar chunks within the word. (four in fourth; eat in eating) • Break the word into syllables and sound out each part. Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“This pizza is cut into . . . ”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Read the title and name of the author(s) to students. Ask: • What do you see on the cover? • How many peanuts make up one whole set of peanuts in each shell? Show students the table of contents. Ask: • What does the table of contents tell us about the book? • To which page would you turn if you wanted to find out about parts in a set? Preview the photographs with students, reinforcing the language used in the text. For example, say: Look at the photograph on page 2. What is different about these pizzas? How many pieces are in the second pizza? Now turn to pages 3 and 4. How many parts are in each of these pizzas?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out what kinds of parts make up a whole. 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.
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©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# 978-1-4108-0145-6
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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 After students have completed their reading, encourage them to share 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 saw you try to sound out the word cupcakes. You broke the word into two smaller words, cup and cakes. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What fraction of the pizza is the boy on page 7 eating? (one-third, p. 7) (Locate facts) • Let’s compare the sets of things on our chart with the sets we read about in the book. Which of our predictions were correct? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • What fraction of the muffins will be left after the girl on page 11 eats one? (five-sixths) (Draw conclusions/Use graphic features) • When you eat pizza, what fraction do you usually eat? Explain. (Answers will vary.) (Use creative thinking/Draw conclusions)
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.
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Small Group Reading Lesson
(continued)
Build Comprehension IDENTIFY MAIN IDEAS AND Supporting DETAILS
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 use the photographs to help them locate answers. • 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. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify and summarize main ideas and details? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Explain to students that the main idea of a book (or section of a book) is the most important idea that the author wants a reader to remember. A main idea is usually supported with details that help illustrate it. Review the information in the book. Discuss how parts make up a whole and how we name these parts. Model for students how to record this information on the chart. Use the following think-aloud. When I read nonfiction material, I can better understand what I read by identifying the main ideas and the details that support them. I can use a chart like this one to organize information about the main idea. The first section of the book Parts Make Up a Whole tells us about how one whole thing, such as a pizza, can be divided into parts. That is the main idea of the first section. I will write “Whole things can be divided into parts” in the first “Main Idea” box. Now I will look for the details that support this. Pages 2–5 show pizzas being divided into slices. On page 2, I read that when a whole is divided into two equal parts, each part is called a half. I will write that as one of the details that support the first main idea. Now let’s find other details and main ideas. Practice and Apply Help students summarize what they learned about parts of a whole and parts of a set, including fractions and how we name them. Model how to record the information from the book onto the chart. When you think students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Main Ideas and Supporting Details Topic: _______________________________________________________ Section 1 Details
Section 1 Main Idea
When a whole is divided into two equal parts, each part is called a half. When a whole is divided into three equal parts, each part is called a third. When a whole is divided into four equal parts, each part is called a fourth. A fraction is one or more parts that make up a whole. One piece from three equal parts is called 1/3. One piece from four equal parts is called 1/4.
Whole things can be divided into parts.
Section 2 Details
Section 2 Main Idea
One piece from a set of things that has six pieces is called 1/6.
Sets of things can be divided into parts.
One piece from a set of things that has three pieces is called 1/3. Two pieces from a set of things that has three pieces is called 2/3. Three pieces from a set of things that has three pieces is called 3/3, or 1 whole set.
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Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a paragraph summarizing the main ideas in the book. Use the following writing steps. • Have students refer to the graphic organizer to summarize aloud the main ideas and details from the book. • Help them use these details to create sentences. Remind students to write a topic sentence that tells the main idea of the paragraph. Record students’ sentences on the board. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the information easier for a reader to understand? Is the main idea clear and well supported? • Discuss the value of the visual information in the book in helping the reader understand fractions. Help students decide on a visual feature to include in the group paragraph.
Write Independently Discuss the importance of careful planning when writing to ensure that the information is clear and easy for the reader to understand. Explain that students are going to use the same graphic organizer to plan and write their own summary paragraph. Use the following writing steps.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Parts Make Up a Whole with a partner. Students could take turns reading alternate pages throughout the book.
• Distribute copies of the blank graphic organizer.
Connect to Home
• Help students to decide on a subject for their summary paragraph, such as customary or metric measurements.
Have students read the take-home version of Parts Make Up a Whole to family members. Suggest that students demonstrate how to use fractions by having a family member take one or more from a set of crayons and then telling them what fraction was taken.
• Have students think of a main idea and write it in the first “Main Idea” box on the chart. For example, students might choose a main idea such as Many units are used to measure length. • Have them fill in the details on the organizer. For example, they might name customary units for measuring length and what one might measure using those units. • Ask students to expand on the details and create sentences about their subjects for their written paragraphs. • Tell students that they can work with a partner to edit their paragraphs.
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Skills Bank Phonemic Awareness: Segmenting and blending phonemes Have students listen as you say the word whole, slowly segmenting the phonemes: /h/ /o–/ /l/. Have students repeat the sounds and then blend them to make the word. Repeat with the word half: /h/ /a/ /f/. Have students work with the following words: size, this, make, much, hand. Say each word, then have students repeat the word, stretching it out like a rubber band. After they say each word, have them tell you what sounds they hear in the beginning, the middle, and the end of the word. Then have them blend the sounds to say the word. Repeat with the next word.
much such touch catch each witch
chip chart chin choice change child
three seen meet feel wheel need
Phonics: Digraph ch Write the words much and chip on the board. Say each word, asking students to listen for where in the word they hear the ch sound. Circle the ch digraph in each word as they identify its position. Provide each student with two index cards. Have them write “beginning” on one card and “end” on the other. Read the following words to students, one at a time: chart, such, touch, chin, choice, catch, each, change, witch, child. Have students hold up the appropriate card to tell you whether you should write the word under much or chip. When you have completed the lists, have volunteers read each word in the lists and circle the ch digraph.
Phonics: Digraph ee Write the word three on the board. Say the word, then ask students what vowel sound they hear. (long e) Ask them what two letters make this sound. (ee) Circle the letters ee in the word three. Give pairs of students a selection of books from the class library or independent reading center. Ask them to hunt through the books to find and record words with the ee digraph. After students have finished their search, have them read the words on their lists while you write the words on the board. Circle the ee digraph in each word. If students find the word been, explain that the ee digraph in this word has a short e sound.
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High-Frequency Word Vocabulary Write the words whole, more, and much on the board. Read the words with students. Draw pictures on the board to illustrate a whole, 1/2, 1/3, 1/4, and 1/6. Asks students to use the highfrequency words to describe the drawings or ask questions about them. For example, a student might say: How many thirds make up a whole? or One-half is more than one-fourth. Then have students write a sentence for each word.
whole more much
Concept Vocabulary: Fraction words Ask students to brainstorm a list of fraction words, such as whole, part, half, third, fourth, and two-thirds. Arrange students in pairs. Ask each pair to choose one of the words on the board and then find a set of objects to demonstrate the word. When students have made their sets, have them use the word in an oral sentences that tells how their set demonstrates it. For example, if a pair chooses one-third, they could make a set of two red crayons and one yellow crayon and say: One-third of the crayons is yellow.
Word Study: Verbs for future actions Ask students to brainstorm a list of sentences following this format: I eat, you sleep, he waits, and so on. Write the sentences on the board in one column. Ask students to restate each of the sentences, beginning with the word tomorrow. Write the resulting sentences across from the present-tense sentences. Discuss the changes in verb structure that occur when we talk about things that will happen in the future. Have students search the book for examples of future-tense verbs. Have them read aloud the sentences they find.
I eat.
Tomorrow I will eat.
You sleep.
Tomorrow you will sleep.
He waits.
Tomorrow he will wait. Parts Make Up a Whole
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Section 1 Main Idea
Section 2 Main Idea
Section 1 Details
Section 2 Details
Topic: _ ______________________________________________________
Main Ideas and Supporting Details
Name __________________________________________________________________________________ Date __________________
Skills Bank Build Comprehension MAKE PREDICTIONS • Explain Create an overhead transparency of the graphic organizer “Parts Make Up a Whole” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. • Model Say: Let’s think about a prediction someone might make before reading Parts Make Up a Whole. The title tells us the book is about separate parts of whole objects. The picture on the title page shows two peanut shells each with two peanuts inside. The book could be about foods that have smaller parts. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the first few pages. Say: We can’t mark Yes because the prediction is not completely correct. The book is not just about foods. It is about groups of objects that can be separated into smaller parts. • Guide Say: Now let’s think about another prediction. We know that this book is about objects that can be separated into smaller parts. On the board, write, “A _____ can be separated into _____.” Say: Let’s write our predictions in this format. How can you use this sentence frame to make a prediction about the top photograph on page 2? (Allow responses.) Yes, we can predict that a pizza can be separated into 2 halves.
Using a Book’s Format to Predict
Explain to students that you thought about the book as a whole to help you write a sentence frame for your predictions. Discuss whether the sentence frame helped them create more accurate predictions for the book and why.
• Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read page 2 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. • Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Name _______________________________________________________ Date __________________
Parts Make Up a Whole Make Predictions Prediction
Yes
No
Before reading the book someone might predict . . .
On page 2, someone might predict . . .
On page 9, someone might predict . . .
On page 11, someone might predict . . .
On page 12, someone might predict . . .
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Notes
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Notes
Parts Make Up a Whole
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Parts Make Up a Whole Math
Teacher’s Guide Skills-at-a-Glance
Anchor Comprehension Strategies
•• Identify main idea and supporting details •• Make predictions
Phonemic Awareness •• S egmenting and blending phonemes
Phonics
•• Digraph ch •• Digraph ee
High-Frequency Words •• more, much, whole
Concept Vocabulary •• Fraction words
Grammar/Word Study •• Verbs for future actions
Math Big Idea
•• Fractions exist in our daily lives.
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
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Small Group Reading Lesson Before Reading
eggs in a carton sections in an orange
inches in a foot
peas in a pod
Parts of a Whole and Parts of a Set
sides in a square
chapters in a book
peanuts in a shell slices in a pizza
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 “Parts of a Whole and Parts of a Set” (left) or copy the organizer on chart paper, leaving the circles blank. Show students the cover of the book. Discuss how some things come in sets, such as peanuts in a shell, and some things are part of one whole thing, such as the sections of an orange. Ask students to brainstorm things that come in sets or things that are parts of a whole. Write their ideas in the outer circles of the chart. Inform students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Visual Cues • Look for familiar vowel patterns. (long e spelled ee in three; CVCe pattern in cupcake and whole) • Look for familiar chunks within the word. (four in fourth; eat in eating) • Break the word into syllables and sound out each part. Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“This pizza is cut into . . . ”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Read the title and name of the author(s) to students. Ask: • What do you see on the cover? • How many peanuts make up one whole set of peanuts in each shell? Show students the table of contents. Ask: • What does the table of contents tell us about the book? • To which page would you turn if you wanted to find out about parts in a set? Preview the photographs with students, reinforcing the language used in the text. For example, say: Look at the photograph on page 2. What is different about these pizzas? How many pieces are in the second pizza? Now turn to pages 3 and 4. How many parts are in each of these pizzas?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out what kinds of parts make up a whole. 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.
Parts Make Up a Whole
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©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# 978-1-4108-0145-6
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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 After students have completed their reading, encourage them to share 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 saw you try to sound out the word cupcakes. You broke the word into two smaller words, cup and cakes. That was good reading.
Build Comprehension Ask and Answer Questions Help students review the text content and relate it to what they already know by asking some or all of the following questions. • What fraction of the pizza is the boy on page 7 eating? (one-third, p. 7) (Locate facts) • Let’s compare the sets of things on our chart with the sets we read about in the book. Which of our predictions were correct? (Answers will reflect information throughout the book. Students should find evidence for their answers in the text.) (Compare and contrast) • What fraction of the muffins will be left after the girl on page 11 eats one? (five-sixths) (Draw conclusions/Use graphic features) • When you eat pizza, what fraction do you usually eat? Explain. (Answers will vary.) (Use creative thinking/Draw conclusions)
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.
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Small Group Reading Lesson
(continued)
Build Comprehension IDENTIFY MAIN IDEAS AND Supporting DETAILS
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 use the photographs to help them locate answers. • 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. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify and summarize main ideas and details? If students are having difficulty, provide more modeling.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Explain to students that the main idea of a book (or section of a book) is the most important idea that the author wants a reader to remember. A main idea is usually supported with details that help illustrate it. Review the information in the book. Discuss how parts make up a whole and how we name these parts. Model for students how to record this information on the chart. Use the following think-aloud. When I read nonfiction material, I can better understand what I read by identifying the main ideas and the details that support them. I can use a chart like this one to organize information about the main idea. The first section of the book Parts Make Up a Whole tells us about how one whole thing, such as a pizza, can be divided into parts. That is the main idea of the first section. I will write “Whole things can be divided into parts” in the first “Main Idea” box. Now I will look for the details that support this. Pages 2–5 show pizzas being divided into slices. On page 2, I read that when a whole is divided into two equal parts, each part is called a half. I will write that as one of the details that support the first main idea. Now let’s find other details and main ideas. Practice and Apply Help students summarize what they learned about parts of a whole and parts of a set, including fractions and how we name them. Model how to record the information from the book onto the chart. When you think students can complete the organizer independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Main Ideas and Supporting Details Topic: _______________________________________________________ Section 1 Details
Section 1 Main Idea
When a whole is divided into two equal parts, each part is called a half. When a whole is divided into three equal parts, each part is called a third. When a whole is divided into four equal parts, each part is called a fourth. A fraction is one or more parts that make up a whole. One piece from three equal parts is called 1/3. One piece from four equal parts is called 1/4.
Whole things can be divided into parts.
Section 2 Details
Section 2 Main Idea
One piece from a set of things that has six pieces is called 1/6.
Sets of things can be divided into parts.
One piece from a set of things that has three pieces is called 1/3. Two pieces from a set of things that has three pieces is called 2/3. Three pieces from a set of things that has three pieces is called 3/3, or 1 whole set.
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Small Group Writing Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a paragraph summarizing the main ideas in the book. Use the following writing steps. • Have students refer to the graphic organizer to summarize aloud the main ideas and details from the book. • Help them use these details to create sentences. Remind students to write a topic sentence that tells the main idea of the paragraph. Record students’ sentences on the board. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Does the order of the sentences make sense? Do we need to add details to make the information easier for a reader to understand? Is the main idea clear and well supported? • Discuss the value of the visual information in the book in helping the reader understand fractions. Help students decide on a visual feature to include in the group paragraph.
Write Independently Discuss the importance of careful planning when writing to ensure that the information is clear and easy for the reader to understand. Explain that students are going to use the same graphic organizer to plan and write their own summary paragraph. Use the following writing steps.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Parts Make Up a Whole with a partner. Students could take turns reading alternate pages throughout the book.
• Distribute copies of the blank graphic organizer.
Connect to Home
• Help students to decide on a subject for their summary paragraph, such as customary or metric measurements.
Have students read the take-home version of Parts Make Up a Whole to family members. Suggest that students demonstrate how to use fractions by having a family member take one or more from a set of crayons and then telling them what fraction was taken.
• Have students think of a main idea and write it in the first “Main Idea” box on the chart. For example, students might choose a main idea such as Many units are used to measure length. • Have them fill in the details on the organizer. For example, they might name customary units for measuring length and what one might measure using those units. • Ask students to expand on the details and create sentences about their subjects for their written paragraphs. • Tell students that they can work with a partner to edit their paragraphs.
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Skills Bank Phonemic Awareness: Segmenting and blending phonemes Have students listen as you say the word whole, slowly segmenting the phonemes: /h/ /o–/ /l/. Have students repeat the sounds and then blend them to make the word. Repeat with the word half: /h/ /a/ /f/. Have students work with the following words: size, this, make, much, hand. Say each word, then have students repeat the word, stretching it out like a rubber band. After they say each word, have them tell you what sounds they hear in the beginning, the middle, and the end of the word. Then have them blend the sounds to say the word. Repeat with the next word.
much such touch catch each witch
chip chart chin choice change child
three seen meet feel wheel need
Phonics: Digraph ch Write the words much and chip on the board. Say each word, asking students to listen for where in the word they hear the ch sound. Circle the ch digraph in each word as they identify its position. Provide each student with two index cards. Have them write “beginning” on one card and “end” on the other. Read the following words to students, one at a time: chart, such, touch, chin, choice, catch, each, change, witch, child. Have students hold up the appropriate card to tell you whether you should write the word under much or chip. When you have completed the lists, have volunteers read each word in the lists and circle the ch digraph.
Phonics: Digraph ee Write the word three on the board. Say the word, then ask students what vowel sound they hear. (long e) Ask them what two letters make this sound. (ee) Circle the letters ee in the word three. Give pairs of students a selection of books from the class library or independent reading center. Ask them to hunt through the books to find and record words with the ee digraph. After students have finished their search, have them read the words on their lists while you write the words on the board. Circle the ee digraph in each word. If students find the word been, explain that the ee digraph in this word has a short e sound.
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High-Frequency Word Vocabulary Write the words whole, more, and much on the board. Read the words with students. Draw pictures on the board to illustrate a whole, 1/2, 1/3, 1/4, and 1/6. Asks students to use the highfrequency words to describe the drawings or ask questions about them. For example, a student might say: How many thirds make up a whole? or One-half is more than one-fourth. Then have students write a sentence for each word.
whole more much
Concept Vocabulary: Fraction words Ask students to brainstorm a list of fraction words, such as whole, part, half, third, fourth, and two-thirds. Arrange students in pairs. Ask each pair to choose one of the words on the board and then find a set of objects to demonstrate the word. When students have made their sets, have them use the word in an oral sentences that tells how their set demonstrates it. For example, if a pair chooses one-third, they could make a set of two red crayons and one yellow crayon and say: One-third of the crayons is yellow.
Word Study: Verbs for future actions Ask students to brainstorm a list of sentences following this format: I eat, you sleep, he waits, and so on. Write the sentences on the board in one column. Ask students to restate each of the sentences, beginning with the word tomorrow. Write the resulting sentences across from the present-tense sentences. Discuss the changes in verb structure that occur when we talk about things that will happen in the future. Have students search the book for examples of future-tense verbs. Have them read aloud the sentences they find.
I eat.
Tomorrow I will eat.
You sleep.
Tomorrow you will sleep.
He waits.
Tomorrow he will wait. Parts Make Up a Whole
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Section 1 Main Idea
Section 2 Main Idea
Section 1 Details
Section 2 Details
Topic: _ ______________________________________________________
Main Ideas and Supporting Details
Name __________________________________________________________________________________ Date __________________
Skills Bank Build Comprehension MAKE PREDICTIONS • Explain Create an overhead transparency of the graphic organizer “Parts Make Up a Whole” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. • Model Say: Let’s think about a prediction someone might make before reading Parts Make Up a Whole. The title tells us the book is about separate parts of whole objects. The picture on the title page shows two peanut shells each with two peanuts inside. The book could be about foods that have smaller parts. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the first few pages. Say: We can’t mark Yes because the prediction is not completely correct. The book is not just about foods. It is about groups of objects that can be separated into smaller parts. • Guide Say: Now let’s think about another prediction. We know that this book is about objects that can be separated into smaller parts. On the board, write, “A _____ can be separated into _____.” Say: Let’s write our predictions in this format. How can you use this sentence frame to make a prediction about the top photograph on page 2? (Allow responses.) Yes, we can predict that a pizza can be separated into 2 halves.
Using a Book’s Format to Predict
Explain to students that you thought about the book as a whole to help you write a sentence frame for your predictions. Discuss whether the sentence frame helped them create more accurate predictions for the book and why.
• Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read page 2 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. • Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Name _______________________________________________________ Date __________________
Parts Make Up a Whole Make Predictions Prediction
Yes
No
Before reading the book someone might predict . . .
On page 2, someone might predict . . .
On page 9, someone might predict . . .
On page 11, someone might predict . . .
On page 12, someone might predict . . .
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Notes
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Notes
Parts Make Up a Whole
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