Patterns in Nature
Level H/13
Patterns in Nature Math
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Summarize Information Phonemic Awareness
•• Delete initial sounds in words
Phonics
•• Digraph ea
Content Vocabulary
•• Words related to patterns
Grammar/Word Study •• Compound words
Genre
•• Informational nonfiction
Math Big Idea
•• There are patterns all around us in nature.
Theme: Patterns and Shapes Math Concept: We can recognize and name patterns in our environment.
B
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e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/17/10 2:02:11 PM
Small-Group Reading Lesson What I Know
What I Want to Know
What I Learned by Reading
• A pattern is a • What are design.
• A pattern is
something that repeats.
• Stripes on a zebra are a pattern.
some patterns found in nature?
• What
animals have patterns?
• What
objects have patterns?
ell
Support Tips
for English-Language Learners
Build Background Knowledge To reinforce the concept of patterns, point out patterns in the classroom, such as stripes on clothing, zebra stripes or other animal patterns in pictures, and geometric patterns on shelves, windows, and so on. Use the word repeat as you discuss what makes each a pattern.
Build Vocabulary and Language Patterns As students preview the book, point out the word nonliving on page 5. Explain that non- means “not”, so that nonliving means “not living”; it is the opposite of living. On the board write Living Things and Nonliving Things as column headings. Say and write an example in each category, such as dog as a living thing and table as a nonliving thing. Then ask students to name other things for each category.
Before Reading.... Build Background Knowledge • Draw a KWL chart like the one shown. Ask: What is a pattern? What are some patterns you have seen? Have students share what they know about patterns. Record their ideas in the K column of the chart.
Model Asking Questions • Display the book cover. Say: Before I read, I think about what I already know about the topic. I think about what I want to find out. I ask myself questions. When I read this title and look at this picture, I think of this question: “What are some patterns found in nature?” • Record your question in the W column of the KWL chart. • Ask students if they have any questions after looking at the cover. Record their questions in the W column.
Preview the Book • Read the headings on the table of contents with students. Ask: Do these headings ask questions you want to add to the chart? Do they make you think of any other questions? Write the questions in the W column. • As you preview each page in the book, ask students to describe what they see in the pictures. Introduce vocabulary you feel may be difficult for students. For example, on page 2, you might ask: If something happens and then it happens again and again and again, what does it do? It repeats.
Model Reading Strategies • Point out the word pattern on page 2 and ask students what strategies they could use to read the word. • Suggest the following strategies as you think aloud: You could divide the word into two smaller parts, pat and tern. Then you could use what you know about letters and sounds to read each part. Then you could put the parts together and see if the word makes sense in the sentence.
Set a Purpose for Reading • Ask students to read the book to find out about different patterns in nature. Encourage students to ask themselves questions about what they read.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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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: 978-1-4108-1387-9
11/17/10 2:02:11 PM
During Reading....Ï Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students whether they thought of any new questions about patterns as they read the book. Remind them that asking questions as they read will help them better understand what they read. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask him to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to name some things found in nature that have patterns. Have them refer to the book and read aloud the parts that give this information. Write their answers in the L column of the KWL chart. • Refer to the questions on the KWL chart. Ask students which ones they have already answered. Ask them which ones they can answer now. Record their answers in the L column.
Extend Concepts • Review with students what a pattern is and where patterns can be found in nature. • Ask students to choose one of the patterns shown in the book that they particularly like. Have students draw on one side of a sheet of drawing paper a picture of the living or nonliving thing that has the pattern they like. On the other side of the paper, have students draw an article of clothing, such as a shirt or a pair of pants that has the same pattern.
Make Fiction-to-Fact™ Concept Connections If students have read A Rainbow Party, ask: • Sara copies a rainbow pattern for her birthday party. Where have you seen other patterns from nature on things made by people? (on clothing and house decorations) • Why do you think people use rainbow patterns and other patterns from nature on things they make? (They can be pretty, colorful, and interesting.)
• Have students share their drawings with the group.
© 2011 Benchmark Education Company, LLC
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Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before introducing the concept of summarizing facts, discuss the word fact with students. Remind them that a fact states something that is true, such as “The sky is cloudy.” Say: We can prove this fact is true by looking out the window and seeing whether there are clouds in the sky.
Practice and Apply If students have difficulty locating facts in the book, direct them to specific pages and prompt them with questions that point to facts. For example, ask: What does the book say about honeycombs on page 5? Where should you write this fact on your blackline master?
Build Comprehension:
SUMMARIZE INFORMATION Model • Say: Suppose someone asked you to tell about trees. You know a lot of facts about trees, but you don’t want to tell all the facts. So you choose the most important facts and you tell them in a few sentences: Trees are tall plants with branches and leaves. They give us shade. What did you do? You summarized the facts. • Say: Good readers know how to summarize the facts in a book. They pick out the most important facts and say them in their own words. This helps them understand and remember what they read. Practice • Distribute copies of the Summarize blackline master. Read aloud the first heading on the left. Ask students to look through the book, find facts about patterns on living things, and write them in the first box on the left. • Ask: What can we say about all these facts? We can say that many living things have patterns. Have students write the summary statement in the first box on the right. Apply • Have students complete the graphic organizer by writing facts about patterns on nonliving things from the book and summarizing the facts in their own words. • Have students share their ideas with the group. Facts About Patterns on Living Things
Assessment Tip
Observe whether students are able to locate facts in the book. Note whether they can summarize the facts by stating them in their own words. If students have difficulty, you might want to provide additional modeling.
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Zebras have a pattern. It helps them hide in the tall grass. Many snakes have patterns. Many flowers have patterns. Tree trunks have a pattern of rings. The rings show how old the tree is.
Summary
Many living things have patterns.
➔
Facts About Patterns on Nonliving Things
Honeycombs have patterns. Rainbows have patterns. Snowflakes have a pattern. Water can form a pattern.
Summary
Many nonliving things have patterns.
➔
© 2011 Benchmark Education Company, LLC
11/17/10 2:02:11 PM
Writing Mini-Lesson: Using Examples • Reread the first sentence on page 2 while students follow along. Say: The first sentence in the book tells what a pattern is. What do the sentences on the next page do? Explain that the page gives specific examples of patterns; the examples tell readers more about patterns. • Involve students in a discussion about using examples: What are some other examples the author uses in the book? (The author includes examples of honeycombs, zebras, snakes, flowers, tree trunks, snowflakes, and water drops.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Did I use examples in my writing? • Do my examples help readers understand my topic better? • Do my examples make my writing interesting?
Why do you think the author included all these examples? (They help readers understand what a pattern is by giving specific examples of patterns that readers can look at.) What if the book did not have examples? Do you think the book would be as interesting and useful to readers? Why or why not? (No, it would not be as interesting or useful. The examples are necessary to tell readers exactly what a pattern is and to show them the many different forms a pattern can take.) • Use other nonfiction books to show how writers use examples. Discuss with students how the examples make the books interesting and informative. • Write some examples on chart paper to serve as models for students.
Link to Journal Writing
Reread for fluency Read aloud sections of Patterns in Nature using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of nonfiction writing in their journals. Have them note whether they used examples to support their main idea. Have them decide whether they can improve their writing by adding examples. If students don’t have a piece of nonfiction writing in their journal, ask them to begin a new piece of writing in which they try to support their main topic with examples.
Connect to home Have students read the take-home version of Patterns in Nature to family members. Suggest that they talk about how some patterns may help animals or people.
© 2011 Benchmark Education Company, LLC
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Skills Bank ell
Support Tips
for English-Language Learners
Phonemic Awareness To help students hear the beginning sound in a word, segment the word into its onset and rime, for example, /r/ /ed/. Have students repeat the sounds. Then explain that they will not say the beginning sound; they will only say the other sounds: /ed/.
Phonics If students have difficulty hearing the long e sound in words, read each long e word aloud and ask students to repeat the word. Provide pairs of words, such as men/mean, neat/net, stem/ steam, and seal/sell, and ask students whether both words have the long e sound.
Vocabulary Pair English-language learners with native speakers to look through the book and to brainstorm and describe things that have patterns. Suggest that they to look at each other’s clothing for ideas.
Word Study Reinforce the concept of compound words by using compound words that are familiar to students, such as backpack, classroom, homework, playground, lunchroom, and chalkboard. Say the compound words slowly, and have students identify the two smaller words in each compound.
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Phonemic Awareness: Delete initial sounds in words • Have students listen as you say the word red. Ask: What is the beginning sound in red? (/r/) Take away the /r/ sound. What word do we have? (Ed) • Repeat the procedure with the following story words: can, has, many, tall, plants, year.
Phonics: Digraph ea • Have students find the word each on page 11. Have them read aloud the sentence in which it appears. • Write the word each on the board and say it with students. Ask: What vowel sound do you hear in each? What letters stand for that vowel sound? Circle ea and explain that these letters stand for the long e sound. • Have students find another word in the book in which ea stands for the long e sound (repeat, page 3). • Write the following words on the board: beach, speak, clean, treat, leaf. Have students sound out the words as you run your finger under each one. Ask volunteers to circle ea in each word.
Content Vocabulary: Words related to patterns • Make a word web on the board with the word Patterns in the center circle. Ask: What things have patterns? What words can we use to describe patterns? First, let’s review the book for some words. • Have students come up with words related to patterns that are mentioned or shown in the book (repeat, over and over, butterfly, stripes, fish, honeycomb, shapes, zebra, snake, flowers, tree trunk, rainbow, snowflake, water drop, and feather). Write the words in outer circles of the web. • Have students brainstorm additional things with patterns. Suggest that they look around the classroom for ideas. Add their ideas to the web.
Grammar/Word Study: Compound words • Write the word butterfly on the board and read it with students. Ask: What two small words do you see in this big word? Draw a line between butter and fly. Say: A word that is made up of two smaller words is called a compound word. • Ask students to look for other compound words in the book (something, honeycombs, snowflake, sometimes, everywhere). As they find the words, write them on the board. Ask students what two smaller words they see in each compound word. Draw a line to show the two words in each compound word.
© 2011 Benchmark Education Company, LLC
11/17/10 2:02:12 PM
Name _______________________________________________________ Date ___________________
Summarize Facts About Patterns on Living Things
Summary
➔
Facts About Patterns on Nonliving Things
Summary
➔
© 2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date ___________________
Compound Words
tooth
bell
fire
chair
home
ground
door
brush
arm
work
play
place
_ ________________________
____________________________
_ ________________________
____________________________
_ ________________________
____________________________
1. The children played together on the __________________ . 2. The students did math problems for __________________ . 3. Dad put logs in the _ _______________________________ . 4. Joe cleaned his teeth with his _ ______________________ . 5. Amy rang the ______________________ at Maria’s house. 6. Mom sat in her _ ___________________ and read a book.
Directions: First, have students draw lines from the words in the first column to the words in the second column to make compound words. Then have them write the compound words they make on the lines. Finally, have them complete each sentence with the appropriate compound word from the list. © 2011 Benchmark Education Company, LLC
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Patterns in Nature Math
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Summarize Information Phonemic Awareness
•• Delete initial sounds in words
Phonics
•• Digraph ea
Content Vocabulary
•• Words related to patterns
Grammar/Word Study •• Compound words
Genre
•• Informational nonfiction
Math Big Idea
•• There are patterns all around us in nature.
Theme: Patterns and Shapes Math Concept: We can recognize and name patterns in our environment.
B
13878_TG.indd 1
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/17/10 2:02:11 PM
Small-Group Reading Lesson What I Know
What I Want to Know
What I Learned by Reading
• A pattern is a • What are design.
• A pattern is
something that repeats.
• Stripes on a zebra are a pattern.
some patterns found in nature?
• What
animals have patterns?
• What
objects have patterns?
ell
Support Tips
for English-Language Learners
Build Background Knowledge To reinforce the concept of patterns, point out patterns in the classroom, such as stripes on clothing, zebra stripes or other animal patterns in pictures, and geometric patterns on shelves, windows, and so on. Use the word repeat as you discuss what makes each a pattern.
Build Vocabulary and Language Patterns As students preview the book, point out the word nonliving on page 5. Explain that non- means “not”, so that nonliving means “not living”; it is the opposite of living. On the board write Living Things and Nonliving Things as column headings. Say and write an example in each category, such as dog as a living thing and table as a nonliving thing. Then ask students to name other things for each category.
Before Reading.... Build Background Knowledge • Draw a KWL chart like the one shown. Ask: What is a pattern? What are some patterns you have seen? Have students share what they know about patterns. Record their ideas in the K column of the chart.
Model Asking Questions • Display the book cover. Say: Before I read, I think about what I already know about the topic. I think about what I want to find out. I ask myself questions. When I read this title and look at this picture, I think of this question: “What are some patterns found in nature?” • Record your question in the W column of the KWL chart. • Ask students if they have any questions after looking at the cover. Record their questions in the W column.
Preview the Book • Read the headings on the table of contents with students. Ask: Do these headings ask questions you want to add to the chart? Do they make you think of any other questions? Write the questions in the W column. • As you preview each page in the book, ask students to describe what they see in the pictures. Introduce vocabulary you feel may be difficult for students. For example, on page 2, you might ask: If something happens and then it happens again and again and again, what does it do? It repeats.
Model Reading Strategies • Point out the word pattern on page 2 and ask students what strategies they could use to read the word. • Suggest the following strategies as you think aloud: You could divide the word into two smaller parts, pat and tern. Then you could use what you know about letters and sounds to read each part. Then you could put the parts together and see if the word makes sense in the sentence.
Set a Purpose for Reading • Ask students to read the book to find out about different patterns in nature. Encourage students to ask themselves questions about what they read.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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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: 978-1-4108-1387-9
11/17/10 2:02:11 PM
During Reading....Ï Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading Reflect on Reading Strategies • Ask students whether they thought of any new questions about patterns as they read the book. Remind them that asking questions as they read will help them better understand what they read. • Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.
Assessment Tip
To check a student’s reading strategies, ask him to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students to name some things found in nature that have patterns. Have them refer to the book and read aloud the parts that give this information. Write their answers in the L column of the KWL chart. • Refer to the questions on the KWL chart. Ask students which ones they have already answered. Ask them which ones they can answer now. Record their answers in the L column.
Extend Concepts • Review with students what a pattern is and where patterns can be found in nature. • Ask students to choose one of the patterns shown in the book that they particularly like. Have students draw on one side of a sheet of drawing paper a picture of the living or nonliving thing that has the pattern they like. On the other side of the paper, have students draw an article of clothing, such as a shirt or a pair of pants that has the same pattern.
Make Fiction-to-Fact™ Concept Connections If students have read A Rainbow Party, ask: • Sara copies a rainbow pattern for her birthday party. Where have you seen other patterns from nature on things made by people? (on clothing and house decorations) • Why do you think people use rainbow patterns and other patterns from nature on things they make? (They can be pretty, colorful, and interesting.)
• Have students share their drawings with the group.
© 2011 Benchmark Education Company, LLC
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Patterns in Nature
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11/17/10 2:02:11 PM
Small-Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before introducing the concept of summarizing facts, discuss the word fact with students. Remind them that a fact states something that is true, such as “The sky is cloudy.” Say: We can prove this fact is true by looking out the window and seeing whether there are clouds in the sky.
Practice and Apply If students have difficulty locating facts in the book, direct them to specific pages and prompt them with questions that point to facts. For example, ask: What does the book say about honeycombs on page 5? Where should you write this fact on your blackline master?
Build Comprehension:
SUMMARIZE INFORMATION Model • Say: Suppose someone asked you to tell about trees. You know a lot of facts about trees, but you don’t want to tell all the facts. So you choose the most important facts and you tell them in a few sentences: Trees are tall plants with branches and leaves. They give us shade. What did you do? You summarized the facts. • Say: Good readers know how to summarize the facts in a book. They pick out the most important facts and say them in their own words. This helps them understand and remember what they read. Practice • Distribute copies of the Summarize blackline master. Read aloud the first heading on the left. Ask students to look through the book, find facts about patterns on living things, and write them in the first box on the left. • Ask: What can we say about all these facts? We can say that many living things have patterns. Have students write the summary statement in the first box on the right. Apply • Have students complete the graphic organizer by writing facts about patterns on nonliving things from the book and summarizing the facts in their own words. • Have students share their ideas with the group. Facts About Patterns on Living Things
Assessment Tip
Observe whether students are able to locate facts in the book. Note whether they can summarize the facts by stating them in their own words. If students have difficulty, you might want to provide additional modeling.
4
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Zebras have a pattern. It helps them hide in the tall grass. Many snakes have patterns. Many flowers have patterns. Tree trunks have a pattern of rings. The rings show how old the tree is.
Summary
Many living things have patterns.
➔
Facts About Patterns on Nonliving Things
Honeycombs have patterns. Rainbows have patterns. Snowflakes have a pattern. Water can form a pattern.
Summary
Many nonliving things have patterns.
➔
© 2011 Benchmark Education Company, LLC
11/17/10 2:02:11 PM
Writing Mini-Lesson: Using Examples • Reread the first sentence on page 2 while students follow along. Say: The first sentence in the book tells what a pattern is. What do the sentences on the next page do? Explain that the page gives specific examples of patterns; the examples tell readers more about patterns. • Involve students in a discussion about using examples: What are some other examples the author uses in the book? (The author includes examples of honeycombs, zebras, snakes, flowers, tree trunks, snowflakes, and water drops.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Did I use examples in my writing? • Do my examples help readers understand my topic better? • Do my examples make my writing interesting?
Why do you think the author included all these examples? (They help readers understand what a pattern is by giving specific examples of patterns that readers can look at.) What if the book did not have examples? Do you think the book would be as interesting and useful to readers? Why or why not? (No, it would not be as interesting or useful. The examples are necessary to tell readers exactly what a pattern is and to show them the many different forms a pattern can take.) • Use other nonfiction books to show how writers use examples. Discuss with students how the examples make the books interesting and informative. • Write some examples on chart paper to serve as models for students.
Link to Journal Writing
Reread for fluency Read aloud sections of Patterns in Nature using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of nonfiction writing in their journals. Have them note whether they used examples to support their main idea. Have them decide whether they can improve their writing by adding examples. If students don’t have a piece of nonfiction writing in their journal, ask them to begin a new piece of writing in which they try to support their main topic with examples.
Connect to home Have students read the take-home version of Patterns in Nature to family members. Suggest that they talk about how some patterns may help animals or people.
© 2011 Benchmark Education Company, LLC
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Patterns in Nature
5
11/17/10 2:02:12 PM
Skills Bank ell
Support Tips
for English-Language Learners
Phonemic Awareness To help students hear the beginning sound in a word, segment the word into its onset and rime, for example, /r/ /ed/. Have students repeat the sounds. Then explain that they will not say the beginning sound; they will only say the other sounds: /ed/.
Phonics If students have difficulty hearing the long e sound in words, read each long e word aloud and ask students to repeat the word. Provide pairs of words, such as men/mean, neat/net, stem/ steam, and seal/sell, and ask students whether both words have the long e sound.
Vocabulary Pair English-language learners with native speakers to look through the book and to brainstorm and describe things that have patterns. Suggest that they to look at each other’s clothing for ideas.
Word Study Reinforce the concept of compound words by using compound words that are familiar to students, such as backpack, classroom, homework, playground, lunchroom, and chalkboard. Say the compound words slowly, and have students identify the two smaller words in each compound.
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Phonemic Awareness: Delete initial sounds in words • Have students listen as you say the word red. Ask: What is the beginning sound in red? (/r/) Take away the /r/ sound. What word do we have? (Ed) • Repeat the procedure with the following story words: can, has, many, tall, plants, year.
Phonics: Digraph ea • Have students find the word each on page 11. Have them read aloud the sentence in which it appears. • Write the word each on the board and say it with students. Ask: What vowel sound do you hear in each? What letters stand for that vowel sound? Circle ea and explain that these letters stand for the long e sound. • Have students find another word in the book in which ea stands for the long e sound (repeat, page 3). • Write the following words on the board: beach, speak, clean, treat, leaf. Have students sound out the words as you run your finger under each one. Ask volunteers to circle ea in each word.
Content Vocabulary: Words related to patterns • Make a word web on the board with the word Patterns in the center circle. Ask: What things have patterns? What words can we use to describe patterns? First, let’s review the book for some words. • Have students come up with words related to patterns that are mentioned or shown in the book (repeat, over and over, butterfly, stripes, fish, honeycomb, shapes, zebra, snake, flowers, tree trunk, rainbow, snowflake, water drop, and feather). Write the words in outer circles of the web. • Have students brainstorm additional things with patterns. Suggest that they look around the classroom for ideas. Add their ideas to the web.
Grammar/Word Study: Compound words • Write the word butterfly on the board and read it with students. Ask: What two small words do you see in this big word? Draw a line between butter and fly. Say: A word that is made up of two smaller words is called a compound word. • Ask students to look for other compound words in the book (something, honeycombs, snowflake, sometimes, everywhere). As they find the words, write them on the board. Ask students what two smaller words they see in each compound word. Draw a line to show the two words in each compound word.
© 2011 Benchmark Education Company, LLC
11/17/10 2:02:12 PM
Name _______________________________________________________ Date ___________________
Summarize Facts About Patterns on Living Things
Summary
➔
Facts About Patterns on Nonliving Things
Summary
➔
© 2011 Benchmark Education Company, LLC
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11/17/10 2:02:12 PM
Name _______________________________________________________ Date ___________________
Compound Words
tooth
bell
fire
chair
home
ground
door
brush
arm
work
play
place
_ ________________________
____________________________
_ ________________________
____________________________
_ ________________________
____________________________
1. The children played together on the __________________ . 2. The students did math problems for __________________ . 3. Dad put logs in the _ _______________________________ . 4. Joe cleaned his teeth with his _ ______________________ . 5. Amy rang the ______________________ at Maria’s house. 6. Mom sat in her _ ___________________ and read a book.
Directions: First, have students draw lines from the words in the first column to the words in the second column to make compound words. Then have them write the compound words they make on the lines. Finally, have them complete each sentence with the appropriate compound word from the list. © 2011 Benchmark Education Company, LLC
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