People Use Tools - Amazon Simple Storage Service (S3)
People Use Tools
Level A/1
Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Compare and Contrast •• Make Inferences Phonemic Awareness •• Alliteration
Phonics
•• Initial p
Concepts About Print •• Concept of words
High-Frequency Words •• am, I
Concept Vocabulary •• “Doing” words
Science Big Idea
•• We use many kinds of tools every day.
B
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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
C
o m p a n y
11/15/10 3:39:06 PM
Small Group Reading Lesson Before Reading Activate Prior Knowledge
hammering fixing
sawing
We Use Tools for... digging
cooking
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “We Use Tools for...” (left) or copy the organizer on chart paper, leaving the outer circles blank. Begin a discussion about tools that students use or have watched an adult use. As students suggest actions they can perform with tools, reinforce them aloud, using the –ing form of the verb, and record them in the circles of the web. Tell students that they will come back to the chart when they have finished reading the book.
measuring
Preview the Book Read the title and name of the authors to students. Ask: • What tool is the girl using? • What is she doing? Visual Cues • Look at the beginning letter or letters. (r in raking; c in cutting) • Look for familiar chunks within the word. (cut in cutting) Structure Cues • Look for repeated language patterns. (“I am . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a boy looking at something through a magnifying glass. How do you think the tool helps? What tool is the girl using? What job is he doing? Where would you see this tool? What is the boy measuring?
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 some ways that people use tools. 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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During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word cooking. You looked at the first letters in the word and 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 things to do with tools that we listed on our graphic organizer. Which ones are listed in the book? Let’s look at the book again. (Answers will vary. pp. 2, 4, 6, 8, 10, 12, 14, 16) (Locate facts/Compare and contrast) • Which tools in the book would you most likely use in school? (magnifying glass, p. 3; scissors, p. 7; pencil, p. 9; paintbrush, p. 11; ruler, p. 15) (Classify and categorize/Make inferences) • Which tools do you think are most useful for sharing ideas with other people? (pencil, paintbrush) (Make inferences) • What kind of tool would you invent to help people? (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.
People Use Tools
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Small Group Reading Lesson
(continued)
Build Comprehension Compare and Contrast
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording in the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect the ability to compare and contrast two objects by summarizing key qualities using text pictures and descriptions? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer “Two Tools” or copy the Venn diagram on the board. Begin a discussion about how the tools in the book are alike and different. Model for students how to record this information on the Venn diagram. Use the following think-aloud. Sometimes I put information that I read on a graphic organizer to help me remember it. I can use this diagram to compare and contrast two things, such as two of the tools from the book. Which two tools will I choose? I want to compare the pencil and the paintbrush. First, I write “pencil” on the line in the left circle and “paintbrush” on the line in the right circle. Now I’ll think about how the two tools are the same. Both are used on paper. I’ll write “used on paper” in the middle part labeled “Both.” How are the tools different? I use a pencil to write words, while I use a paintbrush to paint pictures. I’ll write “write words” in the left circle and “paint pictures” in the right circle. Now you pick two tools from the book to compare. Practice and Apply Guide students as they generate facts that are the same and different for two other tools. Help them decide where each fact belongs on the diagram. If you think students can complete the diagram independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Two Tools Tool: Pencil
Both
Tool: Paintbrush
used on paper write words show my ideas no color have to sharpen
paint pictures colors and shapes
People Use Tools
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Interactive Writing Have students use the information from their graphic organizer to write summary sentences about the book. Say: The author showed us some tools people use. Let’s think back on what we read. Our diagram is a good way to compare some of the tools to understand how they are alike and different. Let’s think of a sentence we could write about two tools. (Possible sentences include “A rake pulls things together, but scissors cut them apart” and “A ruler measures how tall, and a scale measures how heavy.”) 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 and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentence 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, confer with them individually. Validate their knowledge of known words and lettersound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Ask students to reread People Use Tools with a partner. Have them take read the text together and then take turns reading it to each other.
Connect to Home Have students read the take-home version of People Use Tools to family members. Suggest that students ask a parent to show them the tools they use most often.
√√√√ √ √
√√√√ √√√ √ √√√ √ √
√√√√
Zizor ket papr but a nif ket food.
Scissors cut paper, but a knife cuts food.
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.
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Skills Bank Phonemic Awareness: Alliteration Say the word people. Ask students what beginning sound they hear. (/p/) Tell students that you are going to say a sentence and that they are to clap every time they hear a word that begins with the /p/ sound. Say these sentences: Peter painted a picture of pansies. Polly put a penny in her pocket. My pet parrot tore the paper.
people painting pie pet
Phonics: Initial p Point to the word people in the title of the book. Ask: What sound do you hear at the beginning of this word? (/p/) What letter makes this sound? (p) Ask students to find another word in the text that begins with p. (painting) Write people and painting on the board and circle the initial p in each. Ask students to think of other words that begin with p. (pie, pet, pan, put, pot, parrot, pelican, picnic, pear, paper) Record students’ suggestions on the board. Have volunteers circle the p in each word. Then have students choose two of the p words and write a sentence using both. After they read their sentences aloud, their classmates can identify which words begin with p.
Concepts About Print Read the sentence I am looking aloud. Have students count how many words it has. Then have them read the sentence on page 2 and count the words. Explain that for every word printed on the page, they say one word when they read. The letters on the page stand for the sounds of the words they say. Have volunteers read aloud chosen sentences from the book, pointing to each word as they read it. Ask: Which way do we read the sentence? (from left to right)
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High-Frequency Word Vocabulary Write the words I and am on the board. Say the words together. Make available some simple tools, such as a spoon and bowl, a ruler, a sponge, a washcloth, and a hairbrush. Have a volunteer demonstrate how he or she would use one of the tools and explain what he or she is doing, using the words I am: I am stirring, I am measuring, I am wiping, and so on.
Concept Vocabulary: “Doing” words
I am
Review the book with students and have them name the action, or “doing,” words that go with each tool: looking, raking, cutting, writing, painting, cooking, measuring, weighing. Write each action word on the board and connect it to the text with a descriptive sentence, such as The boy is looking at a plant with a magnifying glass. Have students refer to their pre-reading semantic web to add more action words associated with tools. Point to each action word in the list, read it aloud, and ask: What tools can we use for [cutting]? Have students make up oral sentences using the “doing” words, such as Scissors, knives, and axes are for cutting. Ask students to draw a picture of a tool they use at school. Help them write a caption sentence: I am ___ with a ___.
I am writing with a pencil.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0003-9
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Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “People Use Tools” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own. We use the author’s words and illustrations as clues. When a reader figures something out using one or two clues, the reader is making an inference. ••Model Say: Let’s make an inference about People Use Tools. The title of the book gives us our first clue: this book is about tools. So let’s make inferences about the tools people use to do different things. We will need to use the photographs and the text to find our clues. On page 2, I read that the boy is looking. In the photo on page 3, I see that he is using a magnifying glass. These are clues about a magnifying glass. In the first Clues box on the graphic organizer, write The boy looks. He uses a magnifying glass. Then say: Now we will use the clues to make an inference. We can infer that a magnifying glass is a tool for looking. In the first Inference box, write A magnifying glass is a tool for looking. ••Guide Say: Let’s make an inference about the tool on pages 4 and 5. What can you learn from the words? What do you see in the photograph? What tool is the girl using? (Allow time for students to respond, assisting if needed.) Yes, the girl is raking. She is using a rake. In the second Clues box on the graphic organizer, write The girl rakes. She uses a rake. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that a rake is a tool for raking. In the second Inference box, write A rake is a tool for raking. ••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 figure out things the author doesn’t write. 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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Name _______________________________________________________ Date __________________
People Use Tools Make Inferences Clues
Inference
People Use Tools ©2011 Benchmark Education Company, LLC
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Notes
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People Use Tools
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Notes
People Use Tools ©2011 Benchmark Education Company, LLC
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© 2011 Benchmark Education Company, LLC
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Tool:______________________
Both
Tool:______________________
Two Tools
Name __________________________________________________________________________________ Date __________________
Level A/1
Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies •• Compare and Contrast •• Make Inferences Phonemic Awareness •• Alliteration
Phonics
•• Initial p
Concepts About Print •• Concept of words
High-Frequency Words •• am, I
Concept Vocabulary •• “Doing” words
Science Big Idea
•• We use many kinds of tools every day.
B
00032_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
11/15/10 3:39:06 PM
Small Group Reading Lesson Before Reading Activate Prior Knowledge
hammering fixing
sawing
We Use Tools for... digging
cooking
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “We Use Tools for...” (left) or copy the organizer on chart paper, leaving the outer circles blank. Begin a discussion about tools that students use or have watched an adult use. As students suggest actions they can perform with tools, reinforce them aloud, using the –ing form of the verb, and record them in the circles of the web. Tell students that they will come back to the chart when they have finished reading the book.
measuring
Preview the Book Read the title and name of the authors to students. Ask: • What tool is the girl using? • What is she doing? Visual Cues • Look at the beginning letter or letters. (r in raking; c in cutting) • Look for familiar chunks within the word. (cut in cutting) Structure Cues • Look for repeated language patterns. (“I am . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a boy looking at something through a magnifying glass. How do you think the tool helps? What tool is the girl using? What job is he doing? Where would you see this tool? What is the boy measuring?
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 some ways that people use tools. 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.
People Use Tools
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© 2011 Benchmark Education Company, LLC
11/15/10 3:39:07 PM
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I saw you try to sound out the word cooking. You looked at the first letters in the word and 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 things to do with tools that we listed on our graphic organizer. Which ones are listed in the book? Let’s look at the book again. (Answers will vary. pp. 2, 4, 6, 8, 10, 12, 14, 16) (Locate facts/Compare and contrast) • Which tools in the book would you most likely use in school? (magnifying glass, p. 3; scissors, p. 7; pencil, p. 9; paintbrush, p. 11; ruler, p. 15) (Classify and categorize/Make inferences) • Which tools do you think are most useful for sharing ideas with other people? (pencil, paintbrush) (Make inferences) • What kind of tool would you invent to help people? (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.
People Use Tools
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Small Group Reading Lesson
(continued)
Build Comprehension Compare and Contrast
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording in the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect the ability to compare and contrast two objects by summarizing key qualities using text pictures and descriptions? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer “Two Tools” or copy the Venn diagram on the board. Begin a discussion about how the tools in the book are alike and different. Model for students how to record this information on the Venn diagram. Use the following think-aloud. Sometimes I put information that I read on a graphic organizer to help me remember it. I can use this diagram to compare and contrast two things, such as two of the tools from the book. Which two tools will I choose? I want to compare the pencil and the paintbrush. First, I write “pencil” on the line in the left circle and “paintbrush” on the line in the right circle. Now I’ll think about how the two tools are the same. Both are used on paper. I’ll write “used on paper” in the middle part labeled “Both.” How are the tools different? I use a pencil to write words, while I use a paintbrush to paint pictures. I’ll write “write words” in the left circle and “paint pictures” in the right circle. Now you pick two tools from the book to compare. Practice and Apply Guide students as they generate facts that are the same and different for two other tools. Help them decide where each fact belongs on the diagram. If you think students can complete the diagram independently, distribute copies and monitor their work. Allow time for students to share their recorded information.
Two Tools Tool: Pencil
Both
Tool: Paintbrush
used on paper write words show my ideas no color have to sharpen
paint pictures colors and shapes
People Use Tools
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© 2011 Benchmark Education Company, LLC
11/15/10 3:39:07 PM
Interactive Writing Have students use the information from their graphic organizer to write summary sentences about the book. Say: The author showed us some tools people use. Let’s think back on what we read. Our diagram is a good way to compare some of the tools to understand how they are alike and different. Let’s think of a sentence we could write about two tools. (Possible sentences include “A rake pulls things together, but scissors cut them apart” and “A ruler measures how tall, and a scale measures how heavy.”) 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 and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently Have students write their own sentence 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, confer with them individually. Validate their knowledge of known words and lettersound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency Ask students to reread People Use Tools with a partner. Have them take read the text together and then take turns reading it to each other.
Connect to Home Have students read the take-home version of People Use Tools to family members. Suggest that students ask a parent to show them the tools they use most often.
√√√√ √ √
√√√√ √√√ √ √√√ √ √
√√√√
Zizor ket papr but a nif ket food.
Scissors cut paper, but a knife cuts food.
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.
People Use Tools © 2011 Benchmark Education Company, LLC
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Skills Bank Phonemic Awareness: Alliteration Say the word people. Ask students what beginning sound they hear. (/p/) Tell students that you are going to say a sentence and that they are to clap every time they hear a word that begins with the /p/ sound. Say these sentences: Peter painted a picture of pansies. Polly put a penny in her pocket. My pet parrot tore the paper.
people painting pie pet
Phonics: Initial p Point to the word people in the title of the book. Ask: What sound do you hear at the beginning of this word? (/p/) What letter makes this sound? (p) Ask students to find another word in the text that begins with p. (painting) Write people and painting on the board and circle the initial p in each. Ask students to think of other words that begin with p. (pie, pet, pan, put, pot, parrot, pelican, picnic, pear, paper) Record students’ suggestions on the board. Have volunteers circle the p in each word. Then have students choose two of the p words and write a sentence using both. After they read their sentences aloud, their classmates can identify which words begin with p.
Concepts About Print Read the sentence I am looking aloud. Have students count how many words it has. Then have them read the sentence on page 2 and count the words. Explain that for every word printed on the page, they say one word when they read. The letters on the page stand for the sounds of the words they say. Have volunteers read aloud chosen sentences from the book, pointing to each word as they read it. Ask: Which way do we read the sentence? (from left to right)
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High-Frequency Word Vocabulary Write the words I and am on the board. Say the words together. Make available some simple tools, such as a spoon and bowl, a ruler, a sponge, a washcloth, and a hairbrush. Have a volunteer demonstrate how he or she would use one of the tools and explain what he or she is doing, using the words I am: I am stirring, I am measuring, I am wiping, and so on.
Concept Vocabulary: “Doing” words
I am
Review the book with students and have them name the action, or “doing,” words that go with each tool: looking, raking, cutting, writing, painting, cooking, measuring, weighing. Write each action word on the board and connect it to the text with a descriptive sentence, such as The boy is looking at a plant with a magnifying glass. Have students refer to their pre-reading semantic web to add more action words associated with tools. Point to each action word in the list, read it aloud, and ask: What tools can we use for [cutting]? Have students make up oral sentences using the “doing” words, such as Scissors, knives, and axes are for cutting. Ask students to draw a picture of a tool they use at school. Help them write a caption sentence: I am ___ with a ___.
I am writing with a pencil.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN# 978-1-4108-0003-9
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Skills Bank Build Comprehension Make Inferences ••Explain Create an overhead transparency of the graphic organizer “People Use Tools” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own. We use the author’s words and illustrations as clues. When a reader figures something out using one or two clues, the reader is making an inference. ••Model Say: Let’s make an inference about People Use Tools. The title of the book gives us our first clue: this book is about tools. So let’s make inferences about the tools people use to do different things. We will need to use the photographs and the text to find our clues. On page 2, I read that the boy is looking. In the photo on page 3, I see that he is using a magnifying glass. These are clues about a magnifying glass. In the first Clues box on the graphic organizer, write The boy looks. He uses a magnifying glass. Then say: Now we will use the clues to make an inference. We can infer that a magnifying glass is a tool for looking. In the first Inference box, write A magnifying glass is a tool for looking. ••Guide Say: Let’s make an inference about the tool on pages 4 and 5. What can you learn from the words? What do you see in the photograph? What tool is the girl using? (Allow time for students to respond, assisting if needed.) Yes, the girl is raking. She is using a rake. In the second Clues box on the graphic organizer, write The girl rakes. She uses a rake. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that a rake is a tool for raking. In the second Inference box, write A rake is a tool for raking. ••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 figure out things the author doesn’t write. 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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Name _______________________________________________________ Date __________________
People Use Tools Make Inferences Clues
Inference
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Notes
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People Use Tools
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Notes
People Use Tools ©2011 Benchmark Education Company, LLC
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© 2011 Benchmark Education Company, LLC
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Tool:______________________
Both
Tool:______________________
Two Tools
Name __________________________________________________________________________________ Date __________________
