See You in Spring! TG
See You in Spring
Level H/14
Teacher’s Guide
For students reading at Literacy Level H/14, including: •• English-language learners •• Students reading below grade level •• First grade readers
Skills & Strategies Anchor Comprehension Strategies
•• Analyze Story Elements •• Draw Conclusions Metacognitive Strategy
•• Visualize
Genre Study
•• Recognize the characteristics of animal fantasy •• Determine the story’s message
Vocabulary
•• Recognize high-frequency words •• Develop robust (Tier Two) oral vocabulary •• Develop academic content (Tier Three) vocabulary
Word Study
THEME: Weather and Seasons
Language Phonics
•• Ready for Fall (F/10) •• Summer to Fall (F/10) •• See You in Spring (H/14) •• Winter to Spring (H/14)
Fluency
GENRE/SUMMARY:
Writing
In this animal fantasy, Bear and Bird prepare for winter and go their separate ways. In spring, the friends meet again.
•• Use homonyms •• Recognize the sentence structures: I will ___ . and I cannot find ___ . •• Join nouns using the word and •• Problem-solve by searching all the way through words •• Recognize words with open vowels •• Read with appropriate pacing •• Write to a picture prompt •• Write to a text prompt
B
e n c h m a r k
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Before Reading Related Resources
The following Benchmark Education Company resources support the skills and strategies taught in this lesson. Early Explorers Partner • Winter to Spring (Nonfiction, Level H/14) Fluency and Language Development • See You in Spring Audio CD Text-Dependent Comprehension Resources • See You in Spring Comprehension Question Card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Drama Say: We will read a book called See You in Spring. The animals in this story notice that winter is coming. The animals make plans for winter. I will pretend winter is coming. I will show you what I will do when winter comes. I will put on a warm coat. I will put on a warm hat. I will make a snowball. Act out these actions. Then invite students to tell what they do when winter comes. Encourage them to act out their ideas as well. • Use a Graphic Organizer Draw a T-chart on the board with the headings Bears and Birds on the board. Read the headings aloud. Ask: What do bears do in winter? What do birds do in winter? Write students’ responses on the chart. Then read each entry on the chart and ask students to echo-read.
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: 978-1-4108-6141-2
Bears
Birds
• find warm place
• fly south
• find food
• find food
• play
• sing songs
Introduce the Book • Preview Cover and Title Page Give each student a copy of the book. Point to the front. Say: This story is about a bear and bird. The bear and bird do different things in winter. Read the title and author, and ask students to echo-read. Invite them to tell what they see in the illustration. Repeat the process with the title page. Say: The cover and title page get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and title page information: ”See you in spring” sounds like something someone might say. I see a bear and bird in the illustration. I think the bear and bird will see each other in spring. Allow time for students to share their own predictions about the story. • Introduce Characters and Setting Say: The animals in the story are called characters. Ask students to turn to pages 2 and 3, and point to each character as you read the matching name. Repeat the process, inviting students to echo-read. Then say: The setting is where the story takes place. What is the setting of the story? Help students use the illustrations to determine that the story takes place outdoors, inside Bear’s cave, and by a lake. • Preview Illustrations and Vocabulary Revisit the illustrations on the cover and title page. Say: The pictures in fiction books are called illustrations. Illustrations help us understand the words in the book. Take students on a picture walk, emphasizing the words cave, dreams, mailbox, spring, winter, yawned, summer, fall, and weather as you talk about the illustrations and what is happening in the story. Make sure students can pronounce each vocabulary word.
During Reading • Preview Sentence Structures For students who need additional support, write I will _____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: The words I will are in the book. Page 7 has a sentence with the words I will. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Ask: Can you frame three more sentences on page 7 with the words I will? Assist as needed, and then read the sentences aloud and ask students to echo-read. If students need additional practice, allow them to locate and read the sentence structure on page 15. Finally, repeat the process with I cannot find _____ on page 5 • Use Graphophonic Cues Say: Another word in this book is fell. Say the word fell. What letters do you expect to see after the /f/? Allow time for students to respond, assisting as needed. Then ask them to find the word fell on page 9. Repeat the process with the word plans on page 6. Say: Search all the way through a word to help you when you read. • Scaffold Spanish-Language Speakers Say the word plate. Ask: Does plate sound similar to a word you know in Spanish? (Allow time for students to respond.) The English word plate sounds similar to the Spanish word plato. Plate and plato mean the same thing. The words look similar, too. Write the word plate on the board and ask students to locate it on page 5 in the book. Repeat the process with no on page 4 and no, and different on page 7 and diferente. Then point out that the word come on page 13 looks like the Spanish word come, but does not have the same sound or meaning. Repeat the process with too on page 4 and to on page 7 and tú. Finally, invite students with other first languages to share their cognates.
Set a Purpose for Reading • Direct students’ attention to the Bears and Birds T-chart. Say: Now it’s time to whisper-read the book. Read to find out what bears and birds do in winter.
Observe and Prompt Reading Strategies • After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and selfcorrect. Prompt individual students who have difficulty problem solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
Strategic Reading Prompts Cue Source
Prompt
Example
Page
Graphophonic
Search all the way through the word. Are you blending the right sounds?
fell
9
Syntactic
You read: Bird fly into the sky. Let’s read this sentence together and make it sound right.
Bird flew into 8 the sky.
Semantic
What do you see in plate the picture that would make sense in this sentence?
5
After Reading Use the Graphic Organizer to Summarize
Reading Strategy Mini-Lesson: Visualize
• Ask students to think about their reading. Say: Look at our T-chart. Do Bear and Bird do any of these things in winter? Put a ✟ next to any matching responses. Then ask students to name other things Bear and Bird do in the story. Add these to the graphic organizer and put check marks beside them. Finally, choral-read the checkmarked items and ask students to use the graphic organizer to tell the story to a partner.
• Reflect Ask students to think about the parts of the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read?
Bears
Birds
• find a warm place ✟
• fly south ✟
• find food
• find food ✟
• play
• sing songs
• go to sleep ✟
Genre Study
• Say: This story is an animal fantasy. You could see real animals like Bear and Bird. But fantasy means some things could not happen in real life. What parts of this story are fantasy? Guide students to mention that the bear and bird talk to each other. The animals are friends. The animals miss each other. The bear lives in a home with furniture. The bird sends cards and pictures to the bear. Both animals eat at a table with dishes. • Say: Animal fantasy stories have themes. A theme is like a message from the author. I notice in See You in Spring that Bear and Bird are always friends. How do Bear and Bird show they are friends when they are apart? (Bear dreams about Bird. Bird sends Bears cards and pictures.) Say: The theme for See You in Spring could be “Friends are always friends.” The author uses the characters to send readers a message. The author is telling us that friends care about one another even when they are apart.
• Model Say: I want to make sure I understand what I read. One way is to visualize what I’m reading. To visualize means to make a picture in my mind. I will turn back to page 4. I will shut my eyes. I will imagine being with Bear and Bird. The weather is getting cold. I feel chilly. I hear the wind. I see leaves falling from trees. I feel sleepy like Bear. I want to take a nap. Can you think of other things I might see, hear, or feel? Allow time for students to share their ideas. Say: Visualizing the page helped me. Now I better understand why Bear wants to sleep in winter. • Guide Ask students to turn to page 11. Read the page aloud together. Ask: What do you see? Can you imagine being far from your friends in a winter home? Can you imagine the lake? Can you imagine sending cards and pictures to your friends back home? How do you feel? Allow time for students to share their visualizations. Then invite them to tell how visualizing the scene helped them better understand page 11. • Apply Ask students to read their favorite page to a partner and then visualize it out loud. Observe students as they share their visualizations, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the visualize monitor-reading strategy. Then say: You can visualize any time you read. Remember to visualize to help you understand.
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Prove It! questions. Say: The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.
• Model Use the first Prove It! question on the Comprehension Question Card. Say: I will show you how I answer a Prove It! question. I will read the question to figure out what to do. The question says: “What kind of friends were Bear and Bird?” This question asks me to analyze two story characters, Bear and Bird. What other words in the sentence are important? (Allow student responses.) Yes, I need to find clues and evidence about what kind of friends Bear and Bird were. I read on page 10 that Bear dreamed about Bird. I read on page 11 that Bird sent cards and pictures to Bear. On page 15, Bird will tell Bear about the winter home. Bear will tell Bird about the dreams. Now I know Bear and Bird were close friends. The clues and evidence prove my answer. • Guide Ask students to answer the other questions on the Comprehension Question Card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
• Guide Say: Now let’s draw a conclusion about the animals’ winter plans. Look at page 5. What does Bird need? What does Bear need? (Allow time for students to respond, assisting if needed.) Yes, Bird needs food. Bear needs sleep. On pages 6 and 7, we read that Bird and Bear make different plans. Let’s write these clues on the graphic organizer. What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that Bear and Bird make different plans because they have different needs. We will add this idea as well. • Apply Ask students to work with a partner to draw conclusions throughout the rest of the story. Remind them to use word and illustration clues to figure out things that the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
Build Comprehension: Draw Conclusions • Explain Create an overhead transparency of the “See You in Spring” graphic organizer on page 8, or draw it on the chalkboard. Say: An author can’t tell us every single thing in a story. We need to figure out some things on our own. We use the author’s words for clues. We use the story illustrations for clues, too. Figuring something out using three or more clues is called drawing a conclusion. Good readers draw conclusions as they read. Drawing conclusions helps us get more out of the story. • Model Say: Let’s draw a conclusion in See You in Spring. On page 4, I read that Bird felt a cold wind. On page 5, I read that Bird cannot find seeds. I see in the illustrations that leaves are falling. I will write these clues in the first box on the graphic organizer. Now I need to use the clues to draw a conclusion. I can conclude that Bird will have no food in this place in winter. The author doesn’t say this, but I can figure it out from the clues. I will write about having no food in the Conclusion box on the graphic organizer.
Teacher Tip Use Benchmark Education Company’s Comprehension Strategy Assessment books to assess students’ ability to draw conclusions in other brief, grade-level texts.
Home Connection • Give students the take-home version of See You in Spring to read to family members. Encourage students to work with a friend or family member to draw things they might see in winter and spring. Invite them to bring their drawings to share with the group.
Writing Connections
Mini-Lessons
Reader Response
Phonics: Open Vowels
Invite students to respond to the book in a way that is meaningful to them. Model and use thinkalouds as needed to scaffold students before they try the activities on their own. • Tell about your favorite page in the book. • Tell what Bird and Bear might do next. • Think about the theme of the story. Tell about a time you and a friend were apart. • What do you do in spring? Draw a picture. Then write about it. • What happens to Bird and Bear when the seasons change? Make a list. • Write about a connection you made to the story.
• Ask students to locate the word no on page 4. Write no on the board. Say: The letter “o” at the end of a word often stands for the long /o/ sound. The word no ends with the long /o/ sound. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with go on page 7 and so on page 12.
Write to a Picture Prompt • Describe a Setting Tell students they will describe a setting they see in the story. Then they will write about the setting. Say: I like the pictures in this book. I like to see where different parts of the story take place. I can describe the settings in my own words, too. I see trees on page 7. I can describe the trees: The wind is blowing the leaves off the trees. The leaves are brown. The trees are getting bare and brown, too. What do you notice about the setting? How would you describe the setting? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the setting? Allow time for students to respond, prompting further if needed. Say: You have described the setting in the picture you chose. Now write your description. After you are finished, read your description to a partner.
Write to a Text Prompt • Describe a Character Say: Think about your favorite character in the story. Then write a description of that character. When you are finished, read your description to a partner.
for Differentiating Instruction
• Add go and so to the board, and then ask students to brainstorm other words that end with the long /o/ sound. Acknowledge all responses, and add those with open vowels, such as hello, echo, buffalo, zero, rhino, tomato, potato, piano, and auto to the list. Read each word, inviting students to echo-read. • Say: I will make up a sentence. You will call out a word from the list to finish my sentence. I will circle the letter that stands for long “o” in the word. Then you will know you guessed correctly. Use sentence starters such as I asked for a pet elephant but my dad said ___. (no) My sister likes to play the ___ (piano).
Vocabulary • Academic Content Vocabulary Review the story with students and record words related to the story: cave, dreams, mailbox, spring, winter, yawned, summer, fall, and weather. Ask students to choose a favorite season and make up a sentence about it using at least two of the words. • Robust Oral Vocabulary Say: In the story, Bird and Bear respect each other’s ideas. Bird respects Bear’s choice to stay in his cave. Bear respects Bird’s choice to go away. Say the word with me: respect. Here are some ways people respect others: Jack listens when his brother is talking. Sue does not criticize her friend’s opinion. Mia does not use her sister’s computer without permission. Carlos obeys his parents’ rules. Jacinda treats others as she likes to be treated. Now, tell about a way you respect others. Try to use the word respect when you tell about it. You could start by saying, “I respect _____ by _____.” (Allow time for each student to respond, assisting if needed.) What is the word we’ve been talking about? Yes—respect. Let’s try to use the word respect many times today.
Word Study: Homonyms • Model Say: When I read, I want to know what the words mean. Some words are homonyms. Homonyms sound alike. Homonyms are spelled alike, too. Homonyms have more than one meaning, though. I see a homonym on page 4: “Bear and Bird played together all summer and fall.” The word fall is a homonym. The word fall can mean the season before winter. The leaves turn colors in fall. The word fall can also mean to go down. A book will fall to the floor if you drop it. I need to think about the story. I think the author is talking about the season before winter. This meaning of the word makes sense in the story. • Guide Invite students to read the first paragraph on page 7 with you. Say: Which word is a homonym? (fly) What does the word fly mean here? (to move in the air) What else could the word fly mean? (an insect) • Apply Pair students. Ask them to find homonyms on page 4 (felt, feel), 7 (rest), 13 (spring, saw), and 14 (back). Then invite partners to act out two different meanings of one of the words. If more support is needed, utilize all or part of the “Guide” process instead.
Language Development: Joining Nouns with “and” • Model Say: The story’s first sentence says: “Bear and Bird played together all summer and fall.” The first and means two animals played—Bear and Bird. The second and means the animals played in two seasons—summer and fall. Authors use the word and to tell about two people, two places, or two things. I can use the word and, too. Point to various people, places, and objects in the room as you model oral and sentences, such as: Maria and Danny read together. Books are in tubs and backpacks. I have pencils and markers on my desk.
• Guide Invite students to read page 11 with you. Say: Bird sent cards and pictures to Bear. How many kinds of things did Bird send to Bear? (two) What are the two kinds of things? (cards, pictures) What word tells us that Bird sent two kinds of things? (and) • Apply Ask students to find examples of things Bear and Bird did together on pages 4 (ate), 6 (made plans), 8 (waved good-bye), and 16 (were happy, told stories). Then pair students and ask them to act out one of the pages.
Fluency: Read with Appropriate Pacing • Say: Good readers do not read everything at the same pace, or speed. Instead, good readers change their pace to match what is happening in the story. Changing the pace makes the story more interesting. Changing the pace helps the reader understand the author’s ideas. It also helps the listener understand the reader. • Ask students to turn to page 12. Read the first sentence on page 12 slowly. Say: I read this sentence slowly. Reading the sentence slowly shows that Bear is sleeping. Read the next four sentences at a faster pace. Say: I read these sentences more quickly. This shows that winter is over and it is time for Bear to get up. Read the page again, asking students to echo-read. • Ask students to turn to page 14. Help them locate parts they might read slowly, such as the first two sentences. Then help them locate words or phrases they might read more quickly, such as “Yes!” and “Bird was back!” Choral-read the page with them, adapting the pace as discussed. • Invite students to take turns rereading See You in Spring with a partner. Remind them to change their pace to match what is happening in the story.
NAME
DATE
See You in Spring Draw Conclusions Clues
Conclusions
Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “See You in Spring” or draw it on the board. Say: We are going to analyze story elements. The three story elements are characters, setting, and plot. Characters are the people or animals that a story is about. Setting is the time and place in which a story happens. Plot is the events that happen in the beginning, in the middle, and at the end of a story. ••Model Say: Let’s start by analyzing the first story element: characters. To analyze characters, I need to ask myself whom the story See You in Spring is about. The author makes this easy by giving us “Meet the Characters” pages. Look at pages 2 and 3. I see that the characters in this story are Bear and Bird. In the Character box on the graphic organizer, write Bear and Bird. Then say: We know who the characters are: Bear and Bird. Now we need to analyze them, or tell about who they are and why they act the way they do. I think Bear and Bird are good friends who like spending time together. Bird is thoughtful because she sends Bear cards and pictures while she is away. Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow responses.) Yes, the story takes place in the woods where Bear and Bird live, in Bear’s cave, and in the warm place where Bird spends winter. When does it take place? (Allow responses.) The time is summer, fall, winter, and spring of one year. Record this information in the Setting box of the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens in the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot throughout the story. After each partnership shares, record their ideas on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
12
See You in Spring
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
See You in Spring Analyze Story Elements Answers will vary. Possible answers:
Character
Setting
Bear and Bird Bear and Bird are good friends who like spending time together. Bird is thoughtful because she sends Bear cards and pictures while she is away.
The story takes place in the woods, in Bear’s cave, and in the warm place where Bird spends winter. It happens from summer through spring one year.
Plot—Beginning Bear and Bird are friends. They play together all of summer and fall. Then they feel the cold of winter coming and talk about what they will do.
Plot—Middle Winter comes. Bear dreams of Bird as he sleeps through winter in his cave. Bird spends winter in a warmer place. She thinks of Bear and sends him cards and pictures.
Plot—End Spring comes. Bear wakes up and Bird flies home. They talk about what they did in winter. They are happy to be back together again.
© 2011 Benchmark Education Company, LLC
See You in Spring
13
Notes
14
See You in Spring
© 2011 Benchmark Education Company, LLC
Notes
© 2011 Benchmark Education Company, LLC
See You in Spring
15
Level H/14
Teacher’s Guide
For students reading at Literacy Level H/14, including: •• English-language learners •• Students reading below grade level •• First grade readers
Skills & Strategies Anchor Comprehension Strategies
•• Analyze Story Elements •• Draw Conclusions Metacognitive Strategy
•• Visualize
Genre Study
•• Recognize the characteristics of animal fantasy •• Determine the story’s message
Vocabulary
•• Recognize high-frequency words •• Develop robust (Tier Two) oral vocabulary •• Develop academic content (Tier Three) vocabulary
Word Study
THEME: Weather and Seasons
Language Phonics
•• Ready for Fall (F/10) •• Summer to Fall (F/10) •• See You in Spring (H/14) •• Winter to Spring (H/14)
Fluency
GENRE/SUMMARY:
Writing
In this animal fantasy, Bear and Bird prepare for winter and go their separate ways. In spring, the friends meet again.
•• Use homonyms •• Recognize the sentence structures: I will ___ . and I cannot find ___ . •• Join nouns using the word and •• Problem-solve by searching all the way through words •• Recognize words with open vowels •• Read with appropriate pacing •• Write to a picture prompt •• Write to a text prompt
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Before Reading Related Resources
The following Benchmark Education Company resources support the skills and strategies taught in this lesson. Early Explorers Partner • Winter to Spring (Nonfiction, Level H/14) Fluency and Language Development • See You in Spring Audio CD Text-Dependent Comprehension Resources • See You in Spring Comprehension Question Card • Power Tool Flip Chart for Teachers • Student Bookmark Assessment • Early Explorers Overview & Assessment Handbook • Grade 1 Comprehension Strategy Assessment Book
Make Connections and Build Background • Use Drama Say: We will read a book called See You in Spring. The animals in this story notice that winter is coming. The animals make plans for winter. I will pretend winter is coming. I will show you what I will do when winter comes. I will put on a warm coat. I will put on a warm hat. I will make a snowball. Act out these actions. Then invite students to tell what they do when winter comes. Encourage them to act out their ideas as well. • Use a Graphic Organizer Draw a T-chart on the board with the headings Bears and Birds on the board. Read the headings aloud. Ask: What do bears do in winter? What do birds do in winter? Write students’ responses on the chart. Then read each entry on the chart and ask students to echo-read.
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: 978-1-4108-6141-2
Bears
Birds
• find warm place
• fly south
• find food
• find food
• play
• sing songs
Introduce the Book • Preview Cover and Title Page Give each student a copy of the book. Point to the front. Say: This story is about a bear and bird. The bear and bird do different things in winter. Read the title and author, and ask students to echo-read. Invite them to tell what they see in the illustration. Repeat the process with the title page. Say: The cover and title page get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and title page information: ”See you in spring” sounds like something someone might say. I see a bear and bird in the illustration. I think the bear and bird will see each other in spring. Allow time for students to share their own predictions about the story. • Introduce Characters and Setting Say: The animals in the story are called characters. Ask students to turn to pages 2 and 3, and point to each character as you read the matching name. Repeat the process, inviting students to echo-read. Then say: The setting is where the story takes place. What is the setting of the story? Help students use the illustrations to determine that the story takes place outdoors, inside Bear’s cave, and by a lake. • Preview Illustrations and Vocabulary Revisit the illustrations on the cover and title page. Say: The pictures in fiction books are called illustrations. Illustrations help us understand the words in the book. Take students on a picture walk, emphasizing the words cave, dreams, mailbox, spring, winter, yawned, summer, fall, and weather as you talk about the illustrations and what is happening in the story. Make sure students can pronounce each vocabulary word.
During Reading • Preview Sentence Structures For students who need additional support, write I will _____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: The words I will are in the book. Page 7 has a sentence with the words I will. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Ask: Can you frame three more sentences on page 7 with the words I will? Assist as needed, and then read the sentences aloud and ask students to echo-read. If students need additional practice, allow them to locate and read the sentence structure on page 15. Finally, repeat the process with I cannot find _____ on page 5 • Use Graphophonic Cues Say: Another word in this book is fell. Say the word fell. What letters do you expect to see after the /f/? Allow time for students to respond, assisting as needed. Then ask them to find the word fell on page 9. Repeat the process with the word plans on page 6. Say: Search all the way through a word to help you when you read. • Scaffold Spanish-Language Speakers Say the word plate. Ask: Does plate sound similar to a word you know in Spanish? (Allow time for students to respond.) The English word plate sounds similar to the Spanish word plato. Plate and plato mean the same thing. The words look similar, too. Write the word plate on the board and ask students to locate it on page 5 in the book. Repeat the process with no on page 4 and no, and different on page 7 and diferente. Then point out that the word come on page 13 looks like the Spanish word come, but does not have the same sound or meaning. Repeat the process with too on page 4 and to on page 7 and tú. Finally, invite students with other first languages to share their cognates.
Set a Purpose for Reading • Direct students’ attention to the Bears and Birds T-chart. Say: Now it’s time to whisper-read the book. Read to find out what bears and birds do in winter.
Observe and Prompt Reading Strategies • After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and selfcorrect. Prompt individual students who have difficulty problem solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.
Strategic Reading Prompts Cue Source
Prompt
Example
Page
Graphophonic
Search all the way through the word. Are you blending the right sounds?
fell
9
Syntactic
You read: Bird fly into the sky. Let’s read this sentence together and make it sound right.
Bird flew into 8 the sky.
Semantic
What do you see in plate the picture that would make sense in this sentence?
5
After Reading Use the Graphic Organizer to Summarize
Reading Strategy Mini-Lesson: Visualize
• Ask students to think about their reading. Say: Look at our T-chart. Do Bear and Bird do any of these things in winter? Put a ✟ next to any matching responses. Then ask students to name other things Bear and Bird do in the story. Add these to the graphic organizer and put check marks beside them. Finally, choral-read the checkmarked items and ask students to use the graphic organizer to tell the story to a partner.
• Reflect Ask students to think about the parts of the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read?
Bears
Birds
• find a warm place ✟
• fly south ✟
• find food
• find food ✟
• play
• sing songs
• go to sleep ✟
Genre Study
• Say: This story is an animal fantasy. You could see real animals like Bear and Bird. But fantasy means some things could not happen in real life. What parts of this story are fantasy? Guide students to mention that the bear and bird talk to each other. The animals are friends. The animals miss each other. The bear lives in a home with furniture. The bird sends cards and pictures to the bear. Both animals eat at a table with dishes. • Say: Animal fantasy stories have themes. A theme is like a message from the author. I notice in See You in Spring that Bear and Bird are always friends. How do Bear and Bird show they are friends when they are apart? (Bear dreams about Bird. Bird sends Bears cards and pictures.) Say: The theme for See You in Spring could be “Friends are always friends.” The author uses the characters to send readers a message. The author is telling us that friends care about one another even when they are apart.
• Model Say: I want to make sure I understand what I read. One way is to visualize what I’m reading. To visualize means to make a picture in my mind. I will turn back to page 4. I will shut my eyes. I will imagine being with Bear and Bird. The weather is getting cold. I feel chilly. I hear the wind. I see leaves falling from trees. I feel sleepy like Bear. I want to take a nap. Can you think of other things I might see, hear, or feel? Allow time for students to share their ideas. Say: Visualizing the page helped me. Now I better understand why Bear wants to sleep in winter. • Guide Ask students to turn to page 11. Read the page aloud together. Ask: What do you see? Can you imagine being far from your friends in a winter home? Can you imagine the lake? Can you imagine sending cards and pictures to your friends back home? How do you feel? Allow time for students to share their visualizations. Then invite them to tell how visualizing the scene helped them better understand page 11. • Apply Ask students to read their favorite page to a partner and then visualize it out loud. Observe students as they share their visualizations, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the visualize monitor-reading strategy. Then say: You can visualize any time you read. Remember to visualize to help you understand.
Answer Text-Dependent Questions • Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Prove It! questions. Say: The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer.
• Model Use the first Prove It! question on the Comprehension Question Card. Say: I will show you how I answer a Prove It! question. I will read the question to figure out what to do. The question says: “What kind of friends were Bear and Bird?” This question asks me to analyze two story characters, Bear and Bird. What other words in the sentence are important? (Allow student responses.) Yes, I need to find clues and evidence about what kind of friends Bear and Bird were. I read on page 10 that Bear dreamed about Bird. I read on page 11 that Bird sent cards and pictures to Bear. On page 15, Bird will tell Bear about the winter home. Bear will tell Bird about the dreams. Now I know Bear and Bird were close friends. The clues and evidence prove my answer. • Guide Ask students to answer the other questions on the Comprehension Question Card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?
• Guide Say: Now let’s draw a conclusion about the animals’ winter plans. Look at page 5. What does Bird need? What does Bear need? (Allow time for students to respond, assisting if needed.) Yes, Bird needs food. Bear needs sleep. On pages 6 and 7, we read that Bird and Bear make different plans. Let’s write these clues on the graphic organizer. What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that Bear and Bird make different plans because they have different needs. We will add this idea as well. • Apply Ask students to work with a partner to draw conclusions throughout the rest of the story. Remind them to use word and illustration clues to figure out things that the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
Build Comprehension: Draw Conclusions • Explain Create an overhead transparency of the “See You in Spring” graphic organizer on page 8, or draw it on the chalkboard. Say: An author can’t tell us every single thing in a story. We need to figure out some things on our own. We use the author’s words for clues. We use the story illustrations for clues, too. Figuring something out using three or more clues is called drawing a conclusion. Good readers draw conclusions as they read. Drawing conclusions helps us get more out of the story. • Model Say: Let’s draw a conclusion in See You in Spring. On page 4, I read that Bird felt a cold wind. On page 5, I read that Bird cannot find seeds. I see in the illustrations that leaves are falling. I will write these clues in the first box on the graphic organizer. Now I need to use the clues to draw a conclusion. I can conclude that Bird will have no food in this place in winter. The author doesn’t say this, but I can figure it out from the clues. I will write about having no food in the Conclusion box on the graphic organizer.
Teacher Tip Use Benchmark Education Company’s Comprehension Strategy Assessment books to assess students’ ability to draw conclusions in other brief, grade-level texts.
Home Connection • Give students the take-home version of See You in Spring to read to family members. Encourage students to work with a friend or family member to draw things they might see in winter and spring. Invite them to bring their drawings to share with the group.
Writing Connections
Mini-Lessons
Reader Response
Phonics: Open Vowels
Invite students to respond to the book in a way that is meaningful to them. Model and use thinkalouds as needed to scaffold students before they try the activities on their own. • Tell about your favorite page in the book. • Tell what Bird and Bear might do next. • Think about the theme of the story. Tell about a time you and a friend were apart. • What do you do in spring? Draw a picture. Then write about it. • What happens to Bird and Bear when the seasons change? Make a list. • Write about a connection you made to the story.
• Ask students to locate the word no on page 4. Write no on the board. Say: The letter “o” at the end of a word often stands for the long /o/ sound. The word no ends with the long /o/ sound. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with go on page 7 and so on page 12.
Write to a Picture Prompt • Describe a Setting Tell students they will describe a setting they see in the story. Then they will write about the setting. Say: I like the pictures in this book. I like to see where different parts of the story take place. I can describe the settings in my own words, too. I see trees on page 7. I can describe the trees: The wind is blowing the leaves off the trees. The leaves are brown. The trees are getting bare and brown, too. What do you notice about the setting? How would you describe the setting? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the setting? Allow time for students to respond, prompting further if needed. Say: You have described the setting in the picture you chose. Now write your description. After you are finished, read your description to a partner.
Write to a Text Prompt • Describe a Character Say: Think about your favorite character in the story. Then write a description of that character. When you are finished, read your description to a partner.
for Differentiating Instruction
• Add go and so to the board, and then ask students to brainstorm other words that end with the long /o/ sound. Acknowledge all responses, and add those with open vowels, such as hello, echo, buffalo, zero, rhino, tomato, potato, piano, and auto to the list. Read each word, inviting students to echo-read. • Say: I will make up a sentence. You will call out a word from the list to finish my sentence. I will circle the letter that stands for long “o” in the word. Then you will know you guessed correctly. Use sentence starters such as I asked for a pet elephant but my dad said ___. (no) My sister likes to play the ___ (piano).
Vocabulary • Academic Content Vocabulary Review the story with students and record words related to the story: cave, dreams, mailbox, spring, winter, yawned, summer, fall, and weather. Ask students to choose a favorite season and make up a sentence about it using at least two of the words. • Robust Oral Vocabulary Say: In the story, Bird and Bear respect each other’s ideas. Bird respects Bear’s choice to stay in his cave. Bear respects Bird’s choice to go away. Say the word with me: respect. Here are some ways people respect others: Jack listens when his brother is talking. Sue does not criticize her friend’s opinion. Mia does not use her sister’s computer without permission. Carlos obeys his parents’ rules. Jacinda treats others as she likes to be treated. Now, tell about a way you respect others. Try to use the word respect when you tell about it. You could start by saying, “I respect _____ by _____.” (Allow time for each student to respond, assisting if needed.) What is the word we’ve been talking about? Yes—respect. Let’s try to use the word respect many times today.
Word Study: Homonyms • Model Say: When I read, I want to know what the words mean. Some words are homonyms. Homonyms sound alike. Homonyms are spelled alike, too. Homonyms have more than one meaning, though. I see a homonym on page 4: “Bear and Bird played together all summer and fall.” The word fall is a homonym. The word fall can mean the season before winter. The leaves turn colors in fall. The word fall can also mean to go down. A book will fall to the floor if you drop it. I need to think about the story. I think the author is talking about the season before winter. This meaning of the word makes sense in the story. • Guide Invite students to read the first paragraph on page 7 with you. Say: Which word is a homonym? (fly) What does the word fly mean here? (to move in the air) What else could the word fly mean? (an insect) • Apply Pair students. Ask them to find homonyms on page 4 (felt, feel), 7 (rest), 13 (spring, saw), and 14 (back). Then invite partners to act out two different meanings of one of the words. If more support is needed, utilize all or part of the “Guide” process instead.
Language Development: Joining Nouns with “and” • Model Say: The story’s first sentence says: “Bear and Bird played together all summer and fall.” The first and means two animals played—Bear and Bird. The second and means the animals played in two seasons—summer and fall. Authors use the word and to tell about two people, two places, or two things. I can use the word and, too. Point to various people, places, and objects in the room as you model oral and sentences, such as: Maria and Danny read together. Books are in tubs and backpacks. I have pencils and markers on my desk.
• Guide Invite students to read page 11 with you. Say: Bird sent cards and pictures to Bear. How many kinds of things did Bird send to Bear? (two) What are the two kinds of things? (cards, pictures) What word tells us that Bird sent two kinds of things? (and) • Apply Ask students to find examples of things Bear and Bird did together on pages 4 (ate), 6 (made plans), 8 (waved good-bye), and 16 (were happy, told stories). Then pair students and ask them to act out one of the pages.
Fluency: Read with Appropriate Pacing • Say: Good readers do not read everything at the same pace, or speed. Instead, good readers change their pace to match what is happening in the story. Changing the pace makes the story more interesting. Changing the pace helps the reader understand the author’s ideas. It also helps the listener understand the reader. • Ask students to turn to page 12. Read the first sentence on page 12 slowly. Say: I read this sentence slowly. Reading the sentence slowly shows that Bear is sleeping. Read the next four sentences at a faster pace. Say: I read these sentences more quickly. This shows that winter is over and it is time for Bear to get up. Read the page again, asking students to echo-read. • Ask students to turn to page 14. Help them locate parts they might read slowly, such as the first two sentences. Then help them locate words or phrases they might read more quickly, such as “Yes!” and “Bird was back!” Choral-read the page with them, adapting the pace as discussed. • Invite students to take turns rereading See You in Spring with a partner. Remind them to change their pace to match what is happening in the story.
NAME
DATE
See You in Spring Draw Conclusions Clues
Conclusions
Skills Bank Build Comprehension Analyze Story Elements ••Explain Create an overhead transparency of the graphic organizer “See You in Spring” or draw it on the board. Say: We are going to analyze story elements. The three story elements are characters, setting, and plot. Characters are the people or animals that a story is about. Setting is the time and place in which a story happens. Plot is the events that happen in the beginning, in the middle, and at the end of a story. ••Model Say: Let’s start by analyzing the first story element: characters. To analyze characters, I need to ask myself whom the story See You in Spring is about. The author makes this easy by giving us “Meet the Characters” pages. Look at pages 2 and 3. I see that the characters in this story are Bear and Bird. In the Character box on the graphic organizer, write Bear and Bird. Then say: We know who the characters are: Bear and Bird. Now we need to analyze them, or tell about who they are and why they act the way they do. I think Bear and Bird are good friends who like spending time together. Bird is thoughtful because she sends Bear cards and pictures while she is away. Record this information in the Character box on the graphic organizer. ••Guide Say: Now let’s analyze another story element: setting. Where does the story take place? (Allow responses.) Yes, the story takes place in the woods where Bear and Bird live, in Bear’s cave, and in the warm place where Bird spends winter. When does it take place? (Allow responses.) The time is summer, fall, winter, and spring of one year. Record this information in the Setting box of the graphic organizer. ••Apply Remind students that the third story element is plot, or what happens in the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot throughout the story. After each partnership shares, record their ideas on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.
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See You in Spring
© 2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
See You in Spring Analyze Story Elements Answers will vary. Possible answers:
Character
Setting
Bear and Bird Bear and Bird are good friends who like spending time together. Bird is thoughtful because she sends Bear cards and pictures while she is away.
The story takes place in the woods, in Bear’s cave, and in the warm place where Bird spends winter. It happens from summer through spring one year.
Plot—Beginning Bear and Bird are friends. They play together all of summer and fall. Then they feel the cold of winter coming and talk about what they will do.
Plot—Middle Winter comes. Bear dreams of Bird as he sleeps through winter in his cave. Bird spends winter in a warmer place. She thinks of Bear and sends him cards and pictures.
Plot—End Spring comes. Bear wakes up and Bird flies home. They talk about what they did in winter. They are happy to be back together again.
© 2011 Benchmark Education Company, LLC
See You in Spring
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Notes
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See You in Spring
© 2011 Benchmark Education Company, LLC
Notes
© 2011 Benchmark Education Company, LLC
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