Telling Time TG
Level D/5
Telling Time Math
Teacher’s Guide Skills at a Glance
Anchor Comprehension Strategy •• Identify Main Idea and Supporting Details Phonemic Awareness
•• Identify initial sounds in words
Phonics
•• Initial, medial, and final t •• Short e
High-Frequency Words •• from, look, new, what
Vocabulary
•• Parts of a watch
Grammar/Word Study •• Irregular verbs
Theme: Measuring Math Concept: We use clocks and watches to measure time.
Math Big Idea
•• We use clocks to tell time.
B
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e n c h m a r k
E
d u c a t i o n
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o m p a n y
11/12/10 11:16:42 AM
Small-Group Reading Lesson What I Do
Time
7:00
Eat breakfast
8:00
School starts
9:00
Get up
ell
Support Tips
for English-Language Learners
Build Vocabulary and Language Patterns Make sure students are familiar with the parts of a watch or clock and their names. Use a teaching clock or write 1–12 around the edge of a large paper plate. Then attach two cardboard pointers—one big, one little—in the middle with a paper fastener. Move the hands to show different times and model sentences similar to those in the book. Emphasize the word o’clock in the following sentence pattern as you show the time: It is ____ o’clock. Then let students show and state times.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (t in time; wh in what). • Look for familiar chunks within the word (tell in telling).
Structure Cues • Ask whether the sentence sounds right. • Look for repeated language patterns: The ____ hand is on the ____; What time is it?; It is ____.
Before Reading Activate Prior Knowledge • Display a clock. Ask students how they use the clock to tell time. Discuss what the big hand and the little hand show. Make a chart (like the one on the left) that tells the time students routinely do certain things. Elicit from students, for example, what time they get up, what time they eat breakfast, what time school starts, and so on. Point out how you are writing the times as you fill in the chart.
Model Asking Questions • Display the book cover and read the title. Say: When I read a book, I ask myself questions before I begin reading, while I am reading, and after I finish reading. After reading the title of this book and looking at the picture, I ask myself, “What are some ways to tell time? Does the boy know how to tell time? How will he tell time on his watch?” Record your questions on the board. • Ask students what questions they think of as they read the title and look at the cover picture. Write their questions on the board.
Preview the Book • Preview the photographs. Encourage students to describe and ask questions about what they see on the pages. Model asking questions that focus on the purpose for reading. For example, ask: What numbers do you see on the watch? How can these numbers help the boy tell time? • Use questions to introduce or reinforce the language students will encounter as they read the text. For example, ask: How many numbers do you see? What number is the little hand on? What number is the big hand on?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out how the boy uses his watch to tell time. 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.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
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Telling Time
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Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page 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: 978-1-4108-2666-4
11/12/10 11:16:42 AM
During Reading Observe and Prompt Reading Strategies • Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student’s name], that when you came to a word you didn’t know, you looked at the picture to see if it gave you a clue to the word’s meaning. Did that help you figure out the word? [ Student’s name], I saw that you tried to figure out the word number. You sounded out each syllable and checked the picture. That was good reading.
Build Comprehension: Discuss Concepts •D raw inferences: How does the boy feel about his new watch? Why? (He is proud of the watch because he can tell time with it.) • L ocate facts: What are the numbers on the boy’s new watch? (1–12) •S ummarize: What do the hands on a watch look like. How do they help you tell time? (They are two pointers. One is little and tells you what the hour is. The other is big and helps you tell how many minutes after the hour.) •D raw conclusions: What time is it when the big hand is on the 12 and the little hand is on the 4? (4:00) •D raw conclusions: What time is it when the big hand is on the 6 and the little hand is on the 10? (10:30) • Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. • To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for Telling Time.
© 2011 Benchmark Education Company, LLC
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ell
Support Tips
for English-Language Learners
Point to the numbers on the watch on page 5. Have students say each number chorally. If students have difficulty with any of the numbers, hold up the appropriate number of fingers and say the number word several times. Write the numeral on the board and have students repeat the number name several times. Then have them find the number on the clock face and say the name again.
Skills Support tips Use the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pages 6–7) that will develop students’ reading strategies.
Assessment Tip
Check a student’s reading strategies by asking the student to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text.
Make Fiction-to-Fact™ Concept Connections If students have read Farm Alarm, ask: •H ow are the books Telling Time and Farm Alarm alike? (They both involve knowing what time it is.) • How do the characters tell time in the two books? (In Telling Time, the boy uses a watch. In Farm Alarm, the farmer has an alarm clock, and Rooster has a cuckoo clock.) Telling Time
3
11/12/10 11:16:43 AM
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to textdependent questions in the text? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to draw conclusions? You may wish to model how you would answer the question.
Build Comprehension: Identify Main Idea and Details Model • Create an overhead transparency of the graphic organizer “Telling Time” or copy the chart on the board. Help students recall the details in the book. Model how to complete the chart. Use the following think-aloud. A story has a main idea that tells what the story is about. A story also has details that tell about the main idea. To help me identify the main idea and details in a story, I can record them on a graphic organizer like this one. First I ask myself, “What is the story about?” I decide that this story is about telling time on a watch. In the Main Idea box I write “You can tell time on a watch.” Now let’s find details in the story that tell about that main idea. Practice and Apply • Guide students as they find details and decide what to write in the four boxes. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their completed graphic organizers.
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify the main idea and details in a story? If necessary, provide more modeling.
Telling Time Detail: A watch has the numbers 1–12.
• If students have difficulty, you might want to provide additional modeling using the Ask Questions Emergent Comprehension Strategy Poster.
Main Idea: You can tell time on a watch. Detail: The little hand shows the hour.
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Detail: It has a big hand and a little hand.
Detail: The big hand shows the minutes.
© 2011 Benchmark Education Company, LLC
11/12/10 11:16:43 AM
Interactive Writing • Have students use the information from the graphic organizer to write sentences about the story. Say: Let’s look at our chart. It tells the main idea and details of the story. Let’s think of a sentence we can write that tells about one of the details in the story. (Possible sentences: “A watch has twelve numbers” and “A watch has two hands.”) • Repeat the sentence aloud several times with students so they internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board, one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently • Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. • Conference with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Praise students as you write the message conventionally for students to see.
Reread for Fluency • Ask students to reread Telling Time independently. Then have them take turns reading the times on the illustrated watches without reading the text.
Connect to Home • Have students read the take-home version of Telling Time to family members. Have them take turns telling time with family members.
√ √ √√√ √ √ √√ √ √ √ √
a wach ha to hand. A watch has two hands.
FLUENCY SUPPORT TIPS Model 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 have them read it back to you.
© 2011 Benchmark Education Company, LLC
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Telling Time
5
11/12/10 11:16:43 AM
Skills Bank Phonemic Awareness: Identifying Initial Sounds in Words • Say: tell. Ask students what sound they hear at the beginning of the word. (/t/) Say: time, watch, and hand. Ask: Which word begins with /w/? (watch) Continue with the following sets of words and beginning sounds. Say: number, you, tell—/n/; have, my, new—/m/; go, big, little—/l/.
Phonics: Initial, Medial, and Final t • Say: to. Write it on the board. Ask students to identify the sound at the beginning of the word. Then have them identify the letter that makes the sound.
to time top tell
little water bottle later
it at hot wet
• Say: little. Write it on the board and ask students to identify the sound in the middle of the word and the letters that make the sound. • Write the word it on the board and read it aloud. Ask students to identify the sound at the end of the word and the letter that makes the sound. Say: The letter t can make the /t/ sound at the beginning, in the middle, and at the end of words. • Tell students that you will say some words. Ask them to tell you whether they hear /t/ at the beginning, in the middle, or at the end of each word. Then ask if you should write the word under to, little, or it on the board. Say these words: time, at, water, hot, top, wet, bottle, tell, and later.
Phonics: Short e tell bed ten bell yes
• Write the following word on the board and say it with students: tell. Ask: What sound do you hear in the middle of tell? (/e/) What letter do you see in the middle of tell? (e) The letter e makes the /e/ sound in tell. Underline the e in tell. • Tell students you will give them some riddles and that the answers to the riddles are words that have /e/ in the middle. Say: You sleep in this. (bed) This comes after nine. (ten) You ring this. (bell) This is the opposite of no. (yes) • As students answer the riddles, write the words on the board and underline the e’s.
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Telling Time
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© 2011 Benchmark Education Company, LLC
11/12/10 11:16:43 AM
High-Frequency Word Vocabulary • Write the following high-frequency words on the board; say and spell them with students: from, look, new, and what. • Use the words in sentences and point to the words on the board as you say them. Have students repeat the sentences and point to the words on the board as they say them.
from look new what
• Write the sentences below on the board. Have volunteers decide which word completes each sentence and write that word in the blank. Then read the sentence aloud together. Say: ___ at this. (Look) ___ am I holding? (What) I have a ___ pencil. (new) I brought it ___ home. (from)
Vocabulary: Parts of a Watch • Write the word watch on the board. Ask students to name the parts of a watch, including those mentioned in the book (numbers, big hand, little hand) and others that were not (face, second hand, band). Write the words on the board. • Draw a simple watch on the board next to the words. Have volunteers come to the board and draw a line from each word to the part that it names. Ask them to explain what each part does.
Word Study: Irregular Verbs (is, has) • Say: Jill is in school. We are in school. Call students’ attention to the words is and are. Point out that they have the same meaning. However, is is used with one person or thing, and are is used with several people or things. • Say: The boy has a watch. We both have watches. Explain that has and have mean the same thing. But has is used with one person or thing, and have is used with more than one person or thing. • Say the sentences below twice. The first time, say the complete sentence. The second time, leave out the verb and ask students to say the correct form of the verb. Tony and Elena are in the pool. She is on the swing. Michael is on the slide. Maria has a dog. Katie and Jake have cats.
© 2011 Benchmark Education Company, LLC
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Louis Pasteur Telling Time
27
11/12/10 11:16:43 AM
Name _______________________________________________________ Date __________________
Telling Time Detail:
Detail:
Main Idea:
Detail:
Detail:
© 2011 Benchmark Education Company, LLC
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11/12/10 11:16:44 AM
Telling Time Math
Teacher’s Guide Skills at a Glance
Anchor Comprehension Strategy •• Identify Main Idea and Supporting Details Phonemic Awareness
•• Identify initial sounds in words
Phonics
•• Initial, medial, and final t •• Short e
High-Frequency Words •• from, look, new, what
Vocabulary
•• Parts of a watch
Grammar/Word Study •• Irregular verbs
Theme: Measuring Math Concept: We use clocks and watches to measure time.
Math Big Idea
•• We use clocks to tell time.
B
2666x_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
11/12/10 11:16:42 AM
Small-Group Reading Lesson What I Do
Time
7:00
Eat breakfast
8:00
School starts
9:00
Get up
ell
Support Tips
for English-Language Learners
Build Vocabulary and Language Patterns Make sure students are familiar with the parts of a watch or clock and their names. Use a teaching clock or write 1–12 around the edge of a large paper plate. Then attach two cardboard pointers—one big, one little—in the middle with a paper fastener. Move the hands to show different times and model sentences similar to those in the book. Emphasize the word o’clock in the following sentence pattern as you show the time: It is ____ o’clock. Then let students show and state times.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (t in time; wh in what). • Look for familiar chunks within the word (tell in telling).
Structure Cues • Ask whether the sentence sounds right. • Look for repeated language patterns: The ____ hand is on the ____; What time is it?; It is ____.
Before Reading Activate Prior Knowledge • Display a clock. Ask students how they use the clock to tell time. Discuss what the big hand and the little hand show. Make a chart (like the one on the left) that tells the time students routinely do certain things. Elicit from students, for example, what time they get up, what time they eat breakfast, what time school starts, and so on. Point out how you are writing the times as you fill in the chart.
Model Asking Questions • Display the book cover and read the title. Say: When I read a book, I ask myself questions before I begin reading, while I am reading, and after I finish reading. After reading the title of this book and looking at the picture, I ask myself, “What are some ways to tell time? Does the boy know how to tell time? How will he tell time on his watch?” Record your questions on the board. • Ask students what questions they think of as they read the title and look at the cover picture. Write their questions on the board.
Preview the Book • Preview the photographs. Encourage students to describe and ask questions about what they see on the pages. Model asking questions that focus on the purpose for reading. For example, ask: What numbers do you see on the watch? How can these numbers help the boy tell time? • Use questions to introduce or reinforce the language students will encounter as they read the text. For example, ask: How many numbers do you see? What number is the little hand on? What number is the big hand on?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out how the boy uses his watch to tell time. 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.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word.
2
Telling Time
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Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page 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: 978-1-4108-2666-4
11/12/10 11:16:42 AM
During Reading Observe and Prompt Reading Strategies • Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • After students have completed their reading, encourage them to share the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student’s name], that when you came to a word you didn’t know, you looked at the picture to see if it gave you a clue to the word’s meaning. Did that help you figure out the word? [ Student’s name], I saw that you tried to figure out the word number. You sounded out each syllable and checked the picture. That was good reading.
Build Comprehension: Discuss Concepts •D raw inferences: How does the boy feel about his new watch? Why? (He is proud of the watch because he can tell time with it.) • L ocate facts: What are the numbers on the boy’s new watch? (1–12) •S ummarize: What do the hands on a watch look like. How do they help you tell time? (They are two pointers. One is little and tells you what the hour is. The other is big and helps you tell how many minutes after the hour.) •D raw conclusions: What time is it when the big hand is on the 12 and the little hand is on the 4? (4:00) •D raw conclusions: What time is it when the big hand is on the 6 and the little hand is on the 10? (10:30) • Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. • To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for Telling Time.
© 2011 Benchmark Education Company, LLC
2666x_TG.indd 3
ell
Support Tips
for English-Language Learners
Point to the numbers on the watch on page 5. Have students say each number chorally. If students have difficulty with any of the numbers, hold up the appropriate number of fingers and say the number word several times. Write the numeral on the board and have students repeat the number name several times. Then have them find the number on the clock face and say the name again.
Skills Support tips Use the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pages 6–7) that will develop students’ reading strategies.
Assessment Tip
Check a student’s reading strategies by asking the student to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text.
Make Fiction-to-Fact™ Concept Connections If students have read Farm Alarm, ask: •H ow are the books Telling Time and Farm Alarm alike? (They both involve knowing what time it is.) • How do the characters tell time in the two books? (In Telling Time, the boy uses a watch. In Farm Alarm, the farmer has an alarm clock, and Rooster has a cuckoo clock.) Telling Time
3
11/12/10 11:16:43 AM
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to textdependent questions in the text? If they are having difficulty, show them how to match the wording of the question to the wording in the text. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to draw conclusions? You may wish to model how you would answer the question.
Build Comprehension: Identify Main Idea and Details Model • Create an overhead transparency of the graphic organizer “Telling Time” or copy the chart on the board. Help students recall the details in the book. Model how to complete the chart. Use the following think-aloud. A story has a main idea that tells what the story is about. A story also has details that tell about the main idea. To help me identify the main idea and details in a story, I can record them on a graphic organizer like this one. First I ask myself, “What is the story about?” I decide that this story is about telling time on a watch. In the Main Idea box I write “You can tell time on a watch.” Now let’s find details in the story that tell about that main idea. Practice and Apply • Guide students as they find details and decide what to write in the four boxes. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their completed graphic organizers.
• Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to identify the main idea and details in a story? If necessary, provide more modeling.
Telling Time Detail: A watch has the numbers 1–12.
• If students have difficulty, you might want to provide additional modeling using the Ask Questions Emergent Comprehension Strategy Poster.
Main Idea: You can tell time on a watch. Detail: The little hand shows the hour.
4
Telling Time
2666x_TG.indd 4
Detail: It has a big hand and a little hand.
Detail: The big hand shows the minutes.
© 2011 Benchmark Education Company, LLC
11/12/10 11:16:43 AM
Interactive Writing • Have students use the information from the graphic organizer to write sentences about the story. Say: Let’s look at our chart. It tells the main idea and details of the story. Let’s think of a sentence we can write that tells about one of the details in the story. (Possible sentences: “A watch has twelve numbers” and “A watch has two hands.”) • Repeat the sentence aloud several times with students so they internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board, one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently • Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. • Conference with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Praise students as you write the message conventionally for students to see.
Reread for Fluency • Ask students to reread Telling Time independently. Then have them take turns reading the times on the illustrated watches without reading the text.
Connect to Home • Have students read the take-home version of Telling Time to family members. Have them take turns telling time with family members.
√ √ √√√ √ √ √√ √ √ √ √
a wach ha to hand. A watch has two hands.
FLUENCY SUPPORT TIPS Model 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 have them read it back to you.
© 2011 Benchmark Education Company, LLC
2666x_TG.indd 5
Telling Time
5
11/12/10 11:16:43 AM
Skills Bank Phonemic Awareness: Identifying Initial Sounds in Words • Say: tell. Ask students what sound they hear at the beginning of the word. (/t/) Say: time, watch, and hand. Ask: Which word begins with /w/? (watch) Continue with the following sets of words and beginning sounds. Say: number, you, tell—/n/; have, my, new—/m/; go, big, little—/l/.
Phonics: Initial, Medial, and Final t • Say: to. Write it on the board. Ask students to identify the sound at the beginning of the word. Then have them identify the letter that makes the sound.
to time top tell
little water bottle later
it at hot wet
• Say: little. Write it on the board and ask students to identify the sound in the middle of the word and the letters that make the sound. • Write the word it on the board and read it aloud. Ask students to identify the sound at the end of the word and the letter that makes the sound. Say: The letter t can make the /t/ sound at the beginning, in the middle, and at the end of words. • Tell students that you will say some words. Ask them to tell you whether they hear /t/ at the beginning, in the middle, or at the end of each word. Then ask if you should write the word under to, little, or it on the board. Say these words: time, at, water, hot, top, wet, bottle, tell, and later.
Phonics: Short e tell bed ten bell yes
• Write the following word on the board and say it with students: tell. Ask: What sound do you hear in the middle of tell? (/e/) What letter do you see in the middle of tell? (e) The letter e makes the /e/ sound in tell. Underline the e in tell. • Tell students you will give them some riddles and that the answers to the riddles are words that have /e/ in the middle. Say: You sleep in this. (bed) This comes after nine. (ten) You ring this. (bell) This is the opposite of no. (yes) • As students answer the riddles, write the words on the board and underline the e’s.
6
Telling Time
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© 2011 Benchmark Education Company, LLC
11/12/10 11:16:43 AM
High-Frequency Word Vocabulary • Write the following high-frequency words on the board; say and spell them with students: from, look, new, and what. • Use the words in sentences and point to the words on the board as you say them. Have students repeat the sentences and point to the words on the board as they say them.
from look new what
• Write the sentences below on the board. Have volunteers decide which word completes each sentence and write that word in the blank. Then read the sentence aloud together. Say: ___ at this. (Look) ___ am I holding? (What) I have a ___ pencil. (new) I brought it ___ home. (from)
Vocabulary: Parts of a Watch • Write the word watch on the board. Ask students to name the parts of a watch, including those mentioned in the book (numbers, big hand, little hand) and others that were not (face, second hand, band). Write the words on the board. • Draw a simple watch on the board next to the words. Have volunteers come to the board and draw a line from each word to the part that it names. Ask them to explain what each part does.
Word Study: Irregular Verbs (is, has) • Say: Jill is in school. We are in school. Call students’ attention to the words is and are. Point out that they have the same meaning. However, is is used with one person or thing, and are is used with several people or things. • Say: The boy has a watch. We both have watches. Explain that has and have mean the same thing. But has is used with one person or thing, and have is used with more than one person or thing. • Say the sentences below twice. The first time, say the complete sentence. The second time, leave out the verb and ask students to say the correct form of the verb. Tony and Elena are in the pool. She is on the swing. Michael is on the slide. Maria has a dog. Katie and Jake have cats.
© 2011 Benchmark Education Company, LLC
2666x_TG.indd 7
Louis Pasteur Telling Time
27
11/12/10 11:16:43 AM
Name _______________________________________________________ Date __________________
Telling Time Detail:
Detail:
Main Idea:
Detail:
Detail:
© 2011 Benchmark Education Company, LLC
2666x_TG.indd 8
11/12/10 11:16:44 AM
