The Lemonade Stand
Level G/12
The Lemonade Stand Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Identify Sequence of Events •• Make Predictions Phonemic Awareness
•• Segmenting and blending onset and rime
Phonics
•• Final blend -nk •• Vowel sound /ô/
High-Frequency Words
•• best, gave, great
Concept Vocabulary
•• Words associated with a lemonade stand
Grammar/Word Study
•• Words that tell how
Math Big Idea
•• People do jobs to earn money. They use money to buy things.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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
Small Group Reading Lesson Before Reading
cookies fruit
lemonade
Things to Buy at a Lemonade Stand extra ice
muffins brownies
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Things to Buy at a Lemonade Stand” (left) or copy the organizer on chart paper, leaving the circles blank. Tell students that they are going to think of things they might buy if they went to a lemonade stand. If needed, prompt students by asking what they might eat with a glass of lemonade. Record their responses. Tell students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What do you see in the photograph on the cover? Visual Cues • Look at the initial consonants. (w in weeds; dr in drinks) • Look for familiar chunks within the word. (lemon in lemonade; help in helping) • Break the word into syllables and sound out each part. (mon/ey; ev/ery/thing) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“I gave them . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What are the girls doing? • What are they selling at their lemonade stand? How do you know? Show students the title page. Ask: • How much do brownies cost? How do you know? • What kind of cookie is for sale? How much does one cookie cost? Preview the photographs with students, reinforcing the language used in the text. For example, say: Why do you think the boy helped his mom give the dog a bath? How is he helping his dad? Why is he counting the money in his bank?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out what the boy buys at the lemonade stand. 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.
The Lemonade Stand
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you observed by saying: • I noticed, [student’s name], that you laughed at the picture of a money tree. Did this picture help you understand that money doesn’t grow on trees? • [Student’s name], I saw that you found the familiar chunk help in the words helped and helping. 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. • What did the boy’s friends sell at their lemonade stand? (cookies, brownies, and lemonade, pp. 1, 12) (Locate facts) • Look at our graphic organizer. Were any of the things we listed things we could buy at a lemonade stand? (Answers will vary.) (Compare and contrast) • How much money did the boy start with? How much did he have after helping his mom and dad? How much did he have at the end? Be sure to check the pictures as well as the words to find the answers. (He started with 25 cents, p. 3; he got 50 cents for helping with the dog, p. 7; he got 25 cents for helping in the yard, p. 9; he had a dollar after helping his parents, p. 10; he had nothing left at the end, p. 16) (Identify sequence) • Would you like to set up a lemonade stand? Explain why or why not? You need the ideas in your head to answer this question. (Answers will vary.) (Use creative thinking)
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
The Lemonade Stand © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the questions to the text. Encourage them to use the photographs to help them locate answers. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question.
Model Distribute copies of the graphic organizer on page 8 or copy it on the board. Begin a discussion of how the students might organize the information in the book. You may wish to copy the organizer on the board or make an overhead transparency so you can model for students how to record the information. Use the following think-aloud. With some books I can see a clear sequence of events. I can better remember the events if I write them in order on a graphic organizer. I summarize each event and use only key words to help me remember what happened. What is the first event that happens in The Lemonade Stand? The boy’s friends decide to set up a lemonade stand. I will write “friends planned lemonade stand” in the box labeled “Event 1.” Then the storyteller finds that he has only 25 cents and says, “I had to make some money.” I will write “had 25 cents, needed to make money” in the box labeled “Event 2.” Now let’s fill in more parts of the diagram. Practice and Apply Guide students as they generate ideas for the diagram. Help them decide what they should record in the space labeled “Event 3.” When you are confident that students understand what to do, have them complete the events chain independently. Allow time for students to share their recorded information. Have them use the graphic organizer as a prompt for retelling the events in the book.
Events Chain Event 1
• Are students’ answers to creative questions logical and relevant to the topic?
friends planned lemonade stand
• Do student’s completed graphic organizers reflect an ability to organize information in correct sequence? If students are having difficulty, provide more modeling with sequencing familiar, everyday events.
had 25 cents, needed to make money
Event 2
Event 3 helped mom with dog, made 50 cents
Event 4 helped dad in yard, made 25 cents
Final Outcome spent money at lemonade stand
The Lemonade Stand
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Have students apply the thinking process they used to complete the graphic organizer in the Build Comprehension segment of the lesson to a new but familiar subject, such as hitting a home run. Use the overhead transparency of the graphic organizer or copy it again on the board. Have students list the main events of the chosen subject in order and tell the final outcome. Explain to students that they will use the graphic organizer to write a group paragraph. Use the following writing steps. • Have students refer to the graphic organizer to orally recount the sequence of events they will summarize in their paragraph. • Help them use these details to create sentences that you record on the board. • Read through the sentences with students, inviting them to suggest ways the sentences might be improved. Ask: Does the order of the sentences tell the order of events accurately? Do we need to add details to make the information easier to understand? • Remind students that the visual information in the book The Lemonade Stand is very important in helping them understand details about the lemonade stand and money. Have them suggest a visual feature they could add to the group paragraph.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread The Lemonade Stand with a partner. Students should alternate reading pages throughout the book.
Write Independently Remind students that authors carefully plan their writing before putting pen to paper. Explain that they are going to use the same graphic organizer to plan their own writing. Use the following writing steps. • Distribute copies of the graphic organizer. • Help students decide on a subject that has a sequence of events, such as learning to ride a bike, buying a gift, or chasing a pet. • Have them fill in the boxes in the chain. • Have students record other events in the correct order. • Ask students to expand on the details and create sentences about their subjects for their written paragraphs.
Connect to Home Have students read the take-home version of The Lemonade Stand to family members. Suggest that students discuss with family members ways to earn money for something they would like to do.
• Tell students that they can work with a partner to edit their paragraphs. • Encourage students to add a visual feature to their completed paragraphs. The Lemonade Stand © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting and blending onset and rime Have students listen as you slowly say the word dog, separating the beginning sound (onset) from the rest of the sounds (rime): /d/ /og/. Have students repeat the onset and rime and then blend them to make the word dog. Repeat with the words gave, make, and too. Say each of the following words from the book: bath, bank, dime, good, look, told. Then ask a volunteer to say the word as he or she segments the word into its onset and rime.
Phonics: Final blend –nk
thi nk
si nk
ba nk
bli nk
dri nk
sa nk
dra nk
tru nk
Direct students’ attention to the word bank on page 3. Say the word slowly. Have students repeat the word and tell you what sound they hear at the end. (/nk/) Tell them that the sounds /n/ and /k/ blend at the end of the word. Write the ending –nk on the board. Direct students to listen as you say the words think, bank, thing, drink, king, sink, blink, sank, and trunk. Tell students to raise their hands when they hear a word that ends with –nk. Then write the –nk words the students identified on the board. Ask volunteers to come to the board and circle the –nk in each word.
Phonics: Vowel sound /^o/
all saw dog draw cost coast dawn dew cross song row raw bar caught
Have students listen carefully as you say the words walked and ^ bought. Ask them what vowel sound they hear in these words. (/o/) Write the following pairs of words on the board: all/saw, dog/draw, cost/coast, dawn/dew, cross/song, row/raw, bar/caught. Tell students that they are going to play a “thumbs up/thumbs down” game. You will read aloud one of the word pairs at a time, and they will repeat ^ sound, they will the words after you. If both words have the /o/ give the “thumbs up” sign. If the words have different vowel sounds, they will give the “thumbs down” sign. After you say each word pair, have a volunteer come to the board and underline the ^ sound. word or words in the pair with the /o/
The Lemonade Stand
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the words gave, great, and best on the board. Tell students that you are thinking of one of the words on the board. Give them a clue, such as The word rhymes with save. Ask what the word is. When students have correctly identified the word, give a clue for another word until students have identified all three words. Pair students. Write the words on index cards, making enough to have one card for every pair. Give each pair one of the words. Tell them that they are to think of two clues for their word. When each pair is ready, have the students present their clues while other pairs guess the word.
gave great best
Concept Vocabulary: Words associated with a lemonade stand Ask students to think of words associated with a lemonade stand. Have them review the words in the pre-reading semantic web. Prompt students by asking what kinds of things they like to have with a glass of lemonade, how they will pay for the items they purchase, or what the weather might be like on a day they could set up a lemonade stand. Possible words include cookies, brownies, lemonade, ice, candy, cake, muffins, fruit, money, summer, and sunshine. Record students’ suggestions on the board. Invite volunteers, one by one, to choose a word and use it in a sentence. Continue until all students have had a turn.
Word Study: Words that tell how Draw students’ attention to the sentence “Everything looked so good!” on page 13. Ask: What word in the sentence tells you how everything looked? (good) Indicate to students that the words good, best, and great can be used to describe how something looks, tastes, feels, or acts. Write the words on the board and invite students to play “In the Spotlight.” Give a volunteer a flashlight and have him or her shine the light on one of the words. The student should then read the word, spell it, and use it in a sentence. Pass the flashlight around the room, giving every student a turn.
good best great
Louis Pasteur © 2003 Benchmark Education Company, LLC
27
Skills Bank Build Comprehension Make Predictions ••Explain Create an overhead transparency of the graphic organizer “The Lemonade Stand” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. ••Model Say: Let’s think about a prediction someone might make before reading The Lemonade Stand. The title tells us the book is about a lemonade stand. This book could be about kids who sell lemonade. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the book. Say: We can’t mark Yes because the prediction is not correct. The book is about a boy who earns money to buy things at a lemonade stand. Write this statement in the first No box on the graphic organizer. ••Guide Say: Now let’s think about another prediction. What might someone predict about the photograph on page 3? (Allow time for students to respond, assisting if needed.) Yes, readers might think that this boy is sad because he doesn’t have much money. Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read pp. 2 and 3 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. ••Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Lemonade Stand Stand Make Make Predictions Predictions Prediction
Yes
No
Before reading the book someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Notes
10
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Notes
The Lemonade Stand ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Events Chain Event 1
Event 2
Event 3
Event 4
Final Outcome
© 2011 Benchmark Education Company, LLC
The Lemonade Stand Math
Teacher’s Guide Skills & Strategies Anchor Comprehension Strategies
•• Identify Sequence of Events •• Make Predictions Phonemic Awareness
•• Segmenting and blending onset and rime
Phonics
•• Final blend -nk •• Vowel sound /ô/
High-Frequency Words
•• best, gave, great
Concept Vocabulary
•• Words associated with a lemonade stand
Grammar/Word Study
•• Words that tell how
Math Big Idea
•• People do jobs to earn money. They use money to buy things.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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
Small Group Reading Lesson Before Reading
cookies fruit
lemonade
Things to Buy at a Lemonade Stand extra ice
muffins brownies
Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Things to Buy at a Lemonade Stand” (left) or copy the organizer on chart paper, leaving the circles blank. Tell students that they are going to think of things they might buy if they went to a lemonade stand. If needed, prompt students by asking what they might eat with a glass of lemonade. Record their responses. Tell students that they will come back to the graphic organizer when they have finished reading the book.
Preview the Book Read the title and names of the authors to students. Ask: • What do you see in the photograph on the cover? Visual Cues • Look at the initial consonants. (w in weeds; dr in drinks) • Look for familiar chunks within the word. (lemon in lemonade; help in helping) • Break the word into syllables and sound out each part. (mon/ey; ev/ery/thing) Structure Cues • Think about whether the sentence sounds right. • Look for repeated language patterns. (“I gave them . . .”) Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
• What are the girls doing? • What are they selling at their lemonade stand? How do you know? Show students the title page. Ask: • How much do brownies cost? How do you know? • What kind of cookie is for sale? How much does one cookie cost? Preview the photographs with students, reinforcing the language used in the text. For example, say: Why do you think the boy helped his mom give the dog a bath? How is he helping his dad? Why is he counting the money in his bank?
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out what the boy buys at the lemonade stand. 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.
The Lemonade Stand
2
© 2011 Benchmark Education Company, LLC
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you observed by saying: • I noticed, [student’s name], that you laughed at the picture of a money tree. Did this picture help you understand that money doesn’t grow on trees? • [Student’s name], I saw that you found the familiar chunk help in the words helped and helping. 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. • What did the boy’s friends sell at their lemonade stand? (cookies, brownies, and lemonade, pp. 1, 12) (Locate facts) • Look at our graphic organizer. Were any of the things we listed things we could buy at a lemonade stand? (Answers will vary.) (Compare and contrast) • How much money did the boy start with? How much did he have after helping his mom and dad? How much did he have at the end? Be sure to check the pictures as well as the words to find the answers. (He started with 25 cents, p. 3; he got 50 cents for helping with the dog, p. 7; he got 25 cents for helping in the yard, p. 9; he had a dollar after helping his parents, p. 10; he had nothing left at the end, p. 16) (Identify sequence) • Would you like to set up a lemonade stand? Explain why or why not? You need the ideas in your head to answer this question. (Answers will vary.) (Use creative thinking)
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
The Lemonade Stand © 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Build Comprehension Identify Sequence
Teacher Tip Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the questions to the text. Encourage them to use the photographs to help them locate answers. • Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question.
Model Distribute copies of the graphic organizer on page 8 or copy it on the board. Begin a discussion of how the students might organize the information in the book. You may wish to copy the organizer on the board or make an overhead transparency so you can model for students how to record the information. Use the following think-aloud. With some books I can see a clear sequence of events. I can better remember the events if I write them in order on a graphic organizer. I summarize each event and use only key words to help me remember what happened. What is the first event that happens in The Lemonade Stand? The boy’s friends decide to set up a lemonade stand. I will write “friends planned lemonade stand” in the box labeled “Event 1.” Then the storyteller finds that he has only 25 cents and says, “I had to make some money.” I will write “had 25 cents, needed to make money” in the box labeled “Event 2.” Now let’s fill in more parts of the diagram. Practice and Apply Guide students as they generate ideas for the diagram. Help them decide what they should record in the space labeled “Event 3.” When you are confident that students understand what to do, have them complete the events chain independently. Allow time for students to share their recorded information. Have them use the graphic organizer as a prompt for retelling the events in the book.
Events Chain Event 1
• Are students’ answers to creative questions logical and relevant to the topic?
friends planned lemonade stand
• Do student’s completed graphic organizers reflect an ability to organize information in correct sequence? If students are having difficulty, provide more modeling with sequencing familiar, everyday events.
had 25 cents, needed to make money
Event 2
Event 3 helped mom with dog, made 50 cents
Event 4 helped dad in yard, made 25 cents
Final Outcome spent money at lemonade stand
The Lemonade Stand
4
© 2011 Benchmark Education Company, LLC
Small Group Writing Have students apply the thinking process they used to complete the graphic organizer in the Build Comprehension segment of the lesson to a new but familiar subject, such as hitting a home run. Use the overhead transparency of the graphic organizer or copy it again on the board. Have students list the main events of the chosen subject in order and tell the final outcome. Explain to students that they will use the graphic organizer to write a group paragraph. Use the following writing steps. • Have students refer to the graphic organizer to orally recount the sequence of events they will summarize in their paragraph. • Help them use these details to create sentences that you record on the board. • Read through the sentences with students, inviting them to suggest ways the sentences might be improved. Ask: Does the order of the sentences tell the order of events accurately? Do we need to add details to make the information easier to understand? • Remind students that the visual information in the book The Lemonade Stand is very important in helping them understand details about the lemonade stand and money. Have them suggest a visual feature they could add to the group paragraph.
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread The Lemonade Stand with a partner. Students should alternate reading pages throughout the book.
Write Independently Remind students that authors carefully plan their writing before putting pen to paper. Explain that they are going to use the same graphic organizer to plan their own writing. Use the following writing steps. • Distribute copies of the graphic organizer. • Help students decide on a subject that has a sequence of events, such as learning to ride a bike, buying a gift, or chasing a pet. • Have them fill in the boxes in the chain. • Have students record other events in the correct order. • Ask students to expand on the details and create sentences about their subjects for their written paragraphs.
Connect to Home Have students read the take-home version of The Lemonade Stand to family members. Suggest that students discuss with family members ways to earn money for something they would like to do.
• Tell students that they can work with a partner to edit their paragraphs. • Encourage students to add a visual feature to their completed paragraphs. The Lemonade Stand © 2011 Benchmark Education Company, LLC
5
Skills Bank Phonemic Awareness: Segmenting and blending onset and rime Have students listen as you slowly say the word dog, separating the beginning sound (onset) from the rest of the sounds (rime): /d/ /og/. Have students repeat the onset and rime and then blend them to make the word dog. Repeat with the words gave, make, and too. Say each of the following words from the book: bath, bank, dime, good, look, told. Then ask a volunteer to say the word as he or she segments the word into its onset and rime.
Phonics: Final blend –nk
thi nk
si nk
ba nk
bli nk
dri nk
sa nk
dra nk
tru nk
Direct students’ attention to the word bank on page 3. Say the word slowly. Have students repeat the word and tell you what sound they hear at the end. (/nk/) Tell them that the sounds /n/ and /k/ blend at the end of the word. Write the ending –nk on the board. Direct students to listen as you say the words think, bank, thing, drink, king, sink, blink, sank, and trunk. Tell students to raise their hands when they hear a word that ends with –nk. Then write the –nk words the students identified on the board. Ask volunteers to come to the board and circle the –nk in each word.
Phonics: Vowel sound /^o/
all saw dog draw cost coast dawn dew cross song row raw bar caught
Have students listen carefully as you say the words walked and ^ bought. Ask them what vowel sound they hear in these words. (/o/) Write the following pairs of words on the board: all/saw, dog/draw, cost/coast, dawn/dew, cross/song, row/raw, bar/caught. Tell students that they are going to play a “thumbs up/thumbs down” game. You will read aloud one of the word pairs at a time, and they will repeat ^ sound, they will the words after you. If both words have the /o/ give the “thumbs up” sign. If the words have different vowel sounds, they will give the “thumbs down” sign. After you say each word pair, have a volunteer come to the board and underline the ^ sound. word or words in the pair with the /o/
The Lemonade Stand
6
© 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the words gave, great, and best on the board. Tell students that you are thinking of one of the words on the board. Give them a clue, such as The word rhymes with save. Ask what the word is. When students have correctly identified the word, give a clue for another word until students have identified all three words. Pair students. Write the words on index cards, making enough to have one card for every pair. Give each pair one of the words. Tell them that they are to think of two clues for their word. When each pair is ready, have the students present their clues while other pairs guess the word.
gave great best
Concept Vocabulary: Words associated with a lemonade stand Ask students to think of words associated with a lemonade stand. Have them review the words in the pre-reading semantic web. Prompt students by asking what kinds of things they like to have with a glass of lemonade, how they will pay for the items they purchase, or what the weather might be like on a day they could set up a lemonade stand. Possible words include cookies, brownies, lemonade, ice, candy, cake, muffins, fruit, money, summer, and sunshine. Record students’ suggestions on the board. Invite volunteers, one by one, to choose a word and use it in a sentence. Continue until all students have had a turn.
Word Study: Words that tell how Draw students’ attention to the sentence “Everything looked so good!” on page 13. Ask: What word in the sentence tells you how everything looked? (good) Indicate to students that the words good, best, and great can be used to describe how something looks, tastes, feels, or acts. Write the words on the board and invite students to play “In the Spotlight.” Give a volunteer a flashlight and have him or her shine the light on one of the words. The student should then read the word, spell it, and use it in a sentence. Pass the flashlight around the room, giving every student a turn.
good best great
Louis Pasteur © 2003 Benchmark Education Company, LLC
27
Skills Bank Build Comprehension Make Predictions ••Explain Create an overhead transparency of the graphic organizer “The Lemonade Stand” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. ••Model Say: Let’s think about a prediction someone might make before reading The Lemonade Stand. The title tells us the book is about a lemonade stand. This book could be about kids who sell lemonade. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the book. Say: We can’t mark Yes because the prediction is not correct. The book is about a boy who earns money to buy things at a lemonade stand. Write this statement in the first No box on the graphic organizer. ••Guide Say: Now let’s think about another prediction. What might someone predict about the photograph on page 3? (Allow time for students to respond, assisting if needed.) Yes, readers might think that this boy is sad because he doesn’t have much money. Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read pp. 2 and 3 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. ••Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
8
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
The The Lemonade Stand Stand Make Make Predictions Predictions Prediction
Yes
No
Before reading the book someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
On page _____, someone might predict . . .
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Notes
10
The Lemonade Stand ©2011 Benchmark Education Company, LLC
Notes
The Lemonade Stand ©2011 Benchmark Education Company, LLC
11
Name _______________________________________________________ Date ___________________
Events Chain Event 1
Event 2
Event 3
Event 4
Final Outcome
© 2011 Benchmark Education Company, LLC
