Things Move - Amazon Simple Storage Service (S3)
Level A/1
Things Move Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Compare and Contrast Phonemic Awareness
•• Words that start with /k/
Phonics
•• Initial c •• Initial and final r
Concepts About Print
•• Capital letters at beginning of sentences
High-Frequency Words
•• a, can, go
Content Vocabulary
•• Things that move
Science Big Idea
•• Many different objects can be set in motion.
B
Theme: Physical Science Science Concept: Things move in different ways.
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 car
Things That Go
skates
bike
ell
Before Reading
bus
Activate Prior Knowledge plane
boat
SUPPORT TIPS
for English-Language Learners
Build Vocabulary and Language Patterns Before they read the book, make sure students are familiar with the names of the things in the book. As students name each thing, write its name on chart paper. Have students pantomime driving each thing, then discuss it with them. Let students tell what they know. Each time the thing is named, point to the word on the chart paper.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (b in bike; h in helicopter). • Look for familiar chunks within the word (sub in submarine; motor in motorcycle).
Structure Cues
• Ask students to think of things that go. If necessary, prompt them by asking questions: Can a car go? Can a rock go? Can a plane go? On the board or chart paper, make a word web titled “Things That Go.” Write the title in the center circle of the web (left). Write students’ ideas in the outer circles. Discuss with students how each thing goes. Ask: Does it have wheels? Wings? An engine?
Model Visualizing • Display the book cover. Say: When I read a book, I ask myself questions before I begin reading, while I am reading, and after I am finished reading. Before I read this book, I look at the title, Things Move, and the picture on the cover. I see the boy riding a bike. I picture in my mind what other moving things the book might tell about. • Have students picture and name different things that move. Write their list on the board.
Preview the Book • Preview the pages in the book with students. As they look at each picture, ask them to describe what they see. Reinforce the language used in the text. For example, for each picture, ask: What can go? Then say: A ___ can go. If students cannot identify the moving thing in the picture, tell them the answer: Can a scooter go? A scooter can go.
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out what moving things the book tells about. Monitor students’ reading and provide support when necessary.
Review Reading Strategies • Use the clues provided to remind students that they can apply different strategies to identify unfamiliar words.
• Ask whether the sentence sounds right. • Look for repeated language patterns: A ___ can go.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word. © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page for classroom use. No other
2
Things Move
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: 978-1-4108-2652-7
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
ell
SUPPORT TIPS
for English-Language Learners
Help students pronounce the multisyllabic words in the story Say: submarine, motorcycle, helicopter, roller coaster. Use the syllables of each word as a chant, for example, say: sub/ ma/rine. Clap as you say the syllables. Then have students clap and say the syllables with you.
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 reread the sentence to see if it might help you. That was good reading. [ Student’s name], I saw that you tried to sound out the word helicopter. You looked at the beginning letter, then you checked the picture. Did that help you figure out the word?
Build Comprehension: Discuss Concepts • Personal response: Which thing would you like to go on? Why? (Answers will vary.) • Locate facts: Which thing has four wheels? (the car) Which thing goes underwater? (the submarine) Which thing flies in the air? (the helicopter) • Compare and contrast: How are all the things in the book alike? (They can go. People use them to go places.) • Draw conclusions: Why do people invent things that can go? (These machines help people go from one place to another.) • 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 for Things Move.
© 2011 Benchmark Education Company, LLC
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 Balloon Ride, ask: • Can a rabbit really take a balloon for a ride? (no) What does that tell you about Balloon Ride? (that it is fiction) • How can you tell that Things Move is a nonfiction book? (It tells about real things and what they can do.)
Things Move
3
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to text- dependent 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 compare and contrast? You may wish to model how you would answer the question.
Build Comprehension: Compare and Contrast Model • Create an overhead transparency of the graphic organizer “Things Move” or copy the chart on the board. Help students recall details about the things in the book. Model how to complete the chart. Use the following think-aloud. When I read about many different things, I can use a graphic organizer like this one to tell how the things are alike (compare) and how they are different (contrast). Say I want to compare and contrast a bike and a scooter. First I write bike and scooter under Two Things. Then I think of one way that a bike and a scooter are alike. The book says they both can go. So I will write “can go” next to How Are They Alike? in the chart. Can you think of other ways a bike and a scooter are alike? Practice and Apply • Guide students as they identify first similarities and then differences between the things and decide where to write each in the chart. 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 charts.
Things Move
• Are students’ answers to creative questions logical and relevant to the topic?
Two Things
• Do students’ completed graphic organizers reflect an ability to compare and contrast objects in a story? If necessary, provide more modeling. • If students are having difficulty, you might want to provide additional modeling.
bike scooter can go
How Are They Alike?
How Are They Different?
4
Things Move
have two wheels people use feet to make them go sit on bike pedal bike with feet stand on scooter push scooter with one foot
© 2011 Benchmark Education Company, LLC
Interactive Writing • Have students use information from the graphic organizer to write sentences about the story. Say: Let’s look at our chart. It tells how a bike and a scooter are alike and different. Let’s think of a sentence we can write about bikes and scooters. (Possible sentences: “Bikes and scooters can go,” “You sit on a bike,” and “You stand on a scooter.”) • 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. • Confer 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 Things Move independently. Then have them take turns with a partner, reading the text and describing the machines to each other.
Connect to Home • Have students read the take-home version of Things Move to family members. Have students work with family members to make a list of things that move.
© 2011 Benchmark Education Company, LLC
√ √ √√√√ √ √ √ √
√√
yu stnd on a skutr You stand on a scooter.
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.
Things Move
5
Skills Bank Phonemic Awareness: Words that start with /k/ • Say: Listen to the beginning sound in this word: can. Say the word again, emphasizing the beginning sound. Ask: What sound do you hear at the beginning of can? (/k/) Then segment the beginning sound: /k/ an. • Repeat the process; say: car and coaster. Then say: I’m going to say some words. Listen to the beginning sound in each word. Clap your hands if the word begins with the same sound as can. Say each of the following words slowly, and have students say the word and can before they give their answer: call, cap, jet, card, pack, cat, coat, team, cold, gate, count, cow.
Phonics: Initial c
cap coat cart cat
• Write the word car on the board. Ask students to listen to and identify the beginning sound in car. Say: The beginning sound in car is /k/. The letter c stands for /k/ in car. Underline the c in car. • Tell students that you will say some sentences and that they are to complete the sentences with words that begin with c. Say: The baseball player put his ___ on his head. (cap) It was cold outside, so she put on her ___. (coat) He put the bread into the grocery ___. (cart) The ___ licked the milk off its whiskers. (cat) • As students name the c words, write them under car on the board. Then read the words together, emphasizing the beginning sound, and underline the c in each word.
Phonics: Initial and final r
roller rabbit rock car letter rock rule four door red ride pear coaster
• Write the word roller on the board. Ask students to listen to and identify the beginning sound in the word. Then have them listen to and identify the ending sound in the word. Say: The letter r stands for the beginning /r/ in roller. The letter r also stands for the ending /r/ in roller. Underline both r’s. Say: The letter r can stand for /r/ at the beginning and at the end of words. • Say the following words and ask students if they hear /r/ at the beginning: rabbit, band, rock, red, duck, rule, fast, run, ride, cute. When they recognize a word with beginning /r/, write it on the board and underline the r. • Say the following words and ask students if they hear /r/ at the end: car, keep, four, pear, grab, letter, food, door, coaster. When they recognize a word with ending /r/, write it on the board and underline the r. • Together read the words in each list, emphasizing first the initial /r/ and then the final /r/. Point to the letter r each time you say the sound.
6
Things Move
© 2011 Benchmark Education Company, LLC
Concepts About Print • Have students turn to page 2. Read the sentence aloud. Ask students what they notice about the word A at the beginning of the sentence. (It is a capital A.) • Explain that the first word in a sentence is always capitalized, that is, it begins with a capital letter. Have students look at the other sentences in the book to see that this is true of all the other sentences. Point out that the capital letter at the beginning of a sentence is important; it tells us that a new sentence is starting. • Write the sentences below on the board. Have volunteers come to the board, erase the first letter in the first word, and replace it with a capital letter.
M motorboats can go.
motorboats can go. they can go fast. canoes can go too. but they do not go fast.
High-Frequency Word Vocabulary • Say and spell the following high-frequency words with students: a, can, and go. Write them on the board. • Then write this sentence form on the board: A ___ can go. Ask: What can go? Then model how to complete the sentence: A bus can go. • Have volunteers take turns asking the question. Then have them answer it using the sentence form and naming other things that go: A ship can go; a rocket can go. Point to the words a, can, and go on the board as students say them.
a can go
Content Vocabulary: Things That Move • Have students look through the book to find the words that name things that move: bike, scooter, sled, car, submarine, motorcycle, helicopter, roller coaster. Add any new words to the Activate Prior Knowledge web (page 2). Encourage students to make up sentences describing the things on the word web. • On an index card, write one sentence about each thing without naming it. Then write the name of each thing on another index card. Mix the cards and place them facedown in rows. Have students turn over pairs of cards until they find and identify the sentence card and the word card that go together. • Finally, have each student choose one thing from the web and draw a picture of it to go on a “Things Move” bulletin board.
© 2011 Benchmark Education Company, LLC
This can slide on snow.
sled
Things Move
7
Name _______________________________________________________ Date __________________
Things Move Two Things
How Are They Alike?
How Are They Different?
© 2011 Benchmark Education Company, LLC
Things Move Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Compare and Contrast Phonemic Awareness
•• Words that start with /k/
Phonics
•• Initial c •• Initial and final r
Concepts About Print
•• Capital letters at beginning of sentences
High-Frequency Words
•• a, can, go
Content Vocabulary
•• Things that move
Science Big Idea
•• Many different objects can be set in motion.
B
Theme: Physical Science Science Concept: Things move in different ways.
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 car
Things That Go
skates
bike
ell
Before Reading
bus
Activate Prior Knowledge plane
boat
SUPPORT TIPS
for English-Language Learners
Build Vocabulary and Language Patterns Before they read the book, make sure students are familiar with the names of the things in the book. As students name each thing, write its name on chart paper. Have students pantomime driving each thing, then discuss it with them. Let students tell what they know. Each time the thing is named, point to the word on the chart paper.
CUES FOR STRATEGIC READING Visual Cues • Look at the beginning letter or letters (b in bike; h in helicopter). • Look for familiar chunks within the word (sub in submarine; motor in motorcycle).
Structure Cues
• Ask students to think of things that go. If necessary, prompt them by asking questions: Can a car go? Can a rock go? Can a plane go? On the board or chart paper, make a word web titled “Things That Go.” Write the title in the center circle of the web (left). Write students’ ideas in the outer circles. Discuss with students how each thing goes. Ask: Does it have wheels? Wings? An engine?
Model Visualizing • Display the book cover. Say: When I read a book, I ask myself questions before I begin reading, while I am reading, and after I am finished reading. Before I read this book, I look at the title, Things Move, and the picture on the cover. I see the boy riding a bike. I picture in my mind what other moving things the book might tell about. • Have students picture and name different things that move. Write their list on the board.
Preview the Book • Preview the pages in the book with students. As they look at each picture, ask them to describe what they see. Reinforce the language used in the text. For example, for each picture, ask: What can go? Then say: A ___ can go. If students cannot identify the moving thing in the picture, tell them the answer: Can a scooter go? A scooter can go.
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: Read to find out what moving things the book tells about. Monitor students’ reading and provide support when necessary.
Review Reading Strategies • Use the clues provided to remind students that they can apply different strategies to identify unfamiliar words.
• Ask whether the sentence sounds right. • Look for repeated language patterns: A ___ can go.
Meaning Cues • Think about what makes sense in the sentence. • Look at the picture to confirm the meaning of the word. © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page for classroom use. No other
2
Things Move
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: 978-1-4108-2652-7
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
ell
SUPPORT TIPS
for English-Language Learners
Help students pronounce the multisyllabic words in the story Say: submarine, motorcycle, helicopter, roller coaster. Use the syllables of each word as a chant, for example, say: sub/ ma/rine. Clap as you say the syllables. Then have students clap and say the syllables with you.
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 reread the sentence to see if it might help you. That was good reading. [ Student’s name], I saw that you tried to sound out the word helicopter. You looked at the beginning letter, then you checked the picture. Did that help you figure out the word?
Build Comprehension: Discuss Concepts • Personal response: Which thing would you like to go on? Why? (Answers will vary.) • Locate facts: Which thing has four wheels? (the car) Which thing goes underwater? (the submarine) Which thing flies in the air? (the helicopter) • Compare and contrast: How are all the things in the book alike? (They can go. People use them to go places.) • Draw conclusions: Why do people invent things that can go? (These machines help people go from one place to another.) • 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 for Things Move.
© 2011 Benchmark Education Company, LLC
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 Balloon Ride, ask: • Can a rabbit really take a balloon for a ride? (no) What does that tell you about Balloon Ride? (that it is fiction) • How can you tell that Things Move is a nonfiction book? (It tells about real things and what they can do.)
Things Move
3
Small-Group Reading Lesson
COMPREHENSION ASSESSMENT TIPS
Monitor Comprehension • Are students able to locate specific answers to text- dependent 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 compare and contrast? You may wish to model how you would answer the question.
Build Comprehension: Compare and Contrast Model • Create an overhead transparency of the graphic organizer “Things Move” or copy the chart on the board. Help students recall details about the things in the book. Model how to complete the chart. Use the following think-aloud. When I read about many different things, I can use a graphic organizer like this one to tell how the things are alike (compare) and how they are different (contrast). Say I want to compare and contrast a bike and a scooter. First I write bike and scooter under Two Things. Then I think of one way that a bike and a scooter are alike. The book says they both can go. So I will write “can go” next to How Are They Alike? in the chart. Can you think of other ways a bike and a scooter are alike? Practice and Apply • Guide students as they identify first similarities and then differences between the things and decide where to write each in the chart. 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 charts.
Things Move
• Are students’ answers to creative questions logical and relevant to the topic?
Two Things
• Do students’ completed graphic organizers reflect an ability to compare and contrast objects in a story? If necessary, provide more modeling. • If students are having difficulty, you might want to provide additional modeling.
bike scooter can go
How Are They Alike?
How Are They Different?
4
Things Move
have two wheels people use feet to make them go sit on bike pedal bike with feet stand on scooter push scooter with one foot
© 2011 Benchmark Education Company, LLC
Interactive Writing • Have students use information from the graphic organizer to write sentences about the story. Say: Let’s look at our chart. It tells how a bike and a scooter are alike and different. Let’s think of a sentence we can write about bikes and scooters. (Possible sentences: “Bikes and scooters can go,” “You sit on a bike,” and “You stand on a scooter.”) • 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. • Confer 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 Things Move independently. Then have them take turns with a partner, reading the text and describing the machines to each other.
Connect to Home • Have students read the take-home version of Things Move to family members. Have students work with family members to make a list of things that move.
© 2011 Benchmark Education Company, LLC
√ √ √√√√ √ √ √ √
√√
yu stnd on a skutr You stand on a scooter.
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.
Things Move
5
Skills Bank Phonemic Awareness: Words that start with /k/ • Say: Listen to the beginning sound in this word: can. Say the word again, emphasizing the beginning sound. Ask: What sound do you hear at the beginning of can? (/k/) Then segment the beginning sound: /k/ an. • Repeat the process; say: car and coaster. Then say: I’m going to say some words. Listen to the beginning sound in each word. Clap your hands if the word begins with the same sound as can. Say each of the following words slowly, and have students say the word and can before they give their answer: call, cap, jet, card, pack, cat, coat, team, cold, gate, count, cow.
Phonics: Initial c
cap coat cart cat
• Write the word car on the board. Ask students to listen to and identify the beginning sound in car. Say: The beginning sound in car is /k/. The letter c stands for /k/ in car. Underline the c in car. • Tell students that you will say some sentences and that they are to complete the sentences with words that begin with c. Say: The baseball player put his ___ on his head. (cap) It was cold outside, so she put on her ___. (coat) He put the bread into the grocery ___. (cart) The ___ licked the milk off its whiskers. (cat) • As students name the c words, write them under car on the board. Then read the words together, emphasizing the beginning sound, and underline the c in each word.
Phonics: Initial and final r
roller rabbit rock car letter rock rule four door red ride pear coaster
• Write the word roller on the board. Ask students to listen to and identify the beginning sound in the word. Then have them listen to and identify the ending sound in the word. Say: The letter r stands for the beginning /r/ in roller. The letter r also stands for the ending /r/ in roller. Underline both r’s. Say: The letter r can stand for /r/ at the beginning and at the end of words. • Say the following words and ask students if they hear /r/ at the beginning: rabbit, band, rock, red, duck, rule, fast, run, ride, cute. When they recognize a word with beginning /r/, write it on the board and underline the r. • Say the following words and ask students if they hear /r/ at the end: car, keep, four, pear, grab, letter, food, door, coaster. When they recognize a word with ending /r/, write it on the board and underline the r. • Together read the words in each list, emphasizing first the initial /r/ and then the final /r/. Point to the letter r each time you say the sound.
6
Things Move
© 2011 Benchmark Education Company, LLC
Concepts About Print • Have students turn to page 2. Read the sentence aloud. Ask students what they notice about the word A at the beginning of the sentence. (It is a capital A.) • Explain that the first word in a sentence is always capitalized, that is, it begins with a capital letter. Have students look at the other sentences in the book to see that this is true of all the other sentences. Point out that the capital letter at the beginning of a sentence is important; it tells us that a new sentence is starting. • Write the sentences below on the board. Have volunteers come to the board, erase the first letter in the first word, and replace it with a capital letter.
M motorboats can go.
motorboats can go. they can go fast. canoes can go too. but they do not go fast.
High-Frequency Word Vocabulary • Say and spell the following high-frequency words with students: a, can, and go. Write them on the board. • Then write this sentence form on the board: A ___ can go. Ask: What can go? Then model how to complete the sentence: A bus can go. • Have volunteers take turns asking the question. Then have them answer it using the sentence form and naming other things that go: A ship can go; a rocket can go. Point to the words a, can, and go on the board as students say them.
a can go
Content Vocabulary: Things That Move • Have students look through the book to find the words that name things that move: bike, scooter, sled, car, submarine, motorcycle, helicopter, roller coaster. Add any new words to the Activate Prior Knowledge web (page 2). Encourage students to make up sentences describing the things on the word web. • On an index card, write one sentence about each thing without naming it. Then write the name of each thing on another index card. Mix the cards and place them facedown in rows. Have students turn over pairs of cards until they find and identify the sentence card and the word card that go together. • Finally, have each student choose one thing from the web and draw a picture of it to go on a “Things Move” bulletin board.
© 2011 Benchmark Education Company, LLC
This can slide on snow.
sled
Things Move
7
Name _______________________________________________________ Date __________________
Things Move Two Things
How Are They Alike?
How Are They Different?
© 2011 Benchmark Education Company, LLC
