We Are All Alike
We Are All Alike
Level J/18
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Compare and Contrast Phonics
•• r-controlled vowels •• Syllabication
Content Vocabulary
•• Common needs of people
Grammar/Word Study •• Describing words
Social Studies Big Idea
•• H umans everywhere have the same basic needs.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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e n c h m a r k
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d u c a t i o n
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o m p a n y
Small Group Reading Lesson Day 1 Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes. They all need a family.
They all use words.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • How are these children different? • How are they alike? Involve students in a discussion of what people need to live. Distribute copies of the prediction chart (left). Have pairs of students discuss ways they think people around the world are alike. Ask them to write at least three of their ideas in the “Before Reading” column of the chart and then share their ideas with the group. Explain that students will come back to the chart to check their predictions as they are reading the book.
Preview the Book They all eat food.
Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What chapter would you go to if you wanted to find out why people need clothes? Let’s turn to that page. • What is the purpose of the captions by the photographs on pages 10 and 11? Point out the word fur on page 11. Have students turn to the glossary on page 16 and find the word. Read the definition together. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about homes for people? • On what pages can I find out about clothes for people? Let’s turn to these pages to see what we can find.
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We Are All Alike © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–5 Have students turn to page 2 and read the heading. Say: Let’s read this chapter silently to find out some ways all people are alike. Monitor students’ reading and provide support when necessary.
Monitor Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • 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 • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • [Student’s name], I heard you sounding out the word people. You divided it into parts, then you sounded out each part. That’s what good readers do. • I noticed, [student’s name], that you looked at the pictures to confirm the meanings of some words. That is a good strategy. You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes.
All people need food.
They all need a family.
All people need clothes.
• What things did you read that all people need? (food, clothes, and homes, p. 4) (Locate facts)
They all use words.
All people need homes.
• Look at your prediction charts. Is there any information about the ways people are alike that you can add to the second column after reading the first chapter of the book? (Answers will vary.) (Make predictions)
They all eat food.
Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.
• Why do you think all people need clothes? (to keep warm, dry, and protected from the sun) (Make inferences) © 2011 Benchmark Education Company, LLC
We Are All Alike
3
Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapter 2, pp. 6–9 Have students turn to page 6 and read the heading. Say: Let’s read this chapter silently to find out why people need food. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • Why do people need food? (People must eat food to live. p. 6) (Locate facts) • What would happen if people could not get food? (They would die of starvation.) (Make inferences) • What are some kinds of grains? Name grains that are mentioned in the book as well as any other grains you know. (rice, maize, corn, wheat, pp. 8, 9) (Locate facts/Classify and categorize) • Why do people in different parts of the world eat different kinds of foods? (Different parts have different climates. People eat what grows where they live.) (Summarize information)
Day 2 Review Chapters 1 and 2 Have students review what they previously read about how people are alike. Ask: • What can you tell me about how people are alike? • What did you learn about why people need food? • What are some new words you learned from your reading so far?
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We Are All Alike © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 3–4, pp. 10–15 Have students turn to pages 10 and 13 to read the chapter headings. Say: Let’s read these chapters silently to learn why people need clothes and homes. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use the information from the text and their background experience to answer questions. Ask: • What did you learn from these chapters about why people need clothes and homes? (They need clothes and homes to protect them from the weather. Their clothes and homes are affected by the places where they live.) (Summarize information) • How are people’s clothes different in hot lands than in cold lands? Why are they different? (In hot places people wear loose, lightcolored clothes to stay cool. In cold places they wear fur to stay warm.) (Compare and contrast) • Why do some people make houses of grass? (It is what they have around them to build with. It works well to keep out the sun and rain.) (Identify cause and effect) • Why do you think people who live in a city do not usually build a house of grass or wood? (Answers will vary. One possible answer: These materials are not close by, and since buildings are very tall, they have to be made of metal, stone, or concrete to keep them from falling.) (Make inferences)
Teacher Tip 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 text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine back- ground knowledge with information from the book. • Questions that relate to the book topic but require students to use only back- ground knowledge and experience, not information from the book.
We Are All Alike © 2011 Benchmark Education Company, LLC
5
Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–4 Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes.
All people need food.
All people need food.
They all need a family.
All people need clothes.
All people need clothes. People wear clothes to live. Clothes keep them cool in a hot place and warm in a cold place.
They all use words.
All people need homes.
They all eat food.
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We Are All Alike
All people need homes. Homes protect people from weather. People build homes that fit where they live.
ASK AND ANSWER QUESTIONS • What can you write in the third column of your prediction charts after reading the whole book? (Answers will vary.) (Locate facts) • How do you think people choose the materials to build their homes? (Answers may vary. One possible answer: They use materials that are available or that will protect them from the climate where they live.) (Draw conclusions) • Is the following statement a fact or an opinion? “Wood houses are best.” Tell how you know. (opinion; it expresses a belief; it cannot be proved.) (Evaluate fact and opinion) • What would you like about having a friend from a faraway country? (Answers will vary.) (Use creative thinking) COMPARE AND CONTRAST Model Discuss the concept of comparing and contrasting two things with students and explain why doing this is useful. Model how to pick out the details to compare from the book. Copy the Venn diagram on the board and show students how to record the information in the appropriate places. Say: This book tells about how people around the world are alike and different. One way to show how two things are alike and different is to write details about both on a Venn diagram. I will use this Venn diagram to compare and contrast the foods people eat in different places. First I label the left circle “Foods People Eat in Cool Places” and the right circle “Foods People Eat in Warm Places.” Then I label the middle part “Foods People Eat in Both Places.” I will write details that tell only about foods people eat in cool places in the left circle. I will write details that tell only about foods people eat in warm places in the right circle. Details that tell about foods people eat in both places go in the middle section. Let’s think about how foods are the same in both places. The book says that people in both places eat vegetables, fruits, and grains. In addition, in both places, people eat foods that grow well on their land. So I write those details in the middle section. How are foods different in these places? The book says that in cool places, people eat such foods as apples and beets, and in warm, sunny places they eat such foods as bananas, peppers, and corn. These foods grow well in those places. I’ll write “foods that grow well in cool places—apples and beets” in the left circle and “foods that grow well in warm places—bananas and peppers” in the right circle. Now you choose two things to compare and contrast. © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Suggest that they compare the clothes worn by people in different places or the homes built by people in different places. Guide students as they look for ways the clothes or homes are alike and different in the two places. Provide assistance as needed as students write the similarities and differences in the appropriate places in the diagram.
Compare and Contrast
Foods People Eat in Cool Places
Foods People Eat in Both Places
foods that grow well in cool places—apples and beets
vegetables, fruits, and grains foods that grow well on their land
Foods People Eat in Warm Places foods that grow well in warm places—bananas and peppers
Teacher Tip Monitoring Comprehension • Are students are able to revisit the text to locate specific answers to textdependent questions? 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 make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect the ability to compare and contrast two topics and organize the similarities and differences on a diagram? If students are having difficulty, provide more modeling and guided practice in this skill.
We Are All Alike © 2011 Benchmark Education Company, LLC
7
Small Group Reading Lesson
(continued)
Small Group Writing MODEL THE WRITING
Cats
Cats and Dogs
Dogs
purr give themselves a bath chase string
pets, live with people fur, four legs, tail like to be petted have litters
wag tail need a bath fetch a stick
Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Help students choose two familiar things that they can compare and contrast, such as cats and dogs. Tell students they need to think about how cats and dogs are alike and different. Record their suggestions in the appropriate places in the Venn diagram, or have them tell you where to record their ideas. Tell students they now have a plan for writing: They know how cats and dogs are similar and different. Working on the first paragraph, have students suggest sentences that expand on the similarities listed on their graphic organizer. Record their suggestions. Read aloud the completed paragraph and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph using the listed differences. The completed writing might be similar to the following: “Cats and dogs have a lot in common. Both are pets and live with people. Both have fur, four legs, and a tail. Like dogs, cats like to be petted. They are also alike in their families. Both dogs and cats have a bunch of babies called a litter.
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 We Are All Alike with a partner. Have them read the text together and then take turns reading it to each other.
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“However, cats and dogs are different in many ways, too. Cats purr to show they are happy, but dogs wag their tails. People have to give dogs a bath. By contrast, cats give themselves a bath. They also play in different ways. A cat likes to chase a string. A dog likes to fetch a stick.” Apply (Independent Writing) Give each student a blank copy of the graphic organizer. Tell students they are to write paragraphs comparing and contrasting two things they know about, such as crayons and markers or breakfast and lunch. They should use the graphic organizer to summarize and organize ways their topics are alike and different.
Connect to Home Have students read the take-home version of We Are All Alike to family members.
We Are All Alike © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: r-controlled vowels Write the words different and warm on the board. Say the words with students. Circle the er in different and the ar in warm. Explain that when a vowel is followed by the letter r, its sound is neither short nor long; the r changes the sound. Have students say different and warm again, listening to the r-controlled vowel sounds. Then say each of the following words from the book and ask students whether the word has the same r-controlled vowel sound as in different or in warm: peppers, fur, corn, layer, world, forest, color. Write each word in the appropriate column. Circle the ur in fur, the or in corn, and the or in world. Point out that these words show several ways these two r-controlled sounds can be spelled. The letters er, ur, and or can spell the /ûr/ sound, and the letters ar and or can spell the /ôr/ sound.
different warm peppers corn fur
forest
layer world color
Have pairs of students look through familiar books to find other words with the /ûr/ and /ôr/ sounds, such as letter, dinner, hurt, burn, worm, work, actor, porch, torn, storm, order, warn, and swarm. Have partners write their words on their papers and circle the letters that make the r-controlled vowel sounds. Bring the pairs together and have them say their words and write them in the appropriate columns on the board.
Phonics: Syllabication Write the words all, alike, and different on the board and have students read the words aloud with you, clapping once for each syllable. Remind students that a syllable is a part of a word that has a vowel sound, so a word has as many syllables as it has vowel sounds. Ask students to tell how many syllables all, alike, and different have. (one, two, three) Tell students that they are going to play a syllable game. Set a time limit of 10 minutes. Pairs of students are to look through the book for words that have one, two, three, and four syllables: you, people, bananas, vegetables. They are to write each word and its number on syllables on their papers: you, 1; people, 2; bananas, 3; vegetables, 4. When time is up, students count the number of syllables on their papers. They get one point for each syllable. The pair with the most points wins the game.
We Are All Alike © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Content Vocabulary: Common needs of people Have students look at their prediction charts and find words that name needs all people share. Ask them to brainstorm additional words. Record these on the board. The list may include food, clothes, homes, shelter, water, love, families, safety, medicine, and air. Read the words with students. Then have them each choose a word and draw a picture that illustrates their word. Ask them to write a sentence to go with their pictures.
Grammar/Word Study: Describing words Have students turn to page 6 and read the third sentence aloud. Point to the word cool and explain that this is a describing word, or adjective. Tell students that adjectives tell about, or describe, nouns. Ask them what noun cool is describing. (places) Point out that cool answers the question What kind? about the noun places: What kind of places? Cool places. Explain that adjectives may also answer the questions Which one? How much? or How many? Have students look through the book and find other adjectives: for example, different, same, (which one); some, (how much); warm, wet, sunny, hot, long, light, loose, cold, tall, and big (what kind). Ask students to read aloud sentences in which the adjectives appear. Then help them identify the noun each adjective is describing and the question the adjective is answering about the noun. Ask volunteers to use each adjective in an oral sentence of their own.
different people long clothes same things
light color
some ways
loose clothes
warm places
cold lands
wet places
tall grass
sunny places
big cities
hot lands
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
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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# 978-1-4108-0181-4
Name _______________________________________________________ Date ___________________
Vocabulary Prediction Chart How I think people around the world are alike Before Reading
© 2011 Benchmark Education Company, LLC
After Reading Chapter 1
After Reading the Whole Book
© 2011 Benchmark Education Company, LLC
Compare and Contrast
Name __________________________________________________________________________________ Date __________________
Level J/18
Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Compare and Contrast Phonics
•• r-controlled vowels •• Syllabication
Content Vocabulary
•• Common needs of people
Grammar/Word Study •• Describing words
Social Studies Big Idea
•• H umans everywhere have the same basic needs.
• 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 Day 1 Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes. They all need a family.
They all use words.
Activate Prior Knowledge Show students the cover of the book and read the title. Ask: • How are these children different? • How are they alike? Involve students in a discussion of what people need to live. Distribute copies of the prediction chart (left). Have pairs of students discuss ways they think people around the world are alike. Ask them to write at least three of their ideas in the “Before Reading” column of the chart and then share their ideas with the group. Explain that students will come back to the chart to check their predictions as they are reading the book.
Preview the Book They all eat food.
Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What chapter would you go to if you wanted to find out why people need clothes? Let’s turn to that page. • What is the purpose of the captions by the photographs on pages 10 and 11? Point out the word fur on page 11. Have students turn to the glossary on page 16 and find the word. Read the definition together. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about homes for people? • On what pages can I find out about clothes for people? Let’s turn to these pages to see what we can find.
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We Are All Alike © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–5 Have students turn to page 2 and read the heading. Say: Let’s read this chapter silently to find out some ways all people are alike. Monitor students’ reading and provide support when necessary.
Monitor Reading Strategies before reading • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. during reading • 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 • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • [Student’s name], I heard you sounding out the word people. You divided it into parts, then you sounded out each part. That’s what good readers do. • I noticed, [student’s name], that you looked at the pictures to confirm the meanings of some words. That is a good strategy. You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS
Visual Cues • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the words in the sentence sound right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes.
All people need food.
They all need a family.
All people need clothes.
• What things did you read that all people need? (food, clothes, and homes, p. 4) (Locate facts)
They all use words.
All people need homes.
• Look at your prediction charts. Is there any information about the ways people are alike that you can add to the second column after reading the first chapter of the book? (Answers will vary.) (Make predictions)
They all eat food.
Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.
• Why do you think all people need clothes? (to keep warm, dry, and protected from the sun) (Make inferences) © 2011 Benchmark Education Company, LLC
We Are All Alike
3
Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapter 2, pp. 6–9 Have students turn to page 6 and read the heading. Say: Let’s read this chapter silently to find out why people need food. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • Why do people need food? (People must eat food to live. p. 6) (Locate facts) • What would happen if people could not get food? (They would die of starvation.) (Make inferences) • What are some kinds of grains? Name grains that are mentioned in the book as well as any other grains you know. (rice, maize, corn, wheat, pp. 8, 9) (Locate facts/Classify and categorize) • Why do people in different parts of the world eat different kinds of foods? (Different parts have different climates. People eat what grows where they live.) (Summarize information)
Day 2 Review Chapters 1 and 2 Have students review what they previously read about how people are alike. Ask: • What can you tell me about how people are alike? • What did you learn about why people need food? • What are some new words you learned from your reading so far?
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We Are All Alike © 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapters 3–4, pp. 10–15 Have students turn to pages 10 and 13 to read the chapter headings. Say: Let’s read these chapters silently to learn why people need clothes and homes. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use the information from the text and their background experience to answer questions. Ask: • What did you learn from these chapters about why people need clothes and homes? (They need clothes and homes to protect them from the weather. Their clothes and homes are affected by the places where they live.) (Summarize information) • How are people’s clothes different in hot lands than in cold lands? Why are they different? (In hot places people wear loose, lightcolored clothes to stay cool. In cold places they wear fur to stay warm.) (Compare and contrast) • Why do some people make houses of grass? (It is what they have around them to build with. It works well to keep out the sun and rain.) (Identify cause and effect) • Why do you think people who live in a city do not usually build a house of grass or wood? (Answers will vary. One possible answer: These materials are not close by, and since buildings are very tall, they have to be made of metal, stone, or concrete to keep them from falling.) (Make inferences)
Teacher Tip 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 text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine back- ground knowledge with information from the book. • Questions that relate to the book topic but require students to use only back- ground knowledge and experience, not information from the book.
We Are All Alike © 2011 Benchmark Education Company, LLC
5
Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–4 Prediction Chart How I think people around the world are alike Before Reading
After Reading After Reading the Whole Book Chapter 1
They all have homes.
All people need food.
All people need food.
They all need a family.
All people need clothes.
All people need clothes. People wear clothes to live. Clothes keep them cool in a hot place and warm in a cold place.
They all use words.
All people need homes.
They all eat food.
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We Are All Alike
All people need homes. Homes protect people from weather. People build homes that fit where they live.
ASK AND ANSWER QUESTIONS • What can you write in the third column of your prediction charts after reading the whole book? (Answers will vary.) (Locate facts) • How do you think people choose the materials to build their homes? (Answers may vary. One possible answer: They use materials that are available or that will protect them from the climate where they live.) (Draw conclusions) • Is the following statement a fact or an opinion? “Wood houses are best.” Tell how you know. (opinion; it expresses a belief; it cannot be proved.) (Evaluate fact and opinion) • What would you like about having a friend from a faraway country? (Answers will vary.) (Use creative thinking) COMPARE AND CONTRAST Model Discuss the concept of comparing and contrasting two things with students and explain why doing this is useful. Model how to pick out the details to compare from the book. Copy the Venn diagram on the board and show students how to record the information in the appropriate places. Say: This book tells about how people around the world are alike and different. One way to show how two things are alike and different is to write details about both on a Venn diagram. I will use this Venn diagram to compare and contrast the foods people eat in different places. First I label the left circle “Foods People Eat in Cool Places” and the right circle “Foods People Eat in Warm Places.” Then I label the middle part “Foods People Eat in Both Places.” I will write details that tell only about foods people eat in cool places in the left circle. I will write details that tell only about foods people eat in warm places in the right circle. Details that tell about foods people eat in both places go in the middle section. Let’s think about how foods are the same in both places. The book says that people in both places eat vegetables, fruits, and grains. In addition, in both places, people eat foods that grow well on their land. So I write those details in the middle section. How are foods different in these places? The book says that in cool places, people eat such foods as apples and beets, and in warm, sunny places they eat such foods as bananas, peppers, and corn. These foods grow well in those places. I’ll write “foods that grow well in cool places—apples and beets” in the left circle and “foods that grow well in warm places—bananas and peppers” in the right circle. Now you choose two things to compare and contrast. © 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to students. Suggest that they compare the clothes worn by people in different places or the homes built by people in different places. Guide students as they look for ways the clothes or homes are alike and different in the two places. Provide assistance as needed as students write the similarities and differences in the appropriate places in the diagram.
Compare and Contrast
Foods People Eat in Cool Places
Foods People Eat in Both Places
foods that grow well in cool places—apples and beets
vegetables, fruits, and grains foods that grow well on their land
Foods People Eat in Warm Places foods that grow well in warm places—bananas and peppers
Teacher Tip Monitoring Comprehension • Are students are able to revisit the text to locate specific answers to textdependent questions? 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 make inferences? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect the ability to compare and contrast two topics and organize the similarities and differences on a diagram? If students are having difficulty, provide more modeling and guided practice in this skill.
We Are All Alike © 2011 Benchmark Education Company, LLC
7
Small Group Reading Lesson
(continued)
Small Group Writing MODEL THE WRITING
Cats
Cats and Dogs
Dogs
purr give themselves a bath chase string
pets, live with people fur, four legs, tail like to be petted have litters
wag tail need a bath fetch a stick
Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Help students choose two familiar things that they can compare and contrast, such as cats and dogs. Tell students they need to think about how cats and dogs are alike and different. Record their suggestions in the appropriate places in the Venn diagram, or have them tell you where to record their ideas. Tell students they now have a plan for writing: They know how cats and dogs are similar and different. Working on the first paragraph, have students suggest sentences that expand on the similarities listed on their graphic organizer. Record their suggestions. Read aloud the completed paragraph and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph using the listed differences. The completed writing might be similar to the following: “Cats and dogs have a lot in common. Both are pets and live with people. Both have fur, four legs, and a tail. Like dogs, cats like to be petted. They are also alike in their families. Both dogs and cats have a bunch of babies called a litter.
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 We Are All Alike with a partner. Have them read the text together and then take turns reading it to each other.
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“However, cats and dogs are different in many ways, too. Cats purr to show they are happy, but dogs wag their tails. People have to give dogs a bath. By contrast, cats give themselves a bath. They also play in different ways. A cat likes to chase a string. A dog likes to fetch a stick.” Apply (Independent Writing) Give each student a blank copy of the graphic organizer. Tell students they are to write paragraphs comparing and contrasting two things they know about, such as crayons and markers or breakfast and lunch. They should use the graphic organizer to summarize and organize ways their topics are alike and different.
Connect to Home Have students read the take-home version of We Are All Alike to family members.
We Are All Alike © 2011 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: r-controlled vowels Write the words different and warm on the board. Say the words with students. Circle the er in different and the ar in warm. Explain that when a vowel is followed by the letter r, its sound is neither short nor long; the r changes the sound. Have students say different and warm again, listening to the r-controlled vowel sounds. Then say each of the following words from the book and ask students whether the word has the same r-controlled vowel sound as in different or in warm: peppers, fur, corn, layer, world, forest, color. Write each word in the appropriate column. Circle the ur in fur, the or in corn, and the or in world. Point out that these words show several ways these two r-controlled sounds can be spelled. The letters er, ur, and or can spell the /ûr/ sound, and the letters ar and or can spell the /ôr/ sound.
different warm peppers corn fur
forest
layer world color
Have pairs of students look through familiar books to find other words with the /ûr/ and /ôr/ sounds, such as letter, dinner, hurt, burn, worm, work, actor, porch, torn, storm, order, warn, and swarm. Have partners write their words on their papers and circle the letters that make the r-controlled vowel sounds. Bring the pairs together and have them say their words and write them in the appropriate columns on the board.
Phonics: Syllabication Write the words all, alike, and different on the board and have students read the words aloud with you, clapping once for each syllable. Remind students that a syllable is a part of a word that has a vowel sound, so a word has as many syllables as it has vowel sounds. Ask students to tell how many syllables all, alike, and different have. (one, two, three) Tell students that they are going to play a syllable game. Set a time limit of 10 minutes. Pairs of students are to look through the book for words that have one, two, three, and four syllables: you, people, bananas, vegetables. They are to write each word and its number on syllables on their papers: you, 1; people, 2; bananas, 3; vegetables, 4. When time is up, students count the number of syllables on their papers. They get one point for each syllable. The pair with the most points wins the game.
We Are All Alike © 2011 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Content Vocabulary: Common needs of people Have students look at their prediction charts and find words that name needs all people share. Ask them to brainstorm additional words. Record these on the board. The list may include food, clothes, homes, shelter, water, love, families, safety, medicine, and air. Read the words with students. Then have them each choose a word and draw a picture that illustrates their word. Ask them to write a sentence to go with their pictures.
Grammar/Word Study: Describing words Have students turn to page 6 and read the third sentence aloud. Point to the word cool and explain that this is a describing word, or adjective. Tell students that adjectives tell about, or describe, nouns. Ask them what noun cool is describing. (places) Point out that cool answers the question What kind? about the noun places: What kind of places? Cool places. Explain that adjectives may also answer the questions Which one? How much? or How many? Have students look through the book and find other adjectives: for example, different, same, (which one); some, (how much); warm, wet, sunny, hot, long, light, loose, cold, tall, and big (what kind). Ask students to read aloud sentences in which the adjectives appear. Then help them identify the noun each adjective is describing and the question the adjective is answering about the noun. Ask volunteers to use each adjective in an oral sentence of their own.
different people long clothes same things
light color
some ways
loose clothes
warm places
cold lands
wet places
tall grass
sunny places
big cities
hot lands
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
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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# 978-1-4108-0181-4
Name _______________________________________________________ Date ___________________
Vocabulary Prediction Chart How I think people around the world are alike Before Reading
© 2011 Benchmark Education Company, LLC
After Reading Chapter 1
After Reading the Whole Book
© 2011 Benchmark Education Company, LLC
Compare and Contrast
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