What Do Pets Need?
Level E/7
What Do Pets Need? Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy • Draw Conclusions Phonemic Awareness • Onset and rime Phonics • l-family blends • r-family blends High-Frequency Words • some, them, where Content Vocabulary • Kinds of pets Grammar/Word Study • Compound words Genre • Informational nonfiction Science Big Idea • Pets have basic needs that must be met in order for them to survive.
B
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
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 Activate Prior Knowledge
food a home
water
What Do Pets Need? people
toys a bed
• Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “What Do Pets Need?” (left) or copy the organizer on chart paper, leaving the outer circles blank. Talk with students about pets they have. Brainstorm things that a pet needs to be healthy and happy. Record students’ responses in the outer circles of the web. Tell students that they will come back to the web after they have finished reading the book.
Preview the Book • Read the title and names of the authors to students. Ask: What do you see on the cover? What do you think the dog needs? Have students look at the title page. Ask: What kind of pet is this? What is it doing?
Visual Cues • Look at the beginning letter or letters. (p in pets; dr in drink) • Look for familiar chunks within the word. (in in inside; eat in eating)
Structure Cues • Look for repeated language patterns. (“What do pets need?” “Pets need . . .”)
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
What Do Pets Need?
• Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a pet rabbit. What is the child giving the rabbit? Why does the rabbit need this? What is this kitten getting? Kittens need to drink, just as people do. Where do these pets live? What are these pets doing together? How do pets play?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what pets need. 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.
©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 in a text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • Once students have completed their reading, encourage them to discuss 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 went back and reread the sentence. Did this help you figure out the word? [Student’s name], I saw you try to sound out the word sometimes. You said each of the small words, some and times, and then combined them. 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. • Locate facts: What does the book say pets need? (food, p. 2; drink, p. 5; a place to live, p. 6; play, p. 9; rest, p. 10; to be clean, p. 13; care, p. 14; love, p. 16) • Locate facts: Why do we need to feed our pets? Let’s look for the words feed and pets to help us find the answer. (to help them grow, p. 2) • Draw conclusions/Classify and categorize: What do people have to give their pets? (People have to give their pets food, care, and love. They have to give them something to drink and a place to live. They may also have to play with them.) • Make inferences/Use creative thinking: Why do you think many people like to have pets? (Answers will vary.)
©2011 Benchmark Education Company, LLC
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.
What Do Pets Need?
3
Small Group Reading Lesson
(continued)
Build Comprehension: Draw Conclusions Model
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 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 locate facts in the book and draw conclusions using both the facts and their own knowledge and experience? If students are having difficulty, provide more modeling.
4
What Do Pets Need?
• Create an overhead transparency of the graphic organizer “Thinking About What Pets Need” or copy the chart on the board. Review with students what the book says pets need. Model how to use the text and pictures as well as your own knowledge and experience to answer the questions and how to record this information in the chart. Use the following think-aloud. I can use a graphic organizer to record information that the book tells and shows me. This chart wants me to answer two questions: “What do pets need?” and “Why do they need it?” I may find the answers in the book, or I may have to use what I already know to answer the questions. Let’s turn to the first text page. The text says that pets need food. That answers the first question. I will write “food” in the first column. The text also says that pets need food to help them grow. But I know from my own experience and observations that pets need food to give them energy. So I will write “to grow” and “for energy” in the second column. Let’s look for the next thing that pets need. Practice and Apply • Guide students as they find information in the text. Help them use the text and pictures as well as their own knowledge and experience to answer the questions. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow time for students to share their recorded information.
Thinking About What Pets Need What do pets need?
Why do they need it?
food
to grow for energy
drink
to stay alive
place to live
to stay safe
play
for fun to get stronger
rest
to not be tired
be clean
to not get sick
care
to look good to be healthy
love
to feel good to be happy
©2011 Benchmark Education Company, LLC
Interactive Writing • Have students use the information from the graphic organizer to write sentences about what pets need and why. Say: The author wants us to think about all the things a pet needs to live and be happy. Let’s look at our graphic organizer and review what a pet needs and why. What is a sentence we can write about the needs of pets? (Possible sentences include “Pets need to play so they will be strong.” and “Pets need food to help them grow.”) Repeat the sentence aloud several times with students so they can 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, and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently • Have students write their own sentence about pets based on the text and their experiences. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. • When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the sentence conventionally for students to see.
Reread for Fluency • Ask students to reread What Do Pets Need? with a partner. Have one partner read the question on the page and the other partner read the answer, and then have them switch roles on the next two pages.
Connect to Home • Have students read the take-home version of What Do Pets Need? to family members. Encourage them to talk about pets they have or would like to have and what they did for the pets.
©2011 Benchmark Education Company, LLC
✔ ✔✔✔✔ ✔✔ ✔✔✔ ✔✔✔✔ ✔✔✔
I brus mi kat evry day. I brush my cat every day.
Teacher Tip Modeling 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 read it back to you.
What Do Pets Need?
5
Skills Bank Phonemic Awareness: Onset and Rime • Say the word pet and separate it into its onset and rime: /p/ /et/. Then repeat the word and have students separate it into its onset and rime. Tell them that you are going to say some words and that you want them to tell you the onset and rime for each. Use the words food, drink, place, play, rest, care, and love.
Phonics: l-family blends
pl place play please plant
cl clean class clock cloud
• Ask students to look through the book and find two words that begin with pl. (place, p. 6; play, p. 9) Write the words in a column on the board. Ask students what sound pl makes in each word. (/pl/) Point out that /l/ often combines with another consonant sound to make a blended sound. Ask students to find another word in the book that begins with an l-family blend. (clean, p. 13) Write the word clean on the board next to the pl words. Point out that in clean, /l/ blends with /k/, while in place and play, /l/ blends with /p/. Have students brainstorm other words that begin with pl or cl (please, plant, plane, plug, plan, class, clock, cloud, click, climb) and tell you in which column to write each word.
Phonics: r-family blends
gr grow green grin ground
6
dr drink draw dream drag
What Do Pets Need?
• Write dr and gr as headings on chart paper. Ask students to look through the book and find a word that begins with each blend. (grow, p. 2; drink, p. 5) Write each word under its beginning blend. Point out that /r/ often combines with another consonant sound to make a blended sound. Ask students what sounds /r/ blends with in grow and drink. (/g/, /d/) Pair students and give each pair a classroom book or magazine in which to look for words that begin with gr or dr, such as green, grin, ground, grapes, great, draw, dream, drag, drum, and drip. Ask students to write their words on index cards and tape them in the appropriate column on the chart paper.
©2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary • Write the words some, them, and where on the board. Say the words with students. Then spell the words together, pointing to the letters as you say them. Tell students that you will play a guessing game with the words. Ask: Which word can begin a question? Which word begins with /s/? Which word rhymes with stem? Once students have answered the clues, let volunteers make up clues of their own for the words and say the clues for the rest of the class to answer.
Content Vocabulary: Kinds of pets
some them where
• Ask students to brainstorm words that name kinds of pets. Have them look through the book and name the kinds of pets shown in the book. Write the words on the board as students say them: for example, rabbit, cat, and dog. Then ask students to think of other kinds of pets they have had, seen, or read about, such as bird, fish, gerbil, hamster, horse, lizard, snake, and turtle. Add their ideas to the list. Assign several words to each student. Give them large index cards. On one side of each card, have them draw a picture of each animal and label the pictures with the animal’s name. Place all the cards facedown on a table and have students take turns picking two cards and making up a sentence that compares the two pets. For example: A hamster is smaller than a rabbit.
Grammar/Word Study: Compound words • Explain to students that compound words are made up of two or more smaller words joined together. Have them find three compound words in the book. (inside, outside, p. 6; sometimes, p. 9) Together brainstorm other compound words, such as classroom, lunchtime, and doghouse. Write the words that make up the compound words on large index cards, one word on a card. Mix the cards and let students choose two cards at a time and try to make the compound words.
class room dog house
©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-0048-0
7
Name _______________________________________________________ Date __________________
Thinking About What Pets Need What do pets need?
Why do they need it?
©2011 Benchmark Education Company, LLC
What Do Pets Need? Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy • Draw Conclusions Phonemic Awareness • Onset and rime Phonics • l-family blends • r-family blends High-Frequency Words • some, them, where Content Vocabulary • Kinds of pets Grammar/Word Study • Compound words Genre • Informational nonfiction Science Big Idea • Pets have basic needs that must be met in order for them to survive.
B
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
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 Activate Prior Knowledge
food a home
water
What Do Pets Need? people
toys a bed
• Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “What Do Pets Need?” (left) or copy the organizer on chart paper, leaving the outer circles blank. Talk with students about pets they have. Brainstorm things that a pet needs to be healthy and happy. Record students’ responses in the outer circles of the web. Tell students that they will come back to the web after they have finished reading the book.
Preview the Book • Read the title and names of the authors to students. Ask: What do you see on the cover? What do you think the dog needs? Have students look at the title page. Ask: What kind of pet is this? What is it doing?
Visual Cues • Look at the beginning letter or letters. (p in pets; dr in drink) • Look for familiar chunks within the word. (in in inside; eat in eating)
Structure Cues • Look for repeated language patterns. (“What do pets need?” “Pets need . . .”)
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
What Do Pets Need?
• Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a pet rabbit. What is the child giving the rabbit? Why does the rabbit need this? What is this kitten getting? Kittens need to drink, just as people do. Where do these pets live? What are these pets doing together? How do pets play?
Set a Purpose for Reading • Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what pets need. 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.
©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 in a text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies • Once students have completed their reading, encourage them to discuss 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 went back and reread the sentence. Did this help you figure out the word? [Student’s name], I saw you try to sound out the word sometimes. You said each of the small words, some and times, and then combined them. 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. • Locate facts: What does the book say pets need? (food, p. 2; drink, p. 5; a place to live, p. 6; play, p. 9; rest, p. 10; to be clean, p. 13; care, p. 14; love, p. 16) • Locate facts: Why do we need to feed our pets? Let’s look for the words feed and pets to help us find the answer. (to help them grow, p. 2) • Draw conclusions/Classify and categorize: What do people have to give their pets? (People have to give their pets food, care, and love. They have to give them something to drink and a place to live. They may also have to play with them.) • Make inferences/Use creative thinking: Why do you think many people like to have pets? (Answers will vary.)
©2011 Benchmark Education Company, LLC
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.
What Do Pets Need?
3
Small Group Reading Lesson
(continued)
Build Comprehension: Draw Conclusions Model
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 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 locate facts in the book and draw conclusions using both the facts and their own knowledge and experience? If students are having difficulty, provide more modeling.
4
What Do Pets Need?
• Create an overhead transparency of the graphic organizer “Thinking About What Pets Need” or copy the chart on the board. Review with students what the book says pets need. Model how to use the text and pictures as well as your own knowledge and experience to answer the questions and how to record this information in the chart. Use the following think-aloud. I can use a graphic organizer to record information that the book tells and shows me. This chart wants me to answer two questions: “What do pets need?” and “Why do they need it?” I may find the answers in the book, or I may have to use what I already know to answer the questions. Let’s turn to the first text page. The text says that pets need food. That answers the first question. I will write “food” in the first column. The text also says that pets need food to help them grow. But I know from my own experience and observations that pets need food to give them energy. So I will write “to grow” and “for energy” in the second column. Let’s look for the next thing that pets need. Practice and Apply • Guide students as they find information in the text. Help them use the text and pictures as well as their own knowledge and experience to answer the questions. If you think students can complete the chart independently, distribute copies of the graphic organizer and monitor their work. Allow time for students to share their recorded information.
Thinking About What Pets Need What do pets need?
Why do they need it?
food
to grow for energy
drink
to stay alive
place to live
to stay safe
play
for fun to get stronger
rest
to not be tired
be clean
to not get sick
care
to look good to be healthy
love
to feel good to be happy
©2011 Benchmark Education Company, LLC
Interactive Writing • Have students use the information from the graphic organizer to write sentences about what pets need and why. Say: The author wants us to think about all the things a pet needs to live and be happy. Let’s look at our graphic organizer and review what a pet needs and why. What is a sentence we can write about the needs of pets? (Possible sentences include “Pets need to play so they will be strong.” and “Pets need food to help them grow.”) Repeat the sentence aloud several times with students so they can 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, and then fill in the remaining letters for them. Continue until the sentence is completed.
Write Independently • Have students write their own sentence about pets based on the text and their experiences. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. • When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the sentence conventionally for students to see.
Reread for Fluency • Ask students to reread What Do Pets Need? with a partner. Have one partner read the question on the page and the other partner read the answer, and then have them switch roles on the next two pages.
Connect to Home • Have students read the take-home version of What Do Pets Need? to family members. Encourage them to talk about pets they have or would like to have and what they did for the pets.
©2011 Benchmark Education Company, LLC
✔ ✔✔✔✔ ✔✔ ✔✔✔ ✔✔✔✔ ✔✔✔
I brus mi kat evry day. I brush my cat every day.
Teacher Tip Modeling 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 read it back to you.
What Do Pets Need?
5
Skills Bank Phonemic Awareness: Onset and Rime • Say the word pet and separate it into its onset and rime: /p/ /et/. Then repeat the word and have students separate it into its onset and rime. Tell them that you are going to say some words and that you want them to tell you the onset and rime for each. Use the words food, drink, place, play, rest, care, and love.
Phonics: l-family blends
pl place play please plant
cl clean class clock cloud
• Ask students to look through the book and find two words that begin with pl. (place, p. 6; play, p. 9) Write the words in a column on the board. Ask students what sound pl makes in each word. (/pl/) Point out that /l/ often combines with another consonant sound to make a blended sound. Ask students to find another word in the book that begins with an l-family blend. (clean, p. 13) Write the word clean on the board next to the pl words. Point out that in clean, /l/ blends with /k/, while in place and play, /l/ blends with /p/. Have students brainstorm other words that begin with pl or cl (please, plant, plane, plug, plan, class, clock, cloud, click, climb) and tell you in which column to write each word.
Phonics: r-family blends
gr grow green grin ground
6
dr drink draw dream drag
What Do Pets Need?
• Write dr and gr as headings on chart paper. Ask students to look through the book and find a word that begins with each blend. (grow, p. 2; drink, p. 5) Write each word under its beginning blend. Point out that /r/ often combines with another consonant sound to make a blended sound. Ask students what sounds /r/ blends with in grow and drink. (/g/, /d/) Pair students and give each pair a classroom book or magazine in which to look for words that begin with gr or dr, such as green, grin, ground, grapes, great, draw, dream, drag, drum, and drip. Ask students to write their words on index cards and tape them in the appropriate column on the chart paper.
©2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary • Write the words some, them, and where on the board. Say the words with students. Then spell the words together, pointing to the letters as you say them. Tell students that you will play a guessing game with the words. Ask: Which word can begin a question? Which word begins with /s/? Which word rhymes with stem? Once students have answered the clues, let volunteers make up clues of their own for the words and say the clues for the rest of the class to answer.
Content Vocabulary: Kinds of pets
some them where
• Ask students to brainstorm words that name kinds of pets. Have them look through the book and name the kinds of pets shown in the book. Write the words on the board as students say them: for example, rabbit, cat, and dog. Then ask students to think of other kinds of pets they have had, seen, or read about, such as bird, fish, gerbil, hamster, horse, lizard, snake, and turtle. Add their ideas to the list. Assign several words to each student. Give them large index cards. On one side of each card, have them draw a picture of each animal and label the pictures with the animal’s name. Place all the cards facedown on a table and have students take turns picking two cards and making up a sentence that compares the two pets. For example: A hamster is smaller than a rabbit.
Grammar/Word Study: Compound words • Explain to students that compound words are made up of two or more smaller words joined together. Have them find three compound words in the book. (inside, outside, p. 6; sometimes, p. 9) Together brainstorm other compound words, such as classroom, lunchtime, and doghouse. Write the words that make up the compound words on large index cards, one word on a card. Mix the cards and let students choose two cards at a time and try to make the compound words.
class room dog house
©2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-0048-0
7
Name _______________________________________________________ Date __________________
Thinking About What Pets Need What do pets need?
Why do they need it?
©2011 Benchmark Education Company, LLC
