My Models science Teacher s Guide skills & strategies Anchor Comprehension Strategy Compare and Contrast Phonemic Awareness Phonics

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1 Level D/5 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Compare and Contrast Phonemic Awareness Identifying initial sounds in one-syllable words Phonics Long o CVCe pattern with long i High-Frequency Words have, like, little Content Vocabulary Toys Grammar/Word Study Capital letters Genre Narrative nonfiction Science Big Idea Many toys are models of real things. Small Group Reading Lesson Skills Bank Reproducible Activity 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

2 Small Group Reading Lesson Before Reading cars dolls planes trucks Model Toys soldiers Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer Model Toys (left), or copy the organizer on chart paper, leaving the outer circles blank. Discuss model toys with students. Encourage them to name model toys that they own or would like to own. Write students ideas in the circles of the web. Tell them that they will come back to the web after they have finished reading the book. trains Visual Cues Look at the beginning letter or letters. (t in toy; pl in play) Look for familiar chunks within the word. (pa in grandpa; yell in yellow) Structure Cues Think about whether the sentence sounds right. Look for repeated language patterns. ( I have a... ; It is a toy. I like to... ) Meaning Cues Think about what makes sense in the sentence. Look at the pictures to confirm the meaning of the word. Preview the Book Read the title and names of the authors to students. Ask: What do you see in the picture on the cover? Is it a real plane or a toy plane? How can you tell? Show students the title page. Ask: What do you see in this picture? How does this train travel differently from the plane on the cover? Preview the photographs with students, reinforcing the language used in the text. For example, say: The boy is washing a car. Is it a real car? Look at the car on page 5. Is it a real car? No, it is a toy car. Look at the big yellow boat. Can you ride in the big boat? Look at the little yellow boat. Can you ride in the little boat? What can you do with the little boat? 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 about real things and toys that are like those real things. 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. 2

3 During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. After Reading Reflect on Reading Strategies 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 noticed that you tried to sound out the word yellow. You worked out the first part, yell, you looked at the picture, and you knew the word was yellow. 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. How many toys does the book tell about? What are the toys? Look through the whole book to answer this question. (four; car, p. 5; boat, p. 9; house, p. 13; farm, p. 16) (Locate facts) Where can the child play with the toy boat? How do you know? Use your own ideas to answer this question. (Draw conclusions) How are the toy house and the big house alike and different? (Both have windows, a front door, roofs, and walls. The toy house is made of plastic. The big house is made of brick, wood, siding, and plaster. People can live in the big house. Only dolls can live in the little house.) (Compare and contrast/interpret graphics) Why do you think children like to play with toys that look like real things? (Answers will vary.) (Use creative thinking) Teacher Tip Using the Skills Bank Based on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pp. 6 7) that will develop students reading strategies. Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. Questions that require students to go to a specific place in the book. Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. Questions that require students to combine background knowledge with information from the book. Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. 3

4 Small Group Reading Lesson (continued) 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 draw conclusions? 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 an ability to compare and contrast two objects? If students are having difficulty, provide more modeling. Build Comprehension Compare and Contrast Model Create an overhead transparency of the graphic organizer Comparing Real Things and Models, or copy the Venn diagram on the board. Explain that students can use the chart to compare and contrast two things from the book. Model how to do this for students. Use the following think-aloud. This book tells about real things and toys that are like the real things. One thing I can do to help me remember the information is compare and contrast two things on a Venn diagram. I want to compare and contrast the real car and the toy car. So I write Real Car on the line above the left circle and Toy Car on the line above the right circle. Then I look at the pictures of the real car and the toy car on pages 3 and 5. How are they alike? They both have wheels. I will write wheels in the middle section because that s the place to put things the cars have in common. How are the two cars different? I see that the real car is blue and made of metal. So I will write blue and made of metal in the left circle. I see that the toy car is red and yellow and made of plastic. So I will write red and yellow and made of plastic in the right circle. Let s look for other ways the two cars are alike and different. Then you will choose a real thing and a toy to compare and contrast. Practice and Apply Guide students as they think of other details to write in the Venn diagram. Then help them choose another real thing and toy discussed in the book. Have students work in pairs. Encourage them to look closely at the details in the two pictures and decide where to write the details on the diagram. Distribute copies of the graphic organizer and monitor students work. Allow time for students to share their recorded information. Comparing Real Things and Models Real Car blue made of metal real engine taller than me uses gas holds five people only grown ups can drive them Both wheels they move steering wheel seat for driver Toy Car red and yellow made of plastic room for one only no engine pedals can t go fast for little kids 4

5 Interactive Writing Have students use the information from the graphic organizer to write sentences comparing real things and toy things in the book. Say: The book tells us about real things and toy things that look like the real things. We compared and contrasted those things on our Venn diagram. Let s use the information on our diagram to write a sentence that compares two of the things. (Possible sentences include My mom s car is bigger than my toy car. and My car has wheels, like my dad s car. ) 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 sound 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 sentences comparing real and model cars. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their sentences, conference 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 Have students reread with a partner. After one partner reads a page, the other partner can describe the accompanying picture. Then partners switch roles for the next spread. Connect to Home Have students read the take-home version of to family members. Encourage them to ask family members about model toys they may have had when they were children. My ca has no anjin My car has no engine. 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. 5

6 Skills Bank b oa t f l oa t r oa d s oa p c oa ch Phonemic Awareness: Identifying initial sounds in one-syllable words Say the word toy and ask students to identify the beginning sound. (/t/) Together brainstorm other words that have the same beginning sound, such as top, tag, ten, tip. Tell students that you are going to play Stand Up, Sit Down. You will say two words. If both words begin with the same sound, students are to stand and identify the beginning sound. If the words do not have the same beginning sound, students are to stay seated and tell how the sounds are different. Sample word pairs are my/model, mom/car, little/like, red/ toy, boat/big, ride/dad, have/house, farm/help. Phonics: Long o Write the word boat on the board. Say the word and ask students what vowel sound they hear. (long o) Circle the letters oa and explain that these two letters make the long o sound in boat. Tell students that you will ask some questions and that the answers are words in which long o is spelled oa. Ask: What does a boat do on water? (float) What do cars and trucks travel on? (road) What do you use to wash your hands? (soap) Who tells a team what to do? (coach) Write the answers on the board as students give them. Have volunteers circle oa in each word. bike bite dime dine fine hike mice nine rice ride ripe side Phonics: CVCe pattern with long i Write the word like on the board. Ask students to identify each letter in the word as a consonant or a vowel. Write C, V, C, V above the letters. Ask students what vowel sound they hear in like. (long i) Circle the i and the e. Point out that the i-consonant-e pattern makes the long i sound. Erase the last V and write e. Explain that words with a CVCe pattern often have a long vowel sound. Pair students and have them write as many long i words with a CVCe pattern as they can. Set a time limit of 10 minutes. When time is up, have the pairs read their words aloud. Write the words on the board. Then read the words aloud together. 6

7 High-Frequency Word Vocabulary Write the words have, like, and little on the board. Have students chant the spelling as they clap the letters. Then erase the letters in have one by one, leaving a line for each missing letter. With each letter you remove, call on a volunteer to spell the word and have students repeat the spelling. When all the letters are gone, ask volunteers to fill them in again. Repeat the disappearing game with the other words. Concept Vocabulary: Toys Ask students to help you brainstorm words for toys. Encourage them to look through the text and review their pre-reading web for possible words, such as train, car, boat, house, farm, plane, truck, soldier, and doll. Write the words on the board as students suggest them. Ask volunteers to choose one of the toys in the list and pantomime playing with the toy without naming it. The rest of the group can guess the toy. Grammar/Word Study: Capital letters Have students turn to page 2. Read the first sentence aloud together. Ask students what they see at the beginning of the first word in the sentence. (the capital letter M) Continue with the second and third sentences. Explain that the first word in a sentence always begins with a capital letter and that this helps us tell where a new sentence begins. Write the following sentences on the board. Have volunteers erase the lowercase letters and write capital letters in their place. the boat is yellow. my boat is yellow, too. it is little. a real boat is big. Then ask students to write two sentences of their own. Remind them to begin each sentence with a capital letter. Have them exchange papers with a partner and check each other s writing. have like little We play with toys. We like games. Copyright. 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#

8 Name Date Comparing Real Things and Models Both