Patterns All Around. Teacher s Guide. Level C/3. Math. Small Group Reading Lesson Skills Bank Reproducible Activity

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1 Level C/3 Math Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Summarize Information Phonemic Awareness Listening for words that begin with the same sounds Phonics Hard and soft g Concepts About Print Left-to-right directionality Where to go at the end of the line (return sweep) High-Frequency Words are, here, the Concept Vocabulary Pattern words Grammar/Word Study Exclamation point Math Big Idea There are patterns all around us in nature. 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 Where Are Patterns? Before Reading Yes No on a giraffe. on a zebra. in the garden. on a butterfly. on me. Visual Cues Look at the beginning letter. (h in here; p in patterns) Look for familiar chunks within the word. (ook in look) Structure Cues Look for repeated language patterns. ( Look! ; Here are patterns on the... ) Meaning Cues Think about what makes sense in the sentence. Look at the pictures to confirm the meaning of the word. After Reading Yes No 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 Where Are Patterns? (left) or copy the organizer on chart paper, leaving the sections blank. Read the title to students. Make sure they know what the word patterns means. (arrangements of lines, shapes, and colors that repeat) Read the first statement aloud. Ask students if they agree with the statement. Check yes or no under the Before Reading column to indicate their answer. Continue with the other statements. Tell students they will return to the chart after they read the book. Preview the Book Read the title and names of the authors to students. Ask: What kind of animal is in the photograph? Is there a pattern on the leopard? Show students the title page. Ask: What kind of animal do you think has this kind of pattern on its fur? Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a butterfly. The butterfly has patterns on its wings. What do you see on the next page? Does the garden have patterns? Look at the green shapes. 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 where you can see patterns. 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 tried to sound it out. Did that help you read the word? [Student s name], I saw that you tried to sound out the word butterfly. You looked at the first letter in the word, and then you checked the picture. 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. Does the book say on a butterfly? Let s put the answer in the After Reading column of our chart. (yes. p. 3) (Locate facts) Let s look at what we said about the sentences before we read the book. Does what we said agree with what the book said? (Answers will vary.) (Compare and contrast) How is the pattern on a tiger like the pattern on a zebra? (Answers will vary. Students should point out that both animals have striped patterns and that both animals have black stripes.) (Compare and contrast) What other kinds of animals do you know about that have patterns? (Answers will vary. Students may mention patterns on cats, dogs, fish, snakes, and so on.) (Classify and categorize) What is your favorite pattern? Where do you see that pattern? (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 classify and categorize information? 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 summarize information by finding key words in the text? If students are having difficulty, provide more modeling. Build Comprehension Summarize Information Model Create an overhead transparency of the graphic organizer Patterns or copy the web on the board. Read the title to students. Discuss with students where the book says we can see patterns. Model for students how to find the details in the book and record them on the web. Use the following think-aloud. After I read a book, I want to remember what I read. I can use a graphic organizer like this to help remember what I read in the book. The book was about where we see patterns. The title of the web is Patterns. In each circle I will write one place where the book says we can see patterns. Let s look at page 3. What does the book say about patterns? It says, Here are patterns on the butterfly. So one place where we can see patterns is on a butterfly. I will write butterfly in one of the circles. Now let s look for the next pattern. Practice and Apply Guide students as they look at the next page in the book and find another place where they can see patterns. Write the word they give in another circle in the web. If you think students can complete the web independently, distribute copies and monitor their work. Allow time for students to share their recorded information. ball me Patterns butterf ly Patterns garden spiderweb zebra giraffe tiger 4

5 Interactive Writing Have students use the information in their graphic organizer to write summary sentences about the book. Say: The author wants to tell us about places where we can see patterns. Let s think back on what we read. Our chart can help us remember. Let s write a sentence that tells about where we can see patterns. (Possible sentences include We see patterns in a garden. and A tiger has patterns. ) 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, then fill in the remaining letters for them. Continue until the sentence is completed. Write Independently Have students write their own sentence based on the book. 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 message conventionally for students to see. Reread for Fluency Ask students to reread with a partner. Have them take turns reading alternate pages. Then ask them to take turns reading the whole book to each other. Connect to Home Have students read the take-home version of to family members. Encourage them to find patterns in their homes. I see luts ov patrenz. I see lots of patterns. 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 Phonemic Awareness: Listening for words that begin with the same sounds Say the word patterns. Ask students to listen for the sound at the beginning of the word. Say patterns again. Then say pan. Ask students if pan begins with the same sound as patterns. Then tell them that you are going say pairs of words. They are to say same if the two words begin with the same sound and different if the two words begin with different sounds. Example word pairs are garden/go, giraffe/job, tiger/big, many/nut, zebra/zipper, ball/tiny. garden game gas gate give go got girl giraffe George germ gym gentle gerbil giant gelatin Phonics: Hard and soft g Write the word garden on the board and say the word. Circle the letter g and ask students what sound g makes in this word. (/g/) Then write the word giraffe on the board. Say the word sev eral times with students. Circle the letter g. Ask students what sound g makes in this word. (/j/) Point out that the letter g can make the /g/ sound, as in garden, or the /j/ sound, as in giraffe. Ask stu dents to think of other words in which g makes either the /g/ or /j/ sounds. Write the words on the board under garden or giraffe. Concepts About Print Write the following sentence on the board: Here are patterns on the butterfly. Write the sentence on two lines, just as it is shown in the book. Read the sentence aloud, sweeping your hand under each word as you read it and moving from the end of the first line to the beginning of the second line before you continue to the end. Point out to students that sometimes a sentence is not all on one line. They must read until they come to a period. The period shows where the sentence ends. Recall with students that they always read from left to right and from top to bottom. Then have volunteers come to the board and read the sentence aloud, sweeping their hands under the words and from one line to the next as they do so. Here are patterns on the butterf ly. 6

7 High-Frequency Word Vocabulary Write the following sentence starter on the board: Here are the. Read it aloud with students. Then have students brainstorm how they might finish the sentence if they were showing or handing something to someone. Record students responses on the board. Possible words include patterns, hot dogs, books, and cookies. Read the sentence aloud together several times, substituting one of the words each time. Concept Vocabulary: Pattern words Have students review the word web that they filled in during the Build Comprehension portion of the lesson. Remind them that the words they wrote tell places where they can see patterns. Write the words on the board. (butterfly, garden, spiderweb, giraffe, tiger, zebra, ball, me) Then have students look through old magazines to find other pictures that show patterns. Help them name the items in the pictures. Add those words to the list: for example, snake, leopard, dress, clouds, sofa. Help students write the words on sticky notes, then attach the sticky notes to the appropriate pictures. Mechanics: Exclamation point Ask students to turn to page 3 in their books and read the first sentence. Ask them what they see after the word Look. Draw a large exclamation point on the board. Say: This is called an exclamation point. We use it at the end of a sentence when we want the sentence to show excitement or surprise. Write Look twice on the board, once with a period and once with an exclamation point. Read each sentence aloud, showing students how the punctuation mark changes the way you say the sentence. Then let students take turns saying both sentences with the appropriate expression. here are the! Look. Look! 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 Patterns Patterns