Titles in this series:

Transcription

1 Teaching Bumba Books Machines that Go Interest Level: Grades PreK 1 Reading Level: Grade 1 Titles in this series: Ambulances on the Go Big Rigs on the Go Monster Trucks on the Go Motorcycles on the Go Police Cars on the Go Trains on the Go Lesson Standards Common Core State Standards R1 1.1: Ask and answer questions about key details in a text. R1 1.2: Identify the main topic and retell key details of a text. R1 1.3: Describe the connection between two individual events, ideas, or pieces of information in a text. R1 1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. R1 1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. R1 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. R1 1.7: Use the illustrations and details in a text to describe its key ideas. R1 1.8: Identify the reasons an author gives to support points in a text. Social Studies Standards People, Places, and Environments Production, Distribution, and Consumption Science, Technology, and Society Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

2 I Machines See Ocean that Animals Go I Ambulances See Ocean on Animals the Go Reading Level: Grade 1 Genre/Subject: Science Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Ambulances on the Go handout (p. 3 of this guide) (optional) Sticky notes (optional) Lesson Standards Key Craft Ideas and and Structure: Details: CCSS ELA-Literacy: R1 1.2: 1.6: Identify Distinguish the main between topic and information key details provided of a text. by pictures or other illustrations and Craft information and Structure: provided CCSS by the ELA-Literacy words in a textr1 1.5: Know and use various Fluency: text features CCSS ELA-Literacy: to locate key facts RF 1.4A or information Read grade-level in a text. text Integration with purpose of and Knowledge understanding Ideas: CCSS ELA-Literacy R1 1.8: Identify the reasons an author give to support points in a text. Targeted Reading Strategy/Objectives: Identifying the author s purpose Academic Vocabulary: hospital, emergency, medical, technicians, sirens, patient, alive, doctor High Frequency Words: help, take, work, are, do, back, wide, has, think, very, keep, way, hear, want, save Before Reading Build Background Introduce the book Ambulances on the Go by showing students the cover and reading the title. Ask them what they know about ambulances. Ask them where they usually see ambulances. Ask students what they think the author wants them to learn. Review the title page, table of contents, picture glossary, and index. Talk about the information on those pages (title of book, author s name, vocabulary words and definitions). Take a book walk and make predictions as students look at the pictures. During the book walk, introduce new vocabulary and model ways to figure out new words such as hospital on page 4. This book has a lot of difficult words; explain to the students that sometimes when there are words that look very big, chunking them into smaller parts can help them read the word. Skill Introduction Tell the students that their job when reading this book is to identify the author s purpose for writing it. Think Aloud: I know that authors write books for many reasons. There are fiction books that are not real and then there are nonfiction books that are real. Authors write books to try and persuade readers to do or believe in something. Sometimes they write books to entertain someone, like when they tell a make-believe story in a fiction book, and other times authors write books to inform their readers. Tell the students that as they read, they need to think about why the author wrote this book. Was it to persuade, entertain, or to inform? Have students place sticky notes on pages that help tell why the author wrote the book. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

3 Ambulances on the Go During Reading Check for Understanding Guide reading by asking students to read through page 13 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished. Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Model targeted skill Think Aloud: I have placed a couple of sticky notes to mark information where I thought I learned something from the author. Let s take a look at just a couple. For example, I placed a sticky note on page 4 because the author told me that ambulances are used to take hurt and sick people to the hospital. I also placed a sticky note on page 7 because I learned that EMT stands for Emergency Medical Technician. I have learned some really interesting facts about ambulances. I think I know why the author wrote this book. Does anyone else know why the author wrote this book? Have students finish reading the book and continue placing sticky notes when they find new and interesting information that helps them decide why the author wrote the book. After Reading Response to Text Ask the students if they remember what it is called when an author gives facts or information about something or someone. Have students share some facts they have learned. They can go back and look at where they placed their sticky notes to help them remember, and this will provide evidence of the author s purpose. Word Work Sound boxes: Have students use their high frequency words and write how many sounds they hear in each word. This is different than how many letters or how many syllables are in a word. If we were counting sounds, we would count ph as one sound. Let s look at the word take from the list. To start the students off, create a sheet that has sound boxes (see the example below). Each box represents a letter in the word. Then, give the students counters or chips to represent the sounds of the word. Every time the students hear a sound, they move a chip into the box. The word take would look like this: T A K E Notice there is no chip in the last box because the e is silent. Have students do this for each high frequency word. Extend the Reading Have students complete the Author s Purpose Handout (p. 3 of this guide). Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

4 I Machines See Ocean that Animals Go I Ambulances See Ocean on Animals the Go Name: Ambulances on the Go Author s Purpose Persuade- the author is trying to get you to do or believe something Inform- the author is giving you information about a topic Entertain- the author is telling you a story that you will enjoy After reading Ambulances on the Go, did you think the author s purpose was to persuade, inform, or entertain? What are two new pieces of information that you learned from your reading that prove the author s purpose? Explain the most interesting thing you learned from the author and why it stood out for you. Tell where you found this in the book. I found this information on page. 1. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

5 Big Rigs on the Go Reading Level: Grade 1 Genre/Subject: Social Studies Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Visualizing Handout (p. 3 of this guide) (optional) Sticky notes (optional) Lesson Standard Craft and Structure: CCSS ELA-Literacy R1 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas: CCSS ELA-Literacy R1 1.7: Use the illustrations and details in a text to describe its key ideas. Targeted Reading Strategy/Objectives: Visualizing Before Reading Academic Vocabulary: carries, across, country, tractor, trailer, engine, eighteen, heavy, special, license, deliver High Frequency Words: big, has, long, two, school, go, think, stay, some, most Build Background Activate prior knowledge by asking what students know about big rigs. You may have to clarify using other words (semi-trucks, eighteen wheelers, large trucks). Have them tell you where they have seen these types of trucks before. Ask them if they know anyone who drives them. Why is it important that we have people that drive these kinds of trucks? What kind of things do these trucks hold? Review the title page, table of contents, picture glossary, and index. Talk about the information on those pages (title of book, author s name, vocabulary words and definitions). Take a book walk and make predictions as students look at the pictures throughout the book. Ask them why they think the author chose to use real photographs for this book. During the book walk, introduce new vocabulary and model ways to figure out the words, such as carries, on page 4. Tell them that this word is a verb because it is an action word, which means someone or something is doing something. The root word is carry, but if you want to show that someone is doing something right then and there, you need to add the es. Before you can do that, however, you must change the y to an i. Skill Introduction Explain to students they will be using the text and pictures to visualize images of big rigs in their minds. It is good for students to visualize during the beginning, middle, and ending of a book to make sure they understand all of the parts. Think Aloud: Good readers always make mental images as they read. This helps them visualize what the author is telling us. It also helps us use our background knowledge and connect it with the new information we are learning. For example, on page 4 I see a man unloading boxes out of the big rig. I also see the words on the page talk about how these rigs go across the country to deliver goods. If I close my eyes, I can visualize things that may be in those boxes. I think about what I know about certain types of items. They could be clothes, furniture, or toys. Making a picture in my mind helped me to decide what types of things could or could not be inside the boxes. Tell the students that as they read, they need to look for new information. Have them place a sticky note on any page where they learn something new. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

6 Big Rigs on the Go During Reading Check for Understanding Guide reading by asking students to read through page 15 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished. Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Model targeted skill Think Aloud: As I was reading, I thought about the language the author used. Before I read this book, I did not know that a big rig had a cab. Now I know that the part of the truck where the driver sits is called the cab. I made a picture in my mind to help me think about what this looks like so I can remember this better, and now I will remember that this is called the cab. Visualizing has helped me understand the parts of the big rig much better. When you visualize, you can also use other senses. I can almost hear the truck coming down the road. I can smell the fuel and hear the brakes. Remember to use all of your senses as you visualize. Have students finish reading the book and continue placing sticky notes when they find new and interesting information. Remind students to make mental images near the middle and ending of the book, not just the beginning. After Reading Response to Text What have you learned about big rigs that you did not know before? Did visualizing help you? Did making a picture in your mind make it easier to learn new things? What are some new and interesting facts that you learned? Who can tell us some of the images you made in your mind during the beginning, middle, and end of the book? How did these help you better understand what you were reading? Word Work Remind students that a verb is a word that shows action. Have students look for action words in the book and write them on their whiteboards or on their papers. Then have them think of other action words to describe what big rigs do. Extend the Reading Have students complete the Visual Image Handout (p. 3 of this guide). Decide with your class where you would drive a big rig if you had one. Calculate a road trip. You will have to come up with a destination and then decide what kind of goods you will be delivering. Then you will have to figure out how long it would take you to drive there. Can you drive in one day or will you need to sleep somewhere overnight? Will you need to bring food or will you stop for food on the way? What other kinds of things might you need for your trip? Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

7 Big Rigs on the Go Name: Vizualizing: Draw the images you used that helped you understand the book as you read. Then explain how visualizing helped you better understand the text. At the Beginning: In the Middle: At the End: How did visualizing help you understand the text? Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

8 Monster Trucks on the Go Reading Level: Grade 1 Genre/Subject: Social Studies Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Magnetic letters Reproducible (p. 3 of this guide) (optional) Sticky notes (optional) Lesson Standards Key Ideas and Details: CCSS ELA-Literacy R1 1.1: Ask and answer questions about key details in a text. Key Ideas and Details: CCSS ELA-Literacy: R1 1.2: Identify the main topic and retell key details of a text. Integration of Knowledge and Ideas: CCSS ELA-Literacy R1 1.7: Use the illustrations and details in a text to describe its key ideas. Targeted Reading Strategy/Objectives: Identifying the main idea and supporting details. Before Reading Academic Vocabulary: trucks, large, heavy, person, drive, before, stadiums, dirt, painted, climb High Frequency Words: called, think, they, are, show, see, meet, look, one Build Background Show students the front cover of the book and read the title. Ask them what they think the book will be about and remind them to use the information they know about trucks to connect with the book they are about to read. Create an idea web with the words monster truck in the middle as the main idea. Ask students to provide details about monster trucks around it. You will add more specific details during and after reading using evidence from the book. Review the title page, table of contents, picture glossary, and index. Talk about the information on those pages (title of book, author s name, vocabulary words and definitions). Tell them that the book is nonfiction and explain that a nonfiction book means the author is providing true information and facts, not giving his or her opinion. During the book walk, introduce new vocabulary and model ways to figure out the words using contextual clues. For example, point to the word heavy on page 7. Have them read the whole page. Then have them look at how the word begins and how the word ends. Remind them that when a word ends in y, it can sound like an /i/ as in my or an /e/ as in berry. This will help them when they try different sounds. Skill Introduction Tell students that as they read, they will be thinking about the main idea of the text. They will also be identifying the important details that support the main idea. Explain to the students that the main idea is what the text is mostly about. The details give us more information about the topic that is being discussed Explain that the table of contents is there to help you locate specific information about details on the topic you are reading about. Think Aloud: I know from the title of this book that the book will be about monster trucks. This tells me that the main idea will be about monster trucks. If I turn to the table of contents, I see that there are other important headings about monster trucks there too. Those headings will give me more information about monster trucks, which will be the supporting details. If I want to learn about parts of a monster trucks, where can I look? What page can I go to? Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

9 Monster Trucks on the Go During Reading Check for Understanding Guide reading by asking students to read through page 15 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished. Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Model targeted skill Think Aloud: When I read nonfiction books to learn new information, I know that I need to really pay attention to all the details. I need to make sure that I look at the illustrations and read the special text features in the bubbles too. On page 12, the book asked why people might paint monster trucks. What do you think? How would you paint your truck if you had one? Have students finish reading the rest of the book. Remind them to use what they already know to help them understand what they read. Have students place a small sticky note next to any word they cannot read or understand. This can be discussed after the book is read. After Reading Response to Text What else did you learn about monster trucks? Have the students discuss some of these interesting facts with their peers. Engage the students in active conversation and monitor their comprehension. Be sure to have them use evidence from the book to support their answers. When finished, have them share their responses and add to the graphic organizer you started as a class using details from the story. Think Aloud: As I read informational text, it is important to understand the main idea and supporting details. I need to use evidence from the book to help me explain my answers. Earlier, we used the bubble on page 12 to learn why people paint their monster trucks. What other text features can we use when reading nonfiction books to identify supporting details? Word Work Word Ladders: In this game, students must change one letter in each word to create another word. Here is an example: bike > bite > bile > bale > bake > baked Extend the Reading Main Idea Web: Have children finish the graphic organizer that was started earlier as a class using the Main Idea Web (p. 3 of this guide). Have them put the main idea, monster trucks, in the middle. Then have them write the details from the text around it. They may look back if they need to and should be as specific as they can. Give them an example of writing with and without descriptive words and have them tell you which sounds better. Have students design their own monster trucks using clay. Have them first brainstorm ideas for their monster truck. Take a piece of clay and shape it into a monster truck. They can use different objects for tools to help them shape their truck. When finished, let it dry. They can even paint it to look like some of the real ones that were in the book. After students have created their monster trucks, have them describe their creations in writing. Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

10 Monster Trucks on the Go Name: Main Idea Web Write the main idea in the middle circle. Write details about the main idea in the circles around the middle one. Make sure to support your answers with evidence from the story. Use the facts and illustrations. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

11 Motorcycles on the Go Reading Level: Grade 1 Subject: Social Studies Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Magnetic letters Motorcycle Retell handout (p. 3 of this guide) (optional) Sticky notes (optional) Before Reading Lesson Standards Craft and Structure: CCSS ELA-Literacy: R1 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas: CCSS ELA-Literacy R1 1.7: Use the illustrations and details in a text to describe its key ideas. Targeted Reading Strategy/Objective Use descriptive words to retell and illustrate Academic Vocabulary: engines, types, lean, handle, twist, helmets, should, country High Frequency Words: two, like, most, but, as, Build Background off, these, some. you, help, need, stop Introduce the book Motorcycles on the Go by showing students the cover and reading the title. Ask them what they know about motorcycles. What new information do they think they might learn about motorcycles? Review the title page, table of contents, picture glossary, and index. Talk about the information on those pages (title of book, author s name, vocabulary words and definitions). Point out the headings of each section and have students look at the pictures to make predictions about the book. During the book walk, introduce new vocabulary and model ways to figure out the words using contextual clues. Remind students this is what good readers do when they get to a word they do not know. For example, point to the word engines on page 4. Tell them that the letter g can make two sounds. It can make a soft sound like /j/ in jelly or a hard sound like /g/ in good. When the g follows an o or u or comes at the end of a word, like in log, it makes a hard sound. When it follows an a, i, or y, it has the soft sound like in badge. Skill Introduction Tell students that as they read, they will focus on identifying descriptive words in the text. They will also use their own descriptive words to retell what they learn about motorcycles. Tell them that descriptive words make their writing more interesting to the reader; these words are called adjectives. Think Aloud: I know that when I read books, especially nonfiction books, I pay close attention to the author s use of descriptive words. By descriptive words I mean the words that the author uses to tell me about the topic he or she is teaching me about. For example, it could be the way something looks, feels, smells, moves, or even talks. Look at the first page of this book. What descriptive words can you use to describe how this motorcycle looks? What color is it? Is it shiny or dull? Would you say it is ugly or nice looking? Does it have one or two wheels? These are all ways to describe how it looks. Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

12 Motorcycles on the Go During Reading Check for Understanding Guide reading by asking students to read through page 15 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Model targeted skill Think Aloud: We just read some important information about motorcycles. I placed a sticky note on page 9. Let s turn to page 9. Do you see the word sport? The author used this word to describe the kind of motorcycle this rider was riding. This kind of motorcycle is the fastest kind to ride. Have students finish reading the rest of the book. Remind them to use what they already know to help them understand what they read. Have students place a small sticky note next to any word they cannot read or understand. This can be discussed after the book is read. After Reading Response to Text Did you discover any new information about motorcycles? Allow students time to discuss what they have learned. Monitor their learning and comprehension based on their answers. Ask them to identify evidence from the text to support their answer. Think Aloud: : I learned that there are different kinds of motorcycles. What descriptive words did you learn about motorcycles and the places where riders ride them? These words help us visualize how motorcycles look, sound, and move. Can you tell me some other words that describe motorcycles that the book didn t use? Think about the parts on the motorcycle or what the rider is wearing. Think about the colors and the parts of the motorcycle, and use as many descriptive words as you can to make your writing interesting. Word Work On chart paper, make a two-column chart with Soft G in one column and Hard G in the other. As a class, think of words that fit into each column, and list words that you can think of in the correct space. For example, gym would be listed under Soft G, and gal would be under Hard G. Extend the Reading Now that students have learned about descriptive words, explain that they are going to use the words from the book or their own descriptive words to write at least three sentences retelling what they learned about motorcycles. To get started, draw a bubble map on a piece of paper or on chart paper with the word motorcycle in the middle. Then have students fill in the other bubbles with interesting descriptive words telling what they learned about motorcycles from the book. Once they have finished their bubble map, pass out the Motorcycle Handout (p. 3 of this guide) and have them write at least three sentences retelling what they have learned using their descriptive words. Then have them draw a picture to match their sentences. Social studies connection: Make a transportation chart of different ways children get to school in your community. Do children take buses to school or get rides in cars? Do some children walk or ride bikes? All of these ways are different types of transportation. Why don t children take airplanes to school? Why would that not be a good idea? List the different ways that children come to school. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

13 Motorcycles on the Go Name: Motorcycle Retell Write at least three sentences, using descriptive words, retelling what you have learned about motorcycles. Draw a picture of a motorcycle to show the descriptive words you used in your sentences. You may want to label the parts to add more details. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

14 Police Cars on the Go Reading Level: Grade 1 Subject: Social Studies Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Police Cars on the Go K-W-L Chart Handout (p. 3 of this guide) (optional) Sticky notes (optional) Lesson Standards Key Ideas and Details: CCSS ELA-Literacy R1 1.2: Identify the main topic and key details of a text. Craft and Structure: CCSS ELA-Literacy R1 1.5: Know and use various text features to locate key facts or information in a text. Targeted Reading Strategy/Objectives: Building Background Knowledge Academic Vocabulary: officers, drivers, criminals, catch, station, sirens, quickly, radios High Frequency Words: safe, use, keep, us, stop, town, why, near, need, call, talk Before Reading Build Background Introduce the book Police Cars on the Go by showing students the cover and reading the title. Activate prior knowledge by asking what they know about police officers and police cars. Ask them why police officers need police cars. What is special about these cars? Review the title page, table of contents, picture glossary, and index. Talk about the information on those pages (title of book, author s name, vocabulary words and definitions). Take a book walk and make predictions as students look at the pictures throughout the book. Ask them why they think the author chose to use real photographs for this book. During the book walk, introduce new vocabulary and model ways to figure out the words, such as officers on page 4. Tell them to use what they know about the topic to help them with unknown words and to use the other words in the sentence to help them make sense of the difficult word. Skill Introduction Explain that students will be building their prior knowledge about police cars by filling in a K-W-L- chart. Model how to begin filling out the K-W-L chart under I Know... Think Aloud: I know some different things about police cars. For example, I know that police cars are very fast so that police can get to people quickly. I also know that police cars have loud sirens to let other people know that they are coming. I also know that police cars have radios, but I wonder if they are used to get help from fire fighters and EMTs as well. I will put this question under the W on the chart for I Wonder... Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

15 Police Cars on the Go During Reading Check for Understanding Guide reading by asking students to read through page 13 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished. Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Think Aloud: I know that police cars drive fast because I have seen them on the roads trying to get somewhere, but I did not know that they have spaces that can fit their police dogs in them. This is something new I learned, so I will write it under the I Learned... section of the chart. Have students finish reading the book and continue placing sticky notes when they find new and interesting information. After Reading Response to Text What have you learned about police cars? Did you already know some things about this topic that you learned more interesting details about? Have students discuss some of the new things they learned with a partner. Have them show where they found these details and facts. Monitor comprehension based on answers and discussions. Think Aloud: I learned many new and interesting facts about police cars. I learned that some police cars have spaces in them for dogs that help them. I also learned that sometimes police cars drive in parades and that children can look inside of them. Now I have new information to fill in my chart under the I Learned... section. Did you think of anything you want to learn or are wondering about to put under the I Wonder... part of the chart? Word Work Have students choose three or four academic vocabulary words that either they did not know the meaning of or are important to understanding the book. Complete a Frayer Model (example below) on a sheet of paper for each word. Word: Meaning: Picture: Sentence: Extend the Reading Students should complete the Police Cars on the Go K-W-L Handout (p. 3 of this guide). Social Studies connection: Take a field trip to your local police station and get a tour. Have the police officers show students a police car and demonstrate how the sirens, horns, lights, radios, computers, etc. work. Have students interview the officers. When students return to school, have them share what the officers told them. If you cannot go on a field trip, have a police officer come visit the classroom. Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

16 Police Cars on the Go Name: Police Cars on the Go K-W-L Chart Know... I Wonder... I Learned... Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

17 Trains on the Go Reading Level: Grade 1 Subject: Social Studies Materials Book for each student Chalkboard or dry erase board Pencils, crayons or markers, paper Trains Information Handout (p. 3 of this guide) (optional) Sticky notes (optional) Lesson Standards Key Ideas and Details: CCSS ELA-Literacy: R1 1.1: Ask and answer questions about key details in a text. Key Ideas and Details: CCSS ELA-Literacy R1 1.2: Identify the main topic and key details of a text. Craft and Structure: CCSS ELA-Literacy R1 1.5: Know and use various text features to locate key facts or information in a text. Targeted Reading Strategy/Objectives: Asking and answering questions to identify the main idea and details in a text; using text features to locate information in a text. Before Reading Academic Vocabulary: tracks, carry, joined, comfortable, choose, cargo, engine, engineer, controls, conductor, crew, signals, supplies High Frequency Words: run, made, many, few, some, hold, with, its, coming, near, slow, down Build Background Introduce the book Trains on the Go by showing students the cover and reading the title. Ask them what they know about trains. What new information do they think they might learn about trains? Review the title page, table of contents, picture glossary, and index. Talk about the information (title of book, author s name, vocabulary words and definitions). Point out the headings of each section and have students look at the pictures to make predictions. Ask the students to tell you what it means to make predictions. During the book walk, introduce new vocabulary and model ways to figure out the words using contextual clues. For example, point to the word engines on page 4. Tell them that the letter g can make two sounds. It can make a soft sound like /j/ in jelly or a hard sound like /g/ in good. When the g follows an o or u or comes at the end of a word, like in bag, it makes a hard sound. When it follows an a, i, or y, it has the soft sound like in giraffe. Skill Introduction Explain to students that good readers ask questions before, during, and after reading. This helps readers think about what they will be reading and helps them understand the material. It gets them ready to learn. Think Aloud: I ask lots of question before, during, and after reading to make sure I understand what the author is trying to tell me. I always pay attention to the title and cover of the book and notice the picture. The title is Trains on the Go, so the first question I have is why the author named the book this. Then I think about the picture on the cover. What do you think this book is going to be about from looking at the picture and from thinking about the title? Let s write down these questions on our classroom chart under the Before Reading part of the Asking Questions about Trains on the Go Handout (p. 3 of this guide). Have students place sticky notes on pages where they find answers to their questions. Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

18 Trains on the Go During Reading Check for Understanding Guide reading by asking students to read through page 13 (you may want to place a sticky note there). Fast finishers can reread until everyone is finished. Students should be reading in their minds or subvocalizing so everyone can read at their own pace. Model targeted skill Think Aloud: We just read some important information about trains. Please turn to page 11. I placed a sticky note on page 11 because I had a question about this. I wrote on my sticky note, What kinds of liquids do cargo trains carry? Now look at page 13. The author asked a question in the caption. This caption is called a text feature, and text features also help us with key details. This feature helped me think about the reason why long trains would need more engines. Did you think about this? Why do you think long trains would need more engines? Let s take a moment to discuss this before we continue reading. Have students place a small sticky note on any page that they have a question during reading; have them write their question. If they find an answer to an earlier question, have them place another sticky note with a reminder to go back and answer a previous question when finished reading. Write down any During Reading questions students have up to this point, and add them to the chart. Write down any answers they have found from the text that they can support with evidence. After Reading Response to Text Did you discover any new information about trains? Allow students time to discuss what they have learned. Do you think you learned any new words? Did you find the answers to all of your questions? Think Aloud: I learned a lot about trains, but there was at least one question that I did not learn the answer to. That was the question about what kind of liquid the cargo train was carrying. This was a very specific question I had. Do you know other places where I might find the answer? We can look it up on the internet, use other books, use train articles, etc. Sometimes we need to use other resources to answer all of our questions. Word Work When the letters ai are together, they make the a sound (say its name). The vowel becomes long, like in rain or in paint. Have students make a list on their whiteboard of as many words as they can think of with the ai vowels in it that have the long a sound. Then have them share with the class and create an ai vowel chart for the class. These words can be later added to a word wall or can be left on the chart for all to see. Extend the Reading Have students ask questions they may still have that can be answered as they continue to do research on trains. Use the Trains Information Handout provided (p. 3 of this guide). As students continue to research, encourage them to learn about the history of trains. Critical Thinking with Bumba Books Foster higher-order thinking skills by embedding Bumba Books critical thinking questions into your reading instruction. Use them to spark discussion, and encourage your emergent readers to be actively engaged in informational text! Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN

19 Trains on the Go Name: Trains Information Three facts I learned while reading about trains: 3. Two questions that I still have for the author: One thing that I thought was the most interesting: 1. Illustrate a train and label its parts: Copyright 2017 by Lerner Publishing Group, Inc. Lerner Digital and Lerner esource are trademarks of Lerner Publishing Group, Inc. All rights reserved. ISBN