Bitsy the Beaver. Teacher s Guide. Level H/13. Fiction
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1 Level H/13 Fiction Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Analyze Story Elements Phonemic Awareness Blend onset and rime Phonics Digraphs ea, eee Vocabulary Words for animal features Grammar/Word Study Describing words Summary A young beaver learns about some of her special adaptations. Theme: Animal Adaptations Science Concept: Animals have adaptations that help them survive in their environment. 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 furry What beavers look like sharp teeth Before Reading... Build Background Knowledge Show students a picture of a beaver. Make a web on the board with the phrase what beavers look like in the center circle. Have pairs of students tell each other what they observe or know about beavers features and then share their ideas with the group. Record their ideas on the web. big tails ell Support Tips for English-Language Learners Build Background Knowledge Pair English-language learners with native speakers to share their ideas about beaver's features. Build Vocabulary and Language Patterns Use a picture of a beaver to point out a beavers features. Write the words feet, back, teeth, and tail on self-stick notes, and have students match each word to the correct body part on the beaver. If students have difficulty matching the words to the picture, ask them to point to their own bodies as you read each body part (except tail). Add other body parts, such as head, neck, eyes, ears, mouth, and legs. Reinforce the language pattern made for that students will encounter in the book. Ask them what part of their body walks. Respond with the sentence pattern: Your legs were made for walking. Record the sentence on a chart. Model the sentence pattern using other body parts and actions, such as arms/holding, eyes/seeing, and hands/grabbing. Have students repeat each sentence. 2 Model Asking Questions Display the book cover. Say: When I read, I ask myself questions about what I am reading. This helps me understand and focus on what I am reading. Looking at the beaver s tail in this picture makes me wonder why a beaver has such a flat tail. Record why a beaver has a flat tail on a chart labeled I Wonder. Ask students if the picture makes them wonder about anything and record their questions. Preview the Book Preview each page in the book, including the title page, and ask students to describe what they see in the picture. Expand on their answers to model the vocabulary in the book. For example, on page 4, you might say: Yes, Bitsy is sitting on top of a dam. Dams are made with mud and branches. What do you think they are doing to the dam? Add any I Wonder questions students have to the chart, for example, what a dam is for. Model Reading Strategies Point out the word pond on page 3 and read the sentence in which it appears. Ask: What strategies could you use to read this word? Suggest the following strategies as you think aloud: You could use what you know about letters and sounds. You could recognize that p stands for /p/, o stands for /o/, and the nd blend at the end of words makes the /nd/. You could also use picture clues to predict what the word means and then reread the sentence to see if that meaning makes sense. Set a Purpose for Reading Ask students to read the book to learn about Bitsy and to see if they have any other I Wonder questions as they read. Copyright 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:
3 Assessment Tip During Reading...Ï Monitor Student Reading Have students put self-stick notes next to words they have trouble with. Observe students as they whisper-read. Intervene as necessary to guide them to use appropriate strategies to read difficult words. To check a student s reading strategies, ask the student to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to selfcorrect and/or make sense of the text. After Reading...Ï Reflect on Reading Strategies Ask students whether they thought of any new I Wonder questions as they read. Remind them that asking questions as they read will help them better understand what they read. Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult. Discuss Concepts Ask students what they learned about Bitsy. Have them read aloud the parts in the book that gave them new information about beavers. Assign pairs of students one of the following items and have them tell how it is important to Bitsy: pond, dam, mud, front feet, front teeth, trees, branches, tail. Refer to the list of I Wonder questions. Help students determine whether all the questions have been answered. If some have not been answered, ask students how they might find the answers. Extend Concepts Remind students that beavers have features that help them live in ponds and woods. Explain that animals have features called adaptations that help them survive in their environments. Display pictures of a desert, the Arctic, and the ocean. Ask: What is a desert like? Repeat the question for the Arctic and the ocean. Challenge students to predict what features animals might need to live in these environments. Display pictures of a camel, a polar bear, and a shark and say: A camel can store a lot of water. This helps the camel live in the. After students choose the desert, match the pictures of the camel and the desert. ell Support Tips for English-Language Learners Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax. Make Fiction-to-Fact Concept Connections If students have read Hiding in the Sea, ask: Beavers bodies are suited to swimming away fast when there is danger. How does the leafy sea dragon s body help it stay safe from danger? (The color and shape of its body make it look like the seaweed in which it lives. This helps it hide.) A beaver uses its big, flat tail to slap the water when there is danger. What body part does the deep-sea anglerfish use to stay safe? (The bright light that dangles from its front keeps the rest of its body hidden in the dark.) 2011 Benchmark Education Company, LLC 3
4 Small-Group Reading Lesson ell Support Tips for English-Language Learners Model Before discussing the concept of fantasy and reality, introduce the vocabulary real and make-believe. Ask a boy to stand in front of the group. Point to the boy and say: José is a real boy. Show a picture of a boy in a fictional story and say: This is a make-believe boy. Real people can only do real things. Can José clap his hands? Yes, he can. That is something real people can do. Can José fly? No, he can t. That is something only makebelieve people in stories can do. Practice and Apply If English-language learners have trouble identifying fantastic and realistic elements in the story, offer examples and help students decide whether each example is makebelieve or real before they write it on their blackline masters. Build Comprehension: DIFFERENTIATE FANTASY AND REALITY Model Show a picture of a real bear and a picture of a bear in a story, preferably one that is wearing clothes and talking or using utensils to eat. Ask students which bear is make-believe, which is real, and how they can tell the difference. Say: When we read a book, we need to know whether the people, places, and things in the book are real or make-believe. In this book, the beavers do things that real beavers do, but they also do things that real beavers can t do. Let s make a list of what is real and what is make-believe in the story. Practice Distribute copies of the "Fantasy or Reality?" blackline master. Guide students to name one thing in the story that is make-believe. For example, ask: What is Mama Beaver doing on page 2? She is talking to Bitsy. Do real beavers talk? No, that s something in the story that is makebelieve. Have students write Beavers talk in the first column. Guide students to name one thing in the story that is real. For example, ask: Where do Mama Beaver and Bitsy live? They live in a pond. Do real beavers live in a pond? Yes, that s something in the story that is real. Have students write Beavers live in ponds in the second column. Apply Have students complete the chart by recording other things in the story that are make-believe and real. Have students share their ideas with the group. Assessment Tip Observe whether students understand the difference between fantasy and reality. Note whether they are able to distinguish the fantastic elements from the realistic elements in the story. If students have difficulty, you might want to provide additional modeling using familiar fiction and nonfiction stories. Things in the Story That Are Make-Believe Beavers talk. Beavers walk on two legs. Beavers smile. Beavers frown. Beavers wave. Things in the Story That Are Real Beavers live in ponds. Beavers swim. Beavers build and fix dams. Beavers have big front teeth. Beavers cut down trees. Beavers have big, flat tails Benchmark Education Company, LLC
5 Writing Mini-Lesson: Using Describing Words Reread page 2 while students follow along. Ask them to listen for describing words, or words that tell about something. Involve students in a discussion about describing words by asking the following questions: What words does the author use to describe? (always happy) What do these describing words tell you about Bitsy? (She is excited and ready to go to work. She is helpful and likes being with her mom.) Do you think these describing words are a good choice? Why or why not? (Students may say that they are a good choice because they give readers an idea of what Bitsy is like.) What words would you use to describe Bitsy? (Students may suggest brown, small, cute, nice.) Use other fiction books to show how writers use describing words in fictional stories. Read passages with describing words from several books to students. Discuss each passage, asking students to tell what the describing words are, why they think the author used those words, and whether those words are the best choices. Write phrases with describing words from the examples on chart paper to serve as models for students. Link to Journal Writing Have students find a piece of fiction writing in their journals. Have them look at how they use describing words in their writing and decide whether they should add more describing words or change any of their describing words. If students don t have a piece of fiction writing in their journal, ask them to begin a new piece of writing in which they try to use descriptive language. writing Checklist As students review their piece of writing, have them ask themselves: Did I use good describing words? Are the describing words in the right places? Can I think of better describing words to use? Reread for fluency Read aloud sections of Bitsy the Beaver using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other. Connect to home Have students read the take-home version of to family members. Suggest that they talk about things in the story that are make-believe and things that are real Benchmark Education Company, LLC 5
6 Skills Bank ell Support Tips for English-Language Learners Phonics Write the digraphs ea and ee on the board to remind students what they are looking for. Suggest that when they find a word, they say it out loud as they listen for the long e sound. If they have trouble deciding if the word has the long e sound, ask them to listen as you say the word and then tell you if they hear the long e sound. Vocabulary If students need help with the vocabulary, repeat the first activity in Build Vocabulary and Language Patterns on page 2 before asking students to find the words in the book. To help students with their brainstorming, show them pictures of other animals, such as a dog and a bird, and ask them what features these animals have. Word Study Show students a small red ball. Ask them what words they might use to describe, or tell about, the ball. If they need help thinking of describing words, say: This ball is small. This ball is round. This ball is red. This is a small round red ball. What words did I use to describe this ball? Phonemic Awareness: Blend Onset and Rime Have students listen as you say the word pond, segmenting the onset and rime: /p/ /ond/. Have students repeat the onset and rime and then blend them together to say the word: /p/ /ond/, /pond/, pond. Repeat with other words from the book, such as work, dam, mud, feet, teeth, tail, and swim. Phonics: Digraphs ea, ee Write the word beaver on the board. Ask students to listen to and identify the first vowel sound in the word. Ask them what letters stand for that vowel sound. Underline the letters ea and explain that sometimes these letters together stand for the long e sound. Write the word feet. Point out that this word also has the long e sound. Ask students what letters stand for the long e sound in this word. Underline the letters ee. Explain that both ea and ee can stand for the long e sound. Write the words ready, learned, and meant in a separate list. Say the words with students. Point out that the letters ea in these words do not stand for the long e sound. Challenge students to look through the book and find other words that contain a long e digraph: keep, needs, teeth, tree, deep. Vocabulary: Words for Animal Features Ask students to look through the book and find words that name animal features: feet, teeth, tail, back. Write the words in a list. Read each word and have students point to that body part on one of the beavers. Ask students to brainstorm other words for animal features that are not in the book: snout, beak, wings, fur, feathers, paws, horns, trunk, mane, and so on. Add these words to the list. Grammar/Word Study: Describing Words Write the phrase big, flat tail on the board. Underline the words big and flat and explain to students that these are describing words; they describe, or tell about, the tail by telling what the tail looks like. Continue with the following phrases from the book: small, front feet; big, front teeth; loud noise; deep water. Ask students to identify the describing word or words in each phrase. Distribute copies of the "Describing Words" blackline master. Have students use the describing words in the word bank to complete the phrases so that they describe the pictures shown. Louis Pasteur Benchmark Education Company, LLC
7 Name Date Fantasy or Reality? Things in the Story That Are Make-Believe Things in the Story That Are Real 2011 Benchmark Education Company, LLC
8 Skills Bank Build Comprehension Analyze Story Elements Explain Create an overhead transparency of the graphic organizer or draw it on the board. Say: The people or animals that a story is about are the characters. The time and place in which a story happens is the setting. The events that happen in the beginning, middle, and end of a story are the plot. When we think about the characters, setting, and plot in a story, we are analyzing story elements. Model Say: Let s start by analyzing the first story element. We will look at the characters in. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the animals in each picture. Say: I see that the characters in this story are Bitsy, Mama Beaver, and Papa Beaver. In the Character box on the graphic organizer, write Bitsy, Mama Beaver, Papa Beaver. Then say: We know who the characters are. Now we need to analyze them, or tell about who they are and why they act the way they do. I think the Beavers are hardworking animals that like to spend time together. Record this information in the Character box on the graphic organizer. Guide Say: Now let s analyze another story element: setting. Where does the story take place? (Allow time for students to respond, assisting if needed.) Yes, the story takes place in the river in which the Beavers live. When does it take place? Look through the story for clues. (Again allow time for students to respond.) I see clues, such as the moon and an owl in the sky. On page 14, I read, The night turned into day. I think that means that most of the story takes place during the night, when the Beavers are active. Then they sleep during the day. This is the time of the story. Record this information in the Setting box on the graphic organizer. Apply Remind students that the third story element is plot, or what happens at the beginning, in the middle, and at the end of the story. Ask students to work with a partner to analyze the plot of the story. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read Benchmark Education Company, LLC
9 Name Date Analyze Story Elements Character Setting Plot Beginning Plot Middle Plot End 2011 Benchmark Education Company, LLC
10 Notes Benchmark Education Company, LLC
11 Notes 2011 Benchmark Education Company, LLC 11
12 Name Date Describing Words huge flat happy small sad long tail boy neck girl ant elephant Directions: Have students complete each phrase with the describing word from the word bank that makes the most sense Benchmark Education Company, LLC
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