Happy Birthday! Teacher s Guide. Level D/5. Small Group Reading Lesson Skills Bank Reproducible Activity

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1 Happy Birthday! Level D/5 Social Studies Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Phonemic Awareness Segment and blend onset and rime Phonics Identify initial and medial d Identify long i High-Frequency Words all, her, his, they Content Vocabulary Birthdays Grammar/Word Study Pronouns Social Studies Big Idea We celebrate birthdays in different ways at different ages. 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 party cake Before Reading Activate Prior Knowledge games Birthday ice cream Ask students what they think of when they hear the word birthday. Have them name words and phrases that come to mind, such as party, games, cake, and so on. Begin a word web with the word Birthday in the center circle. In the outer circles write the words and phrases that students suggest. ell Support Tips for English-Language Learners Build Vocabulary and Language Patterns Discuss birthdays, using words and phrases often used to describe them, such as celebrate, birthday cake, and birthday party. Point out that people celebrate birthdays in different ways. Some have family get-togethers; others have parties with a few or many friends. Have students use some of the words you introduced to describe some birthday celebrations they are familiar with. CUES FOR STRATEGIC READING Visual Cues Look at the beginning letter or letters (b in birthday; pl in play). Look for familiar chunks within the word (can in candle). Structure Cues Ask whether the sentence sounds right. Look for repeated language patterns:... is having a birthday party; He [she] is.... Meaning Cues Think about what makes sense in the sentence. Look at the picture to confirm the meaning of the word. 2 Happy Birthday! Model Making Text-to-Self Connections Display the book cover and read the title. Say: When I read a book, I make connections between my own experiences and the subject of the book. For example, when I read the title Happy Birthday! and look at the cover picture, I think about birthday parties that I have had and that I have gone to. I think about what I ate and what I did at those birthday parties. Ask: What do you remember about birthday parties you have had or been to? What were the food, games, and decorations like? Have students describe some memorable birthday parties they have experienced. Preview the Book Have students turn to the title page. Ask: How can you tell these children are at a birthday party? How do you think these children are feeling? Why are they feeling that way? Preview the rest of the book with students. Point to each picture and have students tell what is happening. Reinforce the language used in the text. For example, ask: What game do you think they are playing at this birthday party? Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: Read to find out about different kinds of birthday celebrations. 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. Copyright 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page 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 During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently. After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share 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 sounded out the first letter. Did this help you figure out the word? [Student s name], I saw that you tried to figure out the word candle. You looked for the word you knew and sounded out the ending. That was good reading. Build Comprehension: Discuss Concepts Personal response: What is your favorite way to celebrate your birthday? (Answers will vary.) Locate facts: What are some special treats people have for their birthdays? (birthday cakes, birthday pies) Locate facts: What are some games people play at birthday parties? (pin the tail on the donkey, singing games, piñata games) Make inferences: Why do you think people like to have parties or other celebrations for birthdays? (They make the person having a birthday feel special; they give the person s family and friends a chance to have fun and honor the person.) Draw conclusions: Do you think there is a best age for having a birthday party? If so, what is it? (Answers will vary.) Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for Happy Birthday! ell Support Tips for English-Language Learners Ask students to tell about birthday celebrations they remember attending in their native country. Draw a three-column chart on the board with the headings Foods, Games, and Decorations. List students ideas on the chart. Have students draw pictures of a birthday party they especially liked and help each student write a caption for the pictures. Use the Skills Bank Based on your observation of students reading behaviors, you may wish to select activities from the Skills Bank (pages 6 7) that will develop students reading strategies. Assessment Skills Support tips Tip Check a student s reading strategies by asking the student to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text. Make Fiction-to-Fact Concept Connections If students have read The Cake, ask: How is the cake in The Cake like the cakes in Happy Birthday!? (They are all birthday cakes.) Which book is about real people and things that really happened? How can you tell? (Happy Birthday!; the book shows photographs of real people and events.) 2011 Benchmark Education Company, LLC Happy Birthday! 3

4 Small-Group Reading Lesson COMPREHENSION ASSESSMENT TIPS Monitor Comprehension Are students able to locate specific answers to textdependent questions in the text? 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? You may wish to 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 draw conclusions about the story? If necessary, provide more modeling. Build Comprehension: Draw Conclusions Model Create an overhead transparency of the graphic organizer Happy Birthday! or copy the chart on the board. Help students recall the events in the book. Model how to complete the chart. Use the following think-aloud. In the book Happy Birthday! one little boy has a small cake. I wonder why. The book does not say. I think it might be because he is only one year old. He is a baby, so he gets a small cake. When I ask a question about a detail that is not explained and think of an answer based on what I already know, I draw a conclusion, or make a guess. Drawing conclusions can help me understand and remember a book better. Practice and Apply Read each question on the chart aloud. Guide students as they decide what they know, as well as what the book told them. Then draw a conclusion to answer each question. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their recorded answers. Happy Birthday! Question What I Know Conclusion What kinds of decorations do people have at birthday parties? The pictures show streamers. I had balloons at my party. Streamers and balloons are decorations for birthday parties. Why do people play games at birthday parties? Games are fun. Games are a good way for people to have fun at birthday parties. Why do people celebrate in different ways at different ages? People like to do different things at different ages. Also, as we get older, we don t spend all our time with our families. People celebrate differently at different ages because we enjoy different activities and have different groups of friends. 4 Happy Birthday! 2011 Benchmark Education Company, LLC

5 Interactive Writing Have students use the information from the graphic organizer to write sentences about a conclusion drawn from the story. Say: Let s look at our chart. It offers some conclusions we can reach based on the facts in the story. Let s think of a sentence we can write that tells about one of these conclusions. (Possible sentences: People have balloons at their birthday parties and People play games. ) Repeat the sentence aloud several times with students so they 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 sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. Conference with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students contributions. Praise students as you write the message conventionally for them to see. Reread for Fluency Ask students to reread Happy Birthday! independently. Then have them take turns with a partner describing some things that people do to celebrate birthdays. Connect to Home Have students read the take-home version of Happy Birthday! to family members. Have them talk with family members about experiences they have had at birthday parties for themselves and others. Birtdy prtys are ull dfrn. Birthday parties are all different. FLUENCY SUPPORT TIPS Model 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 have them read it back to you Benchmark Education Company, LLC Happy Birthday! 5

6 Skills Bank Phonemic Awareness: Segment and Blend Onset and Rime Segment the beginning sound from the rest of the sounds in the word fun: /f/ /un/. Then blend the sounds together and say the whole word: / fun/, fun. Have students repeat the onset and rime and then blend them together. Segment the beginning and remaining sounds for each of the following words: cake, pie, play, game, and look. Have students repeat the sounds and then blend them together to say the whole word. Beginning d down dad dog like bite hide pine Middle d Monday ending riddle pie lie die tie Phonics: Initial and Medial d Write the word do on the board. Ask: What sound do you hear at the beginning of do? What letter makes that sound? Circle the d at the beginning of do and repeat the sound: /d/. Say: birthday. Ask students whether they hear /d/ in the word and if so where they hear /d/. Write birthday on the board and circle the letter d. Say: The letter d can make /d/ at the beginning and in the middle of words. Make a two-column chart on the board with the headings Beginning d and Middle d. Say: down, Monday, dad, ending, dog, and riddle. Ask students to tell you where they hear /d/ in the word and in which column of the chart you should write the word. Phonics: Long i Write the words like and pie on the board and have students say them. Ask students what vowel sound they hear in both words. (/i _ /) Point out that /i _ / in like is spelled i-consonant-e while /i _ / in pie is spelled ie. Both make /i _ /. Have students say words with /i _ /. Write the words as a list on the board. Have students tell you in which column of the chart each word should be written. If students say bye, my, or sigh, show them that there are more ways to spell /i _ /. 6 Happy Birthday! 2011 Benchmark Education Company, LLC

7 High-Frequency Word Vocabulary Write the high-frequency words all, his, her, and they on the board. Say: Did the boy like his birthday party? Did the girl like her birthday party? Did they all like their birthday parties? Point to each word on the board as you say it. Write the sentences below on the board. Have students read each sentence, completing it with one of the words on the board. The children played the game. (all) The girl ate pie. (her) Did eat cake? (they) The boy liked birthday party. (his) all his her they Concept Vocabulary: Birthdays Review and then extend the word web you made earlier in Activate Prior Knowledge. Ask students to brainstorm more words they associate with birthdays. Add these words to the word web. Have students draw a picture of a birthday party and use the words to label parts of their picture. Grammar/Word Study: Pronouns (she, he, you, they) Ask a group of three students (include at least one boy and one girl) to stand at the front of the room. Say sentences about the students using the pronouns she, he, you, or they. For example, say, You have a blue shirt on. She has long hair. He has white shoes. They are all standing up. Have other students identify which student or students you are describing. Call on other students in the class. Assign them one of the four pronouns and have them say a sentence with the pronoun, while pointing out the appropriate person or people in the group at the front of the room Benchmark Education Company, LLC Happy Birthday! 7

8 Name Date Happy Birthday! Question What I Know Conclusion What kinds of decorations do people have at birthday parties? Why do people play games at birthday parties? Why do people celebrate in different ways at different ages? 2011 Benchmark Education Company, LLC