Hiding in the Sea. Teacher s Guide. Level H/13

Transcription

1 Level H/13 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Make Predictions Compare and Contrast Phonemic Awareness Segment and blend sounds Phonics Digraphs ea, ee Content Vocabulary Words related to under the sea Grammar/Word Study Work with compound words Science Big Idea Sea creatures have mechanisms of defense that allow them to survive. 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 Why do animals need to hide? protection so they can hunt What are some ways that animals hide? behind things in grass and trees camouflage Before Reading Build Background Knowledge Draw a two-column chart like the one shown. Have pairs of students share their ideas before brainstorming with the group. Record students ideas in the appropriate columns on the chart. ell Support Tips for English-Language Learners Build Background Knowledge Reinforce the concept of hiding. Ask students to close their eyes as you place a small object, such as a button, in a box lined with patterned paper or cloth. Give a student the box and ask: What did I hide in the box? Was it easy to find? Invite students to take turns hiding objects. Reinforce vocabulary by asking questions, such as Did the blend in? What if it were a different shape or color? Build Vocabulary and Language Patterns Have student pairs brainstorm a list of words that relate to fish and the sea. Write these words on a word web. (Expand on this web during the vocabulary activity after reading.) If necessary, show students a picture of an underwater scene with fish, rocks, seaweed, and the ocean floor. Have students name each item in the picture and then label the items with self-stick notes. Model Asking Questions Display the book cover. Say: Asking myself questions about what I see and read can help me better understand what I read. When I read this title and look at the photograph, I wonder which animals hide in the sea. On a chart labeled I Wonder, record your question, Which animals hide in the sea? Ask students if they have I Wonder questions after looking at the cover, and record them on the chart. Preview the Book Show students the table of contents and read the headings with them. Ask: What things do you think you will learn from reading this book? Do these headings make you think of any I Wonder questions we can add to the chart? Preview each page in the book, looking at the photographs and asking students to describe what they see. Expand on their answers to model the vocabulary in the book. For example, on page 4, you might say: How does this fish protect itself? On page 7, you might say: How does the leafy sea dragon stay safe? Model asking questions and encourage students to do the same. Model Reading Strategies Point out the word seaweed on page 6 and read the sentence in which it is found. Ask: What strategies could you use to read this word? Suggest the following reading strategies students could apply: You might recognize the two little words within this word and read them. You could also look at the long e digraphs and try the long e sound. The picture could help you check whether the word makes sense. Set a Purpose for Reading Ask students to read the book to find out how sea animals hide. Encourage them to ask themselves questions about what they read. 2 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 Monitor Student Reading Have students put a self-stick note 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. After Reading Reflect on Reading Strategies Ask students to share new I Wonder questions they thought of as they read. Reinforce that asking questions helps readers become more involved with what they are reading. 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 why fish hide. Have them support their answers by referring to the book and reading aloud the parts that answer the question. Record their ideas on the prereading chart. Assign pairs of students a chapter and have them identify the animal(s) mentioned and how the animal(s) hide. Have pairs share their answers as you record them on the prereading chart. Refer to the list of I Wonder questions, and have students determine whether the questions have been answered. If some have not been answered, ask students how they might find the answers. Extend Concepts Review ways in which animals are adapted to their environments. Say: Now let s think about how animals in our own environment are adapted to where they live. Generate a list of animals that live near your school. If students cannot think of animals, be prepared to show pictures of local animals. Ask: What is our environment like? Record students ideas. Focus on a few local animals and how they are especially adapted to where you live. Invite students to draw, and write a caption about, one local animal. ell To check a student s reading strategies, ask him or her 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/or meaning cues to self-correct and make sense of the text. Support Tips for English-Language Learners Reflect on Reading Strategies Note the words the English-language learners have difficulty with. As you have students reflect on their reading strategies, ask students to define or use words to determine whether their problems relate to unfamiliar vocabulary or syntax. Make Fiction-to-Fact Concept Connections If students have read Bitsy the Beaver, ask: How do Bitsy and her family protect themselves? Where do they go when there is danger? (They slap the water with their tails to signal danger, and they swim to deep water for safety.) In, the animals bodies help them survive in their environment. How do the beavers bodies help them survive? (They have small feet for carrying mud, sharp teeth for cutting down trees, and big flat tails for making loud noises and swimming fast.) 2011 Benchmark Education Company, LLC 3

4 Small-Group Reading Lesson ell Support Tips for English-Language Learners Model Build the concept and vocabulary of comparing and contrasting through concrete examples. For example, hold up a pencil and a marker. Say: These are alike. I use both of them to write. They are both long and thin. These are similarities. Can you think of other ways they are alike? Then say: These are different, too. A marker has ink in it, but a pencil doesn t. I have to sharpen my pencil, but I never have to sharpen my marker. These are differences. Write ideas on chart paper to link visual and auditory information. Practice and Apply If English-language learners have trouble with the linguistic demands of comparing and contrasting three items, modify the task to involve two items only. If English-language learners work with native speakers to complete the blackline master, make sure that they have the opportunity to voice ideas. Build Comprehension: Compare and Contrast Model Show students an apple and an orange. Point out how they are alike (fruits, both round) and how they are different (color, taste, texture). Say: When we read a book about people, places, or things, we can find ways they are alike and different. In this book, we read about fish: the leafy sea dragon, the thornback ray, and the anglerfish. We can look at how each animal hides and make comparisons of the animals. Practice Distribute copies of the blackline master Compare and Contrast. Guide students to identify one way in which the three animals are the same. For example, say: Where do all three animals live? That s right. They all live underwater. That s a similarity. Have students write their idea on the blackline master. Guide students to identify one way in which the animals are different. For example, say: Think about what each animal looks like. Do the animals look the same? How are they different? Apply Have students complete the rest of the graphic organizer by recording additional ways the animals are alike and different. Have students share their ideas with the group. Discuss conflicting ideas and have students refer to the text to confirm or revise their information. SIMILARITIES all live in the sea all are fish Assessment Tip Observe how students think about comparisons and contrasts. Note whether they can locate differences and similarities using both text and photographs. If students have difficulty, you might want to provide additional modeling. leafy sea dragon hides by looking like a plant thornback ray DIFFERENCES hides by blending in anglerfish hides by using light Benchmark Education Company, LLC

5 Writing Mini-Lesson: Introductions in Nonfiction Reread the first page of the book while students follow along. Ask them to listen to how the writer begins the book. Involve students in a discussion about the first page by asking the following questions: What is the writer talking about on this page? (fish, fish live in the ocean, fish must protect themselves) What is the most important information on this page? (fish must protect themselves to stay alive) How does this introduction give you clues about the type of book you will be reading? (it s nonfiction, it s objective and will provide information about how animals hide) Does the introduction make you want to read the rest of the book to find out how fish hide? Tell students that the writer wrote this introduction to let the reader know what the book is about. Explain that in nonfiction writing the introduction is important because it lets the reader know what to expect. Use other nonfiction books to model how writers begin their factual texts. Read the opening sentences of the books to students. Discuss each introduction, asking students to tell you what information the introduction provides and why the author wrote it. Write several strong opening sentences from the examples on chart paper to serve as models for students. Link to Journal Writing Have students find a piece of nonfiction writing in their journals. Have them look at how they began their piece of writing and decide whether they can improve the beginning or introduction. If students don t have a piece of nonfiction writing in their journal, ask them to begin a new piece of writing in which they try to include a clear introduction. writing Checklist As students review their pieces of writing, have them ask themselves: Is my introduction interesting? Does it grab the reader s attention? Would it make the reader want to read the rest of the writing piece? Does it provide a clue for the reader about what my piece of writing is about? Reread for fluency Read aloud sections of Hiding in the Sea, using appropriate phrasing, intonation, and expression to model fluent reading. Then, 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 ways the animals are alike and different Benchmark Education Company, LLC 5

6 Skills Bank ell Support Tips for English-Language Learners Vocabulary Use the web the students started prior to reading. Review the words on the web. Pair English-language learners with native speakers to find words in the book to expand the web. Then have the pairs brainstorm other words they can think of associated with the concept of under the sea. Have pairs share the words as you add them to the web. Word Study Reinforce the concept of compound words by using words that are familiar to students, for example, notebook, classroom, backpack, bedroom, etc. Phonemic Awareness: Segmenting and Blending Sounds Have students listen as you say the word leafy, segmenting the word into its parts: /l/ /e / /f/ /e /. Have students repeat the sounds and then blend them together to say the word. Repeat with other words from the book: hide, color, rocks, swims, bright. Phonics: Digraphs ea, ee Write the word leafy on the board and have students read it. Ask: What sound do you hear in the middle of the word? What letters stand for this sound? If students do not know, explain that the letters ea together often stand for the long e sound. Point out that in this word, the letter y also stands for the long e sound. Have students find the word leafy on page 6. Have them read aloud the sentence in which it is found. Point out the word seaweed on the same page. Explain that the letters ee also stand for the long e sound. Have students turn to page 10 and read the first sentence. Point out that the word ocean has the letters ea, but in this word, the letters do not stand for the long e sound. Pair students and challenge them to find other words with the long e digraphs ea and ee: seas, eels, see, seen, deep-sea. Vocabulary: Under the Sea Have students search the book to find words associated with the concept: ocean, ocean floor, sea, fish, rocks, plants, seaweed, anglerfish, leafy sea dragon, thornback ray, etc. Create a word web to record the words. Invite students to suggest other words associated with life under the sea that aren t in the book. Grammar/Word Study: Compound Words Write the word seaweed on the board. Point out that this word is called a compound word because it is made up of two smaller words. Ask for volunteers to come up and circle the two smaller words. Use examples from the book to point out to students how two words can be joined to make a new word: themselves, seaweed, thornback, without, anglerfish, deep-sea. Explain that the words can be joined together or linked by a hyphen Benchmark Education Company, LLC

7 Name Date Compare and Contrast SIMILARITIES DIFFERENCES 2011 Benchmark Education Company, LLC

8 Skills Bank Build Comprehension Make Predictions Explain Create an overhead transparency of the graphic organizer or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. Model Say: Let s think about a prediction someone might make before reading. The title tells us the book is about things that hide in the sea. Let s look at the Table of Contents. Have volunteers read the chapter titles. Say: This book could be about fish that hide from other animals by looking like plants, blending into the sand, or using light. Write this in the first Prediction box on the graphic organizer. Say: We check the prediction by beginning to read the book or by looking at the photos. Take a picture walk through the book. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. Guide Say: Now let s think about another prediction. What might someone predict about the photograph on page 5? (Allow time for students to respond, assisting if needed.) Yes, readers might think that this is a place in the sea where a fish could hide. Write the page number and prediction in the second row of the graphic organizer. Say: We can t mark Yes because the prediction is not totally correct. There is actually a fish already hiding in this place that we didn t see! The fish hides by looking like the things around it in the sea. Record this statement in the second No box on the graphic organizer. Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs or chapter titles. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud Benchmark Education Company, LLC

9 Name Date Make Predictions Prediction Yes No Before reading the book someone might predict On page, someone might predict On page, someone might predict On page, someone might predict On page, someone might predict On page, someone might predict 2011 Benchmark Education Company, LLC

10 Notes Benchmark Education Company, LLC

11 Notes 2011 Benchmark Education Company, LLC 11

12 Name Date Word Sort best plead creak lend went screech help mend check eat team bed beach then sweet feed shed queen egg peach bed beet Directions: Have students write each word from the word bank in the appropriate column according to whether the word has the sound of e in bed or beet Benchmark Education Company, LLC