Teacher s Guide. Level I/16 Using Resources to Build. Theme: The Environment. Science Big Idea:

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1 Level I/16 xplorers Teacher s Guide For students reading at Literacy Level I/16, including: English-language learners Students reading below grade level First-grade readers Skills & Strategies Anchor Comprehension Strategy Identify sequence of events Metacognitive/Fix-Up Strategy Read aloud to clarify Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar, Word Study, and Language Development Use negatives Recognize base words Recognize the sentence structures The used and come from Phonics Problem-solve by searching all the way through words Recognize words with the blend /st/ Fluency Read with appropriate pauses Writing Write to a picture prompt Write to a text prompt Theme: The Environment Water Works (G/12) (I/16) Science Big Idea: Readers learn about the natural resources used to make glass, lumber, and tiles for home building. 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 Before Reading Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books A Healthy Earth (K/20) It s Earth Day! (M/28) Samantha Saves the Stream (M/28) Fluency and Language Development Audio CD Comprehension Resources question card Power Tool Flip Chart for Teachers Student Bookmark Identify Sequence of Events poster Assessment Early Explorers Overview & Assessment Handbook Grade 1 Comprehension Strategy Assessment Book Make Connections and Build Background Use Art Give each student a pencil and piece of paper. Say: We will read a book called. The people in the book use many different resources to build houses. I will draw a picture of a house. Sketch a simple house. As you draw, discuss each part and the resources that go into it, such as brick for the walls, glass for the windows, and wood for the doors. Then invite each student to sketch a picture of a house and tell about their drawings. Use a Graphic Organizer Draw a two-column chart with the headings I think... and I find out... Ask students what they think the builders in the book will use to build houses. Write students ideas in the I think... column of the prediction chart. Then read each idea, prefacing it with the phrase I think the builders will use... and ask students to echo-read. I think... I find out... bricks glass wood metal tiles Introduce the Book Give each student a copy of the book. Remind students they will read about resources builders use. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book s language, concepts, and organization. (Items in bold print include sample teacher talk. ) Page 1 Graphic Feature This page has a table of contents. The table of contents lists the chapter headings. The table of contents also shows what page each chapter starts on. What is the first chapter called? ( What Resources Do Builders Use?) What page does the last chapter start on? (page 12) Benchmark Education Company, LLC

3 Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures Cover title, author, photo 1 title, author, table of contents, photo 2 3 photos boards, house, logs, lumber, sand, stones 4 chapter head, photos, house, builders, wood, use/usar caption stone, resource 5 photo, caption stairs, floors The used. 6 photo, caption nature, natural resources nature/naturaleza come from. 7 photos, caption windows, glass, sand 8 chapter head, photos, logs caption 9 photo, caption sawmill, boards different/diferente 10 photos, caption dry, oven, stronger 11 photo, caption lumber 12 chapter head, photo, dig up caption 13 photo, caption crusher, pieces 14 photo, caption factories 15 photo, caption tiles 16 photos Copyright 2007 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. Printed in Canada. ISBN: Benchmark Education Company, LLC 3

4 Before Reading (continued) Pages 2 3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echoread. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book. Page 4 Spanish Cognate Does use sound like a word you know in Spanish? (Allow time for students to respond.) The English word use sounds like the Spanish word usar. Use and usar mean the same thing. What are some things you use each day? (Allow time for students to respond.) Write the word used on the board and ask students to locate it on page 4 in the book. Page 5 Sentence Structure Write The used on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what people use. Model using the sentence structure to tell about familiar situations, such as The baker used flour for the bread or The student used a computer for the project. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 5? Frame the sentence. Let s read the sentence together. Rehearse Reading Strategies Say: One word in this book is sizes. Say the word sizes. What letters do you expect to see after the /s/? Allow time for students to respond, assisting as needed. Then ask them to find the word sizes on page 9. Say: Search all the way through a word to help you when you read. Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn t sound right. Set a Purpose for Reading Direct students attention to the prediction chart. Say: Now it s time to whisper-read the book. Read to learn what resources builders use. Cue Source Prompt Example Page Graphophonic Search all the flat 9 way through the word. Are you blending the right sounds? Syntactic You read Many Many 7 house have houses have windows. Let s windows. read this sentence together and make it sound right. Semantic What do you see stairs 5 in the picture that would make sense in this sentence? Benchmark Education Company, LLC

5 During Reading Observe and Prompt Reading Strategies After the supportive introduction, students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension. After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Say: Look at our predictions chart. What did the builders in the book use to build houses? Write the resources students call out in the I find out column of the chart. Then choral-read each entry, prefacing it with the phrase The builders used Ask students to use the graphic organizer to tell a partner about the book. I think... I find out... bricks glass wood metal tiles from sand from lumber from stone 2011 Benchmark Education Company, LLC 5

6 After Reading (continued) Reading Strategy Mini-Lesson: Read Aloud to Clarify Reflect Ask: Did you understand what you read? What parts were hard to understand? How did you help yourself? Model Say: I want to understand what I read. Sometimes I read aloud to figure out a tricky part. Ask students to turn to page 4. Say: The first time I read this page I was confused. What is a resource? Then I read the page aloud: The wood is a resource. The builders used stone. The stone is a resource, too. Now I understand that some resources are used to build houses. I m ready to keep whisper-reading. Guide Ask students to turn to page 10. Ask: How do workers make boards stronger? (Allow time for students to respond.) Let s check by reading the page aloud together. Then we will be sure we understand how boards become stronger. Read the page aloud and briefly discuss how this clarifies or confirms students understanding. Apply Invite each student to turn to a tricky page. Then ask students to tell a partner about the page. Afterward, they should read the page aloud to make sure they understand it. Observe students as they read aloud to clarify, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students understanding of the monitor-reading strategy. Then say: You can read aloud any time you read. Remember to read aloud to help you understand. Answer Text-Dependent Questions Explain Remind students they can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Prove It! questions. Say: The answer to a Prove It! question is not stated in the book. You have to look for clues and evidence to prove the answer. Model Use the first Prove It! question on the question card. Say: I will read the question to figure out what to do: What clues on page 7 show that sand in glass is invisible? This question asks me to make an inference. I know because the question asks something that is not explained in the book. I already know an inference has only one or two clues. Which words in the question will help me? (Allow student responses.) Yes, I need to find clues and evidence about sand in glass. Model looking through the book. Say: I read about sand and glass on page 7. The author says glass is clear. You cannot see the sand. I have located the clues and evidence I need. The clues support my answer. The answer makes sense. Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know? Benchmark Education Company, LLC

7 Build Comprehension: Identify Steps in a Process Explain Create an overhead transparency of the Using Resources to Build graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell how to do something in step-by-step order. Model Say: Let s figure out how wood is made into lumber. Ask students to turn to page 9. Say: I see the cue word first at the beginning of the sentence. I read that the logs go to the sawmill. Going to the sawmill is the first step in the process. Write The logs go to a sawmill in the top box of the graphic organizer. Then ask students to read further on the page. Say: Workers cut the logs into flat boards at the sawmill. Write this step in the second box. Apply Ask students to work with a partner to find the final steps in the process. Tell them they can use the cue words then and now for help. Agree on how to word the entries on the graphic organizer, and then read the complete process aloud and invite students to echo-read. If time allows, help students determine the steps for making stone tiles on a separate copy of the blank graphic organizer, using the cue words first, next, and then. Guide Say: Let s figure out the next step. Look for the cue word next on page 10. What happens next? (Allow time for students to respond, assisting if needed.) Yes, the workers dry the boards. Write The workers dry the boards in the third box on the graphic organizer Benchmark Education Company, LLC 7

8 After Reading (continued) Home Connection Give students the take-home version of to read to family members. Encourage students to work with a friend or family member to list natural resources in their home. Invite them to bring their lists to share with the group. Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own. Write a question you would like to ask a builder. Draw a picture of place in nature and label the resources. Act out a scene from the book, such as buying lumber or laying tiles. Tell how you think workers learned to make glass. Write what you thought was most important in the book. Tell something you already knew about natural resources. Mini-Lessons for Differentiating Instruction Write to a Picture Prompt Retell Tell students they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 14. Say: I can use this picture to tell part of the book in my own words: People load stones onto trucks. People will use the stones to make tiles for houses. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. After you are finished, read your writing to a partner. Write to a Text Prompt Write a Summary Say: Think about something you learned in the book. Then write what you learned in your own words. When you are finished, read your writing to a partner. 8 Phonics: Blend /st/ Ask students to locate the word stone on page 4. Write stone on the board. Explain that the two sounds at the beginning of the word /s/ and /t/ blend together to make /st/. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Say: The word stone begins with the /st/ blend. The consonants s and t blend together to begin the word. Repeat the process with stairs on page 5 and store on page 10. Then point out that the word first on page 9 ends with the /st/ blend, and say the word together Benchmark Education Company, LLC

9 Ask students to brainstorm words that begin or end with st. List the words on the board. If needed, suggest words such as step, storm, star, state, stick and last, must, fast, list, beast. Say: I will act out one of the words. You can guess the word. I will circle the blend in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as putting up an umbrella in the rain (storm). Then invite each student to act out one of the words and circle the /st/. Vocabulary Tier Two Vocabulary Pronounce the word valuable and ask students to repeat it. Say: Something valuable is worth a lot. Wood is a valuable natural resource. People can build with wood. Stone is a valuable resource for building, too. Discuss other things that are valuable, such as good ideas, people s jobs, favorite belongings, and friends. Then model a sentence, such as The globe is a valuable tool for finding countries in the world. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes valuable. Let s try to use the word valuable many times today. We can use the word at school and at home. Tier Three Vocabulary Review the book with students and write the words boards, house, logs, stones, glass, tiles, lumber, wood, sand, floors, stairs, and windows on index cards. Read the words together. Then invite the students to sort the words into categories. For example, they might put boards, logs, lumber, and wood in one group since all the words relate to wood. However, assure them they may use any groups and placements they like as long as they can explain their choices. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11. Grammar, Word Study, and Language Development Use Negatives Model Explain that authors sometimes use words that mean no. Ask students to read the caption on page 7 with you: The glass is clear. You cannot see the sand. Ask: Can you see the sand in a window? No, you cannot. I use the word cannot, too. Point to various classroom items as you share cannot sentences, such as: My bag is under my desk. I cannot see my bag. The clock is high on the wall. I cannot reach the clock. The file cabinet is heavy. I cannot carry the file cabinet. Guide Invite students to read page 8 with you. Ask: Do the builders use the logs yet? (no) How do you know? (The author uses the word not.) Repeat the process on page 12, and then invite students to name things they do not do at school, such as sleep, walk the dog, or ride on a boat Benchmark Education Company, LLC 9

10 Apply Pair students. Ask them to make up sentences using the words not and cannot. As they share their sentences with the group, write them on the board and underline the negatives. Base Words Model Explain that authors sometimes use different forms of the same word. Tell students a base word is the smallest form of a word and that we can add letters to a base word to make a new word. Ask them to turn to page 16 and locate the word build. Then ask them to turn to page 15 and locate the word builders. Say: The word build is the smallest form of the word build. Build is the base word of builders. Guide Ask students to read the caption on page 4 with you and locate the word strong. Then ask them to read page 10 and locate the word stronger. Ask: Which word is the base word? (strong) How do you know? (Strong is the smallest form of the word.) Write strong and stronger on the board and ask student partners to use them in oral sentences. Then repeat the process with nature and natural on page 6. Fluency: Read with Appropriate Pauses Say: We do not run all our words together. Instead, we watch for punctuation that shows us where to pause. Ask students to turn to page 10. Read the first sentence without pausing. Then read the sentence again, pausing at the comma. Say: I know I need to pause because I see a comma. Pausing makes the sentence sound right. Read the sentence again, asking students to echo-read. Ask students to turn to page 14. Say: Look at the first sentence. We pause at the comma when reading this sentence. Read the sentence aloud, pausing at the comma. Then read it again, asking students to echo-read. Invite students to take turns rereading with a partner. Remind them to pause when they see a comma. Apply Ask students to find words based on carry on page 8 (carries), work on page 9 (workers), and crush on page 13 (crusher). Write the words on the board and invite student partners to use them in oral sentences about building Benchmark Education Company, LLC

11 Name: Date: Vocabulary Cross out the word or phrase in each row that does not belong. logs glass lumber wood boards sand window glass wood nature house tiles windows stairs factory resource stone house wood sand boards wood lumber stairs tiles tiles window stone factory house nature stone wood crusher sand stone crusher tiles pieces logs 2011 Benchmark Education Company, LLC 11

12 Name: Date: Benchmark Education Company, LLC

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