Level D/5 Teacher s Guide For students reading at Literacy Level D/5, including: English-language learners Students reading below grade level K 1 emergent readers Skills & Strategies Anchor Comprehension Strategy Compare and contrast Metacognitive/Fix-Up Strategy Discuss ideas with others Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar and Language Development Recognize the sentence structures We go and This new goes. Use past and present irregular verbs Phonemic Awareness Listen for initial /w/ Phonics Use middle-letter cues to solve words Recognize words with initial w Fluency Read with appropriate pauses Writing Write to a picture prompt Theme: Then and Now Schools Then and Now (B/2) Clothes (C/3) Communication Then and Now (E/7) Social Studies Big Idea: Readers learn about different types of transportation that are faster today, including trains, cars, and airplanes. 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
Before Reading Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books Farther and Faster (F/9) Getting Ready for School (G/11) Communication (H/13) Clothes Long Ago (I/15) Clothes Then and Now (K/20) Communities Then and Now (M/28) Fluency and Language Development Audio CD Comprehension Resources question card Power Tool Flip Chart for Teachers Student Bookmark Compare and Contrast poster Assessment Early Explorers Overview & Assessment Handbook Grade K or Grade 1 Comprehension Strategy Assessment Book Make Connections and Build Background Use Role-Play Say: We will read a book about ways people go places. I will act out one way to go. Pretend to open a car door, get in the car, fasten your seat belt, and start the car. Say: I go in a car. Then invite students to act out and tell about other ways to go places. Use a Graphic Organizer Write the word Go on the board and underline it. Read the word and ask students to help you list the things they acted out. As students respond, write the words under the heading. Then read each word and ask students to echo-read. Go car bus airplane bicycle Introduce the Book Give each student a copy of the book. Remind students they will read about ways people go places. 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. ) 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. 2 2011 Benchmark Education Company, LLC
Pages Text and Graphic Features Words to Discuss English/Spanish Cognates Sentence Structures Cover title, author, photos 1 title, author, photos 2 3 photos airplane, car, train, walk 4 5 photos walked, walk We go. 6 7 photos train train/el tren 8 9 photos, inset photo faster This new goes. 10 11 photos car car/el carro 12 13 photos airplane, fast airplane/ el aeroplano 14 15 photos 16 photo 2008 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: 978-1-60437-471-1 2011 Benchmark Education Company, LLC 3
Before Reading (continued) Page 5 Sentence Structure Write We go on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell where or how we go. Model using the sentence structure, such as We go to school or We go slowly. 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. Remind students to use other reading strategies they are learning as well, such as checking the pictures and returning to the beginning of the sentence if something doesn t sound right. Set a Purpose for Reading Direct students attention to the list. Say: Now it s time to whisper-read the book. Read to learn how people go places. Page 6 Spanish Cognate Ask: Does train sound like a word you know in Spanish? (Allow time for students to respond.) The English word train sounds like the Spanish word el tren. Train and el tren mean the same thing. Where could you go on a train? (Allow time for students to respond.) Write the word train on the board and ask students to locate it on page 6 in the book. Page 8 Graphic Feature Say: Page 8 has an inset photo. An inset photo is a small photo inside a larger photo. What does the large photo graph on page 8 show? (a new train) What does the inset photo show? (people looking at a new train) Rehearse Reading Strategies Say: One word in this book is fast. Say the word fast. What letter do you expect to see in the middle? Allow time for students to respond, assisting as needed. Then ask them to find the word fast on page 12. Say: Use middle-letter sounds to help you when you read. 4 2011 Benchmark Education Company, LLC
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. Cue Source Prompt Example Page Graphophonic Syntactic Look at the middle letter. Think about the sentence structure. men, man 6, 9 This new car goes faster. 11 After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Say: Look at our list. Which ways to go did we read about? Put a check mark next to any matching responses. Then ask students to name other ways they read about. Add these words and put check marks beside them. Choral-read the checkmarked words. Then ask students to use the graphic organizer to tell a partner about the book. Go car bus airplane bicycle walk train Semantic Check the picture. woman 10 2011 Benchmark Education Company, LLC 5
After Reading (continued) 6 Reading Strategy Mini-Lesson: Discuss Ideas with Others 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. One way is to discuss my ideas with others. I can share my thoughts. I can ask for help, too. Ask students to turn to pages 10 and 11. Say: I want to discuss why the new car goes faster. I know cars have engines. Engines make cars go. The new car might have a stronger engine. Allow time for students to share other reasons the new car might go faster. Say: Discussing these pages helped me. Now I better understand why new cars are faster than old cars. Guide Invite students to read pages 12 15 with you. Ask: What do you notice on these pages? Does the information make you think of something? Do you have questions? What would you like to discuss with the group? Allow time for students to share their thoughts. Then invite them to tell how the discussion helped them better understand pages 12 15. Apply Ask students to read their favorite page to a partner and conduct a discussion about it. Observe students as they read and discuss, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students under standing of the monitor-reading strategy. Then say: You can discuss ideas with others after you read any text. Remember to discuss ideas to help you understand. Answer Text-Dependent Questions Explain Remind students they can answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. Tell students today they will practice answering Look Closer! questions. Say: The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question. Model Use the first Look Closer! question on the question card. Say: I will read the question to figure out what to do: The book begins with walking. What happens next? Use a sequence-of-events chart to explain your answer. This question asks me to identify a sequence of events. I know because the question has the cue word next. What other words in the question will help me? (Allow student responses.) Yes, I need to see how the book begins. I need to find infor ma tion about walking. Model looking through the book. Say: On page 4 I read about walking. First, people walked to go places. Later, people went places on trains. I read about trains on page 6. Next, people started going places in cars. I read about cars on page 10. Then people went places on airplanes. I read about airplanes on page 12. Putting this information together answers the question. The answer makes sense. I have found the answer in the book. 2011 Benchmark Education Company, LLC
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? Build Comprehension: Compare and Contrast Explain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Label the columns Ways to Go, Alike, and Different. Say: Nonfiction books sometimes show how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different. Model Say: Let s figure out how trains long ago and trains today are alike and different. Read pages 6 9 aloud and talk about the photographs. Say: Trains from long ago are like trains today in some ways. The trains run on tracks. The trains have cars. People ride the trains. Write tracks, cars, and people in the Alike column. Then say: Trains from long ago were different in some ways. Trains had smokestacks and bigger wheels. Trains today are different, too. Trains today are smoother and faster. Records these details in the Different column on the graphic organizer. Guide Read pages 10 11 aloud and ask students to look at the photo graphs. Ask: How are the cars alike? (Allow time for students to respond, assisting if needed.) Yes, the cars go on roads. The cars have tires. The cars have headlights. Write roads, tires, and headlights in the Alike column. Then ask: How are the cars different? (Again, allow time for students to respond, assisting if needed.) Yes, cars from long ago had bigger wheels. Cars today are smoother and faster. We can write these details in the Different column. Apply Ask students to work with a partner to compare and contrast the airplanes on pages 12 15. If more support is needed, utilize all or part of the Guide process to figure out how the airplanes are alike and different. Finally, read the completed graphic organizer aloud and invite students to echo-read. 2011 Benchmark Education Company, LLC 7
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 draw a picture of someone going fast. Invite them to bring their pictures 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. Act out something in the book with a partner. Name your favorite way to go places. Tell why you like to go that way. Tell something you already knew about trains, cars, or airplanes. Tell why you think the author writes about walking. Write a sentence about one of the photographs. Write about a connection you made to the book. 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 4. Say: I can use this picture to tell part of the book in my own words: Some boys walked home long ago. Now I will write my idea. Model writing your sentence 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. When you finish, read your writing to a partner. Phonemic Awareness: Initial /w/ Tell students you will read a sentence from. Ask them to listen for words that begin with /w/: This woman went in a car (page 10). Reread the sentence if needed so students can identify the words woman and went. Repeat with the sentences on pages 5 and 9 and the words we, walk, and work. Say: I will name ways people or animals move. Some begin with /w/ and some do not. Listen carefully. Wave your hand if you hear a word that begins with /w/: hop, wag, gallop, march, wiggle, weave, zigzag, waddle. 8 2011 Benchmark Education Company, LLC
Phonics: Initial w Write the letter w on the board. Then write the words went (pages 4, 6, 10, 12), walk(ed) (pages 4, 5), we (pages 5, 8, 11, 14), work (page 9), and woman (page 10). Ask students to locate the words in the book and to frame the letter w between their fingers. Ask students to brainstorm words that begin with /w/. List the words on the board. Read each word, inviting students to echo-read. Say: I will tell you a riddle. You will guess which word answers the riddle. I will circle the letter w in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as I am between the ceiling and the floor. What am I? (wall) Then invite each student to make up a riddle about one of the words and to circle the letter that makes the /w/ sound in the word. Vocabulary Tier Two Vocabulary Pronounce the word travel and ask students to repeat it. Say: We travel when we go from place to place. Some people in the book travel by train. Some people in the book travel by car or airplane. Discuss situations in which people travel, such as walking to school, taking a bus to the grocery store, or taking a plane to go on vacation. Then model a sentence, such as Some animals travel many miles to find water. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes travel. Let s try to use the word travel many times today. We can use the word at school and at home. Tier Three Vocabulary Review the book with students and write the word faster on the board. Then record the words airplane, car, train, and walk on index cards. Ask students to read the words with you. Mix the cards and place them facedown on the table. Then choose a card and model an oral sentence using that word and faster, such as A train is faster than a bus. Finally, invite students to take turns making up their own sentences with a word card and faster. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11. 2011 Benchmark Education Company, LLC 9
Grammar and Language Development Use Past and Present Irregular Verbs Model Explain that authors may write about events that are happening right now and events that happened in the past. Ask students to find the word go on page 5. Say: The people go home. We can go places right now. Then ask students to find the word went on page 4. Say: The boy went home long ago. People went places in the past. I can use the words go and went, too. Point to the classroom calendar as you model sentences with go and went, such as: I go to school. Yesterday I went home at 5:00. My parents go downtown. Yesterday my parents went to the library. We go to P. E. class. Yesterday we went to the gym. Fluency: Read with Appropriate Pauses Say: We do not run all our words together when we read. Instead, we watch for punctuation that shows us when to pause. Ask students to turn to page 8. 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 11. Choral-read the first sentence with them, pausing at the comma. Invite students to take turns rereading with a partner. Remind them to pause when they see a comma. Guide Invite students to read pages 10 and 11 with you. Ask: Why does the author use the word go on page 11? (the people are in the car right now) What word does the author use on page 10? (went) Why? (the author is writing about the past) Apply Write the following sentences on the board: Last week we went on a bus. This week we go on a train. Read each sentence aloud and ask students to echo-read. Invite student volunteers to circle the verb in each sentence (went, go). Then ask student partners to use each word in a new oral sentence. 10 2011 Benchmark Education Company, LLC
Name: Date: Vocabulary Write a word from the box to finish each sentence. Then draw a picture for the sentence. airplane car train walk The men to work. The woman went on a. An goes faster. We go home in a. 2011 Benchmark Education Company, LLC 11
Name: Date: Ways to Go Alike Different 12 2011 Benchmark Education Company, LLC