Level J/18 Teacher s Guide For students reading at Literacy Level J/18, including: English-language learners Students reading below grade level Second-grade readers First graders reading above grade level Skills & Strategies ANCHOR Comprehension STRATEGY Identify sequence of events metacognitive/fix-up STRATEGY Retell what you ve read Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar, Word Study, and Language Development Use possessives Use compound words Recognize the sentence structures All living things and is the. Phonics Use word parts to problem-solve multisyllable words Recognize words with r-controlled e, i, u Fluency Read commas Writing Write to a picture prompt Write to a text prompt Theme: Animals How We Group Animals (L/24) Science Big Idea: Readers learn about the life cycle of a cat, butterfly, frog, and owl. 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 2 Related Resources The following Benchmark Education resources support this lesson. Other Early Explorers Books A Bear Cub Grows (A/1) Life at the Beach (A/1) Fun at the Beach (A/1) Ducklings Grow Up (D/5) What Is in a Forest? (D/5) Fox in the Forest (D/5) Watch a Frog Grow (F/9) A Frog Someday (F/9) Food in the Forest (F/9) Watch a Butterfly Grow (H/13) Caterpillar Can t Wait (H/13) Food in the Ocean (H/13) 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 2 Comprehension Strategy Assessment Book Make Connections and Build Background Use Photographs Tell students you will read a book about how animals change and grow. Display the photographs of the deer on page 9. Say: The baby is a fawn. The adult is a deer. Invite students to Think/Pair/ Share ways the adult is different from the baby. Use a Graphic Organizer Draw a T-chart on the board with the headings Young Animal and Adult Animal. Read the headings aloud. Ask students to help you think of animals that have different names when they are a baby and when they are an adult. Then read each entry on the chart and ask students to echo-read. Young Animal fawn kitten cub puppy Adult Animal Introduce the Book deer cat bear dog Give each student a copy of the book. Remind students they will read about how animals change as they grow. 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 Say: This page has a flowchart. A flowchart shows how different things are connected. What does this flowchart show? (the life cycle of a frog) How are the things on the flowchart connected? (Frogs begin as eggs. Eggs hatch into tadpoles. Tadpoles grow and change and finally become frogs.) 2011 Benchmark Education Company, LLC
Pages Text and Graphic Features Words to Discuss English/Spanish Cognates Sentence Structures Cover title, author, photo 1 title, author, table of contents, flowchart 2 3 photos adult, caterpillar, life cycle, newborns, pupa, tadpole 4 chapter head, flowchart, caption living things, grow, life cycle, change cycle/el ciclo order/ el orden All living things. is the. 5 flowchart, caption eggs, dying animal/el animal 6 chapter head, photo, caption 7 photo, inset photo, caption cat birth, kittens, newborns part/la parte 8 flowchart, caption adults adult/el adulto 9 flowchart, caption 10 chapter head, flowchart, captions butterfly, caterpillar, hatches 11 flowchart, captions pupa, crawls, fly False Cognate: pupa/ la pupa. In Spanish, la pupa means sore or scab. 12 flowchart, captions frog, tadpole 13 flowchart, captions hop 14 flowchart, caption owl 15 flowchart, captions chick 16 glossary, index 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. Printed in Canada. ISBN: 978-1-60437-495-7 2011 Benchmark Education Company, LLC 3
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 echo-read. 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 Ask: Does cycle sound like a word you know in Spanish? (Allow time for students to respond.) The English word cycle sounds like the Spanish word el ciclo. Cycle and el ciclo mean the same thing. A cycle is the order in which things happen. Write the word cycle on the board and ask students to locate it on page 4 in the book. Page 4 Sentence Structure Write All living things on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about living things. Model using the sentence structure to tell about the photographs, such as All living things change or All living things eat. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let s read the sentence together. Rehearse Reading Strategies Write the word finally on the board. Say: One word in this book is finally. Look at the word finally. Say the word finally. What parts are in finally? Allow time for students to respond, assisting as needed. Say: The word finally has two parts. The first part is the word final. (Write final on the board.) The second part is the suffix -ly. We put final and -ly together to make finally. Ask students to find the word finally on page 11. Say: Use word parts to help you when you read. Remind students to use other reading strategies they are learning as well, such as thinking about the meanings of prefixes and suffixes or reading on to the end of the sentence to figure out a word through context clues. Set a Purpose for Reading Say: Now it s time to read the book. You may whisper-read or read silently to yourself. Assign one or more chapters, depending on available time and the needs and abilities of students in the group. Use the chart below to set a purpose for each chapter. Invite students to place self-stick notes on pages where they find information for the T-chart and look for opportunities to add to the chart at each stopping point. If students do not complete the book, orally summarize the previously read chapters and begin at this point in the teacher s guide the next time you meet. Pages Purpose for Reading 4 5 Read to find out what a life cycle is. 6 8 Read to find out about the life cycle of a cat. 10 15 Read to find out how other animals change as they grow. 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. After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Say: Look at our T-chart. Did we see or read about any of these animals? Put a check mark next to any matching responses. Then ask students to name other young and adult animals they saw or read about. Add these to the graphic organizer and put check marks next to them. Finally, choral-read the checkmarked items and ask students to use the graphic organizer to tell a partner about the book. Young Animal fawn kitten cub puppy chick caterpillar tadpole chick Adult Animal deer cat bear dog penguin butterfly frog owl 2011 Benchmark Education Company, LLC 5
After Reading (continued) Reading Strategy Mini-Lesson: Retell What You ve Read 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 retell the important information. I will read page 6 again. (Read the page aloud.) Now I will say the important information in my own words: A cat begins as an egg that grows inside its mother. Then the egg gets bigger and grows a head and four legs. Guide Invite students to read page 10 with you. Ask the following questions, allowing time for students to respond after each one: What do you see? What animal does the author write about? How could you tell about the animal in your own words? If students have difficulty, model a retelling of your own, such as A butterfly is first a caterpillar that comes out of an egg. The caterpillar grows quickly and keeps getting new skin. Apply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner and retell the important information in their own words. Observe students as they read and retell. If more support is needed, use the prompts in the Guide section. 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 retell any time you read. Remember to retell 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 to answer each type. 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: Animals begin as eggs. How can you tell? This question asks me to draw a conclusion. I know because the question asks How can you tell? I already know a conclusion has three or more clues. What other words in the question will help me? (Allow student responses.) Yes, I need to look for pages that tell about eggs. On page 6 the author says a cat begins as a tiny egg. On page 10 the author says a butterfly begins as a tiny egg. On page 12 the author says a frog begins as a tiny egg. On page 14 the author says an owl begins as a tiny egg. I have located the clues and evidence I need. The clues support my answer. The answer makes sense. I have found the answer in the book. 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? 6 2011 Benchmark Education Company, LLC
Build Comprehension: Identify Sequence of Events Explain Create an overhead transparency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell about events that happen in a certain order, or sequence. Model Say: Let s figure out one sequence of events in How Animals Change and Grow. Ask students to turn to page 10. Say: We see the word first at the top of the page. First is a cue word that tells us what happens at the beginning. A butterfly begins as a tiny egg. Write begins as tiny egg in the top box on the graphic organizer. Say: Now we will read on to see what happens next. We see the word then. Then is a cue word that tells what happens after the butterfly is an egg. A caterpillar comes out of the egg. Write caterpillar comes out of egg in the second box. Apply Ask students to work with a partner to find the remaining events in the life cycle of a butterfly. Remind them to watch for cue words such as next and finally. After each partnership shares, agree on how to word the entries on the graphic organizer. Then read the completed graphic organizer aloud and invite students to echo-read. Guide Say: Let s find out what happens after the caterpillar comes out. What does the caterpillar do next? (Allow time for students to respond, assisting if needed.) Yes, the caterpillar eats plenty of food and grows quickly. That is the third event in the sequence. Write eats a lot of food and grows in the next box on the graphic organizer. 7 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 and label the life cycle of one animal. Invite them to bring their drawings 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 from the book with a partner. Name your favorite animal in the book. Tell why you like it. Tell something you already knew about how animals change and grow. Draw a picture of a baby animal and an adult animal and label them. Write a new caption for one flowchart in the book. Write about one way all animals are alike. Mini-Lessons for Differentiating Instruction Write to a Picture Prompt Write a Description 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 describe this picture in my own words: The owl has bright, round eyes. The owl cares for three white eggs in its nest. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You described a picture in the book. Now write your idea. When you finish, 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 finish, read your writing to a partner. Phonics: r-controlled e, i, u Ask students to locate the word her on page 7. Write her on the board and circle the letters er. Say: The letters er in the word her sound like /er/. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with the words order on page 4, bigger on page 6, mother on page 7, other and different on page 9, butterfly and caterpillar on page 10, older and smaller on page 13, and feathers and later on page 15. Then repeat the process with the letters ir in first (page 6) and birth (page 7) and the letters ur in during and pictures (page 5). 8 2011 Benchmark Education Company, LLC
Ask students to brainstorm words that have /er/. Acknowledge all correct responses, and record those words in which /er/ is spelled er, ir, or ur on index cards. Then spread the cards out in a pocket chart on the table. Read each word, inviting students to echo-read. Say: Let s sort the words. Put the words with /er/ spelled er in one group. Put the words with /er/ spelled ir in another group. Put the words with /er/ spelled ur in a third group. Model the process using three of the word cards. Then invite students to take turns reading a word and placing it in the appropriate group. Vocabulary Tier Two Vocabulary Pronounce the word order and ask students to repeat it. Say: Order is the step-by-step way something happens. On page 4 we read that a life cycle is the order that living things change. The order of some students morning is to get dressed, eat breakfast, and ride the bus to school. Discuss other things that are done in a specific order, such as brushing your teeth, playing a game, or solving a math problem. Then model a sentence, such as The schedule on the board shows the order of our lessons at school today. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes order. Let s try to use the word order 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 adult, birth, caterpillar, hatches, life cycle, newborns, pupa, living things, grow, change, and tadpole on index cards. Ask students to read the words with you. Then mix up the cards and place them facedown on the table. Choose two cards, read the words, and model an oral sentence using both words. Finally, invite students to take turns doing the same. Continue the game until each student has had several turns with different word pairs. 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 Possessives Model Write the word mother s on the board and circle the apostrophe and letter s. Explain that the word mother is a noun, and the apostrophe and letter s mean something belongs to the mother. Ask students to turn to page 6 and read the second sentence with you: The egg grows inside the mother s body. Say: The body belongs to the mother. Ask students to point to the apostrophe and letter s in their books and echo-read the phrase mother s body. Say: I can use phrases that show belonging, too. Point to students and objects as you model oral sentences, such as these: The teacher s desk is in the corner. The boy s shirt is red. Sara s pencil is sharp. 2011 Benchmark Education Company, LLC 9
Guide Invite students to read the next-to-last sentence on page 11 aloud. Ask: Which word is a possessive? (butterfly s) How do you know? (The word is a noun that ends with an apostrophe and the letter s. ) Write the phrase butterfly s wings on the board and circle the apostrophe and letter s. Ask: What belongs to the butterfly? (wings) Repeat the process with the phrase tadpole s tail on page 13. Apply Write the nest that belongs to the bird and the kitten that belongs to the cat on the board. Read the phrases aloud and ask students to echo-read. Then invite pairs of students to reword each phrase using a possessive. As the partnerships share, write their suggested phrases on the board and circle the apostrophe and letter s in each one. (bird s nest, cat s kitten) Compound Words Model Explain that authors sometimes use compound words when they write. Tell students a compound word is made of two words put together. Ask them to turn to page 10. Say: The author talks about a butterfly. The word butterfly is a compound word. Write the word butterfly on the board. Draw a line under each part as you say: The words butter and fly make the compound word butterfly. (new, born) Write the word newborn on the board. Draw a line under each part as you and the students say new and born. Apply Write the following compound words on the board: cannot, inside, outside. Read them aloud and ask students to echo-read. Then invite partners to name the parts of one of these compound words. Fluency: Read Commas Say: We do not run all our words together when we read. Instead, we watch for commas to see when we should pause. Ask students to turn to page 6. 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 7 and point to the comma. Then choral-read the page 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 page 7 with you. Ask: Which word is a compound word? (newborns) Explain that the singular form of newborns is newborn. Then ask: What two words make the compound word newborn? 10 2011 Benchmark Education Company, LLC
Name: Date: Vocabulary Choose four words from the box. Write a sentence for each word. Draw a picture for each sentence. adult caterpillar life cycle newborns pupa tadpole Word: Word: Sentence: Sentence: Word: Word: Sentence: Sentence: 2011 Benchmark Education Company, LLC 11
Name: Date: 12 2011 Benchmark Education Company, LLC