Level E/7 Fiction Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Analyze Characters Identify Sequence of Events Phonemic Awareness Blend syllables Phonics Initial f Digraph oa High-Frequency Words other, said, some Vocabulary Farm words Grammar/Word Study Quotation marks in dialogue Summary Fox is hungry and wants to eat Rooster, but all the farm animals see Fox and tell him to go away. Theme: Life Science Science Concept: Different animals inhabit Earth. Animals need different kinds of food to survive. 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
Small-Group Reading Lesson What Happens in? What we predict might happen in the story A hungry fox might try to eat a rooster. ell What we predict will happen next Fox will be scared by Rooster s loud crowing and will run away. 2 What happens in the story When Rooster crows, the farmer wakes up, comes out, and chases Fox away. Support Tips for English-Language Learners Build Vocabulary and Language Patterns Prior to reading, take students on a picture walk to discover how familiar they are with animal names and other vocabulary related to a farm. As students describe what they see, write the words they use on self-stick notes. Model sentences utilizing the vocabulary that students will encounter in the book: pig The pig ate a lot; farmer The farmer works hard. Have students repeat the sentences to reinforce structure and intonation. CUES FOR STRATEGIC READING Visual Cues Look at the beginning letter or letters (f in fox; sh in sheep). Look for familiar chunks within the word (way in away; farm in farmer). Structure Cues Ask whether the sentence sounds right. Look for language patterns: Fox went by...; Shoo, Fox, shoo! Meaning Cues Think about what makes sense in the sentence. Look at the pictures to confirm the meaning of the word. Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Ask students to share what they know about foxes. Discuss what foxes like to eat and how and where they find food. Ask students to recall stories they have read or heard about foxes. Have students retell what happens in the stories and what the foxes in the stories are like. Model Making Inferences Display the book cover and read the title. Say: When I read, I use what I already know, along with the words and pictures in a story, to better understand what I am reading. The title tells me that the fox is hungry. I know that animals like foxes eat other animals when they are hungry. I think the story will tell how a fox tries to eat other animals. Invite students to tell what they know about foxes and what they think the fox in the picture is thinking. Preview the Book Read the title and names of the author and illustrator to students. Ask: What do you see on the cover? Why do you think the fox is thinking about the rooster? Create an overhead transparency of the graphic organizer What Happens in? (left) or copy the organizer on chart paper, leaving the columns blank. Ask students to predict, based on the cover, what might happen in the story. Write their ideas in the first column. Preview the book with students, but do not show them the last page. Reinforce the language used in the text. For example, ask: Why did Fox go to the farm? Why was he looking for Rooster? Show students pp. 14 15. Talk about their first prediction. Ask them what they think might happen next in the story, now that they have looked at the pictures. Write their predictions in the second column of the prediction chart. Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what happens next. 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: 1-4108-0065-7
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 went back and reread the sentence. Did this help you figure out the word? [Student s name], I saw that you tried to sound out the word goat. You read the beginning letter, then you tried the long o sound. That was good reading. Build Comprehension: Discuss Concepts Locate facts: What happens in the story? Let s write this in the third column of our prediction chart. (When Rooster crowed, the farmer woke up, came out, and chased Fox away. [page 16]) Draw conclusions: Why did all the farm animals tell Fox to go away? (Answers will vary. Possible answers: They didn t want Fox to eat Rooster; They didn t like Fox hanging around the farm; They knew Fox would cause trouble.) Make inferences/identify character traits: Why do you think Rooster crowed when Fox got to the henhouse? (Answers will vary. One possible answer: He was scared.) Use creative thinking: What would you do if you saw a fox going after a rooster? (Answers will vary.) Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. To practice text-dependent reading strategies, use the Comprehension Through Deductive Reasoning card for. ell Support Tips for English-Language Learners Read pp. 4 5 aloud. Say: Go away. Write it on the board. Tell students that this is a command; it tells someone to do a specific action. Pantomime the sentence. Have one student repeat the sentence while another follows the command. Have students identify other sentences in the book that are commands. Use the Skills Bank Based on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pp. 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 Rain Forest Food, ask: Which book tells about something real and which tells about something makebelieve? How do you know? (Rain Forest Food tells about real animals. The Hungry Fox has make-believe animals that talk. ) Could an author write a fiction story about the animals in Rain Forest Food? What could he or she change to make it fiction? (The author could make the animals talk or give them make-believe characteristics.) 2011 Benchmark Education Company, LLC 3
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 identify the sequence of events in the story? If necessary, provide more modeling. If students are having difficulty, you might want to provide additional modeling using the Identify Sequence of Events Emergent Comprehension Strategy Poster. Build Comprehension: Identify Sequence Model Create an overhead transparency of the graphic organizer The Hungry Fox or copy the chart on the board. Distribute copies of the graphic organizer to students. Help them recall what happens in the story. Tell students that they will draw pictures in the boxes to show, in order, the main events in the story. Model how to complete the chart. Use the following think-aloud. A story has events that usually happen in a certain order. To help me remember the story, I can use a graphic organizer like this one to record the main events in the order in which they happen. I ask myself, What happens first? On page 2, I see that Fox goes to the farm. Let s draw a picture of a fox going to a farm in the box that says First. We can also write a sentence about our picture. For example, let s write, Fox goes to the farm. Now let s look for what happens next in the story. Practice and Apply Guide students as they identify the main events in the story and draw pictures in the boxes. Encourage them to write labels or sentences, if they wish. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 12) and monitor their work. Allow students time to share their recorded information. First... Fox goes to the farm. Second... Fox goes by Cow, Sheep, Goat, and Pig. Next... Fox goes to the henhouse. Then... Rooster crows. Finally... The farmer chases Fox away. 4 2011 Benchmark Education Company, LLC
Interactive Writing Have students use the information from the graphic organizer to write sentences about events in the story. Say: Look at our chart. It can help us review what happens in the story. Let s think of a sentence we can write that tells about something that happens in the story. (Possible sentences: Fox goes by Cow and The farmer chases Fox away. ) 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. Talk 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 with a partner. Have one partner read the part of the narrator and the other partner read the parts of the farm animals and the farmer. They should then switch roles and read the story again. Connect to Home Have students read the take-home version of to family members. Suggest that students and family members act out the story. pig to fos to go wa. Pig told Fox to go away. 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. 2011 Benchmark Education Company, LLC 5
Skills Bank Phonemic Awareness: Blend Syllables Tell students that you are going to say the syllables of words and that they are to blend the syllables to make the words. Begin with two-syllable words. Say: hun/gry, look/ing, roost/er, a/way, and farm/er. Continue with the following three-syllable words: up/set/ ting, an/gri/ly, ex/cite/ment, and to/geth/er. The farmer and the fox went to the field to find some food. g oa t r oa d f l oa t c oa ch s oa p Phonics: Initial f Say the following word with students as you write it on the board: fox. Ask: What is the first sound in fox? (/f/) What letter is at the beginning of fox? (f) Circle the f at the beginning of fox. Have students brainstorm other words that begin with f. Possible words: farm, farmer, field, for, find, food, fun, and five. As students name the words, write them on the board. Then read the words together. Have students choose three or more of the words and use them all in a sentence. Give students time to share their sentences. Phonics: Digraph oa Say the following word with students as you write it on the board: goat. Ask: What vowel sound do you hear in this word? (/o _ /) What letters make the long /o _ / sound? (oa) Circle oa in goat. Tell students that you are going to ask them questions and that the answers are words in which oa makes /o _ /. Ask: What is a word that means street? (road); What does a boat do? (float); Who tells a team what to do? (coach) What do you use to wash your hands? (soap) Write the words road, float, coach, and soap on the board. Ask volunteers to circle oa in each word. 6 2011 Benchmark Education Company, LLC
High-Frequency Word Vocabulary Write the high-frequency words other, said, and some on the board. Have students read the words aloud and then spell them, clapping for each letter. Have pairs of students find as many examples of the words in the book as they can. Ask them to copy one sentence from the book for each word. Then have them write their own sentences for each word, using the sentences in the book as models. other said some Vocabulary: Farm Words Ask students to brainstorm words they associate with farms, such as barn, silo, field, crop, cow, sheep, horse, chicken, hay, corn, wheat, tractor, farmer, planting, and harvest. Write students suggestions on the board. Give pairs of students four self-stick notes. Ask them to write four of the farm words on the notes, one word on each note. Give the partners books and magazines and tell them to find a picture that goes with each of their words. Have them use a self-stick note to label the picture. Let each pair take turns showing its pictures and reading the labels. Mechanics: Quotation Marks in Dialogue Have students turn to page 5. Read the sentences aloud. Explain that, in these sentences, Cow is saying something to Fox. Point to the quotation marks before Shoo and after day. Explain that these punctuation marks are called quotation marks and that they are used to mark dialogue, or the words that a character says in a story. Have students find and read aloud the dialogue on other pages in the book. Each time, ask them which character is speaking and to whom. Then have students write a sentence that includes dialogue. Ask them to exchange papers with a partner and check each other s work to see that quotation marks were used correctly. Cow said, Shoo Fox, shoo! Go away. Come back some other day. Louis Pasteur 2003 Benchmark Education Company, LLC 7 2
Skills Bank Build Comprehension Analyze Character Explain Create an overhead transparency of the graphic organizer or draw it on the board. Say: The people or animals that a story is about are the characters. When we think about who the characters are and why they act the way they do, it is called analyzing characters. Model Say: Let s analyze a character in. To analyze a character, I need to ask myself whom this story is about. Take a picture walk through the story and identify the animal in each picture. Say: I see that the characters in this story are Fox, Cow, Sheep, Pig, Goat, Rooster, and the farmer. The story is about Fox, so let s focus on him. In the center of the Web on the graphic organizer, write Fox. Then say: We know that Fox is the main character. Now we need to analyze him, or tell about who he is and why he acts the way he does. Let s start by telling who Fox is. I see that Fox has red and white fur and black paws. In the first web oval, write an animal with red and white fur and black paws. Guide Say: Let s analyze what Fox is like. What word would you use to describe Fox? (Allow time for students to respond, assisting if needed.) Yes, Fox is hungry. That is a good word to describe Fox. In the second oval on the graphic organizer, write hungry. Then turn to page 4 and say: Look at Fox in this picture. How would you describe Fox here? (Again allow time for students to respond.) Yes, I think Fox looks sneaky. He is walking close to the ground to try to sneak past Cow. In the second web oval, write sneaky. Apply Ask students to work with a partner to analyze the character of Fox throughout the rest of the story. Remind them to think about who Fox is and why he acts the way he does. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read. 8 2011 Benchmark Education Company, LLC
Name Date Analyze Character 2011 Benchmark Education Company, LLC
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Name Date First... Second... Next... Then... Finally... 2011 Benchmark Education Company, LLC