Real-Life Reading Activities Reading at the Supermarket It is important to help students realize how much reading they do outside of reading time after school. This supermarket unit provides an opportunity to make connections between reading instruction at school and your students real-life reading. Activities are provided for individual, small group, whole class, and at-home experiences. Assessing Student Progress Use the assessment checklist on page 3 to organize your observations of students. Check specific behaviors observed. Note special problems. Use the checklist to plan lessons in areas of need. Table of Contents Getting Started...1 A Supermarket Center... 2 Checklist of Skills...3 Supermarket Log Books... 4 Supermarket Stumpers... 6 A Bit of History...9 Words Outside the Supermarket... 14 The Store Directory...18 Sections of a Supermarket... 20 Supermarket Sections Activity Pages... 29 Shopping Lists... 44 Supermarket Coupons... 48 Advertising and Comparison Shopping... 50 Checking Out... 53 Let's Go to the Supermarket Board Game... 58 Bibliography... Inside Back Cover Congratulations on your purchase of some of the finest teaching materials in the world. Entire contents copyright 1996 by EVAN-MOOR CORP. Author: Jill Norris Editor: Marilyn Evans Illustrator: Cindy Davis Desktop Design: Michelle Tapola 18 Lower Ragsdale Drive, Monterey, CA 93940-5746 Permission is hereby granted to the individual purchaser to reproduce student materials in this book for non-commercial individual or classroom use only. Permission is not granted for school-wide, or system-wide, reproduction of materials. EMC 569
Getting Started Preparing for the Unit Collect empty boxes and containers, supermarket fliers, advertisements, paper and plastic sacks. Contact local supermarkets and find out what type of support they are willing to provide. Ask about field trips, speakers at school, samples of promotional materials, tours of their operation, and try-out-a-job partnerships. Prepare Supermarket Logbooks for students. (See pages 4 and 5.) Reproduce the skills checklist provided on page 3. Keep checklists in your student progress portfolios as a record of authentic assessment of reading skills. Prepare Supermarket Stumpers for use during the unit. (See pages 7 and 8.) During the Unit Read real things. Use real containers, advertisements, brochures, and packages. The samples in this book provide instruction. Be sure to follow up with practice by reading the real things. Visit local supermarkets several times. Set a purpose for each trip and celebrate the learning that occurs. Set up a model mini-market in your classroom. Use what you have learned about the organization of supermarkets to plan the design of the center. Students in your class play the roles of store personnel. Invite younger students to visit the supermarket. 1996 by Evan-Moor Corp. 1 Reading at the Supermarket EMC 569
A Supermarket Center Hands-On Shopping Experiences Set up a mini-market in your school. "Sell" canned and packaged goods. Use play money, or if you are really ambitious and get an administrative O.K., sell "for real" items school supplies and/or healthy snacks. Use what you know about customer service and advertising to market your products. Develop a partnership between your school and a supermarket. Have employees of the market volunteer in your classroom. Have students volunteer in the supermarket. 1996 by Evan-Moor Corp. 2 Reading at the Supermarket EMC 569
Checklist of Skills Students' Names Reads familiar words in context. Uses strategies to attack new words in unfamiliar material. Locates words in alphabetical lists in real situations. Puts words in alphabetical order. Uses a store directory to locate specific products in supermarket. Comprehends what is read. Reads labels to find specific information. Reads and follows directions. Places products in appropriate categories. Compares two similar products explains differences and similarities. Shows enthusiasm for reading. Shows enthusiasm for writing. 1996 by Evan-Moor Corp. 3 Reading at the Supermarket EMC 569
Supermarket Log Books The Value of Logbooks Logbooks give learners an opportunity to construct their own understanding. Learners link their observations with the knowledge that they bring with them. Explaining and describing experiences helps learners make connections between concepts and ideas. Making a Supermarket Log 1. Reduce and reproduce the illustration of a supermarket on page 13. Use this illustration as the cover of your logbook. 2. Reproduce log pages using the pattern on page 5. My Supermarket Log by Sandy Lucido 3. Hole-punch and bind with paper fasteners, rings, or yarn so that pages can be added as needed. 4. As you progress through the unit, you will find suggested activities that can be used for logbook entries. These are marked with: Develop your own logbook activities: When questions come up in class discussions, have students respond by writing their answers in their logbooks before answering as a class. Have students describe the responsibilities of supermarket employees. Encourage them to point out the classroom skills that the employees use in their everyday work. Write about the supermarket of the future. What will it look like? How will the amount of print in the store change? Why? Develop a new section for a supermarket. What things would be included in this section? How would they be displayed? Think of a name for a supermarket. Tell why the name would attract customers. Develop a logo for the new supermarket. 1996 by Evan-Moor Corp. 4 Reading at the Supermarket EMC 569