Level H/13 Teacher s Guide For students reading at Literacy Level H/13, including: English-language learners Students reading below grade level First grade readers Skills & Strategies Anchor Comprehension strategy Identify sequence of events Metacognitive Strategy Make connections Vocabulary Recognize high-frequency words Develop academic content (Tier Three) vocabulary Word Study Use compound words Language Recognize the sentence structures The is and The has Use the pronouns it and its Phonics Problem-solve by searching all the way through words Recognize words with y as a vowel Fluency Read commas Writing Write to a picture prompt Write to a text prompt THEME: Animal Life Cycles Watch a Frog Grow (Level F/9) A Frog Someday (Level F/9) (Level H/13) Caterpillar Can t Wait! (Level H/13) SCIENCE BIG IDEA: Readers learn about the four stages in the life cycle of a butterfly. 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 Company resources support the skills and strategies taught in this lesson. Early Explorers Partner Caterpillar Can t Wait! (Fiction, Level H/13) Early Comprehension Strategy Poster Identify Sequence of Events Fluency and Language Development Audio CD Text-Dependent Comprehension Resources Comprehension Question Card Power Tool Flip Chart for Teachers Student Bookmark Assessment Early Explorers Overview & Assessment Handbook Grade 1 Comprehension Strategy Assessment Book Make Connections and Build Background Use a Photograph Display the butterfly photographs on page 16. Say: We will read a book about butterflies and how they grow. I see in the photographs that butterflies have wings. Ask students to Think/Pair/Share other details they see in the photographs, as well as facts they already know about butterflies. Use a Graphic Organizer Draw a KWL chart on the board. Explain that K stands for What I Know, W stands for What I Want to Find Out, and L stands for What I Learned. Say: We shared some things we know about butterflies. Now we will list our ideas on the chart. Write students responses in the K column of the chart. Then ask them what they want to find out about butterflies. Write their questions in the W column. Finally, read the entries in both columns and ask students to echo-read. 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. ISBN: 978-1-4108-6136-8 K W L have wings are colorful come from caterpillars What do butterflies eat? Do butterflies grow? How do caterpillars become butterflies? Introduce the Book Preview Cover and Table of Contents Give each student a copy of the book. Point to the front. Say: This book is about the four stages of a butterfly s life. Read the title and author, and ask students to echo-read. Invite them to tell what they see in the photograph. Repeat the process with the title page. Say: The title page in this book has a table of contents. The table of contents lists the name of each chapter. It also lists where to find each chapter. Read the name of each chapter aloud, and then model how to turn to the correct page and find the matching chapter heading. Say: The cover and table of contents get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and table of contents information: I know the book is about butterflies. The title has the word grow. The first chapter heading has the word how. I think this book will tell how butterflies grow. Allow time for students to share their own predictions about the book. Preview Vocabulary, Photographs, and Text and Graphic Features Revisit the photographs on the cover and title page. Say: Nonfiction books have many photographs. Photographs help us understand the words in the book. They help us learn more, too. Ask students to turn to pages 2 and 3, and point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. Say: We will see these words in the book. Then take students on a picture walk. Reinforce the meanings of the previewed words as you discuss the photographs. Also talk about the words hatches, eats, grows, skin, silk, tongue, and cycle, and make sure students can pronounce each one. In addition, point out the following text and graphic features: (Page 5) Say: This book has a flowchart. This flowchart has pictures with numbers and arrows. This flowchart shows the four stages in a butterfly s life. The numbers and arrows show us which picture to look at first, second, third, and fourth. This book also has captions. Do you see the caption under the flowchart? Captions can give us more information about pictures. Captions can ask questions, too. 2011 Benchmark Education Company, LLC
During Reading (Page 6) Say: The photographs on this page have labels. Labels name things in the photographs. (Page 9) Say: This page has numbered steps. The photographs and captions on this page are numbered. We look at the photographs in order 1, 2, 3. We also read the captions in order 1, 2, 3. (Page 14) Say: This page has an inset photo. An inset photo is a close-up of part of the bigger photograph. This big photograph shows a butterfly with its eggs. The close-up photograph shows the eggs in more detail. Preview Sentence Structures For students who need additional support, write The is on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: This sentence structure is in the book. Page 11 has a sentence with this structure. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Invite them to turn to page 13. Ask: Can you frame a sentence with the words The is? Assist as needed, and then read the sentence aloud and ask students to echo-read. Finally, repeat the process with The has on pages 4 and 13. Use Graphophonic Cues Say: Another word in this book is time. Say the word time. What letters do you expect to see after the /t/? Allow time for students to respond, assisting as needed. Then ask them to find the word time on page 8. Once students locate the word, repeat the process with skin on page 9. Say: Search all the way through a word to help you when you read. 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 selfcorrect. 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. Strategic Reading Prompts Cue Source Prompt Example Page Graphophonic Search all the rest 10 way through the word. Are you blending the right sounds? Syntactic You read Now Now the 10 the caterpillar caterpillar stop growing. stops growing. Let s read this sentence together and make it sound right. Semantic What do you eats 8 see in the picture that would make sense in this sentence? Scaffold Spanish-Language Speakers Say the word cycle. Ask: Does cycle sound similar to a word you know in Spanish? (Allow time for students to respond.) The English word cycle sounds similar to the Spanish word ciclo. Cycle and ciclo mean the same thing. The words look similar, too. Write the word cycle on the board and ask students to locate it on page 14 in the book. Then invite students with other first languages to share their cognates. Set a Purpose for Reading Direct students attention to the KWL chart. Say: Now it s time to whisper-read the book. Read to learn how a butterfly grows. 2011 Benchmark Education Company, LLC 3
After Reading Use the Graphic Organizer to Summarize Ask students to think about their reading. Ask: Can you answer any questions in the W column of our chart? (Allow time for students to respond, assisting as needed.) What did you learn about butterflies? Record appropriate responses in the L column of the KWL chart. Choral-read the entire chart. Then ask students to use the graphic organizer to tell a partner about the book. K W L have wings What do butterflies eat? Caterpillars hatch from butterfly eggs. are colorful Do butterflies grow? A caterpillar turns into a pupa. come from How do caterpillars A butterfly comes out caterpillars become butterflies? of a pupa. A butterfly gets food from flowers. Reading Strategy Mini-Lesson: Make Connections Reflect Ask students to think about the parts of the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read? Model Say: I want to make sure I understand what I read. One way is to connect the information to my own experiences. Page 7 makes me think of a connection. Read the page aloud and then say: Birds hatch out of eggs, too. I once saw a chick coming out of an egg on television. Thinking about a chicken egg hatching helps me understand how butterfly eggs hatch. Guide Ask students to turn to page 9. Read the page aloud together. Ask: What happens when you grow? Can you still wear your old clothes? How are kids like caterpillars? Allow time for students to share their connections. Then invite them to tell how making connections helped them better understand page 9. Apply Ask students to read their favorite page to a partner and then make a connection to their own experiences. Observe students as they share their connections, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students understanding of the make connections monitor-reading strategy. Then say: You can make connections any time you read. Remember to make connections to help you understand. Answer Text-Dependent Questions Explain Remind students that 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 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. 4 2011 Benchmark Education Company, LLC
Model Use the first Look Closer! question on the Comprehension Question Card. Say: I will show you how I answer a Look Closer! question. I will read the question to figure out what to do. The question says: The caterpillar sheds its skin because it gets... This question asks why something happens, or a cause and effect. I know because the question has the cue word because. Now I need to look for other important information in the question. These words tell me what to look for in the book. What words do you think will help me? (Allow student responses.) Yes, I need to find the words sheds its skin. Now I will look back in the book. Page 9 says: Then the caterpillar sheds its skin. The reason is on page 8: The caterpillar grows bigger. Now I know the cater pillar sheds its skin because it gets bigger. Put your finger on these two sentences. Putting this informa tion together answers the question. The answer makes sense. I have found the answer in the book. Guide Say: Let s find out what happens next. Look on page 9. What cue word do you see? (then) What does the caterpillar do then? Allow time for students to respond to each question, assisting if needed. Say: Yes, then the caterpillar sheds its skin. Shedding its skin is the next event in the sequence. Let s write about shedding in the next box on the graphic organizer. Apply Ask each student to work with a partner to find the remaining events mentioned in the book. Remind students that a sequence happens in order, so they will need to turn the pages to find each event. Also remind them to watch for cue words such as now, then, and next. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read. Guide Ask students to answer the other questions on the Comprehension 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: Identify Sequence of Events Explain Create an overhead transparency of the Watch a Caterpillar Grow graphic organizer on page 8 or draw it on the chalkboard. Say: Nonfiction books sometimes tell about events that happen in a certain order, or sequence. Good readers pay attention to the sequence of events. This helps readers better understand the information. Model Say: Let s figure out the sequence of events in Watch a Caterpillar Grow. We need to start at the beginning. On page 6, I see the word first. First is a cue word that tells us what happens at the beginning. First a butterfly lays eggs. I will write about the eggs in the top box of the graphic organizer. Now I will read on to see what happens next. Page 7 has the word next. Next is a cue word that tells what happens to the eggs. Each egg hatches. I will write about hatching in the second box. On page 8 we learn that the caterpillar eats and grows. I will write about eating and growing in the third box. Teacher Tip Use Benchmark Education Company s K 2 Early Comprehension Strategy Poster Set to provide additional instruction in identifying sequence of events. Use BEC s Comprehension Strategy Assessment books to assess students ability to identify sequence of events in other brief, grade-level texts. Home Connection Give students the take-home version of Watch a Butterfly Grow to read to family members. Encourage students to work with a friend or family member to draw the stages in a butterfly s life cycle. Invite students to share their drawings with the group. 2011 Benchmark Education Company, LLC 5
Writing Connections Reader Response Invite students to respond to the book in a way that is meaningful to them. Model and use thinkalouds as needed to scaffold students before they try the activities on their own. Draw a picture of a butterfly. Tell a partner how you did it. Tell a story about a butterfly. Draw a picture to go with your story. Look at the diagram on page 5. Tell a partner about one stage in the life cycle of a butterfly. Rate the book with a 1 (don t like), 2 (okay), or 3 (like a lot). Tell why you chose that rating. Write about something you would still like to know about butterflies. Write about what you thought was most interesting in the book. Write to a Picture Prompt Write a Description Tell students they will describe a picture in the book. Then they will write their descriptions. Say: I like the pictures in this book. I like to describe the pictures in interesting ways, too. On page 8, I see a picture of a caterpillar. I will describe the caterpillar: The caterpillar shows off its fancy black and yellow stripes. The caterpillar uses all its little legs to climb a twig. What do you notice about the picture? How would you describe the caterpillar? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the picture? Allow time for students to respond, prompting further if needed. Say: You have described the picture you chose. Now write your description. After you are finished, read your description to a partner. Write to a Text Prompt Write a Summary Say: Think about something you learned in the book. Then write about what you learned in your own words. When you are finished, read your summary to a partner. Mini-Lessons for Differentiating Instruction Phonics: y as a Vowel Ask students to locate the word many on page 7. Write many on the board. Say: The letter y at the end of many makes the long e sound. 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 sticky and body on page 10. Ask students to brainstorm words that have the long e sound at the end. Acknowledge all correct responses, and list those that end in y on the board. Then 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 y in the word. Then you will know you guessed correctly. Model the process using one of the words on the list. For example: I am land that is not flat. What am I? (hilly) Then invite each student to make up a riddle about one of the words and circle the final y. Vocabulary Academic Content Vocabulary Review the book with students and record the words butterfly, caterpillar, eggs, pupa, sheds, stage, hatches, eats, grows, skin, silk, tongue, and cycle on index cards. Ask students to read the words with you. Then display the cards in a pocket chart or on the table. Model how to select two or three words to use in a sentence about the book, such as A caterpillar sheds its skin. Finally, invite students to take turns doing the same. Continue until each student has had several turns using different word combinations. 6 2011 Benchmark Education Company, LLC
Word Study: Compound Words Model Say: Authors sometimes use compound words when they write. A compound word is made of two words put together. I see a compound word in the title of the book: Watch a Butterfly Grow. 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. Guide Invite students to read page 16 with you. Ask: Which word is a compound word? (outside) What two words make the compound word outside? (out, side) Write the word outside on the board. Draw a line under each part as you and students say out and side. Repeat the process with the caption on page 14. (swallowtail) Apply Write the following compound words on the board: airplane, classroom, playground, baseball, waterfall. Read them aloud and ask students to echo-read. Then invite partners to name the parts of one of the compound words. Language Development: Pronouns it and its Model Say: Authors sometimes use the words it and its to talk about animals. The word it means the animal. The word its means something that belongs to the animal. Let s turn to page 9. Page 9 is about a caterpillar. The last sentence on page 9 says: It sheds its skin again. The word it means the caterpillar. The word its means the skin that belongs to the caterpillar. I use the words it and its, too. Draw simple sketches of various animals and their activities as you make up it and its sentences, such as: The fish is swimming. It swims fast. It wiggles its tail in the water. The dog is tired. It is sleeping. It is sleeping in its doghouse. The giraffe is tall. It is eating leaves. It stretches its neck to get the leaves. Guide Ask students to find another example of the word its on page 10. Ask: What animal is the author talking about? (a caterpillar) What belongs to the caterpillar? (its body) Apply Invite student partners to draw pictures of animals. Then ask them to make up sentences about their pictures using the words it and its. Encourage them to point to their pictures as they share their sentences. Fluency: Read Commas Say: Good readers do not run all their words together. Instead, good readers watch for commas that tell them to pause. Pausing at commas helps the reader understand the author s ideas. Pausing at commas also helps the listener understand the reader. Ask students to turn to page 6. Read the sentence without pausing. Then read the sentence again, pausing at the comma. Say: The comma in the sentence tells me to pause. 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 Watch a Butterfly Grow with a partner. Remind them to pause when they see a comma. 2011 Benchmark Education Company, LLC 7
NAME DATE Identify Sequence of Events 8 2011 Benchmark Education Company, LLC