benchmark readers 1a teacher's guide

7/26/2019 Benchmark Readers 1A Teacher's Guide

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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

For students reading atLiteracy Level G/11, including:• English-language learners• Students reading below grade level• First-grade readers

Objectives at a GlanceCOMPREHENSIONStudents will:

• Make predictions

• Visualize

• Utilize text and graphic features

• Summarize the information in the book

• Answer text-dependent questions

VOCABULARYStudents will:

• Recognize high-frequency words

• Develop Tier Two vocabulary

• Develop Tier Three vocabulary

GRAMMAR, WORD STUDY, ANDLANGUAGE DEVELOPMENTStudents will:

• Use possessives

• Use context clues

• Recognize the sentence structures How

many ___ and The ___ is about ___

PHONICSStudents will:

• Problem-solve by searching all the waythrough words

• Recognize words with y as a vowel

FLUENCYStudents will:

• Read with phrases

WRITINGStudents will:

• Write to a picture prompt

• Write to a text prompt

xp lo r er s T E A C H E R’ S G U I D E

School TripEstimationTheme: Estimating

• School Trip Estimation (G/11)

• At the Circus (I/15)

Math Big Idea:

Readers learn to estimate in different ways

for different purposes as they follow

students on a school field trip.



SCHOOL TRIP ESTIMATION ©2007 Benchmark Education Company, LLC2

• Use a Graphic Organizer Write thewords School Trip on the board andunderline them. Read the words andask students to help you list things

students might estimate about a schooltrip to a museum. As students respond,write their ideas under the heading.Then read each entry and ask studentsto echo-read.

Introduce the Book• Give each student a copy of the book.

Remind students they will read aboutestimating. Preview the book,encouraging students to interact withthe pictures and text on each page asyou emphasize the elements from thepage 3 chart that will best support

their understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)

• Page 1 Graphic Feature This pagehas a calendar . A calendar shows thedays in a particular month. What doesthis calendar show? (the days in themonth of September)

Before Reading

Make Connections and BuildBackground• Use Realia Line up an odd number of

crayons in rows. Say: We will read abook about some students. The

students go on a school trip to amuseum. The students estimate many things. To estimate is to get an

answer without counting. We canestimate, too. How many crayons do you estimate are on the table? Askstudents to Think/Pair/Share. After eachpartnership shares, count the crayonsand invite students to discuss why theirestimates might have been high or low.

School Triphow many days untilthe trip

how many studentsare goinghow many parentswill gohow many buses theywill seehow many displaysthey will see

Related ResourcesThe following Benchmark Educationresources support this lesson.

Other Early Explorers Books

• Working with Estimation (J/18)• The Big Party (L/24)• Learn to Estimate (L/24)

Fluency and Language Development

• School Trip Estimation Audio CD

Comprehension Resources

• School Trip Estimation question card• Power Tool Flip Chart for Teachers• Student Bookmark• Make Predictions poster

Assessment

• Early Explorers Overview & Assessment Handbook

• Grade 1 Comprehension Strategy Assessment Book



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 reproducedor 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 inwriting from the publisher. Printed in Canada.ISBN: 978-1-4108-7477-1

©2007 Benchmark Education Company, LLC SCHOOL TRIP ESTIMATION 3

Pages Text and Words to English/Spanish SentenceGraphic Features Discuss Cognates Structures

Cover title, author, phot

1 title, author, photo,

calendar

2–3 photos beetle, buses, insects,museum, students,worms

4 photo, caption, calendars Dan, October, estimates estimate/estimar

5 photo, caption, calendar trip, November, museum class/clase, museum/museo How many ___?

6 charts, captions students, Dan’s class, student/estudianteBen’s class

7 photo, caption fifty

8 photo, caption

9 photos, caption, number buses, count by twoslabels

10 photo, caption parks The ___ is

about ___.

11 photo, caption, inset stridesphoto with diagram

12 photos, caption insects insect/insecto

13 photo, caption, thinking beetlebubbles

14 photo, caption worms

15 photo, caption, diagram

16 photos, caption lunch, candy




• Pages 2–3 Words to Discuss Askstudents to point to each photographas you say its matching label. Repeatthe process, inviting students to echo-

read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will seethese words in the book.

• Spanish Cognate Doesestimate sound like a word youknow in Spanish? (Allow time forstudents to respond.) The English word estimate sounds like the Spanish

word estimar . Estimate and estimar mean the same thing. What are somethings you can estimate? (Allow timefor students to respond.) Write theword estimate on the board and askstudents to locate it on page 4 in thebook.

• Page 5 Sentence Structure WriteHow many ___? on the board. Readthe sentence structure aloud and askstudents to repeat it several times.Say: We use this sentence structure toask a question. Model using thesentence structure to ask about thephotograph, such as How many bonesdoes the dinosaur have or How many

people are in the museum? Then assiststudents 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.

Rehearse Reading Strategies• Say: One word in this book is near .

Say the word near . What letters do

you expect to see after the /n/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword near on page 10. Say: Search all the way through a word to help youwhen you read.

• Remind students to use other readingstrategies they are learning as well,such as looking at the pictures for

additional information or rereadingpart of the sentence if somethingdoesn’t sound right.

Set a Purpose for Reading• Direct students to the school trip list.

Say: Now it’s time to whisper-read thebook. Read to learn what studentsestimate about a school trip.

Before Reading (continued)

Cue Source Prompt Example Page

Graphophonic Search all the each 16

way through the

word. Are you

blending the

right sounds?

Syntactic You read “Dan Dan 4

estimate.” Let’s estimates.

read this sentence

together and

make it sound

right.

Semantic What do you see class 6

in the picture that

would make sense

in this sentence?



Observe and Prompt ReadingStrategies• After the supportive introduction,

students should be able to read all ormost of the book on their own.Observe students as they read. Takenote of the graphophonic, syntactic,and semantic cues they use to makesense of the text and self-correct.Prompt individual students who havedifficulty problem-solvingindependently, but be careful not toprompt English-language learners too

quickly. They may need more time toprocess the text as they rely on theirfirst language for comprehension.

Use the Graphic Organizer toSummarize• Ask students to think about their

reading. Say: Look at our list. Whichthings did the students estimate? Puta √ beside any matching responses. Thenask students to name other things thestudents in the book estimated. Addthese ideas and put checkmarks besidethem. Choral-read the checkmarkedentries. Then ask students to use thegraphic organizer to tell a partnerabout the book.


During Reading After Reading

School Triphow many days until thetrip √

how many students aregoing √

how many parents will gohow many buses they will

see √ how many displays are atthe museumwhen school started √

if both classes will fit on thebus √ how many strides to themuseum √

how long the beetle is √ how many worms are inthe boxes √ if the bag has enoughcandy worms √




After Reading (continued)

Reading Strategy Mini-Lesson:Visualize• Reflect Did you understand what

you read? What parts were hard to understand? How did youhelp yourself?

• Model Say: I want to understand what I read. One way is to visualizewhat I’m reading. To visualize meansto make a picture in my mind. Askstudents to turn to page 5. Say: I will

shut my eyes. I will imagine being at

the museum. I hear people walking. I hear people talking. I see dinosaur bones. I am curious. I am having fun.Can you think of other things I might

see, hear, or feel? Allow time forstudents to share their ideas. Say:Visualizing the page helped me. Now I better understand how excited the

students are about the school trip.

• Guide Invite students to read page 10with you. Ask: What do you see? Can

you imagine getting off the bus at themuseum? Can you see the building? What are your classmates saying? Are

you eager to get inside the museum? Allow time for students to share theirvisualizations. Then invite them to tellhow visualizing the scene helped thembetter understand page 10.

• Apply Ask students to read theirfavorite page to a partner and thenvisualize it out loud. Observe studentsas they share their visualizations,providing assistance if needed. See theEarly Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’

understanding of the monitor-readingstrategy. Then say: You can visualizeany time you read. Remember tovisualize to help you understand.

Answer Text-DependentQuestions• Explain Remind students they can

answer questions about books theyhave 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 willpractice answering Look Closer!questions. Say: The answer to a Look Closer! question is in the book. Youhave to look in more than one place,though. You can 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: Dan counts the buses by two because he . . . This question askswhy something happens, or a causeand effect. I know because the

question has the cue word because.What other words in the questionhelp me? (Allow student responses.)Yes, I need to look for informationabout buses that Dan counts by twos. Model looking through thebook, then direct students to page 9and read it aloud. Say: Now I know Dan counts the buses by two becausehe wants to check his estimate.Putting this information together answers the question. The answer makes sense. I have found the answer in the book.

• Guide Ask students to answer theother questions on the question card.Use the Power Tool Flip Chart andStudent Bookmark to provide

additional modeling as needed.Remind students to ask themselves:What is the question asking? How canI find the answer? Does my answer make sense? How do I know?



Build Comprehension: MakePredictions• Explain Create an overhead

transparency of the “School TripEstimation” graphic organizer on page12 or draw it on the board. Say: Wemake predictions before we read abook and while we read. Then wecheck our predictions. Making

predictions helps us pay closeattention to our reading.

• Model Say: Let’s think about a

prediction someone might makebefore reading School Trip Estimation.The title mentions a school trip and estimation. The title page shows amuseum, a calendar, and two school buses. The book could be about estimating how many classes will visit the museum in a month. Write thisprediction in the before-reading boxon the graphic organizer. Then say:

We check the prediction by readingthe book. We can’t mark Yes , becausethe prediction is not correct. The book is about things students estimate.Write this statement in the first No boxon the graphic organizer.

• Guide Say: Now let’s think about another prediction. Look at the chartson page 6. Then reread page 7 to seehow many seats the bus has. What might someone predict about thebus? (Allow times for students torespond, assisting if needed.) Yes,

someone might predict that all the students will fit on the bus. Write thisprediction in the second box on thegraphic organizer. Then say: We cancheck our prediction by looking at the

caption. We can mark Yes , becausethe bus has enough seats for all the students.

• Apply Ask students to work with apartner to think of other predictionsreaders might make based on the textand pictures. After each partnership

shares, record some of the predictionsand results on the graphic organizer.Finally, read the completed graphicorganizer aloud and invite students toecho-read.


SCHOOL TRIP ESTIMATION ©2007 Benchmark Education Company,LLC

Name: Date:

School Trip Estimation

Pages Prediction Yes No

6–7

9

10–11

13

15

16

All the students will fit on the bus.

A dozen buses are at the museum

Dan will walk fifty strides.

The beetle is about two inches long.

√

√

√

√

Ten buses are at the

museum.

Dan walks about 25

strides.

The box can hold about 50 worms.

Every student will get a candy worm.





Home Connection• Give students the take-home version

of School Trip Estimation to read to

family members. Encourage studentsto work with a friend or familymember to estimate something athome. Invite them to bring theirestimates to share with the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Draw a picture of a favorite

museum exhibit and label it.• Tell about something you

have estimated.• Tell about another book you have

seen about estimation.• Act out walking to the museum.

Tell what you could estimate.• Tell what you remember best aboutthe book.

• Write about a connection you madeto the book.

Write to a Picture Prompt• Analyze Feelings Tell students they

will talk about a picture from the

book. Then they will write about thepicture. Ask them to turn to page 10.Say: I will look at the kids’ faces inthis picture. I will try to figure out how the kids feel: All the kids are

smiling and rushing out of the bus. The kids are excited about their school trip to the museum!Now I will write my idea. Modelwriting your sentences on the board.

Ask students to describe the feelings ofsomeone in a picture. Allow time forstudents to share their descriptions,providing assistance as needed. Thensay: You figured out how someone ina picture might feel. Now write your idea. After you are finished, read your writing to a partner.

Write to a Text Prompt• Write a Personal Narrative Say:

We read about a school trip. Have youbeen on a school trip? Where did yougo? What did you see? What did youdo? Write about your school trip.When you are finished, read your writing to a partner.

Phonics: y as a Vowel

• Ask students to locate the word manyon page 6. Write many on the board.Say: The letter “y” at the end of many makes the long e sound. Slowlydraw your finger under the word asyou blend the sounds. Then askstudents to do the same in their books.Repeat the process for twenty-threeon page 6, fifty on page 7, twenty-five on page 14, and candy on page16.

Mini-Lessonsfor Differentiating Instruction



• Ask students to brainstorm words thathave the long e sound at the end.Acknowledge all correct responses, andlist those that end in “y” on the board.

Then read each word, inviting studentsto 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 oneof the words on the list. For example: I am not full. What am I? (empty) Then

invite each student to make up a riddleabout one of the words and circle thefinal “y.”

Vocabulary• Tier Two Vocabulary Pronounce the

word precisely and ask students torepeat. Say: The word precisely means “exactly.” Precisely ten school

buses were at the museum. Precisely fifty candy worms were in the bag.Discuss other ways to use the wordprecisely, such as stating the numberof students in the class, minutes in anhour, or bones in the body. Then modela sentence, such as The plane landed at precisely nine o’clock. Invitestudents to share their own sentences,providing assistance as needed. Ask:

What word have we been talkingabout? Yes— precisely . Let’s try to usethe word precisely many times today.We can use the word at school and at home.

• Tier Three Vocabulary Review thebook with students. Write the wordestimate on the board and record thewords museum, trip, students,buses, strides, insects, beetles,worms, and candy on index cards.

Ask students to read the words withyou. Then mix the cards and placethem facedown on the table. Choose acard and model an oral sentence that

includes that word and the wordestimate. Finally, invite students totake turns doing the same. Foradditional practice, students may workas a group or in pairs to complete thevocabulary activity on page 11.

Grammar, Word Study, andLanguage Development

Possessives

• Model Write the word Dan’s on theboard and circle the apostrophe andletter “s.” Explain that the word Danis a noun, and the apostrophe andletter “s” mean something belongs toDan. Ask students to turn to page 6and read the second sentence withyou: Dan’s class has eighteen students.

Say: The class belongs to Dan. Dan isin the class. Ask students to point tothe apostrophe and letter “s” in theirbooks and echo-read the phrase Dan’sclass. Say: I can use phrases likeDan’s class , too. Point to students andobjects as you model oral sentences,such as: Ana’s book is open.Kyle’s shoes are blue.

Akiko’s backpack is on the floor.

• Guide Invite students to read thethird sentence on page 6 aloud. Ask:Which word is a possessive? (Ben’s)How do you know? (The word is anoun that ends with anapostrophe and letter “s.” ) Writethe phrase Ben’s class on the boardand circle the apostrophe and letter

“s.” Ask: What belongs to Ben? (a class)





• Apply Write the box that belongs tothe worm and the bus that belongs tothe school on the board. Read thephrases aloud and ask students to

echo-read. Then invite pairs of studentsto reword each phrase using apossessive. As the partnerships share,write their suggested phrases on theboard and circle the apostrophe andletter “s” in each one. (worm’s box,school’s bus)

Context Clues

• Model Explain that when you’re notsure what a word means, you cansometimes use other words to helpyou. Tell students these helping wordsare context clues. Ask them to turnto page 4. Say: Pretend I’m not surewhat estimates means. I can use theword about to help me. The word about can mean “not exact.” Toestimate must mean to give an

answer that is not exact.

• Guide Invite students to read page 11with you. Say: Pretend I don’t know what stride means. What words onthe page could help me figure out theword stride? (walks, two feet)

• Apply Pair students. Ask them toreread pages 12 and 13 and show one

another how they could use contextclues to figure out the word insects.

Fluency: Read with Phrases• Say: We do not pause or stop

between each word. Instead, we look

for groups of words that belongtogether. Words that belong together are phrases.

• Ask students to turn to page 4. Readthe page in a choppy, word-by-wordmanner. Discuss how this makes thelistener feel. Say: Now I will read the

sentences in phrases. I will look for groups of words that belong together.

Read the sentences again usingphrases, such as Today is / October 9. / When did / school start? / Danestimates. / School started / about four weeks ago. Then invite students toecho-read the page with you.

• Ask students to turn to page 5.Discuss groups of words that belongtogether, such as “Dan and his class”

and “until the trip.” Then choral-readthe page together.

• Invite students to take turns rereadingSchool Trip Estimation with a partner.Remind them to watch for groups ofwords that belong together so theycan read with phrases.



©2007 Benchmark Education Company, LLC SCHOOL TRIP ESTIMATION

Name: Date:

Vocabulary

Read each sentence. Look at the underlined

word. Draw a picture for each word.

Dan sees about ten buses. Dan’s class haseighteen students.

The bus goes tothe museum.

The box holds abouttwenty-five worms.



SCHOOL TRIP ESTIMATION ©2007 Benchmark Education Company, LLC

Name: Date:

School Trip Estimation

Pages Prediction Yes No






• Compare and contrast

• Retell what you’ve read




VOCABULARY

Students will:• Recognize high-frequency words




• Use the articles a and the

• Use context clues

• Recognize the sentence structures

Where do ____ and ____ can buy ____



• Recognize words with initial r-familyblends


• Read with appropriate pacing





What AreGoods?Theme: Economics

• What Are Goods? (G/11)

• From Farm to Table (I/15)

Social Studies Big Idea:

Readers learn what goods are, where they

come from, and how they are transported

to stores.



WHAT ARE GOODS? ©2007 Benchmark Education Company, LLC2


Remind them they will read aboutgoods and where they come from.Preview the book, encouragingstudents to interact with the picturesand text on each page as youemphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)

• Pages 2–3 Words to Discuss Askstudents to point to each photograph

as you say its matching label. Repeatthe process, inviting students to echo-read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will seethese words in the book.

Before Reading

Make Connections andBuild Background• Use Realia Display items such as an

apple and a coat. Say: We will read abook about goods. Apples and coatsare goods. Farmers grow apples for

stores. Factories make coats for stores.Then people buy the goods at the

stores. Invite students toThink/Pair/Share other goods peoplebuy at stores.

• Use a Graphic Organizer Draw a T-chart on the board with the headingsWhat are goods? And Where dogoods come from? Read theheadings aloud. Ask students to helpyou list the goods they thought of.Then ask them to help you list where

each item came from. Ask: Did someone grow it? Did someone makeit? Finally, read each entry on the chartand ask students to echo-read.



• Supply and Demand (K/20)• The Cost of Dinner (M/28)

Fluency and LanguageDevelopment

• What Are Goods Audio CD


• What Are Goods? question card

• Power Tool Flip Chart for Teachers• Student Bookmark• Compare and Contrast poster

Assessment



What aregoods?

Where dogoods come

from?

• apples • farm

• coat • factory

• clothes • factory

• vegetables • farm

• shoes • factory

• books • factory




©2007 Benchmark Education Company, LLC WHAT ARE GOODS? 3


Cover title, author, photo

1 title, author, table of

contents, photo

2–3 photos apples, clothes,computers, farmer,plane, truck

4 photos, caption goods, clothes, buy

5 photo, caption shoes

6 photo, caption factory Where do ____?

7 photo, caption stores

8 photo, caption foods, farmer, apples, farm

9 photo, caption

10 photo, caption truck

11 photo, caption ____ can

buy ____.

12 photo, caption computer computer/computadora

13 photo, caption

14 photos, caption far away, carry, plane

15 photo, caption

16 flow charts




• Page 6 Sentence Structure WriteWhere do ____? on the board. Readthe sentence structure aloud and askstudents to repeat it several times.

Say: We use this sentence structureto ask a question. Model using thesentence structure to ask about thephotographs, such as Where doclothes come from? or Where do

people shop? Then assist students informing their own sentences usingthe structure. Say: This sentence

structure is in the book. Can youfind the structure on page 6?

Frame the sentence. Let’s read the sentence together.

• Page 12 Spanish Cognate Doescomputer sound like a word youknow in Spanish? (Allow time forstudents to respond.) The English word computer sounds like the Spanishword computadora. Computer and computadora mean the same thing.What can you do on a computer ? (Allow time for students to respond.)Write the word computer on theboard and ask students to locate it onpage 12 in the book.

• Graphic Feature This pagehas flow charts. A flow chart showshow different things are connected.

Farmers load apples onto trucks.Where do trucks take the apples? Planes and trucks carry computers to

stores. Where do people on planesand trucks get the computers? Allowtime for students to analyze both flowcharts, assisting as needed.

Rehearse Reading Strategies• Say: One word in this book is sends.

Say the word sends. What letters do

you expect to see after the /s/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword sends on page 10. Say: Searchall the way through a word to help

you when you read .



Set a Purpose for Reading• Direct students’ attention to the T-

chart. Say: Now it’s time to whisper-read the book. Read to learn about goods and where they come from.



Graphophonic Search all the wear 4

way through the

word. Are you

blending the

right sounds?

Syntactic Think about the Where do 9

book’s sentence people buystructure. Use the the apples?

structure to make

this sentence

sound right.

Semantic What do you see stores 7

in the picture that

would make sense

in this sentence?



Observe and PromptReading Strategies• After the supportive introduction,



Use the Graphic Organizerto Summarize• Ask students to think about their

reading. Say: Look at our T-chart. Did we read about any of these goods? Put a √ next to any matching responseand its corresponding word in thesecond column. Then ask students toname other goods from the book. Addthese to the graphic organizer and putcheck marks beside them. Then choral-read the checkmarked items and askstudents to use the graphic organizer

to tell a partner about the book.



What aregoods?

Where dogoods come

from?

• apples √ • farm √

• coat √ • factory √

• clothes √ • factory √

• vegetables • farm

• shoes √ • factory √

• books • factory

• computers √ • factory √





Reading Strategy Mini-Lesson:Retell What You’ve Read• Reflect Ask: Did you understand

what you read? What parts werehard to understand? How did youhelp yourself?

• Model Say: I want to understand what I read. One way is to retell theimportant information. Look at page6. Let’s read together : Where do goodscome from? These clothes are goods.These clothes come from a factory.

Now I will say the important information in my own words: Clothesare goods that come from a factory.

• Guide Invite students to read page 7with you. Ask the following questions,allowing time for students to respondto each one: What do you see? What is this page about? How do clothesget to the stores? How do people get

the goods? If students have difficulty,model a retelling of your own, such asPeople buy clothes that factories send to stores.

• Apply Ask each student to turn to hisor her favorite page. Then ask studentsto read the page to a partner andretell the important information intheir own words. Observe students asthey read and retell. If more support isneeded, use the prompts in the“Guide” section. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’understanding of the monitor-readingstrategy. Then say: You can retell any time you read. Remember to retell to

help you understand .


answer questions about books theyhave 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 willpractice answering Look Closer!questions. Say: The answer to a LookCloser! question is in the book. Youmay 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. Look at page 7. The man isin the store because . . . This questionasks why something happens, or acause and effect. I know because the

question has the cue word because.What other words in the question will help me? (Allow student responses.)Yes, I need to look for informationabout a man in a store. Modellooking through the book. Say: I see a

photograph of a man on page 7. Theman is in a store. The caption says:This man needs a coat. Now I know why the man is in the store. The manneeds a coat. The answer makes sense.I have found the answer in the book.

• Guide Ask students to answer theother questions on the question card.Use the Power Tool Flip Chart andStudent Bookmark to provideadditional modeling as needed.Remind students to ask themselves:

What is the question asking? How canI find the answer? Does my answer make sense? How do I know?



Build Comprehension:Compare and Contrast• Explain Create an overhead

transparency of the “What AreGoods?” graphic organizer on page 12or draw it on the board. Label thecolumns All Goods, Goods PeopleMake, and Goods People Grow.Say: Nonfiction books sometimes tell how things are alike and different.We compare by telling how thingsare alike. We contrast by telling how things are different .

• Model Say: Let’s figure out how goods in the book are alike and different . I know one way all thegoods are alike. People buy all thegoods in stores. Write people buy inthe first column of the graphicorganizer. Then ask students to rereadpages 6 and 8. Say: We read that clothes are goods that come from

factories. Apples are goods that comefrom farms. The goods come fromdifferent places. Write clothes inthe second column and foods in thethird column.

• Guide Say: Let’s find another way goods are alike. Reread pages 10 and 14. How do goods get to stores? (Allow time to respond, assisting ifneeded.) Yes, trucks and planes carry goods to stores. Where should wewrite about trucks and planes on thegraphic organizer? (Again allow timefor students to respond.) Yes, we will write about trucks and planes in thefirst column.

• Apply Ask students to work with apartner to find other goods thatpeople make or grow to add to thegraphic organizer. Finally, read the

completed graphic organizer aloud andinvite students to echo-read.


WHATARE GOODS? ©2007 Benchmark Education Company,LLC

Name: Date:

What Are Goods?

All Goods Goods People Goods PeopleMake Grow

people buy

trucks and planes carry

to stores

clothes

shoes

computers

apples






of What Are Goods? to read to family

members. Encourage students to workwith a friend or family member tolist several goods in their home andwhere the goods came from. Invitethem to bring their lists to sharewith the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Tell what you saw in your mind as you

read about goods.• Write a question you would like to ask

the author.• Draw a flow chart of goods going from

a factory or farm to a store.

• Act out picking apples at a farm witha partner.• Write what you thought was most

important in the book.• Tell about your favorite page in

the book.

Write to a Picture Prompt• Write Dialogue Tell students they


book. Then they will write about thepicture. Ask them to turn to page 13.Say: I can pretend I am in this picture.I will talk to the man building acomputer: Your job looks hard.Where did you learn to make acomputer? You must know a lot about electronics! Now I will writemy idea. Model writing your sentenceson the board. Ask students to tell a

partner what they would say tosomeone in a picture. Allow time forstudents to share their dialogue,providing assistance as needed. Thensay: You thought of something to say to a person in a picture. Now write

your idea. After you are finished, read your writing to a partner .

Write to a Text Prompt• Write a Personal Narrative Say:

We looked at some goods. We alsoread about goods in our book. Now write about some goods you have

seen in a store. When you are finished,read your writing to a partner.

Phonics: Initial r -Family Blends• Ask students to locate the word fruit

on page 16. Write fruit on the board.Explain that the two sounds at thebeginning of the word— /f/ and /r/ —are blended together to make /fr/ .Slowly draw your finger under theword as you blend the sounds. Thenask students to do the same in theirbooks. Say: The word fruit beginswith an r-family blend . Another consonant blends with the letter “r”to start the word . Repeat the processwith from on page 6, grows on page8, and truck on page 10.




• Ask students to brainstorm words thatbegin with the above r-family blendsas you record them on index cards.Then spread the cards out in a pocket

chart or on a table. Read each word,inviting students to echo-read.

• Say: We can sort the cards using the r-family blend at the beginning of each word . Hold up a card with aninitial /fr/ word on it, such as frame.Say: Find the other words that beginlike frame. Repeat the process foreach blend. Once all the cards are

sorted, invite each student to select apile and think of one more word toadd.


word particular and ask students torepeat it. Say: Someone who is

particular wants just the right thing.

Different people are particular about different things. Some people are

particular about the clothes they buy.Some people are particular about thekinds of fruit they like. Discuss otherthings people can be particularabout, such as how to comb their hair,what movies to watch, or what timethey eat breakfast. Then model asentence, such as My sister is

particular about keeping her houseclean. Invite students to share theirown sentences, providing assistance asneeded. Ask: What word have webeen talking about? Yes— particular .Let’s try to use the word particular many times today. We can use theword at school and at home.

• Tier Three Vocabulary Review thebook with students and write thewords goods, store, farm, factory,shoes, clothes, apples, computer,

truck, and plane on index cards. Invitestudents to read the words with youand add illustrations to the cards. Thenhold the cards up one at a time and

use each one in a sentence starter, suchas We wear shoes on our _____. (feet)Ask student partners to complete thesentence, assisting as needed. Foradditional practice, students may workas a group or in pairs to complete thevocabulary activity on page 11.

Grammar, Word Study, and

Language DevelopmentArticles a and the

• Model Explain that authorssometimes use the words a and the toname things. Ask students to read thesecond sentence on page 4 with you:The clothes you wear are goods. Pointout that the author uses the word theso we will think about the clothes we

wear. Then ask students to read thethird sentence on page 6 with you:These clothes come from a factory .Say: The author says a factory sowe can think about any factory. Wedon’t have to think about the factory in the photo. I use the words a and the , too. Point to items around theclassroom as you model a and thesentences, such as:

We have one clock in our classroom.The clock is large and round .We have many games on our shelf.You may choose a game to play at recess.

• Guide Ask students to locate otherexamples of a and the in the book.Discuss each occurrence. Ask: Why do

you think the author used a? Why do

you think the author used the?





• Apply Ask student partners to sharetheir own sentences using the words aand the as you write them on theboard. Then invite volunteers to

explain why a or the fits eachsentence.

Context Clues

• Model Explain that when you’re notsure what a word means, you cansometimes use other words to helpyou. Tell students these helping wordsare context clues. Ask them to turn

to page 4. Say: Pretend I’m not surewhat goods are. I can use the wordsaround goods to help me. The author

says clothes are goods. Some goodsare things people buy. Goods must mean things like clothes that peoplecan buy .

• Guide Invite students to read pages6–7 with you. Say: Pretend I don’t

know what factory means. What words on the page could help mefigure out the word factory ? (wheregoods come from, makes clothes,sends clothes to the stores)

• Apply Pair students. Ask them toread the sentences on page 14 andshow one another how they coulduse context clues to figure out the

word carry.

Fluency: Read withAppropriate Pacing• Say: We do not read everything at

the same pace, or speed. Instead,we change our pace to match what is happening in the book. Changingthe pace makes the book sound more interesting.

• Ask students to turn to page 5.Read the question slowly. Say: I read this question slowly. The author wantsme to think about the answer. Then

read the following sentence morequickly. Say: I read this sentence morequickly. The sentence shows how

someone might quickly answer theauthor’s question.

• Ask students to turn to page 13. Say:The first sentence is about somethingfar away. Do you think we might read this sentence more slowly? The next

two sentences are about a plane and truck. Do you think we might read these sentences more quickly? Choral-read the page with them, adapting thepace as agreed.

• Invite students to take turns rereadingWhat Are Goods? with a partner.Remind them to change their pace tomatch what is happening in the book.



©2007 Benchmark Education Company, LLC WHAT ARE GOODS?

Name: Date:

Vocabulary

Find each word in the book. Write the page

number where you first found the word. Thenwrite a sentence for each word.

Words Page Numbergoods

__________________________________________________

buy

__________________________________________________

factory

__________________________________________________

stores

__________________________________________________

farm

__________________________________________________

carry

__________________________________________________



WHAT ARE GOODS? ©2007 Benchmark Education Company, LLC

Name: Date:

What Are Goods?

All Goods Goods People Goods People

Make Grow






• Summarize information









• Use this as an adjective

• Use homonyms

• Recognize the sentence structuresDo you like ____ and A ____ has ____



• Recognize words with finalconsonant clusters


• Read with appropriate stress or emphasis





All AboutTreesTheme: Plants

• All About Trees (G/12)

• What Are the Parts of a Tree? (I/16)

Science Big Idea:

Readers learn about the parts of a tree,

including the roots, trunk, bark, branches,

buds, leaves, flowers, and fruit.



ALL ABOUT TREES ©2007 Benchmark Education Company, LLC2


Remind students they will read abouttrees. Preview the book, encouraging

students to interact with the picturesand text on each page as youemphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)

• Pages 2–3 Words to Discuss Ask

students to point to each photographas you say its matching label. Repeatthe process, inviting students to echo-read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will seethese words in the book.

• Page 4 Spanish Cognate Ask: Doesfruit sound like a word you know in

Spanish? (Allow time for students torespond.) Then say: The English word fruit sounds like the Spanish word fruta. Fruit and fruta mean the samething. What are some kinds of fruit ? (Allow time for students to respond.)Write the word fruit on the board andask students to locate it on page 4 ofthe book.

Before Reading

Make Connections and BuildBackground• Use Art Draw a horizontal line on the

board. Shade in the area below it. Say:We will read a book about trees. Wecan draw a tree. Pretend this line isthe ground. What could I draw first?

Invite students to advise you as youdraw. Then invite volunteers to drawand name additional parts.

• Use a Graphic Organizer Draw acircle on the board and write the wordtrees in the center. Read the word.Ask: What are the parts of the treewe drew? As students respond, createa concept web about trees. Then readeach word and ask students toecho-read.



• The Birthday Flowers (C/4)• A Plant Has Parts (C/4)• Garden Lunch (E/8)• A Seed Needs Help (E/8)


• All About Trees Audio CD


• All About Trees question card• Power Tool Flip Chart for Teachers• Student Bookmark• Summarize Information poster

Assessment



trees

trunk roots

branches leaves




©2007 Benchmark Education Company, LLC ALL ABOUT TREES 3



1 title page, photo

2–3 photos, labels bark, branches, buds,leaves, roots, tree

4 photo, caption, fruit, grows, tree fruit/fruita Do you like ___?inset photo

5 photo, caption, inset photo nuts

6 photo, caption, labels alike, buds, branches,leaves

7 cross-section photo, parts, roots part/parte A ___ has ___.caption, label

8 photo, caption trunk

9 photo, caption, inset barkphoto, label

10 photo, caption branches, thick, thin

11 photos, captions point up, spread out

12 photo, caption, label leaves, buds

13 photo, caption, inset photo flowers, fruits, nuts flower/flor

14 photo, caption food

15 photos, caption shapes

16 photos




• Page 4 Sentence Structure WriteDo you like ____? on the board. Readthe sentence structure aloud and askstudents to repeat it several times.

Say: We use this sentence structureto ask people what they like. Modelusing the sentence structure by askingabout familiar subjects, such as Do

you like spaghetti? or Do you like to play baseball? Then assist students informing their own questions usingthe structure. Say: This sentence



• Page 4 Graphic Features Say: This page has an inset photo. An inset photo is a close-up of part of a bigger photograph. What does the big photograph show? (apples on a tree)What does the close-up photograph

show? (an apple)

Rehearse Reading Strategies• Say: One word in this book is keep.

Say the word keep. What letters do you expect to see after the /k/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword keep on page 7. Say: Search all the way through a word to help you

when you read.

• Remind students to use other readingstrategies they are learning as well,such as looking at the pictures foradditional information or rereadingpart of the sentence if somethingdoesn’t sound right.

Set a Purpose for Reading• Direct students’ attention to the web.

Say: Now it’s time to whisper-read the

book. Read to learn about thedifferent parts of trees.



Graphophonic Search all the place 7

way through the

word. Are you

blending the

right sounds?

Syntactic You read “The The trunk 8

trunk grow grows

above the above the

ground.” Let’s ground.

read this

sentence together

and make it

sound right.

Semantic What do you see spread 11in the picture that

would make sense

in this sentence?







reading. Say: Look at our web. Do weneed to add any tree parts? Recordwords students suggest. Choral-readthe entire web. Then ask students touse the graphic organizer to tell apartner about the book.



trees

trunkroots

flowers

leaves

bark buds

branchesnuts

fruits







• Model Say: I want to understand what I read. One way is to retell theimportant information. Look at page9. Let’s read together: The trunk hasbark on the outside. The bark is hard.Now I will say the important

information in my own words: A treetrunk is covered with hard bark.

• Guide Invite students to read page 11with you. Ask the following questions,allowing time for students to respondafter each one: What is this pageabout? What does the author say about branches? How could you tell about branches in your own words? If

students have difficulty, model aretelling of your own, such as Branchescan point up or spread out.

• Apply Ask each student to turn to hisor her favorite page. Then ask studentsto read the page to a partner andretell the important information intheir own words. Observe students asthey read and retell. If more support isneeded, use the prompts in the“Guide” section. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’understanding of the monitor-readingstrategy. Then say: You can retell any time you read. Remember to retell tohelp you understand.


answer questions about books theyhave 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 willpractice 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! questionon the question card. Say: I will read the question to figure out what to do:Things can hurt trees. How can youtell? This question asks me to make aninference. I know because thequestion asks something that is not explained in the book. I already know an inference has only one or two

clues. What words in the question will help me? (Allow students responses.)Yes, I need to find clues and evidenceabout things that can hurt trees.Model looking through the book. Say:The caption on page 9 says that thebark protects the trunk of a tree. To

protect something is to keep it frombeing hurt. Now I know that thingscan hurt trees. I have located the cluesand evidence I need. The clues support my answer. The answer makes sense.





Build Comprehension:Summarize Information• Explain Create an overhead

transparency of the “All About Trees”graphic organizer on page 12 or drawit on the board. Say: Nonfiction bookshave lots of information. We look for the most important ideas. Then we

summarize the information. To summarize, we put the ideas together into one sentence about the book.

• Model Say: Let’s figure out the

important ideas in All About Trees. On pages 4 and 5 we learn that fruit or nuts can grow on trees. On page 6 weread that both kinds of trees have the

same parts. Write A fruit tree andnut tree have the same parts in thefirst box on the graphic organizer.

• Guide Say: Let’s find out some of the parts. Look at page 7. What do the

trees have? (Allow time for students torespond, assisting if needed.) Yes, thetrees have roots. Write Both haveroots in the second box on the graphicorganizer. Then say: Look at pages 8 and 9. We read that both trees have atrunk. What is on the trunk? (Againallow time for students to respond.)Yes, bark is on the trunk. WriteBoth have a trunk with bark in thethird box.

• Apply Ask students to work with apartner to find the other parts bothtrees have. If more support is needed,utilize all or part of the “Guide”

process. Once the graphic organizer iscomplete, read it aloud and invitestudents to echo-read. Then worktogether to compose a sentence thatsummarizes the information in thebook, such as All trees are alike inmany ways.


ALL ABOUT TREES ©2007 Benchmark Education Company,LLC

Name: Date:

All About Trees

Important Ideas Summary

All trees are alike in many ways.A fruit tree and nut tree have the

same parts.

Both have roots.

Both have a trunk with bark.

Both have branches with buds

and leaves.






of All About Trees to read to family

members. Encourage students to workwith a friend or family member todraw a tree and label the parts. Invitethem to bring their drawings to sharewith the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Draw some trees. Draw some leaves

of different shapes. Cut out theleaves and attach each shape to adifferent tree.

• Act out how you would pick applesfrom an apple tree with a partner.

• Write something you would like to

know about trees.• Draw a picture you would like to seein the book.

• Tell something you already knewabout trees.

• Write the most interesting thing youlearned about trees.

Write to a Picture Prompt• Write a Description Tell students

they will talk about a picture from the

book. Then they will write about thepicture. Ask them to turn to page 4.Say: I can describe this picture in my own words: The tree is full of red apples. The apples are heavy. Theapples pull the branch to the ground.Now I will write my idea. Modelwriting your sentences on the board.Ask students to choose a picture anddescribe it to a partner. Allow time for

students to share their descriptions,providing assistance as needed. Thensay: You described a picture in thebook. Now write your idea. After

you are finished, read your writingto a partner.

Write to a Text Prompt• Analyze the Book Say: What do

you like best about the book? What do you dislike? Write about your likes and dislikes. When you are finished, read

your writing to a partner.

Phonics: Final ConsonantClusters• Ask students to locate the word

ground on page 7. Write ground on

the board. Explain that the two soundsat the end of the word— /n/ and /d/ —are blended together to make /nd/ .Slowly draw your finger under thewords as you blend the sounds. Thenask students to do the same in theirbooks. Say: The word ground endswith a final consonant cluster . Twoconsonants blend together to end theword. Repeat the process with trunk

(page 8) and different (page 15).




• Ask students to brainstorm words thatend with the consonant clusters -nd,-nk, and -nt as you record them onindex cards. Then spread the cards out

on the table. Read each word, invitingstudents to echo-read.

• Say: We can sort the words by final consonant clusters. Write -nd, -nk,and -nt on the board. One at a time,point to a cluster. Ask students toblend the sounds, locate any wordcards that end with that cluster, andplace the cards on the chalk ledge

under the matching letters. Once allthe cards are sorted, invite volunteersto select one set of cards and read thewords.


word necessary and ask students torepeat it. Say: Things we need are

necessary . Roots are necessary for trees. Roots keep the tree in place.Trees are necessary to people. Treesgive us fruit and nuts. Discuss otherthings that are necessary, such asfood and water for pets, helmets forconstruction workers, and books forlibraries. Then model a sentence, suchas Milk, eggs, and flour are necessary ingredients in pancake batter. Invite

students to share their own sentences,providing assistance as needed. Ask:What word have we been talkingabout? Yes— necessary . Let’s try touse the word necessary many timestoday. We can use the word at school and at home.

• Tier Three Vocabulary Review thebook with students and write thewords roots, trunk, bark, branches,leaves, buds, flowers, fruit, nuts,

and tree on index cards. Ask studentsto read the words with you. Then askvolunteers to draw illustrations for thewords on another set of cards. Show

the picture cards one at a time. Askstudents to find the word that namesthe picture, read it aloud, and placethe two cards on the chalk ledge.Continue until all the words have beenmatched with their pictures. Foradditional practice, students may workas a group or in pairs to complete thevocabulary activity on page 11.


Adjective this

• Model Explain that authorssometimes use describing words whenthey write. Tell students adjectivesare words that describe nouns. Say:The word this can be an adjective.

The word this can tell which noun theauthor is writing about. Ask studentsto read the second sentence on page 4with you: Some fruit grows on thistree. Point out that the author uses theword this so we will look at oneparticular tree—the tree in thephotograph. Say: I use the word thistoo. Point to various objects as youmodel sentences with this, such as:

This book is easy to read.I like this picture.Look out this window.

• Guide Invite students to read page 12with you. Ask: What word does theauthor use so we will look at one

particular branch? (this) What branchdoes the author want us to look at? (the branch in the photograph) Repeat

the process on pages 5 and 14.





• Apply Ask student partners towrite a sentence about an object inthe classroom using the word this.Invite partners to share their

sentences, pointing to the objectthey wrote about.

Homonyms

• Model Explain that some words arespelled alike and sound alike but havedifferent meanings. Tell students thesewords are homonyms. Ask them toturn to page 8. Say: The author says a

tree has a trunk. The word trunk is ahomonym. A trunk is a part of a tree.

A large suitcase is a trunk , too. Thebook is about trees, not suitcases.Only one meaning makes sense here.

• Guide Invite students to read page 9with you. Say: Which word is ahomonym? (bark) What does bark mean here? (the outside of a tree’s

trunk) What else could the word bark mean? (the noise a dog makes)

• Apply Pair students. Ask them to findanother homonym on page 12 (leaves).Then invite partners to compose oralsentences using two differentmeanings of leaves. If more support isneeded, utilize all or part of the“Guide” process instead.

Fluency: Read withAppropriate Stress or Emphasis• Say: We do not read every word

the same way. Instead, we watchfor important words to stressor emphasize.

• Ask students to turn to page 4. First,read the page in a flat voice. Discusshow this makes the listener feel. Thenread the page again, emphasizing theword fruit. Point out that fruit is animportant word. Say: Emphasizing

the word fruit helps the listener understand what is important. Readthe page again, asking students toecho-read.

• Ask students to turn to page 10. Helpstudents locate words they might wantto emphasize, such as branches ,some , thick , and thin. Choral-readthe sentences with them, emphasizing

the words discussed.

• Invite students to take turns rereading All About Trees with a partner. Remindthem to stress or emphasize importantwords as they read.



©2007 Benchmark Education Company, LLC ALL ABOUT TREES

Name: Date:

Vocabulary

Read each sentence. Circle the correct word.

Write the word on the line. Then reread to check.

1. Fruit or nuts can grow on a _______________________________.(tree, bark)

2. Trunks have hard _______________________________ onthe outside.

(roots, bark)

3. Green _______________________________ can havemany shapes.

(leaves, buds)

4. Look for _______________________________ in the ground.(tree, roots)

5. _______________________________ turn into flowers or leaves.(Branches, Buds)

6. Some _______________________________ spread out and somegrow up.

(leaves, branches)



ALL ABOUT TREES ©2007 Benchmark Education Company, LLC

Name: Date:

All About Trees





For students reading at Literacy Level G/12,including:• English-language learners• Students reading below grade level• First grade readers

Objectives at a Glance

COMPREHENSION

Students will:

• Identify characters and setting• Make inferences

• Monitor their reading by discussing ideaswith others


• Summarize the story


• Respond to the book

GENRE STUDY

Students will:

• Recognize the characteristics of realisticfiction

• Determine the story’s message

VOCABULARY

Students will:


• Develop academic content (Tier Three)vocabulary

• Develop robust (Tier Two) oral vocabulary

WORD STUDY

Students will:

• Use possessives

LANGUAGE

Students will:

• Recognize the sentence structures _____wanted to _____ and _____ had a _____

• Use asked and said

PHONICS

Students will:

• Problem solve by searching all the waythrough words

• Recognize words with final consonantclusters

FLUENCY

Students will:• Read using prosody

WRITING

Students will:



1 – right-hand columnA Good PickTHEME: Being a Good Citizen• What Is a Good Citizen? (Level G/12)

• A Good Pick (Level G/12)

• A Volunteer Helps (Level I/16)

• Miss Keen Needs Help (Level I/16)

GENRE/SUMMARY:

This story is realistic fiction. Emma, Ava, and Pablo sell

hot cider on a cool day. They plan to use the money to

help people hurt by a storm.

xp lo rer s T E A C H E R ’ S G U I D E



Introduce the Book

• Preview Cover and Title Page Give each studenta copy of the book. Point to the front. Say: The

kids in this story earn money to help other people.Read the title and author, and ask students toecho-read. Invite them to tell what they see in theillustration. Repeat the process with the title page.Say: The cover and title page get us ready to read the book. Using the think-aloud strategy, modelhow to make predictions about the book basedon the cover and title page information. Say: Thetitle has the word pick . I see apple trees and a boy carrying a basket of apples. I think this boy will earn money picking apples. Allow time for studentsto share their own predictions about the story.

• Introduce Characters and Setting Say: The peoplein the story are called characters. Ask students toturn to pages 2 and 3, and point to each characteras you read the matching name. Repeat theprocess, inviting students to echo-read. Then say:The setting is where the story takes place. What is the setting of the story? Help students use theillustrations to determine that the story takes placeoutdoors and in Pablo’s kitchen.

• Preview Illustrations and Vocabulary Revisitthe illustrations on the cover and title page.Say: The pictures in fiction books are called illustrations. Illustrations help us understand thewords in the book. Take students on a picturewalk, emphasizing the words cider, citizen,customer, lemonade, plan, raking, help, stand,storm, juice, and spices as you talk about theillustrations and what is happening in the story.Make sure students can pronounce eachvocabulary word.

A GOOD PICK2

Make Connectionsand Build Background

• Use Art Say: We will read a book called A GoodPick. Some kids want to earn money to helpother people. How could kids earn money? Invitestudents to draw a picture of something kids coulddo to earn money. Then encourage students to

share their pictures to the group.

• Use a Graphic Organizer Draw a predictionchart with two columns labeled I think . . . andI find out . . . and three rows labeled Beginning,Middle, and End. Remind students that in thisstory some kids want to earn money to helpother people. Ask: What do you think happensat the beginning of the story? In the middle? At the end? Write students’ ideas in the I think . . .column of the graphic organizer. Then read eachidea, prefacing it with the phrase I think the kids

will . . . and ask students to echo-read.

Copyright © 2007 Benchmark Education Company, LLC. All rights reserved. Teachers mayphotocopy the reproducible pages for classroom use. No other part of the guide may bereproduced or transmitted in whole or in part in any form or by any means, electronic ormechanical, including photocopy, recording, or any information storage or retrieval system,without permission in writing from the publisher.

ISBN: 978-1-4108-6147-4

Related ResourcesThe following Benchmark EducationCompany resources support the skillsand strategies taught in this lesson.

Early Explorers Partner

• What Is a Good Citizen? (Nonfiction,Level G/12)

Early Comprehension Strategy Poster

• Make Inferences

Text-Dependent Comprehension Resources

• A Good Pick Comprehension Question Card

• Power Tool Flip Chart for Teachers

• Student Bookmark

Assessment



Before Reading

Beginning

Middle

End

I think ...

talk about ways

to earn money

decide to have abake sale

give away the money

they make

I find out ...



3A GOOD PICK© 2007 Benchmark Education Company, LLC

• Preview Sentence Structures For students whoneed additional support, write _____ wanted to_____ on the board. Read the sentence structurealoud and ask students to repeat it several times.Say: The words wanted to are in the book. Page 12has a sentence with the words wanted to. Model

how to frame the sentence between two fingers.Then read the sentence aloud and ask students toecho-read. Ask: Can you frame another sentenceon page 12 with the words wanted to? Assistas needed, and then read the sentence aloudand ask students to echo-read. If students needadditional practice, ask them to locate and readthe sentence structure on page 15. Finally, repeatthe process with _____ had a _____ on pages 6and 11.

• Use Graphophonic Cues Say: Another word inthis book is Mill . People in the story live on Mill Lane. What letters do you expect to see after the/m/ ? Allow time for students to respond, assistingas needed. Then ask them to find the word Millon page 5. Say: Search all the way through aword to help you when you read . Repeat theprocess with the word Yuck on page 10.

• Scaffold Spanish-Language Speakers Say theword extra. Ask: Does extra sound like a word

you know in Spanish? (Allow time for students torespond.) The English word extra sounds like theSpanish word extra. Extra and extra mean the

same thing. The words look the same, too. Writethe word extra on the board and ask students tolocate it on page 15 in the book. Then point outthat the words to and too on page 12 sound likethe Spanish word tu but do not mean the samething. Finally, invite students with other firstlanguages to share their cognates.

Set a Purpose for Reading

• Direct students’ attention to the prediction chart.Say: Now it’s time to whisper-read the book.Read to find out what the kids do in the

beginning, middle, and end of the story.

During Reading

Observe and PromptReading Strategies

• After the supportive introduction, students shouldbe able to read all or most of the book on theirown. Observe students as they read. Take note

of the graphophonic, syntactic, and semanticcues they use to make sense of the text and self-correct. Prompt individual students who havedifficulty problem solving independently, but becareful not to prompt English-language learnerstoo quickly. They may need more time to processthe text as they rely on their first language forcomprehension.

Strategic Reading Prompts


Graphophonic Search all the way sell 6through the word.Are you blendingthe right sounds?

Syntactic Think about the They wanted 15book’s sentence to help, too.structure. Use thestructure to makethis sound right.

Semantic What do you see in apples 7the picture thatwould make sensein this sentence?



Use the Graphic Organizerto Summarize

• Ask students to think about their reading. Say:Look at our prediction chart. What happened at the beginning of the story? In the middle? At

the end? Write the events students recall in theI find out . . . column of the chart. Then choral-read each entry, prefacing it with the phraseThe kids . . . Ask students to use the graphicorganizer to tell the story to a partner.

Genre Study

• Say: This story is realistic fiction. You could meet

people like Emma, Ava, Pablo, and Pablo’s momin real life. The things the characters do could really happen. What are some ways the story isrealistic? Guide students to mention story eventssuch as raking leaves, picking apples, sellinglemonade, and making cider.

• Say: Realistic fiction stories have themes. A themeis like a message from the author. I notice in AGood Pick that the characters want to help other

people. What do Emma and Ava do? What doPablo and his mom do? (Emma and Ava try tosell lemonade to get money for people hurt by

a storm. Pablo and his mom help Emma andAva with their plan.) Say: The theme for A GoodPick could be “Help people who need help.” The author uses the characters to send readers amessage. The author is telling us to help peoplein need, too.

A GOOD PICK © 2007 Benchmark Education Company, LLC4

Reading Strategy Mini-Lesson:Discuss Ideas with Others

• Reflect Ask students to think about the parts ofthe 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 discuss my ideas withothers. I can tell how I feel about something I read. I can ask for help, too. I will turn back to

page 6. I want to discuss why Emma and Avaaren’t getting any customers. Perhaps it’s becausenot many people are outside on this fall day.Do you agree with me? Can you think of other reasons? Allow time for students to share theirideas. Say: Discussing the page helped me. Now I better understand why people aren’t buying the

girls’ lemonade.

• Guide Ask students to turn to pages 12 and 13.Read the pages aloud together. Ask: What do younotice on these pages? Do the story events 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 helpedthem better understand pages 12–13.

• Apply Ask students to read their favorite pageto 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 assessstudents’ understanding of the discuss ideas withothers monitor-reading strategy. Then say: Youcan discuss ideas with others after you read any text. Remember to use discussion to help youunderstand.

Answer Text-Dependent

Questions• Explain Remind students that they can answer

questions about books they have read. Say:We answer different kinds of questions indifferent ways. I will help you learn how toanswer each kind. Tell students today they willpractice answering Look Closer! questions. Say:The answer to a Look Closer! question is in thebook. You have to look in more than one place,though. You find the different parts of theanswer. Then, you put the parts together toanswer the question.

After Reading

Beginning

Middle

End

I think ...

talk about ways

to earn money

decide to have a

bake sale

give away the money

they make

I find out ...

try to sell lemonade

to earn money for

people hurt in

a storm

sell hot cider

instead

make money tohelp other people



5A GOOD PICK© 2007 Benchmark Education Company, LLC

• Model Use the first Look Closer! question onthe 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: “People were raking leavesbecause . . .” This question asks why something

happens, or a cause and effect. I know becausethe question has the cue word because. Now I need to look for other important information inthe question. These words will tell me what tolook for in the book. What information do youthink will help me? (Allow student responses.)Yes, I’m looking for information about raking leaves. Now I will look back in the book. Page 5

says: “Many people on Mill Lane were rakingleaves into piles.” The reason they were rakingthe leaves is on page 4: “Leaves fell from thetrees.” Putting this information together answersthe question. The answer makes sense. I have

found the answer in the book.

• Guide Ask students to answer the other questionson the Comprehension Question Card. Use thePower Tool Flip Chart and Student Bookmark toprovide additional modeling as needed. Remindstudents to ask themselves: What is the questionasking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension:

Make Inferences• Explain Create an overhead transparency of the

“A Good Pick” graphic organizer on page 8 ordraw it on the chalkboard. Say: An author can’t tell us every single thing in a story. We need tofigure out some things on our own. We use theauthor’s words for clues. We use the story illustrations for clues, too. Figuring somethingout using one or two clues is called making aninference. Good readers make inferences as they read. Making inferences helps us get more out of the story.

• Model Say: I will make an inference about AGood Pick. On page 5, I see red, orange, and brown leaves in the illustration. I see peopleraking the leaves. I will write these clues in thefirst box on the graphic organizer. Now I will usethe clues to make an inference. I can infer that the season is fall. The author doesn’t say that the

season is fall, but I can figure it out from theclues. I will write this idea in the Inference box on the graphic organizer.

• Guide Say: Now let’s make an inference about Emma and Ava. How do they look on page 6? How do they look on page 7? Who else is in theillustration on page 7? (Allow time for studentsto respond, assisting if needed.) Yes, Emma and

Ava look unhappy and then they look happy.

Pablo has stopped to talk to them. Let’s writethese two clues on the graphic organizer. What can we figure out from these clues? (Again allowtime for students to respond.) Yes, we can infer that Emma and Ava are happy to see Pablo. Wewill add this to the graphic organizer as well.

• Apply Ask students to work with a partnerto make inferences throughout the rest of thestory. Remind them they need to use word andillustration clues to figure out things the authordoesn’t say. After each partnership shares, recordtheir ideas on the graphic organizer. Finally, readthe completed graphic organizer aloud and invitestudents to echo-read.

Teacher Tip Use Benchmark Education Company’sK–2 Early Comprehension Strategy Poster Set toprovide additional instruction in making inferences.Use BEC’s Comprehension Strategy Assessment books to assess students’ ability to make inferences

in other brief, grade-level texts.

Home Connection

• Give students the take-home version of A Good Pick to read to family members. Encouragestudents to work with a friend or family memberto draw a picture of something they have done tohelp others. Invite students to bring their picturesto share with the group.



A GOOD PICK © 2007 Benchmark Education Company, LLC6


Phonics:Final Consonant Clusters

• Ask students to locate the word wind on page 4.

Write wind

on the board. Explain that the twosounds at the end of the word— /n/ and /d/ —areblended together to make /nd/ . Slowly draw yourfinger under the word as you blend the sounds.Then ask students to do the same in their books.Say: The word wind ends with a final consonant cluster. Two consonants blend to end the word.Repeat the process with help (page 6), stand andsold, (page 7), cold (page 8), want (page 9), anddrink (page 11).

• Ask students to brainstorm words that end withthe above final consonant clusters as you record

them on index cards. Then spread the cards out ina pocket chart or on the table. Read each word,inviting students to echo-read.

• Say: We can sort the cards using the consonant cluster at the end of each word. Hold up a cardwith a final /nd/ word on it, such as hand. Say:Find the other words that end like hand . Repeatthe process for each cluster. Once all the cardsare sorted, invite each student to select a pileand think of one more word to add.

Vocabulary• Academic Content Vocabulary Review the story

with students and record words that apply toselling and buying: customer, plan, help, sell,money, and extra. Ask pairs of students to pretendthey are a store clerk and customer, and to use thewords as they act out selling and buying a productat a store.

• Robust Oral Vocabulary Say: In the story, Pablomakes a suggestion. A suggestion is an idea

someone tells another person. Emma and Ava want

to sell a hot drink. Pablo’s suggestion is sellingcider. Say the word with me: suggestion. Here isanother time a person might make a suggestion:

A parent gives a child a hint on how to settle anargument. Now, tell about a time when you madea suggestion. Try to use the word suggestionwhen you tell about it. You could start by saying,“I made a suggestion when _____.” (Allow timefor each student to respond, assisting if needed.)What is the word we’ve been talking about? Yes—

suggestion. Let’s try to use the word suggestionmany times today.

WritingConnectionsReader Response

Invite students to respond to the book in a waythat is meaningful to them. Model and use think-alouds as needed to scaffold students before they

try the activities on their own.• Rate the book with a 1 (don’t like), 2 (okay),

or 3 (like a lot). Tell why you chose that rating.• Think about the theme of the story. Tell about

something you could do to help other people.• Tell what you think Emma, Ava, and Pablo will

do next.• Tell another way Emma and Ava could have

solved their problem.• Write a word that describes each character in

the story.• Write a conversation between Ava and Pablo

that could go on the last page of the story.

Write to a Picture Prompt

• Write a How-To Tell students they will describehow to do something they see in a picture. Then,they will write about what they described. Say:I like the pictures in this book. I like to see what the characters make. I can tell how to make

something I see in a picture. Look at page 6.Emma and Ava made lemonade to sell. Here ishow: Squeeze lemons to get lemon juice. Mix the lemon juice and cold water. Add sugar and

stir. What else will Emma and Ava need to do? Allow time for students to respond. Ask: Which

picture do you like best? Describe how to do something you see in the picture. Allow timefor students to respond, prompting further ifneeded. Say: You have described how to do

something you saw in the picture you chose.Now write how to do it. After you are finished,read your description to a partner.

Write to a Text Prompt

• Write a Description Say: Imagine you aredrinking some of Pablo’s cider. Write about how the cider tastes, smells, and feels as you drink it.When you are finished, read your description toa partner.



A GOOD PICK© 2007 Benchmark Education Company, LLC 7

Word Study: Possessives

• Model Say: Some nouns are possessive. Authorsuse a possessive to show that something belongsto someone or something else. A possessive noun

has an apostrophe and letter “s” at the end. I see a possessive on page 11: “My mom’s drink iscider.” The apostrophe and letter “s” at the end of the word mom make a possessive. The drink belongs to mom. Write mom’s drink on the boardand circle the apostrophe and letter “s.” Thenreread the phrase and ask students to echo-read.

• Guide Invite students to turn to page 12 andread it aloud. Ask: Which word is a possessive? (Pablo’s) How do you know? (The word is a nounthat ends with an apostrophe and letter “s.”)Write the phrase Pablo’s mom on the board and

invite a volunteer to circle the apostrophe andletter “s.” Ask: What belongs to Pablo? (mom)

• Apply Write the following phrases on the board:the plan that belongs to Emma, the lemonadethat belongs to the girl , and the money that belongs to the customer . Read the phrases aloudand ask students to echo-read. Then invite pairsof students to reword each phrase using apossessive. As the partnerships share, write theirsuggested phrases on the board and circle theapostrophe and letter “s” in each one. (Emma’s

plan, the girl’s lemonade, the customer’s money)

Language Development:Use “asked” and “said”

• Model Say: Characters in fiction stories usually speak to each other. Authors use the word said to show a character is telling something. Authorsuse the word asked to show a character is askinga question. Let’s read page 10 together: “‘Could we sell hot lemonade?’ asked Emma. Ava said,‘Yuck!’” Emma asked a question, and Ava said

“Yuck!” I can use the words asked and said , too.Point to yourself and members of the group as you model oral questions and sentences, such as:“What book did we read?” I asked .“We read A Good Pick ,” said Ciara.“Where is my pencil?” I asked .“Your pencil is on the table,” said Paul.“Who is sitting beside me?” I asked .“I am sitting beside you,” said Tonya.

• Guide Invite students to read page 7 with you.Ask: Is Pablo telling something or asking aquestion? (asking a question) How do youknow? (The author uses the word “asked.”)What does Pablo want to know? (if the girls

have sold many cups of lemonade) Where canwe find the answer to Pablo’s question? (on thenext page) Who answers the question? (Emma)

• Apply Pair students. Ask each partnership tolocate an example of the word said, identifywho is speaking, and tell what the character says.If more support is needed, utilize the “Guide”process on pages 8, 9, 11, 14, and 16.

Fluency: Read Using Prosody

• Say: Characters are important in fiction books.We especially like to hear what the characters say.Good readers think about who is talking. Good readers think about what the character is saying.Good readers try to talk like the characters. Thereader and listener get more out of the story thisway.

• Ask students to turn to page 7. First, read Pablo’swords in a low voice, flatly, and with no expression.Discuss how this makes the listener feel. Then readPablo’s words again using a voice appropriate fora young boy and a pleasant, questioning tone. Ask

students to echo-read.

• Ask students to turn to page 8. Choral-read thepage with them, using a young girl’s voice andupset, discouraged tone for Emma and a youngboy’s voice and soothing tone for Pablo.

• Invite students to take turns rereading A Good Pick with a partner. Remind them to think aboutthe characters’ words and talk like the charactersin the story.



A GOOD PICK © 2007 Benchmark Education Company, LLC

Clues Inference

A Good PickMake Inferences

NAME DATE






• Summarize information





• Recognize high-frequency words• Develop Tier Two vocabulary



• Use the possessive pronoun my

• Recognize base words

• Recognize the sentence structuresMy ___ has a ___ and ___ works at ___



• Recognize words with long e digraphs


• Read smoothly with minimal breaks





My FamilyHas JobsTheme: Jobs

• My Family Has Jobs (G/12)

• Why Do We Work? (I/16)

Social Studies Big Idea:

Readers read about the different jobs a

family has to earn money.



MY FAMILY HAS JOBS ©2007 Benchmark Education Company, LLC2

• Use a Graphic Organizer Write theword Jobs on the board and underlineit. Read the title and ask students tohelp you list different kinds of jobs. As

students respond, write the wordsunder the heading. Then read eachword and ask students to echo-read.


Remind students they will read aboutdifferent jobs a family has to earn

money. Preview the book, encouragingstudents to interact with the picturesand text on each page as youemphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)

• Pages 2–3 Words to Discuss Askstudents to point to each photographas you say its matching label. Repeatthe process, inviting students to echo-read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will seethese words in the book.

Before Reading

Make Connections andBuild Background• Use Art Give each student a pencil

and piece of paper. Say: We will read a book about a family. The people inthe family have jobs to earn money. I will draw a picture of a job someone

in my family has. Sketch a simpledrawing of a family member working.Show your drawing to the group andname the job. Then invite each studentto sketch a picture of someone theyknow working at a job and share theirdrawing with the group.

Jobstruck driverteachersalesperson

factory workerdoctorpilotrestaurant worker



• Jobs at School (C/4)• Bill’s First Day (C/4)• Kids Can Have Jobs (E/8)• Max’s Job (E/8)


• My Family Has Jobs Audio CD

Comprehension Resources• My Family Has Jobs question card• Power Tool Flip Chart for Teachers• Student Bookmark• Summarize Information poster

Assessment


• Grade 1 Comprehension Strategy

Assessment Book




©2007 Benchmark Education Company, LLC MY FAMILY HAS JOBS 3



1 title page, photo

2–3 photos bakery, game, jobs,library, mail carrier, pilot

4 photos, caption family, jobs, mom, family/familia My ___ hasworks, store a ___.

___ works at ___.

5 photos, caption earn, money, sells

6 photos, caption dad, writes, newspaper,town

7 photos, caption team, baseball game, baseball/béisbolcoach

8 photos Uncle Greg, visits, pilot, visit/visitar, pilot/pilotoplanes

9 photos, caption flies, cities

10 photos, caption brother, Tom, shoe store

11 photos, caption walk the dog, neighbor

12 photos, caption library, grandmother

13 photos, caption grandfather, mail carrier

14 photos, caption sister, A nne, bakery

15 photos, caption cakes, muffins

16 concept web




• Page 4 Spanish Cognate Doesfamily sound like a word you know inSpanish? (Allow time for students torespond.) The English word family

sounds like the Spanish word familia.Family and familia mean the samething. Who is in your family ? (Allowtime for students to respond.) Writethe word family on the board andask students to locate it on page 4 inthe book.

• Page 4 Sentence Structure WriteMy ___ has a ___ on the board. Read

the sentence structure aloud and askstudents to repeat it several times.Say: We use this sentence structureto tell about what someone has.Model using the sentence structureto tell about the photographs, suchas My mom has a job or My friend has a can of paint. Then assist studentsin forming their own sentences usingthe structure. Say: This sentence

structure is in the book. Can youfind the structure on page 4? Frame the sentence. Let’s read the

sentence together.

• Page 16 Graphic Feature This pagehas a concept web. A concept web

shows things that are related. What is in the center of this concept web?

(a photo of a boy) What is all around the boy’s photo? (photos of the boy’sfamily members and their namesand jobs)

Rehearse Reading Strategies• Say: One word in this book is hard .

Say the word hard . What letters do

you expect to see after the /h/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword hard on page 16. Say: Search all the way through a word to help youwhen you read.



Set a Purpose for Reading• Direct students’ attention to the jobs

list. Say: Now it’s time to whisper-read the book. Read to learn about different kinds of jobs a family has to

earn money.



Graphophonic Search all the visits 8

way through the

word. Are you

blending the

right sounds?

Syntactic You read “Uncle Uncle Greg 9

Greg fly to many flies to

cities.” Let’s read many cities.

this sentence

together and

make it sound

right.

Semantic What do you see library 12

in the picture that

would make sense

in this sentence?




students should be able to read all ormost of the book on their own.Observe students as they read. Takenote of the graphophonic, syntactic,and semantic cues they use to makesense of the text and self-correct.Prompt individual students whohave difficulty problem-solvingindependently, but be careful not toprompt English-language learners too



reading. Say: Look at our list. Which jobs did we read about? Put a 3 besideany matching responses. Then askstudents to name other jobs they readabout in the book. Add these words tothe list and put check marks besidethem. Choral-read the checkmarkedwords. Then ask students to use thegraphic organizer to tell a partnerabout the book.



Jobstruck driverteacher

salesperson 3

factory workerdoctor

pilot 3restaurant worker

writer 3

dog walker 3

baker 3







• Model Say: I want to understand what I read. One way is to retell theimportant information. Look at pages6 and 7. Let’s read together: My dadworks for a newspaper. My dad writesabout our town. This team wins a

baseball game. Dad talks with thecoach. Then Dad writes about thegame. Now I will say the important information in my own words: My dadwrites sports stories for the townnewspaper.

• Guide Invite students to read pages 8and 9 with you. Ask the followingquestions, allowing time for students

to respond after each one: What do you see? What are these pages about? Who is talked about? What could youtell about Uncle Greg in your words? If students have difficulty, model aretelling of your own, such as UncleGreg is a pilot who flies to many cities.

• Apply Ask each student to turn to hisor her favorite page. Then ask studentsto read the page to a partner andretell the important information intheir own words. Observe students asthey read and retell. If more support isneeded, use the prompts in the“Guide” section. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’

understanding of the monitor-readingstrategy. Then say: You can retell any time you read. Remember to retell tohelp you understand.


answer questions about books theyhave read. Say: We answer different kids of questions in different ways. I will help you learn how to answer each kind. Tell students today they willpractice answering Take It Apart!questions. Say: The answer to a TakeIt Apart! question is not stated in thebook. You must think like the author to figure out the answer.

• Model Use the Take It Apart! questionon the question card. Say: I will read the question to figure out what to do:The author uses a web on page 16.Why does the author use a web? Thisquestion asks me to figure out theauthor’s purpose. I know because thequestion has the words why and author . What other words in the

question help me? (Allow studentresponses.) Yes, I need to look at theweb on page 16 . Model doing so.Say: The author shows the people inthe book and their jobs. I think theauthor wants to show a summary of the people in the family and what they do. I am thinking like the author.The answer makes sense.

• Guide Ask students to answer theother questions on the question card.Use the Power Tool Flip Chart andStudent Bookmark to provideadditional modeling as needed.Remind students to ask themselves:What is the question asking? How canI find the answer? Does my answer make sense? How do I know?



Build Comprehension:Summarize Information• Explain Create an overhead

transparency of the “My Family HasJobs” graphic organizer on page 12 ordraw it on the board. Say: Nonfictionbooks have lots of information. Welook for the most important ideas.Then we summarize the information.To summarize, we put the ideastogether into one sentence about the book.

• Model Say: Let’s figure out theimportant ideas in My Family Has Jobs.On page 4 we read about Mom’s job.Mom is a salesperson. Write Mom is asalesperson in the first box on thegraphic organizer. Then say: On page6 we read about Dad’s job. Dad writesfor a newspaper. Write Dad is awriter in the second box.

• Guide Say: Let’s find more jobs. Look on page 8. What job does Uncle Greghave? (Allow time for students torespond, assisting if needed.) Yes,Uncle Greg flies planes. Write UncleGreg is a pilot in the next box on thegraphic organizer.

• Apply Ask students to work with apartner to find other jobs the familyhas. If more support is needed, utilizeall or part of the “Guide” process onpage 10 (salesperson), 11 (walkneighbor’s dog), 12 (librarian), 13 (mailcarrier), and 14 (work at bakery). Oncethe graphic organizer is complete, readit aloud and invite students to echo-read. Then work together to composea sentence that summarizes the

information in the book, such asPeople can do many different kinds of jobs to earn money.


MY FAMILY HAS JOBS ©2007 Benchmark Education Company,LLC

Name: Date:

My Family Has Jobs


People can do many kinds of jobs to

earn money.

Mom is a salesperson.

Tom is a salesperson.

Grandmother is a librarian.

Anne works at a bakery.

Dad is a writer.

I walk my neighbor’s dog.

Grandfather is a mail carrier.

Uncle Greg is a pilot.





Home Connection• Give students the take-home version of

My Family Has Jobs to read to family

members. Encourage students to workwith a friend or family member tomake a list of jobs they might like totry someday. Invite them to bring theirlists to share with the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Draw a picture of a job and label it.• Pretend to be a worker. Let the group

guess what job you are doing.• Tell what you wondered as you read.• Tell your favorite part of the book to

a partner.• Write a question you would like to ask

the baker.• Write about a connection you made tothe book.

Write to a Picture Prompt• Write Dialogue Tell students they


book. Then they will write about thepicture. Ask them to turn to page 4.Say: I can pretend I am in this picture.I will talk to the boy’s mother. I need to buy some nails for a project.Will you help me find what I need? Now I will write my idea.Model writing your sentences on theboard. Ask students to tell a partnerwhat they would say to someone in a

picture. Allow time for students toshare their dialogue, providingassistance as needed. Then say: Youthought of something to say to a

person in a picture. Now write your idea. After you are finished, read your writing to a partner.


• Persuade the Author Say: Do youwish the author had other jobs inthe book? What jobs do you wishthe author had? Write a letter tothe author about your ideas. Thenwrite why your ideas might makethe book more interesting. When


Phonics: Long e digraphs• Ask students to locate the word need

on page 5. Write need on the boardand circle the letters ee. Say: Theletters ee stand for the long e sound in the word need . Slowly draw yourfinger under the word as you say it,and ask students to do the same intheir books. Then repeat the processwith the letters eo in people (page 4),ea in team (page 7), and ey inmoney (page 5).




• Ask students to brainstorm words withthe long e sound. Acknowledge allcorrect responses, and record thosespelled with ee, ea, eo, and ey.

• Say: I will give you a clue about animaginary person whose name is oneof the words. You will guess whichword is the person’s name. I will circlethe letters that make the long e sound in the word. Then you will know youguessed correctly. Model the processusing one of the words on the list, suchas I am so sweet and kind that even

the bees love me. Who am I? (Honey)Then invite each student to make up aclue about an imaginary person whosename is one of the words on the boardand circle the letters that make thelong e sound.


word revise and ask students torepeat it. Say: To revise something isto change it. The boy’s dad will revisehis news story to make it even better.Uncle Greg will revise his flight

schedule when the weather is bad.Discuss other things people revise,such as adding an item to a grocery list,making different plans for an outing,or rearranging the classroom. Then

model a sentence, such as I had torevise my route to school because of road construction. Invite students toshare their own sentences, providingassistance as needed. Ask: What word have we been talking about? Yes— revise. Let’s try to use the word revise many times today. We can usethe word at school and at home.

• Tier Three Vocabulary Review thebook with students and record thewords bakery, library, store, mailcarrier, pilot, salesperson, writer,

pilot, dog walker, librarian, andmoney on index cards. Read thewords and invite students to sort theminto categories, such as “places towork” and “jobs.” Assure studentsthey may use any categories andplacements they like as long as theycan explain their choices. For additionalpractice, students may work as a groupor in pairs to complete the vocabulary

activity on page 11.


Possessive Pronoun my

• Model Explain that people in bookssometimes use the word my to talkabout things they have. Ask students

to read the title with you: My Family Has Jobs. Say: The boy in the book istalking about his family. I use theword my to talk about things I have,too. Model using the word my insentences about yourself, pointing toyourself each time you say the word.For example:These are my books.This is my jacket.

I drove my car to school.

• Guide Invite students to read thesecond sentence on page 4 with you.Ask: What word does the boy use totalk about what he has? (my) What does the boy have? (mom)





• Apply Invite student partners to findother examples of the word my onpage 6 (dad), 10 (brother), 11(neighbor, job), 12 (grandmother),

13 (grandfather), and 14 (sister).Then ask the partners to take turnsmaking up sentences using the wordmy and pointing to themselves asthey say the word.

Base Words

• Model Explain that authorssometimes use different forms of the

same word. Tell students a base wordis the smallest form of a word and thatwe can add letters to the base word tomake a new word. Ask them to turn topage 15 and point to the word bake.Then ask them to find the wordsbakery and baker on page 14. Say:Bake , bakery , and baker aredifferent forms of the same word. Theword bake is the smallest form of the

word. Bake is the base word of bakery and baker .

• Guide Ask students to turn to page 8and find the word fly. Then ask themto find the word flies on page 9. Ask:Which word is the base word? (fly)How do you know? (Fly is the smallestform of the word.) Write fly and flieson the board and ask student partners

to use the words in oral sentences.

• Apply Ask students to find thebase word partners on page 12(library/librarian). Then ask them tofind two words based on the wordwrite on page 6. (writes/writer)Finally, invite pairs of students touse one of the sets of words in anoral sentence.

Fluency: Read Smoothly withMinimal Breaks• Say: We do not pause or stop

between each word. Instead, we read smoothly. We blend one word into thenext. We pause or stop only when we

see punctuation marks. We quickly fix mistakes and move on.


words smoothly. The punctuation will show me when to pause or stop. Readthe sentences again, pausing at thecomma and stopping at the periods.Then invite students to echo-read thepage with you.

• Ask students to turn to page 13.Choral-read the page with them,reading smoothly. Pause at the

comma and stop at the periods.

• Invite students to take turnsrereading My Family Has Jobswith a partner. Remind them toread smoothly, pause or stop atpunctuation, and quickly fix anymistakes so they can keep on reading.



©2007 Benchmark Education Company, LLC MY FAMILY HAS JOBS

Name: Date:

Vocabulary

Find each word in the book. Write the page

number where you first found the word. Thenwrite a sentence for each word.

Words Page Numbertown

__________________________________________________

money

__________________________________________________

jobs

__________________________________________________

earn

__________________________________________________

works

__________________________________________________

store

__________________________________________________



MY FAMILY HAS JOBS ©2007 Benchmark Education Company, LLC

Name: Date:

My Family Has Jobs








• Discuss ideas with others




VOCABULARY





• Use the prepositions at and in

• Use adjectives

• Recognize the sentence structures ____

looks for ____ and ____ finds ____



• Recognize words with the /st/ blend


• Read using prosody





Shapes atMy HouseTheme: Sort and Classify

• Shapes at My House (G/12)

• How Can You Sort? (I/16)

Math Big Idea:

Readers learn to identify squares, circles,

triangles, and rectangles around the home.



SHAPES AT MY HOUSE ©2007 Benchmark Education Company, LLC2


Remind students they will read aboutshapes at a house. Preview the book,encouraging students to interact withthe pictures and text on each page asyou emphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)


• Page 4 Spanish Cognate Does project sound like a word you know in Spanish? (Allow time for students torespond.) The English word project

sounds like the Spanish word proyecto. Project and proyectomean the same thing. What is a

project you have done at school? (Allow time for students to respond.)Write the word project on the board

and ask students to locate it on page 4in the book.

Before Reading

Make Connections andBuild Background• Use Realia Say: We will read a book

about boy named Steve. Steve looksfor shapes at his house. Let’s look for

shapes in our classroom. The door is a shape. The door is a rectangle. Ask

students to Think/Pair/Share othershapes they see in the classroom.

• Use a Graphic Organizer Draw atwo-column chart with the headings I think . . . and I find out . . . Askstudents what shapes and objects theythink Steve will find at his house. Writestudents’ ideas in the I think . . .column of the prediction chart. Then

read each idea, prefacing it with thephrase I think Steve will find . . . andask students to echo-read.

I think . . . I find out . . .

rectangle—door

square—window

circle—plate

triangle—roof



• Sorting at the Park (C/4)• Can We Have a Pet (C/4)• You Can Sort Boats (E/8)• Sorting at the Nature Center (E/8)


• Shapes at My House Audio CD

Comprehension Resources• Shapes at My House question card• Power Tool Flip Chart for Teachers• Student Bookmark• Compare and Contrast poster

Assessment


• Grade 1 Comprehension Strategy

Assessment Book




©2007 Benchmark Education Company, LLC SHAPES AT MY HOUSE 3



1 title page, photo

2–3 photos bird feeder, circles,rectangles, sandwich,squares, triangles

4 photo, caption project, shapes, list project/proyecto, list/lista

5 photo, shape, shape squares, floor ____ looksoutline, caption for ____.

____ finds ____.

6 photo, shape outline, living roomarrow, caption

7 photo, shape outline, stairs, wallsarrow, caption

8 photo, shape outline, attic, circles, round circles/círculo,arrow, caption round/redondo

9 photos, shape outline, dining room, plate, table

caption

10 photo, shape, caption sandwich sandwich/sandwich

11 photo, shape, shape half, triangles, sides triangle/triángulooutlines, caption

12 photos, shape outline, outside, housecaption

13 photo, shape outlines, doghouse, bird feeder

caption

14 photo, shape, shape rectangles, long, short rectangle/rectángulooutline, caption

15 photo, shape outlines,caption

16 photo, shape outlines,caption




• Page 5 Sentence Structure Write____ looks for ____ on the board. Readthe sentence structure aloud and askstudents to repeat it several times.

Say: We use this sentence when wewant to tell what someone looks for.Model using the sentence structureusing students’ names, such as Johnlooks for his book or Maria looks for a

pencil . Then assist students in formingtheir own sentences using thestructure. Say: This sentence structureis in the book. Can you find the

structure on page 5? Frame the

sentence. Let’s read the sentencetogether .

• Page 5 Graphic Feature This pagehas a shape outline. Outlines help usnotice certain shapes in the

photographs. Where is the shapeoutline on page 5? Allow time forstudents to study the photograph andidentify the tile on the floor that isoutlined in yellow.

Rehearse Reading Strategies• Say: One word in the book is must .

Say the word must . What letters do you expect to see after the /m/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword must on page 4. Say: Search all

the way through a word to help youwhen you read.


Set a Purpose for Reading• Direct students’ attention to the

prediction chart. Say: Now it’s time to

whisper-read the book. Read to learnwhat shapes Steve finds at his house.



Graphophonic Search all the three 11

way through the

word. Are you

blending the

right sounds?

Syntactic Think about the Steve looks 8

book’s sentence for circles.

structure. Use the

structure to make

this sentence

sound right.

Semantic What do you see half 11

in the picture that

would make sense

in this sentence?







reading. Say: Look at our predictionchart. What did Steve find in hishouse? Write the shapes and objectsstudents call out in the I find out . . .column of the chart. Choral-read eachentry, prefacing it with the phraseSteve found . . . and ask students toecho-read. Then ask students to usethe graphic organizer to tell a partnerabout the book.




rectangle—door square—tiles,pillows, pictureframes, walls,sandwich

square—window circle—window,plate, table

circle—plate triangle—sandwich, roof,dog house,bird feeder

triangle—roof rectangle—door





Reading Strategy Mini-Lesson:Discuss Ideas with Others• Reflect Ask: Did you understand


• Model Say: I want to understand what I read. One way is to discussmy ideas with others. I can sharemy thoughts. I can ask for help, too.Ask students to turn to page 6. Say:I want to discuss the squares in the

photograph. I see that the pillowsare squares. I see squares on the wall,too. What other squares are there? Allow time for students to share thesquares they find. Say: Discussing this

photograph helped me. Now I better understand what a square looks likeand where I might see squares.

• Guide Invite students to read pages 8

and 9 with you. Ask: What do younotice about these pages? Does theinformation make you think of

something? Do you have questions? What would you like to discuss withthe group? Allow time for students toshare their thoughts. Then invite themto tell how the discussion helped thembetter understand pages 8 and 9.

• Apply Ask students to read theirfavorite page to a partner and conducta discussion about it. Observe studentsas they read and discuss, providingassistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’understanding of the monitor-reading

strategy. Then say: You can discussideas with others after you read any text. Remember to discuss ideas tohelp you understand .


answer questions about books theyhave 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 willpractice answering Vocabulary questions.Say: The answer to a Vocabularyquestion is in the book. You candefine the word if you know what to look for.

• Model Use the first Vocabulary question on the question card. Say: I will read the question to figure out what to do. What does the wordrectangles mean in this book? Let’slook for clues on page 14. This questionasks me to figure out what the word rectangles means. I will look for theword rectangles on the page. I will

look for rectangles in the photograph,too. Read the last two sentences onpage 14 aloud. Then direct students’attention to the photograph. Say: I read in the book that Steve looks for rectangles. The photograph shows arectangular door. The caption tells methat the door is a rectangle. I know what the word rectangles means inthis book. Rectangles are shapes withtwo long sides and two short sides. Thisdefinition answers the question. Theanswer makes sense. I have found theanswer in the text .

• Guide Ask students to answer theother questions on the question card.Use the Power Tool Flip Chart andStudent Bookmark to provide additional

modeling as needed. Remind studentsto ask themselves: What is the questionasking? How can I find the answer? Does my answer make sense? How doI know ?




transparency of the “Shapes at MyHouse” graphic organizer on page 12or draw it on the board. Label thecolumns Shape, Sides, and HowMany and label the rows square,circle, triangle, and rectangle. Say:Nonfiction books sometimes tell how things are alike and different. Wecompare by telling how things arealike. We contrast by telling how

things are different .

• Model Say: Let’s figure out how shapes at a house are alike and different . Ask students to look throughpages 5, 6, and 7. Say: Steve finds

squares. I see that the squares have sides. I will write yes in the Sidescolumn of the graphic organizer. Now I will count the sides. I see four sides

on each square. I will write four inthe How Many column.

• Guide Say: Let’s compare and contrast another shape with a square.Look at the shape on pages 8 and 9.Do the circles have sides? (Allowtime for students to respond.) No,circles do not have sides. We canwrite no in the Sides column on thegraphic organizer. What could we

say in the How Many column? (Again allow time for students torespond, assisting if needed.) Yes,we can say none because circles areround . Write none—round in theHow Many column.

• Apply Ask students to work with apartner to find how other shapes inthe book are alike and different. Ifmore support is needed, utilize all or

part of the “Guide” process tocompare and contrast triangles andrectangles. Finally, read the completedgraphic organizer aloud and invitestudents to echo-read.


SHAPES ATMY HOUSE ©2007 Benchmark Education Company,LLC

Name: Date:

Shapes at My House

Shape Sides How Many

square yes four

circle no none—round

triangle yes three

rectangle yes four—two long andtwo short






Shapes at My House to read to family

members. Encourage students to workwith a friend of family member tomake a list of shapes in their ownhome. Invite them to bring their lists toshare with the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Tell how Steve might feel when he

looks for shapes.• Draw your favorite shape and label it.

Then draw something at a house thatis the same shape.

• With a partner, search the classroomfor shapes and draw the shapes

you find.• Write a word that describes each shapein the book.

• Pretend you are Steve. Tell a partnerabout the shapes you find atyour house.

• Write what you thought was mostimportant in the book.

Write to a Picture Prompt• Retell Tell students they will talk

about a picture from the book. Then

they will write about the picture. Askthem to turn to pages 8 and 9. Say: I can use this picture to tell part of thebook in my own words: Steve looksfor circles in his house. He findsthem in the attic and dining room.Now I will write my idea. Modelwriting your sentences on the board.Ask students to choose a picture andtell a partner about it. Allow time for

students to share their retellings,providing assistance as needed. Thensay: You used a picture to tell part of the book in your own words. Now write your idea. After you arefinished, read your writing to a

partner .


• Describe a Place Say: Think about your favorite place in Steve’s house.Then describe the place in your ownwords. When you are finished, read

your writing to a partner .

Phonics: /st/ Blend• Ask students to locate the word stairs

on page 7. Write stairs on the board.Explain that the two sounds at thebeginning of the word— /s/ and /t/ —blend together to make /st/ . Slowlydraw your finger under the word asyou blend the sounds, and ask studentsto do the same in their books. Repeatthe process with Steve on the samepage. Then ask students to help youblend the words must and list onpage 4, pointing out that the /st/ isat the end.




• Ask students to brainstorm words thatbegin or end with /st/ . List the wordson the board. If needed, suggest wordssuch as step, storm, star, stop, stick,

cast, frost, dust, fist, and test.

• Say: I will act out one of the words.You can guess the word. I will circlethe /st/ blend in the word. Then youwill know you guessed correctly .Model the process using one of thewords on the list, such as walking andthen stopping. (stop). Then invite eachstudent to act out one of the words

and circle the st.


word determined and ask students torepeat it. Say: You are determined when you decide to do something.Steve is determined to complete his

school project. Steve is determined to

find many shapes at his house. Discussother ways people are determined,such as a girl who decides to practice50 free throws every day, a boy whodecides to save ten dollars, or a workerwho decides to stay late to finish a job.Then model a sentence, such as Jessewas determined to learn how to

swim. Ask: What word have we beentalking about? Yes— determined .

Let’s try to use the word determined many times today. We can use theword at school and at home.

• Tier Three Vocabulary Review thebook with students and write thewords shapes, squares, circles,triangles, rectangles, project,round, sides, long, and short onindex cards. Ask students to read thewords with you. Then make up a riddle

about each word, such as I am the shape of a coin. What shape am I ?(circle) Ask the students to select theword that answers each riddle. For

additional practice, students may workas a group or in pairs to complete thevocabulary activity on page 11.


Prepositions at and in

• Model Explain that authors

sometimes use phrases that begin withthe word at. Ask students to read thesecond sentence on page 5 with you:Steve looks down at the floor . Say:The words at the floor explain whereSteve looks. I can use the word at aswell . Pantomime some simple actionsand make up a sentence about eachone, such as:I will wait at the classroom door.

I can stand at the window.I sit at my desk.

• Guide Invite students to read page 6with you. Ask: Where does Steve look for squares? (in the living room) Askstudents to name some other placesSteve looks for shapes, such as in theattic, and in the dining room.

• Apply Write the words at and in onindex cards. Ask student pairs tochoose a card, make up a sentenceusing the word, and act it out. As thepartnerships share, write theirsentences on the board and circle thewords at and in.





Adjectives

• Model Explain that authorssometimes use describing words whenthey write. Tell students adjectivesare words that describe nouns. Askthem to turn to page 8. Say: Someadjectives in this book describe “what

shape.” The author says Steve looksfor circles. All circles are round. Theword round is an adjective. The word round tells us the shape of the windows.

• Guide Invite students to read page 7

with you. Say: Some words in thisbook describe “how many.” Whichword on this page describes how many? (more) What does theadjective more describe? (how manysquares Steve found)

• Apply Ask students to find additional“what shape” and “how many”adjectives on page 9 (round), and 15

(more, many). Invite students to makeup their own sentences using thewords more and many. Then askthem to think of other adjectives thatcould tell which one, such as art roomor fire drill.

Fluency: Read Using Prosody• Say: We think about the author when

we read. We try to talk as the author

would talk. We change our voice tomatch the author’s feelings about theinformation on the page.

• Ask students to turn to page 5. First,read the page flatly, with noexpression. Discuss how this makes thelistener feel. Then read the page again,modeling the author’s enthusiasmabout Steve finding squares on the

floor. Ask students to echo-read.

• Ask students to turn to page 13.Choral-read with them using an excitedtone on the last sentence to reflect theauthor’s feelings about Steve’ssuccessful project.

• Invite students to take turns rereadingShapes at My House with a partner.

Remind them to think about theauthor’s words and talk like the authorwould talk.



©2007 Benchmark Education Company, LLC SHAPES AT MY HOUSE

Name: Date:

Vocabulary

Read each sentence. Look at the underlined

word. Draw a picture for each word.

The bird feeder has asmall triangle.

You can find shapes ata house.

The sandwich looks likea square.

The round table is in thedining room.



SHAPES AT MY HOUSE ©2007 Benchmark Education Company, LLC

Name: Date:

Shapes at My House

Shape Sides How Many






• Identify cause and effect










• Use the preposition into

• Use homonyms

• Recognize the sentence structures People

use ____ and People need ____



• Recognize words with long e digraphs


• Read smoothly with minimal breaks





Water WorksTheme: The Environment

• Water Works (G/12)

• Using Resources to Build (I/16)

Science Big Idea:

Readers learn why water is important and

ways people get and use water.



WATER WORKS ©2007 Benchmark Education Company, LLC2


Remind students they will read aboutwater. Preview the book, encouragingstudents to interact with the picturesand text on each page as you

emphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)


Before Reading

Make Connections and BuildBackground• Use Realia Provide a small cup of

drinking water for each groupmember. Say: We will read a book about water. I will take a drink of water. Do so, inviting students to dothe same. Say: We use water every day. We drink water. How else do we

use water? Invite students toThink/Pair/Share their ideas.

• Use a Graphic Organizer Draw atwo-column chart with the headings I think . . . and I find out . . . Askstudents what water facts they thinkthey might read in the book. Writestudents’ ideas in the I think . . .column of the prediction chart. Then

read each idea and ask students toecho-read.



• A Healthy Earth (K/20)• It’s Earth Day! (M/28)• Samantha Saves the Stream (M/28)


• Water Works Audio CD


• Water Works question card• Power Tool Flip Chart for Teachers• Student Bookmark• Identify Cause and Effect poster

Assessment




We drink

water.We wash inwater.

We swim inwater.

Fish live inwater.

We get waterfrom rain.




©2007 Benchmark Education Company, LLC WATER WORKS 3



1 title page, photo

2–3 photos dam, drink, electricity,firefighters, machine,well

4 photo, caption water, drink use/usar People use ___.

5 photo, caption People need ___.

6 photo, caption clean

7 photo, caption firefighters

8 photo, caption rain, rivers, lakes

9 photo, caption towns, store, dam

10 labeled diagram, caption ground, machines, well machine/máquina

11 labeled diagram, caption collect, flows

12 photo, caption energy, electricity energy/energía,electricity/electricidad

13 photo, caption wheel

14 labeled diagram, caption pushes, spins

15 labeled diagram, caption turns, light

16 photo, caption




• Page 4 Spanish Cognate Ask: Doesuse sound like a word you know inSpanish? (Allow time for students torespond.) The English word use

sounds like the Spanish word usar .Use and usar mean the same thing.What is something you use every day? (Allow time for students torespond.) Write the word use on theboard and ask students to locate it onpage 4 in the book.

• Page 4 Sentence Structure WritePeople use ____ on the board. Read

the sentence structure aloud and askstudents to repeat it several times.Say: We use this sentence structure totell about things people use. Modelusing the sentence structure to tellabout the photographs, such as Peopleuse bicycles or People use helmets.Then assist students in forming theirown sentences using the structure.Say: This sentence structure is in thebook. Can you find the structure on

page 4? Frame the sentence. Let’sread the sentence together.

• Page 10 Graphic Features Say:This page has a labeled diagram. Alabeled diagram is a drawing that

shows how something works. Labelsname the parts of the diagram. What

does this diagram show? (howpeople dig a well) What is the bluecolor at the bottom of the diagram? (water)

Rehearse Reading Strategies• Say: One word in this book is helps.

Say the word helps. What letters do

you expect to see after the /h/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword helps on page 9. Say: Search all the way through a word to help youwhen you read.




prediction chart. Say: Now it’s time towhisper-read the book. Read to find out more about water.



Graphophonic Search all the parts 14

way through the

word. Are you

blending the

right sounds?

Syntactic Think about the People use 6

book’s sentence water to

structure. Use the clean things.structure to make

this sentence

sound right.

Semantic What do you see house 11

in the picture that

would make sense

in this sentence?




students should be able to read allor most of the book on their own.Observe students as they read. Takenote of the graphophonic, syntactic,and semantic cues they use to makesense of the text and self-correct.Prompt individual students whohave difficulty problem-solvingindependently, but be careful not toprompt English-language learners too



reading. Say: Look at our predictionchart. What did we find out about water? Write the facts students callout in the I find out . . . column ofthe chart, and then choral-read eachentry. Ask students to use the graphicorganizer to tell a partner aboutthe book.




We drinkwater.

People mustdrink waterto live.

We washin water.

People usewater toclean things.

We swimin water.

People usewater to stopfires.

Fish livein water.

Water comesfrom rain.

We get waterfrom rain.

Some townsstore water.

Some wateris in theground.

A wellcollects water.

People use

water tomakeelectricity.







• 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. Askstudents to turn to page 8. Say: Thebook says water goes into rivers and

lakes. The picture shows a river. I can see land on both sides of the river.Once I went to a lake. I couldn’t seethe land on the other side. Allow timefor students to share their ideas aboutrivers and lakes. Say: Discussing the

page helped me. Now I better understand how a river is different from a lake.

• Guide Invite students to read pages10 and 11 with you. Ask: What do younotice on these pages? Does theinformation make you think of

something? Do you have questions? What would you like to discuss withthe group? Allow time for students toshare their thoughts. Then invite themto tell how the discussion helped thembetter understand pages 10 and 11.

• Apply Ask students to read theirfavorite page to a partner and conducta discussion about it. Observe studentsas they read and discuss, providingassistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’

understanding of the monitor-readingstrategy. Then say: You can discussideas with others after you read any text. Remember to discuss ideas tohelp you understand.


answer questions about books theyhave 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 willpractice 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! questionon the question card. Say: I will read the question to figure out what to do:Look at the labeled diagram on page 11.How does water flow into a house?This question asks me to use a graphic feature to interpret information. I know because I read the words Look at the labeled diagram. What other

words in the question will help me? (Allow student responses.) Yes, I need to look on page 11. I need to look at the water and the house in thediagram. Model looking at page 11.Say: The diagram shows a well with along pipe. The pipe goes from the topof the ground to water beneath theground. I think the water flowsthrough the pipe. The evidence in thediagram supports my answer. Theanswer makes sense.





Build Comprehension: IdentifyCause and Effect• Explain Create an overhead

transparency of the “Water Works”graphic organizer on page 12 or drawit on the board. Say: Nonfiction books

sometimes tell about things that happen and why they happen. Thereason something happens is thecause. What happens is the effect .

• Model Say: Let’s figure out somecause-and-effect relationships in

Water Works. Ask students to turnto page 8. Say: We read that water comes from rain. Rain is a cause.Write rain in the first Cause box onthe graphic organizer. Then say: Theeffect of rain is that rivers and lakeshave water. Write water in riversand lakes in the first Effect box onthe graphic organizer. Ask studentsto look at page 9. Say: We read here

that workers built this dam. Building adam is another cause. The effect of building the dam is that towns havewater to use. Write this cause-and-effect relationship in the next row.

• Guide Say: Let’s find another causeand effect. Look on page 10. Where is

some water? (Allow time for studentsto respond, assisting if needed.) Yes,

some water is in the ground. Thewater in the ground is a cause. What do people do when water is in theground? (Again allow time forstudents to respond.) Yes, the effect of water in the ground is that peopledig a well. Write this cause-and-effectrelationship in the next row.

• Apply Ask students to work with apartner to find other causes and effectsmentioned in the book. Remind themthat a cause happens first and an

effect happens as a result of thecause. After each partnership shares,agree on how to word the entries onthe graphic organizer. Finally, read thecompleted graphic organizer aloud andinvite students to echo-read.


WATER WORKS ©2007 Benchmark Education Company,LLC

Name: Date:

Water Works

Cause Effect

rain water in rivers and lakes

build dam water for towns

water in ground people dig well

water in well flows into house

water pushes wheel wheel spins

wheel turns machine machine makes electricity






of Water Works to read to family

members. Encourage students to workwith a friend or family member tomake a list of ways their family useswater. Invite them to bring their liststo share with the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Draw a picture of someone

using water.• Tell what you think is water’s most

important use.• Tell a partner about one of the pictures

in the book.• Act out ways people use water and

have classmates guess.• Write about a way you have usedwater today.

• Write a question you would like to askthe author.

Write to a Picture Prompt• Write a How-To Tell students they


book. Then they will write about thepicture. Ask them to turn to page 6.Say: I can use this picture to tell how to clean the floor: Put soapy water in a bucket. Put a mop in thewater. Wipe the floor with themop. Now I will write my idea. Modelwriting your sentences on the board.Ask students to tell a partner how todo something they see in one of the

pictures. Allow time for students toshare their how-tos, providingassistance as needed. Then say: Youused a picture to tell how to do

something. Now write your idea. After you are finished, read your writing toa partner.


• Analyze the Problem and SolutionSay: Think about how people solve a problem in the book. How else could they solve the problem? Write your idea. When you are finished, read

your writing to a partner.

Phonics: Long e Digraphs• Ask students to locate the word need

on page 5. Write need on the boardand circle the letters ee. Say: Theletters ee stand for the long e sound in the word need . Slowly draw yourfinger under the word as you say it,and ask students to do the same intheir books. Point out that ee alsostands for the long e sound in theword wheel on page 13. Then repeatthe process with the letters ea inclean (page 6).




• Ask students to brainstorm words witha long e sound. Acknowledge allcorrect responses, and record thosespelled with ee or ea on the board.

• Say: I will pretend I am one of thewords. I will give you a clue about myself. You will guess who I am. I will circle the letters that make the long e

sound in my name. Then you will know you guessed correctly. Modelthe process using one of the words onthe list, such as I am in your mouth.My name is ___. (teeth) Then invite

each student to pretend to be one ofthe words, make up a clue, and circlethe letters that make the long e sound.


word indispensable and ask studentsto repeat it. Say: Something we must have is indispensable. Water is

indispensable. We must drink water to live. Discuss other thingsthat are indispensable, such asbooks for schools and jet planesfor flying overseas. Then model asample sentences, such as Stoplightsare indispensable at busy city intersections. Invite students toshare their own sentences, providingassistance as needed. Ask: What word

have we been talking about? Yes— indispensable. Let’s try to use theword indispensable many timestoday. We can use the word at

school and at home.

• Tier Three Vocabulary Review thebook with students and write the wordwater on the board. Then record thewords drink, clean, firefighters,rain, rivers, lakes, dam, machines,well, and electricity on index cards.

Ask students to read the words withyou. Mix the word cards and placethem facedown on the table. Choose acard, turn it over, read the word, and

model an oral sentence using thatword and water. Finally, invitestudents to take turns making theirown sentences. Continue the gameuntil each student has had severalturns with different word pairs. Foradditional practice, students may workas a group or in pairs to complete thevocabulary activity on page 11.


Preposition into

• Model Explain that authorssometimes use phrases that begin withthe word into. Ask students to readpage 8 with you: The water comesfrom rain. Some water goes into

rivers. Some water goes into lakes.Say: The words into rivers and intolakes explain where the water goes. I use the word into , too. Pantomimesome simple actions and make up asentence about each one, such as:I go into the garage to get my car.I go into the kitchen to make lunch.I go into my bedroom to go to sleep.

• Guide Ask students to turn to page11. Ask: What does the word intoexplain? (where the water flows)Where does the water flow? (intoa house)

• Apply Write I will put the ____ intothe ____ on the board. Pair studentsand ask them to make up sentencesusing the structure. As each partnership

shares, fill in the blanks on the boardand invite the group to read thesentences with you.





Homonyms

• Model Explain that some words arespelled alike and sound alike but havedifferent meanings. Tell students thesewords are homonyms. Ask them toturn to page 9. Say: The author says

some towns store water. The word store is a homonym. Store can meanto save something. You might storethings at home in your attic. Storecan also mean a place to buy things.I go to the store to buy milk. I think the author is talking about saving

water. This meaning makes sense inthe book.

• Guide Invite students to read thesecond sentence on page 10 with you.Say: Which word is a homonym? (well) What does well mean here? (a hole for collecting water)What else could the word well mean? (healthy)

• Apply Pair students. Ask them to findhomonyms on pages 12 (type) and 15(light). Then invite partners tocompose oral sentences using twodifferent meanings of one of thewords. If more support is needed,utilize all or part of the “Guide”process instead.

Fluency: Read Smoothly withMinimal Breaks• Say: We do not pause or stop

between each word. Instead, we read smoothly. We blend one word into thenext. We pause or stop only when we

see punctuation marks. We quickly fix mistakes and move on.


words smoothly. The punctuation will show me when to pause or stop. Readthe sentences again, stopping at theperiods. Then invite students to echo-read the page with you.

• Ask students to look at page 13.Choral-read the page with them,reading smoothly. Stop at the questionmark and periods.

• Invite students to take turns rereadingWater Works with a partner. Remindthem to read smoothly, stop atpunctuation marks, and quickly fix anymistakes so they can keep on reading.



©2007 Benchmark Education Company, LLC WATER WORKS

Name: Date:

Vocabulary

Read each sentence. Then draw a circle around

True or False.

1. Water in a well comes from a lake. True False

2. Firefighters use water to stop fires. True False

3. Water can help make electricity. True False

4. People need less water when True Falsethey exercise.

5. A dam helps store water. True False

6. People can use a machine to True Falsedig a well.



For students reading at Literacy Level G/12,including:• English-language learners• Students reading below grade level• First grade readers

Objectives at a Glance

COMPREHENSION

Students will:

• Summarize information• Monitor their reading by stopping to think

and write




• Respond to the book

VOCABULARY

Students will:


• Develop academic content (Tier Three)vocabulary

WORD STUDY

Students will:

• Use synonyms

LANGUAGE

Students will:

• Recognize the sentence structures You canbe _____ and You can help _____

• Use subject/verb agreement

PHONICS

Students will:


• Recognize final consonant clusters

FLUENCY

Students will:

• Read question marks

WRITING

Students will:



What Is a

Good Citizen?THEME: Being a Good Citizen

• What Is a Good Citizen? (Level G/12)

• A Good Pick (Level G/12)

• A Volunteer Helps (Level I/16)

• Miss Keen Needs Help (Level I/16)

SOCIAL STUDIES BIG IDEA:

Readers learn ways to be good citizens at home, atschool, and in the community.

xp lo rer s T E A C H E R ’ S G U I D E




Introduce the Book

• Preview Cover and Title Page Give eachstudent a copy of the book. Point to the frontSay: This book is about places and ways to be agood citizen. Read the title and author, and askstudents to echo-read. Invite them to tell what

they see in the photograph. Repeat the processwith the title page. Say: The cover and title pageget us ready to read the book. Using the think-aloud strategy, model how to make predictionsabout the book based on the cover and title pageinformation: The title has the word citizen and the question word what . I think this book will tell what a good citizen does. Allow time forstudents to share their own predictions aboutthe book.

• Preview Vocabulary, Photographs, and Textand Graphic Features Revisit the photographs

on the cover and title page. Say: Nonfiction bookshave many photographs. Photographs help usunderstand the words in the book. They help uslearn more, too. Ask students to turn to pages 2and 3, and point to each photograph as you sayits matching label. Repeat the process, invitingstudents to echo-read. Say: We will see thesewords in the book. Then take students on a picturewalk. Reinforce the meanings of the previewedwords as you discuss the photographs. Also talkabout the words rules, country, land, home,and pets, and make sure students can pronounce

each one. In addition, point out the following textfeature:(Pages 4–5) Say: This book has captions. See thecaptions under the photographs? Captions tell about the photographs. Captions can give usmore information. Captions can ask questions,too. Watch for captions under the photographsthroughout the book.

WHAT IS A GOOD CITIZEN?2

Make Connectionsand Build Background

• Use Drama Say: We will read a book about being a good citizen. You can be a good citizen.I will pretend I need to carry some shopping bagsacross a busy street. You can help me. Pretendto stand at a crosswalk with several heavy bags.Allow a volunteer to help you carry the bagsacross the busy street. Then say: Thank youfor helping me. You are a good citizen. Invitestudents to share other ways to be a good citizen.Encourage them to act out their ideas as well.

• Use a Graphic Organizer Draw a T-chart onthe board with the headings Where and How.Read the headings aloud. Ask students to help

you think about where and how to be a goodcitizen as you record their ideas on the chart.Then read each entry aloud and ask studentsto echo-read.

Copyright © 2007 Benchmark Education Company, LLC. All rights reserved. Teachers mayphotocopy the reproducible pages for classroom use. No other part of the guide may bereproduced or transmitted in whole or in part in any form or by any means, electronic ormechanical, including photocopy, recording, or any information storage or retrieval system,without permission in writing from the publisher.

ISBN: 978-1-4108-6146-7

Related ResourcesThe following Benchmark EducationCompany resources support the skillsand strategies taught in this lesson.

Early Explorers Partner• A Good Pick (Fiction, Level G/12)

Early Comprehension StrategyPoster

• Summarize Information

Text-Dependent ComprehensionResources

• What Is a Good Citizen? Comprehension Question Card

• Power Tool Flip Chart for Teachers

• Student Bookmark

Assessment• Early Explorers Overview & Assessment

Handbook


Before Reading

Where How

• community • help people across the street

• school • pick up litter

• home • donate clothes and toys

• donate food

• water flowers for people



3WHAT IS A GOOD CITIZEN?© 2007 Benchmark Education Company, LLC

• Preview Sentence Structures For studentswho need additional support, write You can be_____ on the board. Read the sentence structurealoud and ask students to repeat it several times.Say: We used the words You can be when wetalked about good citizens. The words You can

be are in the book, too. Page 4 has a sentencewith the words You can be. Model how toframe the sentence between two fingers. Thenread the sentence aloud and ask students toecho-read. Invite them to turn to page 5. Ask:Can you frame a sentence with the words Youcan be? Assist as needed, and then read thesentence aloud and ask students to echo-read.If students need additional practice, allow themto locate and read the sentence structure onpage 16. Finally, repeat the process with Youcan help _____ on pages 4 and 15

• Use Graphophonic Cues Say: Another word in this book is clean. Say the word clean. What letters do you expect to see after /cl/ ? Allowtime for students to respond, assisting as needed.Then ask them to find the word clean on page 10.Repeat the process with years on page 11. Say:Search all the way through a word to help youwhen you read.

• Scaffold Spanish-Language Speakers Saythe word practice. Ask: Does practice sound

similar to a word you know in Spanish? (Allow

time for students to respond.) The English word practice sounds similar to the Spanish word practicar . Practice and practicar mean the same thing. The words look similar, too. Writepractice on the board and ask students to locateit on page 5 in the book. Point out that the wordstoo on page 4 and to on page 7 sound like theSpanish word tú but do not mean the same thing.Finally, invite students with other first languagesto share their cognates.

Set a Purpose for Reading

• Direct students’ attention to the Where and WhenT-chart. Say: Now it’s time to whisper-read thebook. Read to learn about where and how youcan be a good citizen.

During Reading

Observe and PromptReading Strategies

• After the supportive introduction, students shouldbe able to read all or most of the book on theirown. Observe students as they read. Take note

of the graphophonic, syntactic, and semanticcues they use to make sense of the text and self-correct. Prompt individual students who havedifficulty problem-solving independently, but becareful not to prompt English-language learnerstoo quickly. They may need more time to processthe text as they rely on their first language forcomprehension.

Strategic Reading Prompts


Graphophonic Search all the way near 15through the word.Are you blendingthe right sounds?

Syntactic You read “Good Good citizens 9citizens cares about care abouttheir country.” Let’s their country.read this sentencetogether and makeit sound right.

Semantic What do you see in wash dishes 12the picture thatwould make sensein this sentence?



Use the GraphicOrganizer to Summarize

• Ask students to think about their reading. Say:Look at our T-chart. Does the book mention any of these places to be a good citizen? Does the

book mention any of these ways to be a good citizen? Put a next to any matching response.Then ask students to name other places andways to be a good citizen that they read aboutin the book. Add these to the graphic organizerand put check marks beside them. Finally, choral-read the checkmarked items and ask students touse the graphic organizer to tell a partner aboutthe book.

WHAT IS A GOOD CITIZEN? © 2007 Benchmark Education Company, LLC4

• Model Say: I want to make sure I understand what I read. One way to do that is to stop and think about the book. Then I can write down my thoughts. I might write an important detail I want to remember. I might write something withwhich I agree or disagree. I might write questions

I have about the information. I might write something I want to learn more about. I might even rewrite a part in my own words. I will turnback to page 5. The photograph shows a boy

pushing his friend in a wheelchair. The caption says: “Friends help each other.” I will stop and think about that. What are some ways I can helpmy friends? I will write down that question.Writing down the question will help me think about being a good friend.

• Guide Ask students to turn to page 6. Read thepage aloud together. Ask the following questions,

allowing time for students to stop and think aftereach one Why does a good citizen wait in line? What rules do you have at school? Are all rulesgood? What rule do you wish you had at school? Finally, invite students to write down one of theirthoughts. If they have difficulty, model writingan observation of your own, such as Waiting inline is a good rule, but sometimes waiting is hard to do.

• Apply Ask each student to turn to his or herfavorite page. Then ask students to read thepage to a partner, share a thought aloud, and

write it down. Observe students as they stop,think, and write, providing assistance if needed.See the Early Explorers Overview & Assessment Handbook for an observation chart you can useto assess students’ understanding of the stop,think, and write monitor-reading strategy.Then say: You can stop, think, and write any time you read. Remember to stop, think, and write to help you understand.

Answer Text-DependentQuestions

• Explain Remind students they can answerquestions about books they have read. Say:We answer different kinds of questions indifferent ways. I will help you learn how toanswer each kind. Tell students today they willpractice answering Look Closer! questions. Say:The answer to a Look Closer! question is inthe 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.

After Reading

Reading Strategy Mini-Lesson:Stop, Think, and Write

• Reflect Ask students to think about the parts ofthe book that were hard for them to understand.Ask: What did you do to help yourself understand what you read?

Where How

• community • help people across the street

• school • pick up litter

• home • donate clothes and toys

• donate food

• water flowers for people

• be a good friend

• follow rules

• wait in line

• listen to the teacher

• be honest

• care about country

• plant trees

• wash dishes

• make bed

• care for pets

• help people



5WHAT IS A GOOD CITIZEN?© 2007 Benchmark Education Company, LLC

• Model Use the first Look Closer! question onthe Comprehension Question Card. Say: I will

show you how I answer a Look Closer! question.I will read the question to figure out what todo. The question says: “First you plant a tree,then people . . . Explain your answer.” This

question asks me to find a sequence of events. I know because the question has the cue wordsfirst and then. Now I need to look for other important words in the question. What wordsdo you think will help me? (Allow studentresponses.) Yes, I’m looking for the words plant ,tree , and people. Now I will look back inthe book. Page 11 says: “You can plant a treeoutside. People will enjoy the tree for many

years.” These two sentences have the wordsI’m looking for. Put your fingers on the two

sentences. Putting this information together answers the question.

• Guide Ask students to answer the other questionson the Comprehension Question Card. Use thePower Tool Flip Chart and Student Bookmark toprovide additional modeling as needed. Remindstudents to ask themselves: What is the questionasking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension:Summarize Information

• Explain Create an overhead transparency ofthe “What Is a Good Citizen?” graphic organizeron page 8, or draw it on the chalkboard. Say:Nonfiction books have lots of information. Good readers look for the most important ideas. Thenthe reader puts the ideas together into one

sentence. The sentence tells what the book isabout. Putting the ideas together into one

sentence is called summarizing information.Good readers summarize to make sure they understand what they are reading. They also

summarize to share the information with others.

• Model Say: Let’s figure out the important ideas in What Is a Good Citizen? On page 5, I read that a good citizen is a good friend. I will write about being a good friend in the first box on the graphic organizer. On page 6, I read that a good citizen follows the rules. I will write about following rules on the graphic organizer as well.

• Guide Say: Let’s find another way someonecan be a good citizen. Look at the picture on

page 8. What is the girl doing? (Allow time for

students to respond, assisting if needed.) Yes, thegirl is returning money to the lady who dropped it. What does the text say? (Again allow timefor students to respond.) Yes, a good citizen ishonest. Let’s write about being honest in thenext box on the graphic organizer.

• Apply Ask students to work with a partnerto find other ways to be a good citizen. Remindstudents to use the text and photographs tohelp them. If more support is needed, utilize allor part of the “Guide” process on pages 9–11(cares about country, land, and nature) and 12–16(helps at home, in school, and in town). Once thegraphic organizer is complete, read it aloud andinvite students to echo-read. Then work togetherto compose a sentence that summarizes theinformation in the book, such as A good citizenfollows rules and is helpful, honest, and caring.

Teacher Tip Use Benchmark Education Company’sK–2 Early Comprehension Strategy Poster Setto provide additional instruction in summarizinginformation. Use BEC’s Comprehension Strategy

Assessment books to assess students’ ability tosummarize information in other brief,

grade-level texts.

Home Connection

• Give students the take-home version of What Is a Good Citizen? to read to family members.Encourage students to work with a friend orfamily member to make a list of things theycould do at home or in their neighborhood tobe good citizens. Invite students to bring theirlists to share with the group.



WHAT IS A GOOD CITIZEN? © 2007 Benchmark Education Company, LLC6


Phonics: Final ConsonantClusters

• Ask students to locate the word land on page 10.Write land on the board. Explain that the twosounds at the end of the word /n/ and /d/ areblended together to make /nd/ . Slowly draw yourfinger under the word as you blend the sounds.Then ask students to do the same in their books.Say: The word land ends with a final consonant cluster. Two consonants blend together to end the word. Repeat the process with friend andhelp (page 5), and plant (page 11).

• Ask students to brainstorm words that end withthe consonant clusters -nd, -lp, and -nt as yourecord them on index cards. Then spread the

cards out on the table. Read each word, invitingstudents to echo-read.

• Say: We can sort the words by final consonant clusters. Write -nd, -lp, and -nt on the board.One at a time, point to a cluster. Ask students toblend the sounds, locate any word cards that endwith that blend, and place the cards on the chalkledge under the matching letters. Once all thecards are sorted, invite volunteers to select oneset of cards and read the words.

Vocabulary• Academic Content Vocabulary Review the

book with students and record the words clean,friend, help, honest, school, rules, country,land, home, and pets on index cards. Askstudents to read the words with you. Then writethe phrase A good citizen _____ on the board,read it aloud, and invite students to echo-read.Mix the word cards and place them facedownon the table. Choose a card, read the word,and model using the word in an oral sentencebeginning with the phrase on the board, such as

A good citizen watches for ways to help people.Then invite students to take turns doing the same,continuing until all the word cards are used.

WritingConnectionsReader Response

Invite students to respond to the book in a waythat is meaningful to them. Model and use think-alouds as needed to scaffold students before they

try the activities on their own.• Draw a picture of a person being a good citizen.• Name something good citizens do that you

would add to the book.• Tell about your favorite photograph in the book.• Rate the book with a 1 (don’t like), 2 (okay), or

3 (like a lot). Tell why you chose that rating.• Write a question you would like to ask one of

the kids in the photographs.• Write what you think is most important about

being a good citizen.

Write to a Picture Prompt• Analyze People’s Feelings Tell students they

will describe the feelings shown by a person ina photograph. Then they will write about thefeelings. Say: I like the pictures in this book. I like to look at the people’s faces to figure out their feelings. Look at page 6. I will describethe people: The kids are leaning on the wall.Some of the kids look tired. Maybe they havebeen in line a long time. Maybe they wonder when they will get some lunch! What do younotice about the kids’ faces? How would you

describe the kids’ feelings? Allow time forstudents to respond. Ask: Which picture do

you like best? How would you describe the people’s feelings in that picture? Allow timefor students to respond, prompting further ifneeded Say: You have described a person’sfeelings in the picture you chose. Now writeabout the feelings. After you are finished,read your description to a partner.


• Write a Personal Narrative Say: We talked about being a good citizen. We also read abook about how to be a good citizen. Now write about a way you try to be a good citizen.When you are finished, read your narrative toa partner.



WHAT IS A GOOD CITIZEN?© 2007 Benchmark Education Company, LLC 7

Word Study: Synonyms

• Model Say: When I read, I want to know what the words mean. Sometimes I’m not sure about a word, though. Then I look for synonyms.

Synonyms are words that have similar meanings.Look at page 5. Pretend I’m not sure what citizenmeans on this page. I can use the word friend in the next sentence to help me. You are a good citizen if you are a good friend . Citizen and friend have similar meanings. Citizen and friend are synonyms.

• Guide Invite students to read page 9 with you.Say: Pretend I don’t know what United Statesmeans. What other word in this caption is a

synonym for United States? (America) On theboard, write the sentences I live in the United

States and I live in America. Underline thesynonyms as students read the sentences withyou. Point out that both sentences have similarmeanings.

• Apply Pair students and ask them to think ofsynonyms for other words in the book, such as:6—follows (obeys); 8—lose (drop); 8—honest(trustworthy); 8—people (others); 10—land(earth, ground); 11—outside (outdoors);12—everybody (everyone); 12—sometimes(occasionally); 13—too (also); 15—near (by);

15—enjoy (like). Each time, substitute thestudents’ word in the sentence to demonstratethat the new sentence has a similar meaning.

Language Development:Subject/Verb Agreement

• Model Invite students to choral-read page 14.Write “ A pet needs water and food. Pets need

your help.” Underline the words needs andneed. Say: A pet is one animal. We say oneanimal needs something. Pets are more than

one animal. We say two or more animals need something. I can use the words need and needs ,too. Point to one or more students as you modelsentences such as:Mike needs his lunch. Sara and Maria need their jackets.Raquel needs a new book. Keith and Keiraneed pencils.Hong needs a chair. Andrew and David need

paper.

• Guide Write the following book sentences onthe board: A good citizen helps at home. Friendshelp each other . Underline the words helps andhelp. Say: A good citizen is one person. What does a citizen do? (helps) Friends are more than

one person. What do friends do? (help) Theninvite student pairs to create and act out oralsentences using the words help and helps.

• Apply Give student pairs index cards withthe words needs and need or helps and help.Ask the partners to make up sentences aboutthemselves using their words, such as Dominic helps me with my math. We both help our teacher pick up the books. Provide assistanceas needed, and encourage students to hold upthe correct card as they share their sentences

with the group.

Fluency: Read Question Marks

• Say: Sometimes authors ask readers questions.We recognize a question by the question mark at the end. Our voices sound different when weask something. Our voices move to a higher pitchat the end of the question. Good readers say theend of a question in a higher pitch, too. Sayingthe end of a question in a higher pitch showsthat the author is asking something. It helpslisteners understand that the author is asking

something, too.

• Ask students to look at the cover of their books.First read the title in a flat voice. Hold your handlevel while you read it. Discuss how this makesthe question sound. Then read the question again,moving your hand upward at the end as you moveyour voice to a higher pitch. Ask students to echo-read and move their hands along with yours.

• Ask students to turn to page 4. Choral-read thecaption with them, moving to a higher pitch atthe end of the question.

• Invite students to take turns rereading What Is aGood Citizen? with a partner. Remind them tomove their voices to a higher pitch at the end ofeach question.



WHAT IS A GOOD CITIZEN? © 2007 Benchmark Education Company, LLC

What Is a Good Citizen?Summarize Information

Important Ideas

Summary:

NAME DATE




For students reading atLiteracy Level G/12 including:• English-language learners• Students reading below grade level• First-grade readers


• Identify stated main idea andsupporting details

• Read aloud to clarify




VOCABULARYStudents will:• Recognize high-frequency words




• Use the pronoun he

• Recognize base words

• Recognize the sentence structuresYou can___ and ___ uses ___



• Identify words with diagraphs sh and ch


• Read with phrases





What IsMotion?Theme: Motion

• What Is Motion? (G/12)

• Push, Pull, Lift (I/16)

Science Big Idea:

Readers learn that forces such as pushing

and pulling cause motion.



WHAT IS MOTION? ©2007 Benchmark Education Company, LLC2


Remind students they will read aboutmotion. Preview the book,

encouraging students to interact withthe pictures and text on each page asyou emphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.(Items in bold print include sample“teacher talk.”)

• Pages 2–3 Words to Discuss Ask

students to point to each photographas you say its matching label. Repeatthe process, inviting students to echo-read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will seethese words in the book.

• Page 4 Graphic Feature This pagehas a photograph. Photographs are

pictures that show us what the book isabout. What does the photograph on

page 4 show you about the book? Allow time for students to sharetheir ideas.

Before Reading

Make Connections and BuildBackground• Use Pantomime Say: We will read a

book called What Is Motion?Something in motion is moving. I will

pretend to move a bucket. I will lift the bucket to make it move. Do so.Then invite student partners topantomime moving an object. Ask

them to tell what they are doing tomake the object move, such aspushing, pulling, or lifting.

• Use a Graphic Organizer Draw acircle on the board and write the wordmotion in the center. Read the word.Say: What are some things people canmove? As student respond, create aconcept web about motion. Then

read each word and ask students toecho-read.



• Moving with Machines (K/20)• Move It! (M/28)


• What Is Motion? Audio CD


• What Is Motion? question card• Power Tool Flip Chart for Teachers• Student Bookmark• Identify Main Idea and Supporting

Details poster

Assessment



motion

buckets swings

sleds cars




©2007 Benchmark Education Company, LLC WHAT IS MOTION? 3



1 title page, photo

2–3 photos bike, bucket, push,scooter, shovel, wagon

4 photo, caption run, motion

5 photo, caption bike

6 photo, caption move move/mover You can ___.

7 photo, caption force, push force/fuerza, use/usar

8 photo, caption scooter

9 photo, caption pull, wagon wagon/vagón ___ uses ___.

10 photo, caption pedals

11 photo, caption less

12 photo, caption lifts, bucket

13 photo, caption more

14 photo, caption sled

15 photo, caption shovel

16 photo, caption




• Page 6 Spanish Cognate Doesmove sound like a word you know inSpanish? (Allow time for students torespond.) The English word move

sounds like the Spanish word mover .Move and mover mean the samething. What are some ways you canmove your body? (Allow time forstudents to respond.) Write the wordmove on the board and ask studentsto locate it on page 6 in the book.

• Page 6 Sentence Structure WriteYou can ____ on the board. Read the

sentence structure aloud and askstudents to repeat it several times.Say: We use this sentence structure totell about something. Model using thesentence structure to tell about thephotographs, such as You can see agirl jumping or You can see a woman

pushing a swing. Then assist studentsin forming their own sentences usingthe structure. Say: This sentence

structure is in the book. Can youfind the structure on page 6? Frame the sentence. Let’s read the sentence together.

Rehearse Reading Strategies• Say: One word in this book is hard.

Say the word hard. What letters do you expect to see after the /h/ ? Allow

time for students to respond, assistingas needed. Then ask them to find theword hard on page 10. Say: Search all the way through a word to help youwhen you read.



motion web. Say: Now it’s time to

whisper-read the book. Read tolearn about motion and things people can move.



Graphophonic Search all the happen 7

way through the

word. Are you

blending the

right sounds?

Syntactic You read “Bill Bill rides 11

ride down the down the

hill.” Let’s read hill.

this sentence

together and

make it sound

right.

Semantic What do you see bucket 12

in the picture thatwould make sense

in this sentence?




students should be able to read allor most of the book on their own.Observe students as they read. Takenote of the graphophonic, syntactic,and semantic cues they use to makesense of the text and self-correct.Prompt individual students whohave difficulty problem-solvingindependently, but be careful not toprompt English-language learners too



reading. Say: Look at our web. Did weread about anything else people canmove? Record items that studentssuggest. Choral-read the entire web.Then ask students to use the graphicorganizer to tell a partner aboutthe book.



motion

buckets

swings

sleds

cars

bikes jump

ropes

scooterswagons

shovels





Reading Strategy Mini-Lesson:Read Aloud to Clarify• Reflect Ask: Did you understand


• Model Say: I want to understand what I read. Sometimes I read aloud to figure out a tricky part. Askstudents to turn to page 13. Say: Thefirst time I read this page I wasconfused. What was the boy doing?

Then I read the page aloud: Thebucket is full of water. Jake lifts thebucket. Jake uses more force than Sam.Now I understand that Sam’s bucket isempty, but Jake’s bucket is full. Jakemust work harder than Sam. Now the

page makes sense. I’m ready to keepwhisper-reading.

• Guide Ask students to turn to page

15. Ask: What does Mia move? What does Mia use? (Allow time forstudents to respond.) Let’s check by reading the page aloud together.Then we will be sure we understand what the girl is doing. Read the pagealoud together and briefly discuss howthis clarifies or confirms students’understanding.

• Apply Invite each student to turn to atricky page. Then ask students to tell apartner about the page. Afterward,they should read the page aloud tomake sure they understand it. Observestudents as they read aloud to clarify,providing assistance if needed. See theEarly Explorers Overview & Assessment Handbook for an observation chart

you can use to assess students’understanding of the monitor-readingstrategy. Then say: You can read aloud any time you need to. Remember toread aloud to help you understand.


answer questions about books theyhave read. Say: We answer different kinds of questions in different ways.I will help you learn how to answer each kind. Tell students today theywill practice answering Look Closer!questions. Say: The answer to a Look Closer! question is in the book. Youhave to look in more than one place,though. You find the different parts

of the answer. Then you put the partstogether to answer the question.

• Model Use the first Look Closer!question on the question card. Say:I will read the question to figureout what to do: The scooter movesbecause . . . The word because is aclue that I need to find why somethinghappens—a cause and effect. What

other words in the question will helpme? (Allow student responses.) Yes, I need to read about a scooter . I need to figure out why the scooter moves.Model looking through the book. Say:On page 8, I read: Jason pushes thescooter. The scooter moves. Now I know the scooter moves because

Jason pushes it. Putting thisinformation together answers thequestion. The answer makes sense. I have found the answer in the book.





Build Comprehension: IdentifyStated Main Idea andSupporting Details

• Explain Create an overheadtransparency of the “What Is Motion?”graphic organizer on page 12 or drawit on the board. Say: Nonfiction bookshave main ideas and supportingdetails. The main idea is the most important thing we learn. Details tell about the main idea.

• Model Say: Sometimes the main

idea is stated early in the book. Askstudents to read the second sentenceon page 7 aloud. Say: This sentencetells the most important thing welearn. This sentence is the main ideaof the book. Write A force makesmotion happen in the Main Idea boxon the graphic organizer and read itwith the students. Say: Now we need to look for supporting details about force and motion. One detail is on

page 8. We read about pushing a scooter to make it move. Write pusha scooter in the first Detail box onthe graphic organizer.

• Guide Say: Let’s find another supporting detail. Look at page 9.How does Steve make the wagon

move? Allow time for students torespond, assisting if needed. Say:Yes, Steve pulls the wagon to makeit move. Write pull a wagon in thenext Detail box.

• Apply Ask each student to work witha partner to find other supportingdetails to add to the graphic organizer.If more support is needed, utilize all of

part of the “Guide” process on pages10 (push bike pedals), 12 and 13 (lifta bucket), 14 (pull a sled), and 15(lift a shovel). Finally, read thecompleted graphic organizer aloud andinvite students to echo-read.


WHATIS MOTION? ©2007 Benchmark Education Company,LLC

Name: Date:

What Is Motion?

Detail: push a scooterMain Idea:

A force makes

motion happen.

Detail: pull a wagon

Detail: push bike pedals

Detail: lift a bucket

Detail: pull a sled

Detail: lift a shovel






of What Is Motion? to read to family

members. Encourage students to workwith a friend or family member to listthings in their home that move. Invitestudents to bring their lists to sharewith the group.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Act out something from the book.• Tell what you wondered as you read.• Tell your favorite part of the book

to a partner.• Draw a picture of yourself pushing

something, pulling something, andlifting something.

• Write a new caption for one ofthe photographs.• Write about a connection you made

to the book.

Write to a Picture Prompt• Describe a Place Tell students they


book. Then they will write about thepicture. Ask them to turn to page 4.Say: I can use the picture to describea place in the book: The park has alarge green field where peoplecan play games. Now I will write my idea. Model writing your sentence onthe board. Ask students to use apicture to tell a partner about a placein the book. Allow time for students to

share their descriptions, providingassistance as needed. Then say: Youused a picture to tell part of the book in your own words. Now write your idea. After



• Write a Summary Say: Think about something you learned in the book.Then write what you learned in your own words. When you are finished,read your writing to a partner.

Phonics: Digraphs sh and ch

• Ask students to locate the word pushon page 7. Write push on the boardand circle the letters sh. Say: Theletters sh stand for the /sh/ sound inthe word push. Slowly draw yourfinger under the word as you say it,and ask students to do the same intheir books. Point out that sh alsostands for the /sh/ sound in the wordshovel on page 15. Then repeat theprocess with the ch digraph using theword much (page 12).




• Ask students to brainstorm words thatbegin or end with the /sh/ and /ch/ sounds as you record them on theboard. Read each word, inviting

students to echo-read.

• Say: Let’s sort the words by sound— /sh/ or /ch/ . Hold up a card with a /sh/ word on it, such as mash. Say: Find another word that has the /sh/ sound.Repeat the process for /ch/ . Once allthe cards are sorted, invite eachstudent to make up a sentence usingone of the words.


word active and ask students torepeat it. Say: When we move, we areactive. We are active when we run.We are active when we ride our bikes. We are active when we shovel

snow. Discuss other ways people,

animals, and objects are active, suchas a boy roller-skating, a dog fetchinga stick, and a copy machine printingpapers. Then model a sentence, such asThe active birds flew straight to thefeeder. Invite students to share theirown sentences, providing assistance asneeded. Ask: What word have webeen talking about? Yes— active. Let’stry to use the word active many times

today. We can use the word at school and at home.

• Tier Three Vocabulary Review thebook with students and record thewords force, motion, push, pull, lift,bike, scooter, wagon, bucket, sled,and shovel on index cards. Askstudents to read the words with you.Mix the word cards and place themfacedown on the table. Choose two

cards, read the words, and model anoral sentence using both words. Finally,invite students to take turns makingtheir own sentences. Continue the

game until each student has hadseveral turns with different word pairs.For additional practice, students maywork as a group or in pairs to completethe vocabulary activity on page 11.


Pronoun he

• Model Explain that authorssometimes use the word he to talkabout a boy or man. Ask students toread page 10 with you: Ike rides upthe hill. Ike pushes on the pedals. He

pushes hard. Say: First the author mentions Ike. Then the author usesthe word he to talk about Ike. I usethe word he, too. Point to different

students as you model he sentences,such as:Mike was cold. He put on awarm jacket.

Jon read a book. He read a book about pennies.

• Guide Ask students to find anotherexample of the word he on page 11.Ask: Who is the author talking about?

(Bill) What is Bill doing? (riding downa hill)

• Apply Invite student partners to drawa picture of a boy or man and thenmake up a sentence about the pictureusing the word he. Encourage studentsto point to the person in the picture asthey share their sentences.





Base Words

• Model Explain that authorssometimes use different forms of thesame word. Tell students a base word isthe smallest form of the word and thatwe can add letters to the base word tomake a new word. Ask them to readthe first sentence on page 4 and pointto the word run. Then ask them toread the caption and point to theword running. Say: Run and running are different forms of the sameword. The word run is the smallest

form of the word. Run is the baseword of running .

• Guide Ask students to read the firstsentence on page 6 and point to theword move. Then ask them to readthe caption on page 5 and point to theword moving. Ask: Which word is thebase word? (move) How do youknow? (Move is the smallest form

of the word.) Write move andmoving on the board and ask studentpartners to use the words in oralsentences.

• Apply Ask students to find wordsbased on push on pages 7 and 8(pushing, pushes) and on pull onpage 9 (pulls). Write the words on theboard and invite student partners to

use them in oral sentences about forceand motion.

Fluency: Read with Phrases• Say: We do not pause or stop

between each word. Instead, we look

for groups of words that belongtogether. Words that belong together are phrases.


sentences in phrases. I will look for groups of words that belong together.

Read the sentences again usingphrases, such as These boys / run./ These boys / are in motion. Theninvite students to echo-read thepage with you.

• Ask students to turn to page 5. Discussgroups of words that belong together,such as “rides a bike” and “is inmotion.” Then choral-read the

page together.

• Invite students to take turns rereadingWhat Is Motion? with a partner.Remind them to watch for groups ofwords that belong together so theycan read with phrases.



©2007 Benchmark Education Company, LLC WHAT IS MOTION?

Name: Date:

Vocabulary

Choose four words from the box. Write a

sentence for each word. Draw a picture foreach sentence.

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

bike scooter wagon bucket sled shovel



WHAT IS MOTION? ©2007 Benchmark Education Company, LLC

Name: Date:

What Is Motion?

Detail:Main Idea:

Detail:

Detail:

Detail:

Detail:

Detail:




For students reading atLiteracy Level H/13, including:• English-language learners• Students reading below grade level• First-grade readers







VOCABULARY





• Ask “how” questions

• Use antonyms

• Recognize the sentence structures

You can ____ and Look at____



• Recognize words with the voweldiphthong /ou/


• Read commas





Animals Sideby SideTheme: Comparing Numbers

• Comparing in Nature (F/9)

• Animals Side by Side (H/13)

Math Big Idea:

Readers count and measure to compare

characteristics of various animals.



ANIMALS SIDE BY SIDE ©2007 Benchmark Education Company, LLC2

Introduce the Book

• Give each student a copy of the book.Remind students they will read aboutways animals are alike and different.Preview the book, encouragingstudents to interact with the picturesand text on each page as youemphasize the elements from thepage 3 chart that will best supporttheir understanding of the book’slanguage, concepts, and organization.

(Items in bold print include sample“teacher talk.”)

• Pages 2–3 Words to Discuss Askstudents to point to each photographas you say its matching label. Repeatthe process, inviting students to echo-read. After students Think/Pair/Sharewhat they know about each word, fillin any missing details. Say: We will see

these words in the book.

• Page 4 Spanish Cognate Ask: Doescount sound like a word you know inSpanish? (Allow time for students torespond.) Then say: The English word count sounds like the Spanish word contar . Count and contar mean the

same thing. What are some things youcan count ? (Allow time for students torespond.) Write the word count onthe board and ask students to locate iton page 4 of the book.

Before Reading

Make Connections and BuildBackground• Use a Photograph Say: We will

read a book about animals. We will learn how the animals are alike and different. Show the photographs onpages 4 and 5. Say: Look at the duck

and bear. The duck and bear bothwalk places. The duck has feathersand the bear has fur. Invite students toThink/Pair/Share other ways the duckand bear are alike and different.

• Use a Graphic Organizer Write theword Animals on the board andunderline it. Read the word and askstudents to help you list animal names

they might see in the book. Recordstudents’ suggestions under theheading. Then read each animal nameand ask students to echo-read.



• The Mystery of the Missing Cookies(J/18)

• Numbers Big and Small (J/18)• Measure and Compare (L/24)


• Animals Side by Side Audio CD


• Animals Side by Side question card• Power Tool Flip Chart for Teachers• Student Bookmark• Compare and Contrast poster

Assessment



Animalsduckbear

elephantmonkeygiraffelionsnake




©2007 Benchmark Education Company, LLC ANIMALS SIDE BY SIDE 3



1 title, author, table of

contents, photo

2–3 photos camel, lizard, measure,snake, turtle, zebras

4 chapter head, photo, count, legs, duck, bear count/contar You can ___.

caption

5 photo, caption compare, numbers, alike, compare/comparar,different number/número,

different/diferente

6 photos, captions monkeys, lions lion/león

7 photos, captions seals, turtles

8 chapter head, photo, colors animals/animales,caption colors/colores

9 photos, labels, caption toes, raccoon, lion

10 photos, caption spots Look at ___.

11 photos, caption horses, zebras zebra/cebra

12 chapter head, graph measure

13 photo, caption camel, pony camel/camello,measure/medir

14 illustration, measurements, lizard, snakecaption

15 photos, chart, caption length

16 photos, questions




• Page 4 Sentence Structure WriteYou can ____ on the board. Read thesentence structure aloud and askstudents to repeat it several times.

Say: We use this sentence structureto name things people can do. Modelusing the sentence structure to tellabout the photographs, such as Youcan watch the white bear or You can

stand on a rock. Then assist studentsin forming their own sentences usingthe structure. Say: This sentence



• Page 12 Graphic Features Say:This page has a graph. A graph usesnumbers to show information. What do the numbers on this graph show? (the animals’ height) Which animalsare two feet tall? (wolf and penguin)How tall is the pony? (4 feet tall)How tall is the camel? (10 feet tall)

Rehearse Reading Strategies• Say: One word in this book is sizes.

Say the word sizes. What letters do you expect to see after the /s/ ? Allowtime for students to respond, assistingas needed. Then ask them to find theword sizes on page 12. Say: Search all

the way through a word to help youwhen you read.


Set a Purpose for Reading• Direct students’ attention to the list of

animal names. Say: Now it’s time to

whisper-read the book. Read to seewhich animals the author chose. Read to find out how the animals are alikeand different.



Graphophonic Search all the things 5

way through the

word. Are you

blending the

right sounds?

Syntactic Your read “Look Look at 10

at this animals.” these

Let’s read this animals.

sentence together

and make it

sound right.

Semantic What do you see lizard 14

in the picturethat would make

sense in this

sentence?







reading. Say: Look at our list. Whichanimals did we read about? Put a √

beside any matching responses. Thenask students to name other animalsmentioned in the book. Add these tothe list and put checkmarks besidethem. Choral-read the checkmarkedanimal names. Then ask students to usethe graphic organizer to tell a partnerabout the book.



Animalsduck √

bear √ elephantmonkey √

giraffelion √

snake √ seal √ turtle √

raccoon √

moth √

ladybug √

horse √

zebra √

wolf √ penguin √

camel √ pony √

lizard √







• 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 page 9. Say:One of the photographs shows lion

footprints. I wonder if lion footprintslook like cat footprints. Allow time forstudents to share their ideas. Then say:Discussing the page helped me. Now I better understand what footprints

show us about an animal.

• Guide Invite students to read pages12 and 13 with you. Ask: What do younotice on these pages? Does the

information make you think of something? Do you have questions? What would you like to discuss withthe group? Allow time for students toshare their thoughts. Then invite themto tell how the discussion helped thembetter understand pages 12 and 13.

• Apply Ask students to read theirfavorite page to a partner and conducta discussion about it. Observe studentsas they read and discuss, providingassistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chartyou can use to assess students’understanding of the monitor-readingstrategy. Then say: You can discussideas with others after you read any

text. Remember to discuss ideas tohelp you understand.


answer questions about books theyhave 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 willpractice answering Take It Apart!questions. Say: The answer to a TakeIt Apart! question is not stated in thebook. You must think like the author to figure out the answer.

• Model Use the Take It Apart! questionon the question card. Say: I will read the question to figure out what to do:The author ends the book with twophotographs. Why does the author endwith photographs? The question asksme to figure out the author’s purpose.I know because the question uses the

phrase Why does the author . What

other words in the question will helpme? (Allow student responses.) Yes, I need to look at the two photographsat the end of the book. Model doing

so. Say: On page 16, I see pictures of a tiger and a cow. I see questionsabout each picture. I read the wordsYou can compare! I think the author uses pictures so the reader will

practice comparing animals. I amthinking like the author. The answer makes sense.






transparency of the “Animals Side bySide” graphic organizer on page 12 ordraw it on the board. Label thecolumns Animals, Alike, andDifferent, and label the rowsduck/bear, hen/fox, raccoon/lion,moth/ladybug, and tiger/cow. Say:Nonfiction books sometimes tell how things are alike and different. Wecompare by telling how things are

alike. We contrast by telling how things are different.

• Model Say: Let’s figure out how animals in the book are alike and different. Ask students to turn topages 4 and 5. Say: Pages 4 and 5 compare a duck and a bear. Theanimals are alike because they bothhave legs. Write have legs in the

Alike column. Then say: The animalsare different, too. The duck has twolegs. The bear has four legs. Writetwo legs/four legs in the Differentcolumn.

• Guide Say: Let’s see how some moreanimals are alike and different. Look at the hen and fox on page 8. How are the hen and fox alike? (Allow timefor students to respond, assisting ifneeded.) Yes, the hen and fox sharethe color red. We can write about thecolor red in the Alike column. What isred on a hen? What is red on a fox? (Again allow time for students torespond, assisting if needed.) Yes,the hen has red feathers. The fox hasred fur. Having feathers or fur makes

the animals different. We can writeabout feathers and fur in theDifferent column.

• Apply Ask students to work with apartner to find how the other animalpairs are alike and different. If moresupport is needed, utilize all or part

of the “Guide” process to compareand contrast the raccoon and lion,moth and ladybug, and tiger andcow. Finally, read the completedgraphic organizer aloud and invitestudents to echo-read.


ANIMALS SIDE BY SIDE ©2007 Benchmark Education Company,LLC

Name: Date:

Animals Side by Side

Animals Alike Different

duck/bear

hen/fox

raccoon/lion

moth/ladybug

tiger/cow

have legs

share the color red

have toes

have spots

four legs

two legs/four legs

feathers/fur

five toes/four toes

four spots/more spots

orange and

black/white and black






Animals Side by Side to read to family

members. Encourage students to workwith a friend or family member todraw two different animals. Invitethem to bring their drawings to schooland explain to the group how theiranimals are alike and different.

Reader ResponseInvite students to respond to the book ina way that is meaningful to them. Modeland use think-alouds as needed toscaffold students before they try theactivities on their own.• Choose an animal in the book. Draw a

picture of another animal that isdifferent in several ways.

• Walk like one of the animals in thebook. Ask your classmates to guessthe animal.

• Tell something you already knew aboutone of the animals.• Choose two of the animals in the

book. What might one animal say tothe other?

• Make a list of animals in the book thathave four legs.

• Write about the animal in the bookyou would like to have as a pet.

Write to a Picture Prompt• Write a Personal Narrative Tell

students they will talk about a picture

from the book. Then they will writeabout the picture. Ask them to turn topage 7. Say: I can use this picture totell about something that happened to me: My family went to the

beach. I saw something brownand shiny in the water. A seal was

swimming by! Now I will write my idea. Model writing your sentence onthe board. Ask students to tell a

partner about something they haveexperienced that goes with one of thepictures. Allow time for students toshare their narratives, providingassistance as needed. Then say: Youused a picture to tell about anexperience. After you are finished,read your writing to a partner.

Write to a Text Prompt• Write a Summary Think about

something you learned in the book.Then write what you learned in your own words. When you are finished,read your writing to a partner.

Phonics: Vowel diphthong/ou/

• Ask students to locate the word counton page 4. Write count on the boardand circle the letters ou. Say: Theletters ou stand for the /ou/ sound inthe word count . Slowly draw yourfinger under the word as you say it,and ask students to do the same intheir books. Point out that ou alsostands for the /ou/ sound in about(page 14). Then repeat the process

with the letters ow in how (page 6).




• Ask students to brainstorm words withthe /ou/ sound. Acknowledge allcorrect responses, and record thosespelled with ou and ow on index

cards. Then spread the cards out in apocket chart or on the table. Read eachword, inviting students to echo-read.

• Say: Let’s sort the words. Put thewords with ou in one group. Put thewords with ow in another group.Model the process using two of theword cards. Then invite students totake turns reading a word and placing

it in the correct group.


word variety and ask students torepeat it. Say: Variety means many different kinds. We compare a variety of animals in the book. Each animal isdifferent from the other in some

ways. Discuss other things that havevariety, such as brands of cereals,types of music, or colors of baseballcaps. Then model a sentence, such as I can choose from a variety of books at the library. Invite students to sharetheir own sentences, providingassistance as needed. Ask: What word have we been talking about? Yes— variety . Let’s try to use the word

variety many times today. We can usethe word at school and at home.

• Tier Three Vocabulary Review thebook with students. Then write thewords count, compare, numbers,alike, different, and measure onindex cards. Ask students to read thewords with you. Mix the word cardsand place them facedown on the table.Choose a card, turn it over, and modelan oral sentence about one of theanimals in the book using that word.

Invite students to take turns makingtheir own sentences. Continue thegame until each student has hadseveral turns.


“How” Questions

• Model Explain that authorssometimes ask questions beginningwith the word how. Ask students toread page 6 with you: How many

monkeys do you count? How many lions do you count? Say: I see theword how at the beginning of eachquestion. The author answers both“how” questions in the caption. I canask “how” questions, too. Modelasking “how” questions as youpantomime being puzzled by eachaction you describe.How do I tie my shoe?

How do I hang this picture onthe wall? How do I spell monkey?

• Guide Invite students to read the firstsentence on page 8. Ask: Does theauthor ask a “how” question? Doesthe author answer the question in thebook? What is the answer? Then askstudents to locate and read other

“how” questions on pages 11, 14, and16. Point out that the questions onpage 14 start with About how long since the animals are not an exactlength in inches.

• Apply Ask student partners to makeup their own “how” questions.Encourage them to act out theirquestions as well, and invite other

group members to offer answers.





Antonyms

• Model Explain that authorssometimes use antonyms, or opposites,when they write. Say: I see someantonyms on page 5: The numbers canshow you how things are alike. Thenumbers can show you how things aredifferent. The words alike and different are antonyms. The wordsalike and different have oppositemeanings.

• Guide Invite students to read the

captions on pages 6 and 7 with you.Ask: Which words are antonyms? (more, less) Why are more and lessantonyms? (The words haveopposite meanings.) Invite studentsto use the words more and less inoral sentences and pantomime theactions.

• Apply Pair students. Ask partners to

find the antonyms on page 12. (big,small) On the board, write: The camel is big . The penguin is small . Invite avolunteer to underline the antonymsin the sentences. Finally, invite thepartners to make up an oral sentenceusing an antonym pair of theirown choice.

Fluency: Read Commas• Say: We do not run all our words

together. Instead, we watch for

commas to see when we should pause.

• Ask students to turn to page 4. Readthe second sentence without pausing.Then read the sentence again, pausingat the comma. Say: I know I need to

pause because I see a comma. Pausingmakes the sentence sound right. Readthe sentence again, asking students toecho-read.

• Ask student to turn to page 7 andpoint to the comma. Then choral-readthe page with them, pausing atthe comma.

• Invite students to take turns rereading Animals Side by Side with a partner.Remind them to pause when they seea comma.



©2007 Benchmark Education Company, LLC ANIMALS SIDE BY SIDE

Name: Date:

Vocabulary

Choose four animals from the box. Write a

sentence about each animal. Draw a picturefor each sentence.

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

Word: ______________________

Sentence: _________________

_____________________________

duck bears monkeys lions seals turtlesraccoon horses zebras camel pony lizard



Name: Date:

Animals Side by Side

Animals Alike Different

benchmark readers 1a teacher's guide

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