level m/28 environmentally friendly world · grandpa’s memories of an earlier time: i remember, i...

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

TEACHER’S GUIDE

Theme: Our EnvironmentSocial Studies Concept: Science and technology can change the lives of people and their environment. We can make changes in the way we use our environment for the good of our community and the world.

Fiction

Anchor Comprehension Strategy• Analyze story elements

Concept VocabularyWords related to science fiction •

Grammar/Word StudySuffix -ing •Prepositions •

SummaryIn this story about the year 2060, Michael •visits his grandparents in a recyclable car and hears about the old days when people did not treat the environment so well.

Skills & Strategies

Environmentally Friendly WorldLevel M/28

15859_TG_EnvFrndWrld.indd 1 12/3/10 2:45:59 PM

2 Environmentally Friendly World

Before Reading

Build Background Knowledge• Draw a two-column chart like the one at the left. Have pairs of

students share their ideas about how technology can help or hurt the environment before brainstorming with the group. Record students’ ideas in the appropriate columns on the chart.

Model Making Text-to-Text Connections• Show students the cover. Say: This picture reminds me of a book I read

about a family that lives in the future. They used cars that looked like space ships. They also had a robot. The cover picture shows both these things. I may be able to use what I know about books set in the future to help me understand and enjoy Environmentally Friendly World.

• Ask students if the cover reminds them of a book they have read.

Preview the Book• Preview the pictures in the book, asking students to point out details

that remind them of other books they have read. Ask: How can what you know from your reading help you understand this book?

• As you preview the illustrations, introduce language students may find difficult. For example, on page 4, say: This car was built in 2060. It runs on clean fuel cells, not gasoline. On page 17, say: This is waste from a plastic factory. What might happen to the fish in the river where the waste is dumped?

• Have students point out details in the illustrations that suggest that this book takes place in the future, not in the present time.

Model Reading Strategies• Point out the word recyclable on page 4. Ask: What strategies could you

use to read this word?

• Say: You might recognize the root word cycle in this word. You could recognize the prefix re- and the suffix -able. You might read the sentence to see if your meaning makes sense.

Set a Purpose for Reading• Have students read the book to find out what technology is like in the

future and how it helps keep Earth clean and safe. Remind students they can use what they have learned from other, similar books to help them understand this story.

Build Background KnowledgeReinforce the concept of technology by asking students to tell about inventions and machinery that have made our lives easier. Show pictures of cars representing several different eras. Ask: How have cars changed over time? They have become faster, more dependable, and easier to handle. Explain that technology makes life easier, but it can also cause problems.

Build Vocabulary and Language PatternsPair English-language learners with native speakers to preview the book. List phrases on the board that can help students recognize parts of the text that describe Grandpa’s memories of an earlier time: I remember, I remember when, used to, and back then. Contrast these with words that show actions in the present. Use the words and phrases in example sentences: I remember when cars had no seat belts. Today, all cars have seat belts and air bags to protect people.

© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-1585-9

Small-Group Reading Lesson

SuPPoRT TIPS for English-Language Learnersell

How has technology hurt our

environment?

How have we used technology to help our environment?

• cars pollute the air

• machines tear up animal homes

• factories make a lot of pollution

• computers keep track of changes

• airplanes fly animals to safe new homes

Hurt Environment

Help Environment


3Environmentally Friendly World© 2011 Benchmark Education Company, LLC

During Reading

Monitor Student Reading • Have students put self-stick notes next to words they have trouble with.

• Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.

After Reading

Reflect on Reading Strategies• Ask students to share ways they were able to connect this book with

other books they have read. Reinforce that connecting story events and ideas to other books helps students understand and enjoy what they read.

• Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.

Discuss Concepts• Ask students to list ways the technology in Michael’s time helps

keep Earth clean and safe. Have students support their responses by reading specific passages in the text that give this information. Record students’ ideas on chart paper.

• Pair students and ask them to review the text to list details showing that this book takes place in the future. As they share their details, record them on chart paper.

• Ask students what new information about technology that harms and technology that helps they can add to the prereading chart after reading the book.

Extend Concepts• Review the prereading chart to recall some ways we sometimes harm

our environment.

• Choose one environmental problem that concerns students and discuss what causes it. Brainstorm ways the problem might be solved. Record these on chart paper.

• Ask students to contribute sentences to a letter to the editor about why this problem should be solved and how it can be solved.

To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.

Reflect on Reading StrategiesNote the words English-language learners have difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.

If students have read The Amazon, ask:• In Environmentally Friendly World,

people recycle and reuse many things. What are some ways that recycling and reusing could help save the rain forests? (Recycling paper and wood products would mean less need for cutting down trees. Reusing plastics could cut down on oil drilling.)

• How would putting books and magazines on a computer help the rain forest? (Less paper would be needed to print books and magazines. Paper is made from trees.)

MaKE FICTIon-To-FaCT™ ConCEPT ConnECTIonS

4


aSSESSMEnT TIP


4 Environmentally Friendly World © 2011 Benchmark Education Company, LLC

Build Comprehension: anaLYZE SToRY ELEMEnTSModel • Remind students that a story has a setting, characters, a problem to solve,

and a series of events, or action. Say: These story elements determine what kind of story it is.

• Model analyzing story elements using the text of Environmentally Friendly World. Say: We can look at the setting, characters, and other details of this story to see what kind of story it is.

Practice• Distribute copies of the Story Features blackline master. Read the questions

under the heading Setting. Say: The story takes place in the year 2060. We know this because that is when Michael’s brand-new car was made. Everything happens at Grandpa and Grandma’s home. Have students write this information on the blackline master.

• Have students look at the questions under the heading Characters and search the book for details that provide answers. As students respond, write the details on the board. Have them copy the answers onto their charts.

apply• Have students work independently to complete the section about story

action. Then have them decide what type of story this is.

• Review students’ answers together. Have students revise or add to their answers if they have written any details incorrectly.

ModelReview different types of fiction with students. Display a familiar example of historical fiction (such as a Little House on the Prairie book), science fiction, and fairy tale or fantasy (such as Snow White). Compare the characters, setting, and typical events and objects in each type of book.

Practice and applyIf students have trouble distinguishing events that could not happen today, call attention to the event in the text. Ask students to imagine this happening in their own home. For example, ask: How old must you be to get a driver’s license today? Who calls you to the table when a meal is ready? Be sure students understand that, if something could not happen today, it is make-believe, or fantasy.

Observe whether students are able to distinguish details that are fantasy from details that are realistic, and can explain why the setting is the future.

Small-Group Reading Lesson


4aSSESSMEnT TIP

Setting

When does the story happen?

______________________________________________________________________________________________________________________

Where does the story happen?

______________________________________________________________________________________________________________________

Characters

What do the characters wear?

______________________________________________________________________________________________________________________

What objects do the characters have or use?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

action

What kind of story is this? Circle one.

What happens that could not happen today?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

science fiction fairy tale historic fiction

the year 2060

at the home of Michael’s grandparents

space-age type of clothing cars that drive themselves, robots for help, 3-D printers, global internet for movies, pocket display screen for downloading books and magazines

a 12-year-old boy has a license to drive a car, wall computer turns on air conditioning and lights, car is refueled by plugging into house, robot calls people to lunch


5Environmentally Friendly World© 2011 Benchmark Education Company, LLC

Writing Mini-Lesson: Descriptive Words• Reread page 19 of the book while students follow along. Ask

them to listen for words that describe people, places, or things.

• Involve students in a discussion about descriptive words to create clear, specific pictures:

What kind of plastic are the plates made from? (Earth friendly)

What kind of pie did Grandma make? (apple)

What size slices did she cut? (big)

What are two words that describe the pie? (fresh, tasty)

How do these describing words help you understand what happens here? (They create specific images so readers can almost see, smell, and taste the pie.)

• Point out that writers use descriptive words to make their writing more exact and interesting for readers.

• Use other fiction books to model how writers use descriptive words and phrases. Ask students to identify descriptive words and phrases in the passages they hear. Read the passages, leaving these words out. Ask students what is missing from the story.

• Work together to write a paragraph describing BoBo, the house robot. Encourage students to contribute specific adjectives.

Link to Journal WritingHave students find a piece of fiction writing in their journals. Ask them to look for describing words they have used and decide if they need to add more describing words or change words they have used to create an interesting, clear picture. If students don’t have a suitable piece of writing in their journal, ask them to begin a new piece of writing.

Read aloud sections of Environmentally Friendly World to model fluent reading using appropriate phrasing, intonation, and expression. Some students may benefit from having you first read aloud a section of text and then reading it back to you.

Have pairs of students take turns reading the pages of the book to each other.

Have students read the take-home version of Environmentally Friendly World to family members. Suggest that they talk about the ways people in the story are protecting the environment and ways people today can protect the environment.

REREaD FoR FLuEnCY

As students review their piece of writing, have them ask themselves:• Have I used good describing

words?• Are the describing words

in the right places?• Can I think of better describing

words I can use?

ConnECT To HoME

WRITIng CHECKLIST.


6 Environmentally Friendly World © 2011 Benchmark Education Company, LLC

Concept Vocabulary: Words related to science fiction• Review the concept of science fiction with students. Have them search

in the book for words that gave them clues that this story is science fiction: robot, Guideway, EFS, pocket display screen, global internet, 3-D printer, and wall computer.

• As you list the words in a word web on chart paper, ask students to explain why each one belongs in a science fiction story.

• Challenge students to imagine an object that belongs in this future world. Have them give their invention a name, draw a picture of it, and write a sentence describing what it does or how it works.

grammar/Word Study: Suffix -ing• Write the word wave on the board and ask students to use it in

a sentence. Add waving next to it and have them make a second sentence. Explain that the -ing form of a verb can show action that is going on right now. It can also be used to name something: Waving is friendly. Explain that verbs that end in a silent e, such as wave, will drop the e before adding -ing.

• Pair students and have them search the book for action words with -ing: page 3–traveling; page 6–clinking; page 7–walking; page 8–looking, standing; page 10–thumbing; page 11–smiling; page 12–playing; page 14–coming; page 16–starving, waiting; page 19–speaking; page 20–living. Point out the verbs that drop a silent e before adding -ing.

grammar/Word Study: Prepositions• Tell students that there is a special category of words that show

relationships. These words are called prepositions.

• Write on the board the sentence “Michael’s here!” Grandma said, as she looked through the living-room window. Circle the preposition through. Say: The preposition through shows the space (direction) relationship between Grandma’s looking and the window. Explain that a preposition is always followed by a noun or pronoun. It may also be followed by some describing words.

• List the following prepositions on the board: from, on, into, and in. Pair students and have them search in the book for sentences that contain these prepositions.

• As students read the sentences they chose aloud, write them on the board. Underline the preposition in each sentence. Ask students to tell what relationship it shows.

grammar/Word Study: Suffix -ingStudents can enlarge their vocabulary by finding the root words of -ing verbs. Use the -ing verbs in the book. As students read a word and tell its meaning, write the root word on a self-stick note. Point out the root words that end in a silent e. Use each root word and -ing word in example sentences while modeling the concept.

grammar/Word Study: PrepositionsTo reinforce the concept of space relationships shown by prepositions, have students place a card on, into, and away from a second object, such as a book.

Skills Bank



name _______________________________________________________ Date ___________________

Story Features

© 2011 Benchmark Education Company, LLC

Setting

When does the story happen?

______________________________________________________________________________________________________________________

Where does the story happen?

______________________________________________________________________________________________________________________

Characters

What do the characters wear?

______________________________________________________________________________________________________________________

What objects do the characters have or use?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

action

What kind of story is this? Circle one.

What happens that could not happen today?

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

science fiction fairy tale historic fiction


name _______________________________________________________ Date ___________________

© 2011 Benchmark Education Company, LLC

Prepositions

Directions: Have students write a word from the word bank to complete each sentence. Remind them that they should choose the word that shows the right space relationship.

into in

from outside

through at

under on

1. Michael drove all the way _____________________________ his house to Grandma and Grandpa’s.

2. Grandma saw Michael ____________________ the living-room window.

3. The new car was parked _________________ the driveway.

4. The robot was so short, it almost fit _______________________ the table.

5. Michael slipped his pocket display screen

__________________________________ his pocket.

6. Grandpa found his box of old stuff ___________________ his office.

7. Grandma put the hot apple pie ___________________________ the table.

8. Grandma picked the apples ______________ the neighborhood orchard.


level m/28 environmentally friendly world · grandpa’s memories of an earlier time: i remember, i...

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