Guiding the Reading. Day 1. Before Reading. During Reading. Categorize and Classify. Focus Attention. Vocabulary. Other Words to Know. (pp.

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1 TM Celebration Press Reading DRA2 Level 38 Guided Reading Level P Genre: Nonfiction Reference Reading Skill: Categorize and Classify Encyclopedia of World Sports By Maddalen Esposito Encyclopedia of World Sports gives information about more than twenty-five sports played around the world. Each entry describes the origin of the sport, the number of teams or players, the equipment used, and how to play the sport. Features of This Text Supportive Features User s guide for fact boxes Contents page Glossary of sports terms Challenging Features Sidebars Diagrams with labels Photograph captions with additional information Focus for Instruction Reading Skill: Categorize and Classify Word Study Mini-lesson: Plurals Vocabulary challenging (p. 18) obstacles (p. 7) compete (p. 7) opposing (p. 4) forearms (p. 23) origin (p. 3) fragile (p. 15) penalty (p. 16) obedience (p. 13) unpredictable (p. 20) Additional Activities Nonfiction Feature: Headings Writing: Write a How-to Paragraph Use this book to inform instruction in the following area: Teach student how to use graphic organizers to keep track of key ideas and facts Use the following Words Their Way: Word Study in Action sort with this book: Level C, Sort 20 Shared Reading Connections: Unit 2, Week 4 (pp ) Unit 7, Week 2 (pp ) DRA2 Level 38 Teaching Plan 5

2 Guiding the Reading Day 1 (pp. 1 13) In This Section The book opens with a user s guide that explains how to use the fact boxes that appear on each page. Alphabetical entries in this part of the book include sports from baseball to lacrosse. Before Reading Focus Attention Lead a discussion with students about different kinds of sports. Ask them to name sports they enjoy playing or watching. Encourage them to tell where each sport is played and what kind of equipment is needed to play the sport. Introduce the book by having students read the title and the author s name. Explain that Encyclopedia of World Sports is a reference book that gives information about different kinds of sports. Have students turn to the contents on page 2 and skim the entries. Ask them how the sports are organized in the book. (in alphabetical order) Explain to students that even though Encyclopedia of World Sports is a reference book, they will read the book from front to back as a group. Later they can return to the book if they wish to look up individual entries. Have students preview the photographs in the book. Ask them to predict what they think they will learn about sports from this encyclopedia. Encourage them to read the book to find out more about familiar sports and to explore new sports. Vocabulary Have students determine the meaning of the word opposing (p. 4) based on the following sentence: Our team beat the opposing team by two points. If necessary, explain that someone or something that is opposing is on the other side. An opposing team is who you play against. Explain to students that obstacles (p. 7) are things that get in your way or prevent you from doing something. Have students name obstacles they might encounter when they ride a bike, such as rocks, leaves, or other items on the bike path. Other Words to Know compete (p. 7): take part in a contest obedience (p. 13): willingness to follow orders origin (p. 3): place or point from which something comes Categorize and Classify Explain to students that if they organize information as they read, they can better understand and remember what they are reading. To help students understand how to organize information by categorizing and classifying, display pages 4 5 in Encyclopedia of World Sports, and model your thought process: These pages tell me about the sports of baseball, basketball, and bowling. If I were going to sort these sports into groups, I could put all these sports into one group called Sports Played with Balls. I could also sort the sports according to where they are played. I could put the sport of baseball into a group called Sports Played Outdoors. I could put the sports of basketball and volleyball into a group called Sports Played Inside or Outside. When I sort the sports into groups, or categories, like this, it helps me check what I know about the sports. Direct students to read the first half of the book, through page 13. As they read, have students think about groups, or categories, for the sports. Students can use sticky notes to mark categories. During Reading Prompt for understanding, as appropriate. Possible prompts include the following: Why is it important to read How to Use the Fact Box on page 3 before you read the rest of the book? How can the caption under the photograph help you learn more about the sport? Tell me what group, or category, you think that sport might fit in.

3 After Reading Categorize and Classify Ask students to name a group, or a category, into which both the sports of cycling and horseback riding can fit. If necessary, suggest that both sports can fit into a category such as riding sports. Then have partners use the reproducible on the back cover to record possible categories for these and other sports in the first part of the book. Have students write the names of sports under each category. Remind students that a sport can fit into more than one category. Discuss the Text Use Diagrams Remind students that a diagram is a drawing or a plan that explains something by showing how it is put together, what it is made of, or how it works. Have students turn to the diagram of the baseball field on page 4. Invite a volunteer to read aloud the labels on the diagram. Ask students what else the diagram shows. (positions of the players) Discuss with students how this diagram can help a reader better understand the game of baseball. Then have students find other diagrams in the first part of the book. (Association football, p. 8; Australian Rules football, p. 9) Ask students what they can learn about the two forms of football from these two diagrams. Compare and Contrast Point out that page 12 of the book shows two different entries for hockey. One entry is for field hockey and the other is for ice hockey. Have students reread the hockey entries to find out how field hockey and ice hockey are alike and how they are different. Ask students to write a paragraph in which they compare and contrast the two sports. Make Judgments Ask students to look through the entries in the first half of the book to find the sport they think would be the most difficult to play. Encourage students to use facts from the text to support their judgment. You may wish to list students choices on the board, and have students vote on the sport that is the most difficult of all. Assessment Checkpoint Can the student use the fact boxes to give basic facts about the sports described in the book? Can the student name possible categories for the sports in the book and group the sports by those categories? Day 2 (pp ) In This Section Sports from netball to snowboarding to volleyball are examined in the second half of this encyclopedia of sports. A fact box that gives basic information about the sport precedes each sports entry. Before Reading Focus Attention Ask students to summarize some of the new things they learned about sports so far in their reading. Have them predict what else they might learn as they read the rest of the book. Suggest that they review the contents page for ideas. As they read, have students continue to think about groups, or categories, for the sports in the book and use sticky notes to mark the categories. Vocabulary Give students examples of things that are fragile (p. 15), such as an eggshell, a thin glass vase, a flower petal, or a china plate. Ask students to tell you the meaning of fragile. If necessary, explain that fragile means easily broken or damaged. Explain to students that something that is predictable is expected and easy to plan for. Review that the prefix un- can mean not. Then have students tell you the meaning of the word unpredictable (p. 20). ( not expected; hard to plan for; surprising )

4 Other Words to Know challenging (p. 18): something difficult that takes a lot of effort or work to complete forearms (p. 23): parts of the arms between the wrist and the elbow penalty (p. 16): an action taken in sports as a punishment for breaking a rule During Reading Prompt for understanding, as appropriate. Possible prompts include the following: How does the diagram on page 21 help you understand the game of tennis? How can you use this book to help you understand the difference between track events and field events? What groups, or categories, are you thinking of for the sports in the book? After Reading Categorize and Classify Have students share some of the categories they marked for different sports in the second half of the book. Encourage students to compare categories and tell how they decided on each category they chose. Then have partners complete the reproducible on the back cover by adding categories for the sports in the second half of the book and listing sports under those categories. Discuss the Text Summarize Have students discuss what they learned from Encyclopedia of World Sports. Then have students write a brief summary of the book in which they tell what the book is about and how the book is arranged. Have volunteers read aloud their summaries to the group. Make Connections Ask students to share with the group the names of sports they would like to play and the reasons why they would like to play those sports. List the sports on the board as they are named. Then discuss with students the special skills that a person needs to play each sport. For example, a horseback rider needs good balance, patience, and a good understanding of how horses behave. A snowboarder needs strong legs, good balance, and a willingness to practice outside in cold weather. Use Glossary Review with students that a glossary is an alphabetical list of words and their meanings. A glossary is often found at the back of a book. Have students tell how the glossary in Encyclopedia of World Sports helped them as they read the book. Then have students turn to the glossary on page 24. Ask them to skim through the entries in the glossary. Have students tell what they think all the words in the glossary have in common. Help them recognize that all the words in the glossary are sports terms. Understand Steps in a Process Ask students to imagine that they are a teacher who must explain to students how to use the information in Encyclopedia of World Sports. Have them list steps that a reader must follow to find information in the book. List the steps on the board as they are given, for example: 1. Read the introduction and How to Use the Fact Box. 2. Use the contents page to find a sport. 3. Look up the sport in the book. 4. Use the fact box to learn quick facts about the sport. 5. Read the description of the sport to learn more about it. 6. Use the glossary to find the meanings of words in boldface print. Assessment Checkpoint Is the student able to identify specific skills that athletes need to play sports described in the book? Can the student work successfully with a partner to classify and categorize sports in the book?

5 Options for Further Instruction Digging Deeper Nonfiction Feature: Headings Explain to students that a heading is a title at the beginning of a paragraph, a chapter, or a section of a book. Headings usually appear in dark print and in large letters. Point out that headings can help readers find information quickly. They can also help readers figure out what each section of a book will be about. Have students look over the contents page in Encyclopedia of World Sports. Help students recognize that each entry in the contents page is also a heading in the book. This makes it easy for readers to find information quickly. Then have students look at the heading Skating on page 17. Point out that there are two smaller headings under the main heading of Skating. Explain that this is done because there are two different types of skating described in the book. Each type of skating has its own smaller heading, or subheading. Have partners find other examples in the book in which subheadings are given under a main heading. (pp. 8 10, 12, 22 23) Encourage students to discuss why this was done. Writing Write a How-to Paragraph Have students use the contents page to choose a sport that they would like to play and reread that entry in the book. Then have students write a paragraph that explains how to play the sport in their own words. Remind students to explain the rules of the sport, where the game is played, and what kind of equipment is needed. Invite students to read aloud their how-to paragraphs in class. Word Study Mini-lesson Plurals Review that a plural noun stands for more than one person, place, or thing. Most plurals are formed by adding -s or -es. Have students skim the text on page 10 to find plural nouns that end in -s or -es. (games, posts, rules, downs, players, passes, teams, pads) Explain that the spelling of some nouns changes when the plural is formed. Have students find the word bodies in the second paragraph on page 8. Write body on the board, and model how to form the plural. The word body stands for one thing. To change body to a plural, I must change the spelling of the word. When a word ends in a consonant and the letter y, I change the y to i and add -es to form the plural. [Write bodies next to body.] Point out that some plural nouns are formed by changing the spelling of the word. Write man and woman. Then have students turn to the Gymnastics entry on page 11 to find the plural of each noun. (men, women) Have students tell how the spelling changed. Have partners find other examples of plural nouns in the book and discuss how they are formed. Support As they read Encyclopedia of World Sports, students may encounter sports names and terms that are unfamiliar. Remind students that when reading nonfiction, they may often come across unfamiliar words. They should start with context clues to try and figure out the word. Have students look at the bottom half of page 14. Explain that many students would not be familiar with the name of this sport. Help them decode the word and then read about the sport. Tell students that now they have learned a new word. Repeat with other unfamiliar words.

6 Name Date Write categories for sports in the book, such as Sports Played With Balls, Water Sports, or Riding Sports. Then sort the sports in the book by writing them under the categories. Use the back of the paper if you need room for more categories. Sports in This Sports in This Sports in This Sports in This Celebration Press Reading: Good Habits, Great Readers Copyright 2007 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Back Cover Reproducible, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Pearson is a registered trademark of Pearson PLC. Celebration Press is a registered trademark of Addison-Wesley Educational Publishers, Inc. Developmental Reading Assessment and the DRA logo are registered trademarks and DRA is a trademark of Pearson Education, Inc. Words Their Way is a trademark of Pearson Education, Inc. Printed in the United States of America ISBN:

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