Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

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1 Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts About Print Where to begin reading Concept of words High-Frequency Words can, not, pick, up Concept Vocabulary Objects that a magnet will or will not pick up Grammar/Word Study Question marks Science Big Idea A magnet can pick up many metal objects. Small Group Reading Lesson Skills Bank Reproducible Activities B e n c h m a r k E d u c a t i o n C o m p a n y

2 Small Group Reading Lesson Before Reading We predict: ring can watch pencil fork What Will a Magnet Pick Up? After Reading What the book tells us: pins nails clip can key Visual Cues Look at the beginning letter. (m in magnet; p in pick) Look for familiar chunks within the word. (ick in pick; pen in pencil) Structure Cues Look for repeated language patterns. ( The magnet will/ will not pick up... ) Meaning Cues Think about what makes sense in the sentence. Look at the picture to confirm the meaning of the word. Before Reading Activate Prior Knowledge Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer What Will a Magnet Pick Up? (left) or copy the organizer on chart paper, leaving the boxes blank. Ask students to tell what they know about magnets. Display a magnet and explain that a magnet will pick up certain things. Ask students to predict what they think it will pick up. Record their suggestions in the Before Reading column of the chart. Tell students that they will come back to the chart when they have finished reading the book. Preview the Book Read the title and names of the authors to students. Ask: What is the girl on the cover holding? What is the magnet picking up? Why is it picking up these things? Preview the photographs with students, reinforcing the language used in the text. For example, say: What will the magnet pick up? Why do you think the nails are hanging together? Will the magnet pick up a clip? Where is the can? Will the magnet pick up money? Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what a magnet will pick up and what it will not pick up. Monitor students reading and provide support when necessary. Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words Benchmark Education Company, LLC

3 During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: I noticed, [student s name], that when you came to a word you didn t know, you went back and reread the sentence. Did this help you figure out the word? [Student s name], I saw you try to sound out the word money. You sounded out the first letter and then you looked at the picture. That was good reading. Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. Look at the things we listed on our prediction chart. Which ones are mentioned in the book? Let s list the things the book says a magnet will pick up in the After Reading column of our chart. (pins, nails, clip, can, key. pp. 2, 4, 6, 8, 10) (Locate facts/compare and contrast) Will a magnet pick up a pencil? Let s look for words in the question that appear in the book. (No. p. 14) (Locate facts) Why do you think the magnet picks up a lot of nails and pins? (Answers will vary. Students may suggest that nails and pins are little, so the magnet can pick up more of them than it can of a big object, such as a can. They may also think that something goes through the metal to pull together the nails. pp. 3, 5) (Make inferences/draw conclusions) A magnet will pick up certain small metal objects, such as nails and paper clips. How does that make a magnet useful? (Answers will vary.) (Use creative thinking) 2011 Benchmark Education Company, LLC Teacher Tip Using the Skills Bank Based on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pp. 6 9) that will develop students reading strategies. Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. Questions that require students to go to a specific place in the book. Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. Questions that require students to combine background knowledge with information from the book. Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book. 3

4 Small Group Reading Lesson (continued) Teacher Tip Monitoring Comprehension Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. Are students answers to creative questions logical and relevant to the topic? Do students completed graphic organizers reflect the ability to summarize information by finding key words in the text? If students are having difficulty, provide more modeling. Build Comprehension Summarize Information Model Create an overhead transparency of the graphic organizer The Magnet Test or copy the chart on the board. Help students use the text and pictures to summarize what objects the magnet picked up or did not pick up. Model for students how to record this information. Use the following think-aloud. When I read nonfiction material, I can use a chart to help me summarize what I read. On this chart I can group the things a magnet will pick up and the things it will not pick up. The first objects tested in the book are pins. The words and picture show that the magnet picks them up. I will write pins in the first column. Now let s decide where to write the next object tested. Practice and Apply Guide students as they locate objects tested in the book. Help them use the text and pictures to decide whether the object is attracted to the magnet. Then help them record the information on the graphic organizer. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for students to share their recorded information. What the Magnet Picked Up pins nails clip can key The Magnet Test What the Magnet Did Not Pick Up money pencil glass Benchmark Education Company, LLC

5 Interactive Writing Have students use the information from their graphic organizer to write summary sentences about the book. Say: The author wants us to observe what a magnet can pick up and what it cannot pick up. Let s think back on what we read. Our chart is a good summary that can help us remember. Let s think of a sentence we could write about a magnet. (Possible sentences include A magnet will pick up some kinds of metal objects. and You can use a magnet to lift a can. ) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word and then fill in the remaining letters for them. Continue until the sentence is completed. Write Independently Have students write their own sentence based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/ sound correspondences by placing a light check mark above students contributions. Provide explicit praise as you write the message conventionally for students to see. Reread for Fluency Ask students to reread independently. Then pair students to have them show and tell what they remember from the text. Connect to Home Have students read the take-home version of to family members. Have them use a refrigerator magnet to test objects for attraction. Magt will not pik up ges or wed. A magnet will not pick up glass or wood. Teacher Tip Modeling Fluency Read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, volume, expression, and rate. Have students listen to you read a portion of the text and then read it back to you Benchmark Education Company, LLC 5

6 Skills Bank Phonemic Awareness: Listening for words with /i/ Say the word will. Ask students what sound they hear in the middle of the word. (/i/) Together repeat the word several times, emphasizing the middle sound. Then tell students that you will say some words. When they hear a word that has the same vowel sound they hear in will, they should stamp their foot. Say these words: fin, can, pick, pins, nails, glass, clip, key, pig, bin, in, sit. clip lips pins will in is Phonics: Short i Write this sentence on the board: The magnet will pick up pins. Underline the words will, pick, and pins. Have students read the sentence aloud with you, paying close attention to the underlined words. Ask: What sound is the same in the underlined words? (short i) Then have students search for another word in the book that contains short i. (clip, p. 6) Help students brainstorm words that contain short i. List these words on the board and underline the letter i in each. Possible words are pins, pick, will, list, is, in, win, and clip. Concepts About Print Have students turn to page 2. Ask them to point to the first word on the page and then to the last word. Write the sentence on the board. Point to the space between the first and second words in the sentence and draw a box to fill the space. Ask volunteers to point to the spaces between the other words and draw boxes in those spaces. The magnet will pick up pins. first last Benchmark Education Company, LLC

7 High-Frequency Word Vocabulary Write the high-frequency words can, not, pick, and up in a row on the board. Tell students that they are going to play a guessing game with the words. Say: I am thinking of a word that has the /i/ sound. What is it? I am thinking of a word that is the opposite of down. Which word has the word an in it? Which word begins with the same sound as nail? Write this sentence starter on the board: I cannot pick up a. Review the high-frequency words I and a with students. Have them fold a piece of paper into fourths. Have them draw in each fourth a picture of something they cannot pick up. Have students write a sentence about one of their pictures, using the words on the board. Provide assistance as necessary. can not pick up Concept Vocabulary: Objects that a magnet will or will not pick up Have students refer to their graphic organizer "The Magnet Test" to recall the objects that were tested with a magnet in the book. Write the words on large index cards as students name them: pins, nails, clip, can, key, money, pencil, glass. Display these objects on a table. Ask volunteers to tape each word card to the correct object. Then ask students to describe each object and tell whether a magnet will pick it up. Grammar/Word Study: Question marks Have students turn to page 16 and read the sentence aloud. Ask them what they see at the end of the sentence. (question mark) Explain that a question mark goes at the end of a sentence that asks a question. Model how a question should be read, compared with a statement. Ask students to choose a sentence from the book and change it into a question: for example, Will the magnet pick up a pencil? Write the question on the board, highlighting the question mark. Have students read the question with you. Then have them write it on their paper. Will the magnet pick up a pencil? can key glass Copyright 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:

8 Skills Bank Build Comprehension Identify Cause and Effect Explain Create an overhead transparency of the graphic organizer or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect. You can say that the effect happens because the cause makes it happen. Model Say: Let s figure out the cause-and-effect relationships in. Ask students to turn to pages 2 and 3. Say: The magnet picks up pins. That is what happens, so it is the effect. In the first Effect box on the graphic organizer, write The magnet picks up pins. Then say: Now I want to find out the cause, or why something happens. I can say that the magnet picks up pins because something causes it happen. I wonder what makes the magnet to pick up pins. I know that magnets pick up things made of metal, so the pins must be made of metal. In the first Cause box, write Pins are made of metal. Then say: The magnet picks up pins the effect because they are made of metal the cause. Guide Say: Let s find another cause and effect. Look on pages 4 and 5. What does the magnet pick up? (Allow time for students to respond, assisting if needed.) Yes, the magnet picks up nails. This is the effect. Why does the magnet pick up nails? (Again allow time for students to respond.) Yes, the cause is that the nails are made of metal. Write the cause and effect in the second row of the graphic organizer. Say: Because the nails are made of metal, the magnet picks them up. Apply Ask students to work with a partner to find other causes and effects in the book. Remind them that an effect happens because a cause makes it happen. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read Benchmark Education Company, LLC

9 Name Date Identify Cause and Effect Cause Effect 2011 Benchmark Education Company, LLC

10 Notes Benchmark Education Company, LLC

11 Notes 2011 Benchmark Education Company, LLC 11

12 Name Date The Magnet Test What the Magnet Picked Up What the Magnet Did Not Pick Up 2011 Benchmark Education Company, LLC