Level A/1 Math Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Phonemic Awareness Alliteration Phonics Initial and final s Initial p Concepts About Print Concept of words High-Frequency Words have, I Vocabulary Fruits Math Big Idea We count ingredients when we cook. Theme: Using Numbers Math Concept: Numbers tell us how many. 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
Small-Group Reading Lesson apples bananas Before Reading Activate Prior Knowledge cherries Fruits pears Ask students to name familiar fruits. Prompt them by naming one or two fruits. Make a word web with the word Fruits in the center circle. In the outer circles, write the names of fruits that students suggest (left). ell peaches oranges SUPPORT TIPS for English-Language Learners Build Vocabulary and Language Patterns Prior to reading, take students on a picture walk to find out whether they can recognize and name different kinds of fruits. If they do not know the English name of a fruit, let them name it in their native language. Then tell them the English name. Have students point to the picture of the fruit and repeat both names. CUES FOR STRATEGIC READING Visual Cues Look at the beginning letter or letters (p in pears; gr in grapes). Look for familiar chunks within the word (water in watermelon; straw in strawberries). Structure Cues Ask if the sentence sounds right. Look for repeated language patterns: I have... Meaning Cues Think about what makes sense in the sentence. Look at the picture to confirm the meaning of the word. Model Visualizing Display the book cover and read the title aloud. Say: The title tells me that this book is about fruits. When I hear the word fruits, I think about fruits that I know and like. I make pictures in my mind of apples, pears, and grapes. I can see big, green watermelons and long, yellow bananas. I imagine what these fruits smell like and how sweet they taste. Ask students what they visualize, or picture in their minds, when they hear the word fruits. Encourage them to offer specific descriptions. Then ask: What is fruit salad? What does it look like? What happens to the fruit that is put into fruit salad? (The fruit is usually cut up and always mixed together.) Preview the Book Have students turn to the title page. Ask: What do you see on this page? What fruits do you see? How many different kinds of fruits do you see? Preview the rest of the book with students. Point to each picture and ask students what the boy is holding and how many he is holding. Reinforce the language used in the text. For example, ask: If I have one banana in each hand, how many bananas do I have? I have two bananas. Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: Read to find out how many different kinds of fruits the boy has and what he does with the fruits. Monitor students reading and provide support when necessary. Review Reading Strategies Use the clues provided to remind students that they can apply different strategies to identify unfamiliar words. 2 Copyright 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible page 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: 978-1-4108-2650-3
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they problem-solve on text. Guide, or prompt, individual students who cannot problem-solve independently. After Reading Reflect on Reading Strategies After students have completed their reading, encourage them to share 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 looked at the picture to see whether it gave you a clue to the word s meaning. That was good reading. [Student s name], I saw that you tried to figure out how to say the word watermelon. First you divided the word into two smaller words water and melon. Did that help you? Build Comprehension: Discuss Concepts Personal response: What is your favorite kind of fruit? Why? Is it a good fruit to put in fruit salad? Why or why not? (Answers will vary.) Locate facts: How many oranges does the boy have? (3) How many pears does he have? (5) Draw conclusions: How many different kinds of fruits does the boy have? (7) Make inferences: What does the boy do with the fruits? (He makes fruit salad.) How do you know that? (He says, I have fruit salad. There is a picture of fruit salad. Fruit salad is made with different kinds of fruits.) Use the Comprehension Assessment Tips on page 4 to evaluate how students answer different types of questions. To practice text-dependent strategies, use the Comprehension Through Deductive Reasoning card provided for. ell SUPPORT TIPS for English-Language Learners Highlight for students the numbers (1 7) used to count the fruits in the story. Point to each number, say its name, and hold up the corresponding number of fingers. Have students repeat the number word and imitate your action. Then hold a random number of fingers and ask students to say the number. Use the Skills Bank Based on your observations of students reading behaviors, you may wish to select activities from the Skills Bank (pages 6 9) that will develop students reading strategies. ASSESSMENT SKILLS SUPPORT TIPS TIP Check a student s reading strategies by asking the student to read a page of the text aloud to you while other students whisper-read. Note whether the student is using visual, structure, and/or meaning cues to self-correct and to make sense of the text. MAKE FICTION-TO-FACT CONCEPT CONNECTIONS If students have read How Many Walruses? ask: How are the books and How Many Walruses? alike? (They both count things.) Which book could really happen? Why? ( could really happen. It tells about real things fruits, actual events, and making fruit salad.) 2011 Benchmark Education Company, LLC 3
Small-Group Reading Lesson Comprehension Assessment tips Monitor Comprehension Are students able to locate specific answers to textdependent questions in the text? 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 draw conclusions? You may wish to 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 an ability to locate facts? If necessary, provide more modeling. Build Comprehension: Locate Facts Model Create an overhead transparency of the graphic organizer or copy the chart on the board. Help students recall what kinds of fruits and how many of each kind the boy has in the story. Model how to complete the chart. Use the following think-aloud. A story has important facts. To help me remember these facts, I can use a graphic organizer like this one to record the facts in the story. I know that the story tells me how many different kinds of fruits the boy has, so I will look for facts about numbers and fruits. On page 2, I read the sentence I have 1 watermelon. I will write 1 in the column labeled Number and watermelon in the column labeled Fruit in the chart. Now let s look for the next fact. Practice and Apply Guide students as they find the number and name of each fruit. Tell them where to write the information on the chart. If you think students can complete the chart independently, distribute copies of the graphic organizer (page 8) and monitor their work. Allow students time to share their completed graphic organizers. Number 1 Fruit watermelon 2 3 4 5 6 7 bananas oranges apples pears strawberries grapes 4 2011 Benchmark Education Company, LLC
Interactive Writing Have students use information from the graphic organizer to write sentences about story events. Say: Let s look at our chart. It tells important facts from the story. Let s think of a sentence we can write that tells a fact in the story. (Possible sentences: He has 3 oranges, He has 4 apples, and He makes fruit salad. ) Repeat the sentence aloud several times with students so they internalize the language pattern. Collaborate with them to write the sentence on chart paper or on 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; then fill in the remaining letters for them. Continue until the sentence is completed. Write Independently Have students write their own sentences based on the story. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. Confer with students about their sentences. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students contributions. Praise students as you write the message conventionally for them to see. Reread for Fluency Ask students to reread independently. Then have them read the story with a partner, alternating reading pages of the text. Connect to Home Have students read the take-home version of to family members. Have them work with family members to add three more numbers and kinds of fruits to the story. For example, I have 8 cherries, I have 9 tangerines, and I have 10 blueberries. she haz 4 aplz. She has 4 apples. FLUENCY SUPPORT TIPS 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 have them read it back to you. 2011 Benchmark Education Company, LLC 5
Skills Bank Phonemic Awareness: Alliteration Say: Listen as I say a sentence: Sam saw seven seals. Listen to the beginning sound in each word. Say the sentence again, emphasizing the beginning sounds in the words. Ask: What sound do you hear at the beginning of Sam? (/s/) Repeat the word Sam, segmenting the beginning sound: /s/ am. Continue in the same way with the other three words. Then ask: Do Sam, saw, seven, and seals begin with the same sound? Say the sentence again, emphasizing the beginning sound in each word. Have students repeat the sentence with you. Say: Yes, Sam, saw, seven, and seals begin with the same sound. They all begin with /s/. Repeat the activity with the following alliterative sentences for /t/, /w/, and /f/: Tina touched two toads. Will watched one walrus. Fay found five fish. salad sun sit send grapes bus gas yes Phonics: Initial and Final s Write the word salad on the board. Ask students to listen to and identify the beginning sound in the word. Say: The letter s stands for /s/ in salad. Underline the letter s. Write the word grapes on the board. Ask students to listen to and identify the ending sound in the word. Say: The letter s stands for /s/ in grapes. Underline the letter s. Say: The letter s can stand for /s/ at the beginning and at the end of words. Say the following words and ask students if they hear /s/ at the beginning: sun, fan, sit, get, send, and zip. When they recognize a word with beginning /s/, write it on the board under salad and underline the s. Say the following words and ask students if they hear /s/ at the end: bus, pig, gas, leaf, jar, yes. When they recognize a word with ending /s/, write it on the board under grapes and underline the s. Together read the words in each list, emphasizing first the beginning /s/ and then the final /s/. Point to the letter s each time you say the sound. Paul packs pears. Pam s pet piles pennies. Phonics: Initial p Write the word pears on the board. Ask students to say the word with you and to listen to the beginning sound. Underline the letter p and explain that p stands for /p/ at the beginning of pears. Say the following words and have students tell you when they hear a word that begins with /p/: pack, pig, bird, push, not, fur, and pet. When students identify a beginning /p/ word, write it on the board under pears. Have a volunteer underline the p. Then ask students to brainstorm additional words that begin with /p/. Together use the initial /p/ words, as well as /p/ names, to make up alliterative sentences. 6 2011 Benchmark Education Company, LLC
Concepts About Print Have students turn to page 2. Read the sentence aloud together. Tell students that the sentence has four words. Point to the space between the words I and have. Explain that you can tell where one word ends and the next word begins because there is a space between the two words. Continue with the spaces between have and I, and between I and watermelon. Then write the following sentences on the board or chart paper and have volunteers tell how many words are in each sentence. Write numbers above the words as students count them aloud. We like bananas. She has 2 red apples. 1 2 3 4 5 She has 2 red apples. High-Frequency Word Vocabulary Say and spell the following high-frequency words with students: I and have. Write the words on the board. Then write this sentence form on the board: I have. Collect sets of familiar classroom objects, such as one book, two pencils, three erasers, and four paper clips. Hold up the objects and model how to complete each sentence: I have 1 book. I have 2 pencils. I have 3 erasers. I have 4 paper clips. Pass the sets of objects to students and have them repeat the sentences. If necessary, prompt them by asking, What do you have? Point to the words I and have on the board as students say them. I Have Vocabulary: Fruits Have students look through the book to find the words that name fruits: watermelon, bananas, oranges, apples, pears, strawberries, and grapes. Write the names of the fruits on two sets of index cards. Mix all the cards and place them facedown in rows. Have students turn over pairs of cards until they find the two cards with the same fruit name on them. After all the cards have been matched, have each student choose one fruit and draw a picture of it to go on a bulletin board. strawberries strawberries 2011 Benchmark Education Company, LLC 7
Skills Bank Build Comprehension Draw Conclusions Explain Create an overhead transparency of the graphic organizer or draw it on the board. Say: An author can t give us every bit of information in a book. We figure out some things on our own. We use the author s words and photographs as clues. When a reader figures something out using three or more clues, the readers is drawing a conclusion. Model Say: Let s draw a conclusion about. On pages 2 and 3, we see a whole watermelon. On pages 4 and 5, we see two whole bananas. On page 7, we see oranges and a bowl of cut-up bananas and watermelon. Record this evidence in the first Clues box on the graphic organizer. Then say: Now we need to use the clues to draw a conclusion. We can conclude that a fruit salad has several types of fruit, all cut up and mixed together. Write this in the first Conclusion box. Guide Say: Now let s draw a conclusion about what you need to make a fruit salad. Look at pages 6 and 7. The picture shows whole oranges, a cutting board, and a bowl of cut-up fruit. What do you know about using a cutting board? (Allow time for students to respond, assisting if needed.) Yes, a cutting board is a tool we use with a knife. Record this evidence in the second Clues box on the graphic organizer. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that you need fruit, a cutting board, and a knife to make a fruit salad. Record this sentence in the second Conclusion box on the graphic organizer. Apply Ask students to work with a partner to draw another conclusion from the book. Remind students to use word and picture clues to figure out things the author doesn t write. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read. 8 2011 Benchmark Education Company, LLC
Name Date Draw Conclusions Clues Conclusion 2011 Benchmark Education Company, LLC
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Name Date Number Fruit 2011 Benchmark Education Company, LLC