teacher’s guide - amazon s3 · teacher’s guide • small group ... use oil and gas for heat and...

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

• Small Group Reading Lesson • Skills Bank • Reproducible Activity

science

anchor comprehension strategy

Identify Main Idea and •Supporting Details

Phonemic Awareness�Segmenting�onset�and�rime��•

Phonics Diphthong�/oi/��•Digraph�ck��•

High-Frequency Wordscare,�Earth,�help��•

Content Vocabulary �Nature�words��•

Grammar/Word Study�Compound�words��•

Science Big Idea��Earth�is�full�of�a�variety�of�natural��•resources.

skills & strategies

Riches From NatureLevel H/14

14-H Riches_NatureTG.indd 1 11/16/10 10:34:45 AM

2Riches From Nature

© 2011 Benchmark Education Company, LLC

Before Reading

Activate Prior KnowledgeEncourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “What We Get From Nature” (left) or copy the organizer on chart paper, leaving the outer boxes and circles blank. Explain that we get valuable things from inside the earth, on the earth, and above the earth. Write these three phrases in the boxes on the web and ask students to brainstorm what we get from each area. Write students’ suggestions in the circles. Explain that students will return to the organizer after reading the book.

Preview the BookRead the title and names of the authors to students. Ask:

• What are riches? What is the girl holding? Why might carrots be considered riches?

Read the table of contents with students. Explain that the table of contents can help them preview the information that will be presented in the book. Students can also refer to the table of contents to find out which page to turn to for specific information. Ask them which page they would turn to in order to find out about riches above the earth. Then preview the illustrations with students. Ask: Why do you think there is a picture of an oil pump and a gas pump in the book? Help students recognize that the book will discuss the riches that are found naturally inside the earth and how people use them.

Set a Purpose for ReadingHave students turn to page 2 and read the book silently. Say: I want you to find out what riches come from inside, on, and above the earth, and how people use them. Monitor students’ reading and provide support when necessary.

Review Reading StrategiesUse the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

Small Group Reading Lesson

ViSuAl CueS• Look at the initial consonants.

(r in rocks; th in things)• Look for familiar word parts.

(some in sometimes)• Break the word into syllables

and sound out each part. (an/i/mals)

StRuCtuRe CueS• Think about whether the

sentence sounds right.• Look for repeated language

patterns. (“We can use . . .”; “My mom/dad says/tells . . .”)

MeAning CueS• Think about what makes

sense in the sentence.• Look at the pictures to

confirm the meaning of the word.

oil

What We Get From Nature

gasgold

inside the earth

above the earth

on the earth

treessoil

waterair sun


3© 2011 Benchmark Education Company, LLC

Observe and Prompt Reading StrategiesObserve 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.

Reflect on Reading StrategiesOnce students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying:

• [Student’s name], I saw you figure out the word soil by looking at its beginning letter. What other cues did you use to figure out the word?

• [Student’s name], I saw that you studied the pictures to confirm the meanings of some words. That is good reading.

Build ComprehensionASK 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.

• What do we use oil and gas for? (We use gas to make cars go; we use oil and gas for heat and to make machines work. pp. 6–7) (Locate facts)

• Why is soil considered one of the riches of the earth? (It helps us grow such things as plants for food. p. 8) (Identify cause and effect)

• How are such riches as oil and gas different from such riches as plants and animals? (Oil and gas come from within the earth, while plants and animals are on the earth; oil and gas are not living, while plants and animals are; oil and gas cannot be made again, while plants and animals can.) (Compare and contrast)

• Do you think using the word riches is a good way to describe the things that come from nature? Why or why not? (Answers will vary. One possible answer: The word riches refers to valuable things. Some of the things described, such as gold, are valuable to people in an obvious way. Others, such as soil, enable people to have good food and beautiful plants, which make people’s lives richer in a less obvious way.) (Make inferences/Use creative thinking) Riches From Nature

Teacher Tipusing the Skills BankBased on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.

Question typesStudents 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 ques tions, 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.

After Reading

During Reading


4Riches From Nature


Build Comprehensionidentify MAin ideA And SuPPORting detAilS

Model Create an overhead transparency of the graphic organizer on page 8 or copy the main idea and details chart on the board. Discuss the content of the first chapter with students, looking for details and the main idea. Model for students how to find this information and how to record it on the chart. Use the following think-aloud.

When I read a nonfiction book, I can use a chart like this one to list details and decide the main idea of each part. I know that the main idea is the most important thing the author wants me to know from reading the chapter. I know that details are facts that give me information about the main idea. I will review the first chapter and write the first detail in my own words: “Rocks come from inside the earth.” Then I will write the remaining details: “Gold comes from inside the earth,” “Oil and gas come from inside the earth,” “We use oil and gas in many ways,” “We cannot use up all the things from inside the earth, because we cannot make them again.” Now I’ll review these details and state the main idea of the chapter in my own words: “Many valuable riches are found within the earth that must be used carefully, because they cannot be made again.” Now let’s find details and decide the main idea for the next two chapters.

Practice and Apply Help students find and paraphrase details in Chapter 2 and create a main idea sentence about the chapter in their own words. Do the same for Chapter 3. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.

Teacher TipMonitoringComprehension• 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 an ability to identify the details in a chapter and determine the main idea of the chapter based on those details? If students are having difficulty, provide more modeling on how to find details and determine the main idea.

Small Group Reading Lesson (continued)

Main idea/Supporting detailsChapter 1

details: Main idea:

Rocks come from inside the earth.

Gold comes from inside the earth.

Oil and gas come from inside the earth.

We use oil and gas in many ways.

We cannot use up all the things from inside the

earth, because we cannot make them again.

Many valuable riches are

found within the earth that

must be used carefully,

because they cannot be

made again.

Chapter 2

details: Main idea:

Soil on the earth is used to make bricks

and grow plants.

Water on the earth gives us water to drink.

We get food and clothes from the animals on

the earth.

People use many things

found on the earth to make

their lives better.

Chapter 3

details: Main idea:

The air above the earth is necessary for us to live.

The sunlight from above the earth gives people

light and heat.

People need the air and

sunlight found above the

earth to live.


5Riches From Nature


Small group writingUse the graphic organizer completed during the Build Comprehension section of the lesson to review the concept of main idea and supporting details. Explain that students are going to use the same graphic organizer to plan the writing of a group paragraph that contains a main idea and supporting details. Remind students that authors carefully plan their writing before putting pen to paper. Use the following writing steps.

• Make a simplified version of the main idea and details chart on the board. (Use only one “Details” box and one “Main Idea” box.)

• Help students decide on a topic for the paragraph. Use a familiar topic, such as favorite games, favorite books, or favorite television programs.

• Have students decide on the main point they want to make about games they play: for example, We like to play many different games. Record this in the “Main Idea” box.

• Ask students to tell you the details they would include to support the idea that they play many different games. Record these in the “Details” box.

• Work with students to use the information to create a paragraph. Make sure that the paragraph has a topic sentence.

• Read through the paragraph with students and encourage them to suggest ways to improve it.

write independentlyTell students they will now use the main idea chart to plan their own writing. Use the following steps.

• Distribute copies of the blank graphic organizer. Tell students they will use only one set of the boxes for their planning because they will be writing only one paragraph.

• Help students decide on a topic.

• Help them decide on their main idea and supporting details.

• Have them expand on the information on the graphic organizer to write their paragraphs.

• Encourage them to reread their completed paragraphs to find ways to improve their writing.

Reread for fluencyYou may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you.

Have students reread Riches From Nature with a partner. Have them read the text together and then take turns reading it to each other.

Connect to HomeHave students read the take-home version of Riches From Nature to family members. Encourage students to share the information on their graphic organizers.


6Riches From Nature


Phonemic Awareness: Segmenting onset and rimeSay the word plant and separate it into its onset and rime: /pl/ /ant/. Then repeat the word and have students separate it into its onset and rime. Tell students that you are going to say some words and that they are to tell you the onset and rime for each word: care, help, down, gold, heat, soil, food, need, right.

Phonics: diphthong /oi/Write the words oil and soil on the board. Say both words. Ask students what vowel sound they hear in both words. (/oi/) Underline the letters oi. Explain that these letters make the /oi/ sound in the words. Write the word boy on the board. Say the word together. Ask students how this word is like oil and soil. (It also has the /oi/ sound.) Ask them how boy is different from oil and soil. (The letters oy make /oi/ in boy.) Write oi and oy as column headings on the board. Ask students to think of /oi/ words to write in both columns. Have them begin with the three words on the board. Point out that one way to make more /oi/ words is to think of words that rhyme with oil and boy.

Phonics: digraph ckWrite the words rock and brick on the board. Ask students to say both words. Circle the letters ck at the end of each word. Ask students what sound they hear at the end of the words. (/k/) Go around the room and ask each student to say a word that ends with the /k/ sound and the letters ck, such as back, tack, deck, neck, pick, sick, knock, sock, buck, and luck. Write the words on the board as students offer them. Circle ck in each word.

Skills Bank

oi oyoil boy

soil joy

boil soy

foil toy

broil oyster

coin voyage

voice

rock

brick

back

deck

pick

knock


27

High-frequency word VocabularyWrite the words Earth, care, and help on the board. Read the words together. Have volunteers find a sentence in the book that has each word and read it aloud. Then ask students to write a clue for one of the words: for example, If I don’t understand a math problem, I might ask my teacher for this. (help) Have students take turns reading their clues aloud while the rest of the class guesses the correct word for each clue.

Content Vocabulary: nature wordsAsk students to think of words that are related to nature. First have them review their pre-reading semantic web for possible words. (soil, trees, oil, gas, Sun, air) Then have them review the book for other words, such as earth, plants, and animals. Finally, have them brainstorm words, such as silver, coal, and vegetables. When the list is completed, assign one word to each student. Ask students to make a dictionary entry for their words. The entry should include the word, its definition, a sentence using the word, and a sketch illustrating the word. Then compile the words to make a class dictionary.

grammar/word Study: Compound wordsWrite the word sometimes on the board. Ask students what two small words they see in sometimes. (some and times) Explain that a word made up of two smaller words is called a compound word. Repeat the procedure with the words inside and cannot. Ask students to work with a partner and brainstorm five compound words, such as bedroom, weekend, homework, flashlight, and outdoors. Have students share their compound words.

care

Earth

help

© 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# 978-1-4108-0116-6


name _______________________________________________________ date ___________________


Main idea/Supporting detailsChapter 1

details: Main idea:

Chapter 2

details: Main idea:

Chapter 3

details: Main idea:


teacher’s guide - amazon s3 · teacher’s guide • small group ... use oil and gas for heat and...

Documents