Grade - Pearson Educationassets.pearsonschool.com/asset_mgr/pending/2013-10/G2_1_SSH.pdf · iv Scaffolded Strategies Handbook More Support More Support unit1 UNLOCK THE TEXT • UNIT

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Scaffolded StrategiesHandbook

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Copyright © 2014 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce the Graphic Organizer pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Rights Management & Contracts, Pearson Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

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iv Scaffolded Strategies Handbook

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UNLOCK THE TEXT • UNIT 1 • MODULE A

Look at the illustrations. Guide students to use information from the title and illustrations to respond to the following questions:

• What is the title of the story?

• Who is the author? Who is the illustrator?

• What is a duckling?

• What do the pictures tell you about the story?

LANgUAgE CONvENTIONALITy AND CLArITy

PrEvIEW vOCABULAry Use the Learn New Words Routine in Part 2 to assess what students know about the following words: island, quacked, cozy, dive, traffic, and proud.

Ask students a self-related question about each word, such as: What would it be like to live on an island? Prompt students to use the term island in their response.

CrITICAL vOCABULAry Preteach critical vocabulary words, such as mallard, ducklings, hatch, molt, and Boston.

Introduce critical vocabulary with age-appropriate terms. Include pictures or video when possible to reinforce and support meaning. You can use the Vocabulary Activities in Part 2.

KNOWLEDgE DEMANDs

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about ducks. Record student responses on chart paper. Facilitate student input with guiding questions, such as: What do ducks look like? How do they act? Where do they live? What do they eat? Review students’ responses by pointing and asking students to follow along as you read each word or phrase on the chart.

Before students get started, model an example of a time when you saw a family of ducks: Last spring, I was in the town park, and I heard some loud “quacking” sounds. I looked in the pond and saw a mamma duck and her five ducklings swimming all in a row. Then they waddled out of the water to eat some crackers a lady was tossing to them.

Unlock the TextQUALITATIvE MEAsUrEs

Levels of Meaning

character-driven plot with unified theme of finding a home; building relationships

Structure chronological narrative structure; pictures support the plot; setting changes

Language Conventionality and Clarity

straightforward sentences; humor; nonliteral language

Knowledge Demands

duck behavior; city life; interactions of people and animals

Prepare to ReadLEvELs Of MEANINg

In Make Way for Ducklings, the main storyline tells about Mr. and Mrs. Mallard finding a safe home for their family. On a deeper level, it shows the importance of the relationship between the Mallard family and Officer Michael.

Structure

PrEvIEW Read the title and author/illustrator’s name, sweeping a finger under each word. Point out that the author writes the words in the story and the illustrator makes the pictures. Tell students that in Make Way for Ducklings, the same person wrote the story and made the pictures.

Living together: this is Home

Make Way for Ducklings 54 Kindergarten•Unit1•ModuleA

sTrUggLINg rEADErs

Take a picture walk through the book with students. Talk about the various places the ducks go, and have students name the places that look familiar.

ENgLIsH LANgUAgE LEArNErs

Help students understand the difference between a duck and a duckling. Explain the difference. Then display the book and have students point to the duck and say the word duck. Then have them point to a duckling and say the word duckling.

QUALITATIVE MEASURESLevels of Meaning

(explicit) finding a home(implicit) friendship

Structure Pictures; setting changes


Straightforward sentences; humor; nonliteral meaning

Knowledge Demands

New ideas: how ducks act; city lifeChallenging concepts: how people and animals get along

For each text, the Qualitative Measures of Text Complexity become customized access points for your special student populations.

Enrich your instructional repertoire with research- proven scaffolds for English language learners, students with disabilities, struggling readers, and accelerated learners.

Every text in ReadyGen is supported by the targeted strategies you will find for when students:

•Prepare to Read

• Interact with Text

•Express and Extend

Apply all or some of the 3-part plan to broaden accessibility to complex texts and tasks for all students.

About This Book

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PART 1

Unlock the Text

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2 Part 1 • Unit 1

Unit 1

Understanding Communities

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Text CollectionGEN Abc TM

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Unlock the Text

SUPPORTING TEXT The House on Maple Street

ANCHOR TEXT On the Farm

TEXT SET

MODULE B Cognate Chart ....................................................... 18

Anchor Text On the Farm ........................................................... 20

Supporting Text The House on Maple Street ............................. 26

SUPPORTING TEXT Snowshoe Hare’s Winter Home

ANCHOR TEXTCharlotte’s Web

TEXT SET

MODULE A Cognate Chart ........................................................ 4

Anchor Text Charlotte’s Web ........................................................ 6

Supporting Text Snowshoe Hare’s Winter Home ....................... 12

www.PearsonSchool.com/NYCReadyGEN

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Unit 1 • MODULE A

4 Part 1 • Unit 1 • Module A

Cognates

English spanish

absolutely accompanyappetiteappropriateattentioncapturecentercircle commotioncommunitycompletelycontinuecontrolconversationcuriositydecidedesperatedesperationdestroydifferentdirectly distancedistribute effect

absolutamenteacompañarapetitoapropiadoatencióncapturarcentrocírculoconmocióncomunidadcompletamentecontinuarcontrolarconversacióncuriosidaddecidirdesesperadodesesperacióndestruirdiferentedirecatmentedistanciadistribuirefecto

English spanish

energy eventexactlyexplainexplorefamilyfuturegiganticgrain imagine importantinstinct instructions interesting invent locate medalmentionmiraclemomentmultiplynumbernumerousobserve

energíaeventoexactamenteexplicarexplorarfamiliafuturogigantescogranoimaginarimportanteinstintoinstruccionesinteresanteinventarlocalizarmedallamencionarmilagromomentomultiplicarnúmeronumerosoobservar

Cognates are words that have similar spellings and meanings in two languages. Many words in English came from French and, since French is closely connected to Spanish (and to Portuguese, Italian, and Romanian), many academic process words in English (e.g., compare/comparar, connect/conectar) have recognizable Spanish cognates, as do many literary and content words (gracious/gracioso; volcano/volcán).

Making the connection to Spanish cognates permits students who are native Spanish speakers to understand the strong foundation that they have in academic and literary English. These links to Spanish are also useful for native speakers of English and speakers of non-Spanish languages because they help uncover basic underlying features of our language.

anChOR TEXT Charlotte’s Web

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English spanish

occasion passpatient perfect plan prepare presentprobably produce property radiantrapidlyrepeat scene

ocasiónpasarpacienteperfectoplanearprepararpresentarprobablementeproducirpropiedadradianterápidamenterepetirescena

English spanish

school secure simply specialspecially stomach surprisethermometer tranquil tremendoustriumphtunnel visit

escuelasegurosimplementeespecialespecialmenteestómagosorpresatermómetrotranquilotremendotriunfotúnelvisitar

anChOR TEXT Charlotte’s Web (continued)

These lists contain many, but not all, Spanish cognates from these selections.

English spanish

attentiondisappearexplorehibernate

atención desaparecerexplorarhibernar

English spanish

rocksignaltunnel

rocaseñaltúnel

suppORTing TEXT snowshoe hare’s Winter home

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1Unit

English langUagE lEarnErs

To give students a reference point or to better demonstrate meaning, use visuals to explain specific vocabulary, such as friendship, tractor, or animal. For example show a picture and say the English word tractor. Ask students to identify the word in thier first language.

strUggling rEadErs

Provide students with a notebook to record unfamiliar words while reading. Pause for students to share noted words and clarify as a class. Provide opportunities for students to use the words in discussions and writing.

Unlock the TextQUalitativE MEasUrEs

Levels of Meaning

character-driven plot with humor and pathos; theme of growing up and making sacrifices develops gradually and deepens by end

Structure simple structure with episodic chapters; chronological passage of time


straightforward sentences of varying lengths and some figurative language; dialogue

Knowledge Demands life cycle; farm life

Prepare to ReadlEvEls of MEaning

In Charlotte’s Web, there are two levels of meaning. One purpose of the text is to tell the story of how a spider named Charlotte saves the life of a pig named Wilbur. However, a deeper purpose is to explore the meaning of growing up and making sacrifices, as experienced by two fast friends and their barnyard companions.

strUctUrE

PrEviEW Together, read the title, author, and illustrator. Ask students to examine the cover with a partner and share details of what it tells them about the story. In small groups, have students read the chapter titles and look at the illustrations. Ask: How is the book divided? (in chapters)

Understanding communities

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• LookatthechaptertitlesintheTableofContentstogether.Whatdotheytellyouaboutthestory?(Theytellwhoorwhateachchapterinthestoryisabout.)

• Whatinformationaboutthestorydoestheillustrationonpage6giveyou?(Twocharactersareagirlandapig.Thegirltreatsthepiglikeababy,notlikeanaveragefarmanimal.)


PrEvIEw vOCAbULAry UsethePreviewandReviewVocabularyRoutineinPart2toassesswhatstudentsknowaboutwordssuchasthefollowing:fierce, brutal, loyal, true, conspiracy, gullible, radiant, modest, versatile, miracle, destiny, phenomenon,andhumble.Useeachwordinasentencerelatedtostudents’lives.Forexample,“Thelionatthezooshowedhisteethandlookedveryfierce.”YoucanalsousetheVocabularyActivitiesinPart2topreteachcriticalvocabularywords.

COgNATEs Manyofthewordsinthisselectionhavecognates.UsetheAnalyzeCognatesLessoninPart2toteachstudentshowtorecognizecognatesandtousetheirknowledgeofcognatestounderstandnewwords.ForyourSpanish-speakingstudents,usethelistofSpanishcognatesforeachselectionatthebeginningofthismoduleasareference.Refertothischartpriortoreadingeachchapter.

KNOwLEDgE DEMANDs

ACTIvATE bACKgrOUND KNOwLEDgE Askstudentstosharewhattheyknowaboutlifeonafarm.UsetheQuickWriteandShareRoutineinPart2andask:Whatisafarm?Wheredoesoneusuallyfindafarm?Whatkindsofthingshappenonafarm?

Beforestudentsgetstarted,modeldescribinganexperienceyouhadwithorsomethingyouknowaboutfarmlife:WhenIdrivethroughthecountry,Iseefarmswithfieldsandbarns.Cropslikecornandbeansgrowinthefields.Cowsandsheepgrazeinmeadowsonthefarm.Peoplewhoworkthefarmarecalledfarmers.Theyplantvegetablesandgrains,takecareoftheanimals,anddrivebigmachinesliketractorsandcombines.

ENgLIsH LANgUAgE LEArNErs

GuidesmallgroupstousetheWebAGraphicOrganizertobrainstormthingsfoundonafarmbycategorysuchasfarmanimals,crops,machinery,andjobs.

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engliSh language learnerS

The figurative language from the story (for example, “Don’t fal for it.”) may be difficult for ELL students. Use the Act Out or Draw Meaning Routine in Part 2 to provide more practice for students to internalize specific expressions and phrases.

Interact with TextlevelS of Meaning

As you read Charlotte’s Web, periodically assess students’ level of understanding.

If…students struggle to recall the characters in the first few chapters,then…create a class chart to keep track of the characters as the story develops. Pause to add details to the chart about each character as the story unfolds.

Point out that some characters are called by different names because of their relationships with other characters. For example, in Chapter 1, Mr. Arable is also called Papa and Pop because he is the father of Fern and Avery. Use the Proper Nouns Activities in Part 2.

Structure

As students read, periodically assess their understanding of the story’s structure. Revisit illustrations and chapters headings. Ask: How does each illustration show the passage of time?

If…students have difficulty understanding how events in the story coincide with times of the year,

then…have them keep a chart by season of major events that happen in the story.

Use a four-column chart with these heads: Spring, Summer, Fall, Winter. Tell students that the story takes place over the course of a year, starting in the spring when Wilbur is born. Guide students to specific pages to locate clues about changes in season. For example, on page 16 it says, “One afternoon in June . . . . ,” or on page 173 it says “The autumn days grew shorter.” Provide time for students to add text evidence to their charts.



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Students may have difficulty visualizing many of the farm-related objects named in the text; for example, pitchfork, scythe, milking stool, tractor. Use Chapter 3 as a resource for the names of objects found on a farm. Find pictures or photos of each object to label and display in the classroom. Discuss the pictures with students, including how and why each object is used.


This story uses many examples of figurative language to “paint a picture” of farm life and events.

If…students have difficulty understanding figurative language,then…define each example on a case-by-case basis.

For example, using “The cars whisper along the highway” (page 143), ask students to think about what a whisper sounds like and when the sounds of cars on the road are like whispers.

For other phrases that may be difficult for students, use the Analyze Idioms and Expressions Routine in Part 2. Examples of phrases that may be problematic include these in Chapter 1: will never amount to anything, do away with, a matter of life and death, start it on a bottle, will be along.

KNOwLEDgE DEMANDS

One of the major themes in Charlotte’s Web has to do with the cycle of life. Discuss the life cycle of a familiar animal or insect, such as a caterpillar. Point out that it is a “cycle” because it has a beginning, progressive steps, an end, and then it starts all over again. Guide students to identify the way life cycles are portrayed in the story.

If…students have difficulty understanding how life is portrayed as a cycle in this story,then…have them work with a partner to revisit the story to locate examples of ways Wilbur and Charlotte change over time.

For example, in Chapters 15–21, Charlotte begins to show her age. Have students look for evidence that Charlotte is growing weaker, in what she says about herself, in what Wilbur observes about her, and how she is described in the text.

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Allow students to listen to a recording of Charlotte’s Web while following along in the text. Hearing correct pronunciations and inflections for words and expressions used in the text may help students understand their meanings.

Express and ExtendlevelS of Meaning

eXpreSS Friendship is an obvious theme in this story. However, growing up and making sacrifices are two other important themes that students may find difficult to understand. Ask: What would Charlotte tell Wilbur about growing up? What did Charlotte sacrifice to save Wilbur? What does he do to show how much he appreciated her?

If…students have difficulty completing the activity,then…reread the last several pages of the story aloud. Ask students to identify words and phrases that show how Wilbur had grown up.

eXtend Have students write a letter from Charlotte to Wilbur, giving him advice about caring for her children. Encourage students to use this lesson’s vocabulary words, as appropriate, in their letter. Provide time for students to share their advice letters in small groups.

Structure

eXpreSS Have small groups use Story Map A Graphic Organizer in Part 2 to summarize what happens during the beginning, middle, and end of Charlotte’s Web. Remind students to think about the most important events that took place during the stages of Wilbur’s life.

If…students have difficulty completing the activity,then…help them identify major events that happen to Wilbur and Charlotte before the fair, during the fair, and after the fair.

eXtend Have students create a book jacket/cover for Charlotte’s Web that includes a short summary of the story on the back along with reasons other readers may like it. Tell students to be careful not to give away the ending!



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ACCELErATED LEArNErs

Have students research spiders and pigs and use a Venn diagram to compare Charlotte’s life to Wilbur’s life. Include comparisons in what they look like, how they act, what they eat, where they live, and so on.


expreSS Talk about Sentences and Words

Display and read the following sentences from p. 115 of Charlotte’s Web.

Some of Wilbur’s friends in the barn worried for fear all this attention would go to his head and make him stuck up. But it never did. Wilbur was modest; fame did not spoil him.

Discuss the meaning of this passage. Ask: What worried the barnyard animals? What does stuck up mean? (to be too proud or arrogant). Did the animals need to worry? Why not? What does modest mean? (“humble” or “not too proud.”) So what is the author telling us about Wilbur? (He has not changed because of all the attention; he is still his old modest self.)

TEAM TALK Have partners reread some of the passage again replacing stuck up and modest with other, simpler words of their choosing that they think the author could have used.

If…students need more support with understanding sentence meaning,then…repeat the activity with another interesting sentence and probe for meaning, having students analyze or “unpack” a portion of the sentence to better grasp its meaning.

EXTEND Have partners skim other chapters for more examples of words that provide a clue to a character’s personality, like stuck up or modest or humble. Provide time for partners to share their examples.

KNOwLEDgE DEMANDs

expreSS Have small groups discuss what they learned about farm life from reading Charlotte’s Web.

If…students have difficulty sharing new things they learned,then…provide sentence frames such as the following for them to complete: One job on the farm is ___. Farmers care for animals by ___. Farms give us ___.

EXTEND Have students choose a favorite scene about farm life from Charlotte’s Web to illustrate. Have them tell the page numbers on which the scene takes place and use the text to help them know what to draw in their pictures. Encourage students to present their illustrations to the class.

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Snowshoe Hare’s Winter Home, pp. 5–12


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StrUggling readerS

Display realistic pictures of snowshoes and a snowshoe hare. Ask: How are the snowshoes and the hare’s feet alike? How do you think the size of the hare’s feet help it in the winter? What features do the other animals have that help protect them during the winter?

engliSh langUage learnerS

Help students expand their understanding of multiple-meaning words. Share labeled pictures that demonstrate the multiple meanings. For example, contrast an animal coat with the coat we wear. Use the words in sentences related to students’ experiences.

Unlock the TextQUalitative MeaSUreS

Levels of Meaning

character-driven plot with unified theme resolved by end; changes over time

Structure successive, parallel episodes


general vocabulary reinforced through artwork; descriptive language

Knowledge Demands

differences of hibernation behaviors and habitats among common animal species; changing seasons

Prepare to ReadlevelS of Meaning

In Snowshoe Hare’s Winter Home, the main purpose is to tell the story of Snowshoe Hare’s first experience with saying goodbye to many of his forest friends as they prepare to hibernate or migrate to warmer places during the coming cold season. On a deeper level, it addresses changes over time and the importance of companionship.

StrUCtUre

previeW Read aloud the title, author, and illustrator. Then examine the cover art. Ask: What is a snowshoe hare? What does the illustration tell you? Reread the title, emphasizing the word winter. Ask: What does the word winter help you understand about the hare’s home? ( The hare has a


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STrUggLINg rEADErS

To help students with the pronunciation of new vocabulary or multisyllabic words, point out which syllables are stressed. Some examples are HI-ber-nate, hi-ber-NA-tion, SEA-son, and SIG-nal. Have students gently tap the syllables of the word as they say it, tapping louder for stressed syllables.

different home in winter than in summer.) Look at the illustrations in the selection. Ask:

• What animals do you see in the illustrations? (rabbits, a bear, a beaver, a fish, a turtle, a duck)

• Where does the story take place? (in the forest, in a place that gets snow)

• How do the illustrations change from the beginning to the end of the story? ( The trees are barely covered with snow at beginning; they’re completely covered by the end.)

• What does this tell you? ( Time is passing; winter is coming.)


PrEvIEW vOCABULAry Use the Preview and Review Vocabulary Routine in Part 2 to assess what students know about the following words: den, exploring, lodge, coats, winter, and signal. Note that den, lodge, and coat are multiple-meaning words. Ensure students understand which meanings are used within the context of this story.

CrITICAL vOCABULAry Use the Vocabulary Activities in Part 2 to preteach domain-specific vocabulary words, such as hibernate, hibernation, season, migrate, and migration. Note that migrate and migration are not words used directly in the text, but they might be helpful to discuss in relation to the text.

COgNATES Use the list of Spanish cognates at the beginning of this module to guide your Spanish-speaking students as they read the selection.

KNOWLEDgE DEMANDS

ACTIvATE BACKgrOUND KNOWLEDgE Ask students to share what they know about the four seasons. Draw a four-square box labeled Spring, Summer, Fall, and Winter. Ask students to think about what the weather is like in each season and record responses. Focus on the winter and spring seasons. Ask: What do the trees and land look like in winter? in spring? What challenges might animals face in winter? What might animals do in fall to prepare for winter?

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Struggling readerS

Have partners take turns reading a paragraph and retelling the information in their own words. Remind students to include details from the text in their retellings.


Write a sentence on the board, such as: _______ was the first (second, third, etc.) animal Snowshoe Hare saw. Model completing the sentence. Encourage students to complete the sentence and repeat it to a partner.


As you read Snowshoe Hare’s Winter Home, periodically stop to assess students’ level of understanding. For example: after reading the first page, ask: What does Bear say the signal is? (the cold air) What does the signal mean? (Winter is coming; it’s time to hibernate.) What will Bear do? (sleep for the winter)

Reread examples from the text that show changes in the seasons, and point out illustration details that support this.

If…students have difficulty understanding what happens as the seasons change, then…discuss what the illustrations show, and return to the text to point out specific evidence. For example, Duck tells Snowshoe Hare that he is going “‘South. It’s warmer there. ’” Have students point out where each character will be living during the winter and why.

Structure

As students read, assess their understanding of the story’s repetitive structure. Revisit the illustrations. Ask: Who does Snowshoe Hare talk to as he hops through the forest? How is each animal preparing for winter? As students respond, cite text evidence to support their input. Ask students to recount the order of events.

If…students have difficulty remembering the animals and what they are doing,then…create a timeline of Snowshoe Hare’s exploration through the forest. Who does he see first? second? Use the Timeline Routine and Graphic Organizer in Part 2 to model how to use a timeline to keep track of these events.

Explain that although Snowshoe Hare’s visit to each animal is in order in the story, the animals are all preparing for winter at the same time.



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STrUggLINg rEADErS

To help students internalize the meaning of habitat, have each student choose a character from the story and then draw a picture of the character in its habitat.


The language of the story is direct and can be understood on a literal level. Some students may have difficulty with the descriptive language.

For example, if students have difficulty understanding a sentence such as, “Something cold tickled Showshoe Hare on the nose,” explain the use of the word tickled as a way to make the story interesting and colorful. Point out that the snowflakes can’t really tickle Snowshoe Hare with fingers the way we tickle one another. By using the word tickled, the author is helping us feel what Snowshoe Hare is feeling.

Have students find other such examples of descriptive language in the story. Discuss each example, and talk about the sensory feeling each example illustrates.

KNOwLEDgE DEMANDS

The concept of habitat may be unfamiliar to many students. Explain that a habitat is the natural environment in which an animal lives. Examine the illustrations in the text. Ask: In what kind of habitat do the fish and turtle live? What other animals live in this type of habitat? What is the habitat of the other animals in the story?

If…students have difficulty understanding animal habitats,then…show pictures of a variety of habitats (forest, desert, ocean, and so on) and discuss the kinds of plants and animals that live in such a habitat.

Guide students to use text and illustration evidence to describe the habitats of a bear, beaver, fish, turtle, duck, and hare.



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Struggling readerS

If students have difficulty completing the behavior chart, have them act out what each animal was doing when Snowshoe Hare stopped to talk. Have them discuss why that animal was doing what it was doing.


Give students examples of words and pictures describing various emotions, such as happy, sad, disappointed, puzzled, and excited. When the class is completing sentence frames to tell how Snowshoe Hare felt at the beginning and the end of the story, students can refer to these models.


eXpreSS Lead a discussion about Snowshoe Hare’s problem toward the end of the story. Ask: What is Snowshoe Hare’s problem? (His friends have all left. He’s sad. He can’t or doesn’t want to do the things they will do during the winter.) How do you think Snowshoe Hare feels as he says good-bye to his friends for the winter? How do their winter plans affect him? What happens to help solve his problem? (He has found other hares to spend the winter with; he is happy that he is not alone.)

If…students have difficulty understanding this problem and solution,then…talk about how Snowshoe Hare feels at the end of the story. Have them look at his expression in the last illustration. Snowshoe Hare’s other “hare” friends have solved his problem.

eXtend Ask: How do Snowshoe Hare’s feelings about winter change from the beginning to the end of the story? Use text evidence, such as the illustrations on the first and last page, to support responses. Have students fold a paper in half. On each half have students write one of these sentences: At the beginning, Snowshoe Hare felt _______. At the end, Snowshoe Hare felt ________. Have students illustrate the hare’s expression to support the sentences.

Structure

eXpreSS Review the structure of the story. Remind students that Snowshoe Hare hops through the forest talking to all his friends about what they’re doing. Have students summarize the new information each animal character provides about its winter behavior.

eXtend Together create a chart with the name of each animal from the story. Under each animal name, write a brief description of its winter behavior. Have students use the book to review information and help complete the chart.



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Have students select an animal from the forest habitat to research. Ask students to share information about what it eats, where it lives, and how it behaves. Have them share their findings with the class.


eXpreSS Talk about Sentences and Words

Read aloud the following sentences from the story.

He looked up to see snowflakes tumbling and twirling. They carpeted the grassy clearing, coated the pine trees, and capped the rocks.

Ask: What does this passage mean? What do the words tumbling and twirling tell you about the snow? (The snow is falling and covering everything.) What other words could the author have used? (falling, dropping) Explain that descriptive language creates a picture in the reader’s mind that helps us better understand what’s happening. Then ask: What does the word carpeted mean? (covered) Why do you think the author chose to use carpeted?

Team Talk Say: Turn to a partner and say the sentences again using simpler words for tumbling, twirling, and carpeted.

If…students need more support with understanding descriptive language,then…revisit the illustrations. Point out specific examples where the snow is falling and covering all the land like a carpet.

EXTEND Have students select and then illustrate another sentence from the text with descriptive language. Ask them to share why they selected the sentence and which words help create an image in the reader’s mind.

KNOwLEDgE DEMANDs

eXpreSS Lead a discussion about hibernation. Ask: Do all of Snowshoe Hare’s friends hibernate? Which animals hibernate? Which do not? Provide time for partners to revisit the text and make a list of animals that hibernate and those that do not.

If…students have difficulty completing the activity,then…remind them what hibernation means and guide them through the process of rereading the text to find which animals hibernate.

EXTEND The term migrate is not used in the story, but there is evidence of it in Duck’s actions. Discuss what it means to migrate. Then ask: Which animal in this story migrates? Where does it go? What words in the text support your answer?



Unit 1 • MODULE B

18 Part 1 • Unit 1 • Module B

CognatesCognates are words that have similar spellings and meanings in two languages. Many words in English came from French and, since French is closely connected to Spanish (and to Portuguese, Italian, and Romanian), many academic process words in English (e.g., compare/comparar, connect/conectar) have recognizable Spanish cognates, as do many literary and content words (gracious/gracioso; volcano/volcán).

Making the connection to Spanish cognates permits students who are native Spanish speakers to understand the strong foundation that they have in academic and literary English. These links to Spanish are also useful for native speakers of English and speakers of non-Spanish languages because they help uncover basic underlying features of our language.

ANCHOR TEXT On the Farm

ENglisH spANisH

animalattack climate collect cultivatedifferentgraingroups machine miles

animalataqueclimacoleccionarcultivardiferente granogruposmáquinamillas

ENglisH spANisH

mountainsprepared product regionrelationship selecting separate September sweater tank

montañaspreparadoproductoregiónrelaciónseleccionarseperadoSeptiembresuétertanque

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These lists contain many, but not all, Spanish cognates from these selections.

SUPPORTING TEXT The House on Maple Street

ENGlISH SPaNISH

dayfamilynewrock tepee treasure tunnel visit

díafamilianuevorocatipitesorotúnelvisitar

ENGlISH SPaNISH

admireair alarmanimalautomobilebuffalo Californiacarpenter

admirarairealarmaanimalautomóvilbúfaloCaliforniacarpintero

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1Unit


Have students draw a picture of what they think a farm looks like. Then invite them to use farm-related words to describe their picture to others. Use the sentence starter: My farm has _________.

strUggling rEadErs

Use video clips of working farms to build background knowledge. Try to find clips of a variety of farms or ranches, including a dairy farm, sheep farm, and vegetable farm.


Levels of Meaning

explanations of three different types of farms around the world to compare and contrast

Structurechapter structure, with each chapter describing a different kind of farm; table of contents; glossary; index


vocabulary specific to farming that is not defined in context but is instead defined in a glossary at the end of the text

Knowledge Demands farming of various types; some geography


In On the Farm, there is one main level of meaning: that all kinds of farms exist around the world. These farms are run by ordinary people, and are affected by their location and climate.

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PrEviEW Display the book On the Farm, and read the title. Have students examine the cover photo, chapter titles, and pictures. Ask:

• What do the chapter titles tell us about the story? (They indicate the things we might see and do on a farm.)

• What do you notice about the pictures on the bottom of p. 3? (There are three different people. Each person is working with something different.)


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tUNLOCK THE TEXT • UNIT 1 • MODULE B

• Whydoyouthinkthereisamaponp.4?(toshowwhereafarmislocated)

• Lookatpp.4,10,and16.Whyisthereamaponeachpage?(Itshowswhereeachfarmislocated.)

LaNgUagE CONvENTIONaLITy aND CLarITy

PrEvIEW vOCaBULary UsethePreviewandReviewVocabularyRoutineinPart2toassesswhatstudentsknowaboutthefollowingwords: crops, regions, dairy, product, herd, timber, plow.

CrITICaL vOCaBULary UsetheVocabularyActivitiesinPart2topreteachdomain-specificvocabularywords,suchasharvest, climate, graze, shear, co-operative

CoGNAteS UsethelistofSpanishcognatesatthebeginningofthismoduletoguideyourSpanish-speakingstudentsastheyreadtheselection.

KNOWLEDgE DEMaNDs

aCTIvaTE BaCKgrOUND KNOWLEDgE Havepartnerssharewhattheyknowaboutfarms.Tellthemtolistencarefullytowhattheirpartnershares.Thenbringstudentstogether,andhavethemsharewhattheirpartnerknowsaboutfarms.Afterward,askquestionssuchas:Whatelsegrowsonafarm?Whereareanimalsraisedonfarms?Wheredoflowersgrow?Whatdofarmersdo?

ENgLIsH LaNgUagE LEarNErs

Thecompoundwordsgrassland, farmhand, and farmworkermaybedifficultforstudents.Havethemwritethesewordsandrepeateachafteryou.Thenwritethemagain,brokenintotwoseparatewords.Explainthatthetwowordscanoftenhelpusdeterminethemeaningofthecompoundword.

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Students may have difficulty verbalizing a sequence of steps. Use sentence frames to provide support, such as: First, the farmworkers ____. Next, they ____. Then, they ____.


On the Farm contains information about different kinds of farms.

If…students struggle to keep track of the information about the three farms,then…use a three-column chart to categorize information and provide support.

Provide a three-column chart with the headings Sheep Farm, Dairy Farm, and Vegetable Farm. Model reading and adding information about the sheep farm, such as: Chile, cold climate, ranch=estancia, sheep grow fleece, wool is made from fleece, and so on. On pp. 6–7, have students work with a partner to identify additional facts to add to their charts. Bring students together to share their facts. Then have students return to pp. 8–9 and include one or two facts independently. Have them complete the rest of the chart independently or with a partner.

Structure

Point out the table of contents to students. Explain that a table of contents in a nonfiction book is a useful tool for quickly finding out what will be discussed in a book. Have students turn to the table of contents on p. 2 and read the section titles. Ask: What would you expect to read about on p. 10? (milking cows, a dairy farm) Let’s turn to p. 10 and see if we’re right. Now read the title at the top of the page and the first sentence. So we know that this section is, indeed, about a dairy farm. Have pairs use the table of contents to find other sections of the book and tell what each section is about.

22 Grade 2 • Unit 1 • Module B


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On the Farm introduces many domain-specific vocabulary words without clear definitions.

If…students are confused by some of the vocabulary,then…read sections of the book aloud and stop when a domain-specific vocabulary word is introduced. Ask students if they can figure out what the word is without looking in the glossary. Work as a group to create an action or gesture that represents the word, and have students act it out.

For example, to help students remember the word herd used as a verb, have them say the word and move their arms as if gathering together some sheep.

KNOwLEDgE DEMaNDs

On the Farm requires students to understand the differences and similarities between the processes on different farms. Use the Steps in a Process Graphic Organizer in Part 2 to help support understanding of the steps it takes to milk a cow, shear a sheep, or plant a field. Divide students into small groups, and assign each group one of the three farms. Have students reread the pages in the text titled “January 2003” for shearing sheep, “September 2002” for milking cows, or “April 2003” for planting a field. Then have the groups fill in the graphic organizer, adding the appropriate steps in the process. Remind students to look for time-order words while reading, such as after, one day, during, first, and then.

On the Farm 23


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Stopping to figure out a word meaning can cause struggling readers to lose focus. Photocopy the glossary page, and allow students to keep it nearby. They should refer to it as they read and encounter unfamiliar words.


eXpreSS Have students work in pairs to write or dictate two facts about each farm. Have them draw a picture to accompany each set of facts.

If…students have difficulty completing the activity,then…review the text and illustrations in the book, and model how to find specific information about the farms.

eXtend Have students use their facts and illustrations to create booklets about sheep farming, dairy farming, or vegetable farming. They can add pages with additional facts and pictures to round out each booklet.

Structure

eXpreSS Review the glossary and index and how to use each feature of the book. Ask one student to tell the meaning of shear by looking at the glossary. Then have that student ask a second student to locate another word meaning. Continue to give several students an opportunity to look for a meaning.

Then ask students to use the index to tell where they would look to find information. For example, say: I would like to know about milking cows, particularly with a machine. Where should I look? Students should look in ABC order in the index to find the word milking. They will also see the words milking machine, followed by the page number 13. Say: Let’s turn to p. 13. I see some pictures of milking machines and cows being milked. The text talks about milking cows. This is exactly what I wanted to know about.

eXtend Have pairs of students give each other similar assignments to practice using the glossary and the index.


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Have students choose an animal, a fruit, or a vegetable and research where it grows and what climate is required to grow it. Have them present their findings to the class.



Display the following passage from On the Farm. Read it aloud with students.

Ben and his farmworkers then prepared to plant summer vegetables. First, they had to plow the fields. Ben used a plow to turn the soil. Then he used another machine to break down chunks of soil and make the ground smoother.

Ask: What is happening in this passage? (Ben is planting vegetables.) What does the word “soil” mean? (It means the ground, the dirt.) What are the first steps Ben uses to plant vegetables? (He gets the ground ready.)

teaM talk Have students turn to a partner and discuss the word plow. Plow is used twice in the passage. Have pairs talk about the meaning of the word plow in each sentence and how it is used.

EXTEND Have students rewrite the passage as if they were telling it about themselves. Have them use words like I and me as they write.

KNOwLEDgE DEMANDs

eXpreSS Have students make a list of the many duties of a farmer and his or her farmworkers on a sheep farm, a dairy farm, and a vegetable farm. Record students’ responses on a chart. Provide sentence starters to help students generate ideas, such as: A sheep farmer ____. The farmworkers ____.

EXTEND Have students tell a partner what they feel would be the best thing about being a farmer and what they would like least about being a farmer. Encourage students to use words from the text in their explanations.

On the Farm 25


1Unit


Help students expand their understanding of multiple-meaning words by sharing sentences, definitions, and pictures that demonstrate the different meanings. For example, contrast the spring from which one drinks with the season, the coil, and the action. Have students draw pictures of each use of the word.

strUggling rEadErs

Many students with reading difficulties have trouble decoding words that have complex vowel sound spellings. Help students correctly pronounce words, such as ablaze, that include a silent e, and words with short e spelled ea, such as arrowhead.


Levels of Meaning

historical tracing of land use and inhabitants of a residential lot

Structure chronological narrative told in the third person; many shifts in time


some lengthy complex sentences; some unfamiliar, context-dependent words; pictures complement text

Knowledge Demands

social history of the United States from prehistory to present


The House on Maple Street traces the history of a modern-day home back almost 300 years. While telling an entertaining story, this book details how land in the United States was settled and developed. On a deeper level, the illustrations portray the importance of family, which never changes over time.

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PrEviEW Preview the story, looking at the artwork. Point out that the narrator telling the story is not involved in the story. He is telling the story about other people. Read the first sentence. Ask: If the narrator is not telling the story, did any of the events happen to him or her? (no) How do you know the narrator is not talking about himself or herself but about someone else? (The narrator says Chrissy and Jenny live here not “I live here.”) How can you tell when a narrator is involved in the story? (There will be words like I and me.)


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Unit 2 Unit 3Unit 1

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978-0-328-78842-20-328-78842-2

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The House on Maple Street, pp. 14–42

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PrEvIEW vOCaBULary Use the Preview and Review Vocabulary Routine from Part 2 to assess what students know about the following words: deer, herd, buffalo, arrowhead, rabbits, fox, farm, owl, bricks.

Preteach critical vocabulary words, such as forest, spring, ablaze, tepees, hunter, wagon train, wagon trail, paved, carpenters, and masons. Focus on providing prior-knowledge connections to each word. For example, say: When I saw the forest fire on the news, it looked like the entire town was ablaze.

CoGNAteS Use the list of Spanish cognates at the beginning of this module to guide your Spanish-speaking students as they read the selection.

KNOWLEDgE DEMaNDs

aCTIvaTE BaCKgrOUND KNOWLEDgE Use the Quick Write and Share Routine in Part 2 and ask: Who do you think lived here hundreds of years ago? What did the land look like? Do you think this country has always had neighborhoods like the ones we live in today? Before students get started, model an example of using prior knowledge to make an educated guess about how the United States looked hundreds of years ago. Example: I read a book about Native Americans who lived around here before this country was even called the United States. They lived in tepees instead of houses, because they had to move around a lot. They hunted buffalo for food and had to follow the herds wherever they went.

The House on Maple Street 27

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t Struggling readerSWhen reading, pause every few pages to check that students understand and remember what happened in the last few pages. Ask them to summarize what has happened so far. Remind students to use this strategy when reading independently.


ELLs may have less knowledge about U.S. history than native English speakers. Spend extra time building ELLs’ background knowledge of events described in this story while reading each section of the text.


As you read The House on Maple Street, periodically assess students’ level of understanding. Ask students to examine the illustrations and text to understand the author’s purpose. Help students identify examples from The House on Maple Street that help show that although the text is fiction, its purpose is to provide information about the history of the land on which the house stands. For example, “A wagon train passed by heading for California. The settlers stopped beside the stream for a night. But they dreamed of gold and places far away and were gone the next morning.”

Structure

As students read, pause to assess their understanding of the story’s structure. Examine the illustrations. Ask: How far back in time has the story gone? What evidence in the illustrations helps you understand the time change? Model locating text and illustration evidence to support student responses. Point out the circular nature of the story and how it begins with the modern family, goes back in time, and ends again with the modern family.

If…students have difficulty remembering the events in order,then…create a timeline as a class starting with the first chronological event and ending with the children finding the arrowhead.



2Grade

Unit 2 Unit 3Unit 1

ISBN-13:ISBN-10:

978-0-328-78842-20-328-78842-2

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This story includes some multiple-meaning words that may confuse students, such as rose or banks.

If…students have difficulty understanding a word, then…help them use context clues to clarify the word’s meaning.

For example, He pulled up the tree stumps left from the fire. Ask: What do you think left means in this sentence? Does it mean “the side opposite the right” or does it mean “not used up”? Substitute both meanings in place of left in the sentence, and have students tell which one makes sense.

KNOwLEDgE DEMaNDs

Explain that this story spans about three hundred years. Create a Two-Column Chart with the headings Past and Present. Examine the illustrations and ask students to note details from the images that belong in each column. Ask: What clues tell you this illustration is about present time? (modern clothes; jeans; house is brick) What clues tell you the illustration is about the past? (open fields; buffalo; Native Americans)

If…students have difficulty understanding the clues,then…point out details in an illustration, and ask students if the item is something they see today, such as the wild herd of buffalo or covered wagon.



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Contrast examples from The House on Maple Street with text examples from a journal or diary written in the first person. Point out how the pronoun I is used more often in the first-person text.


eXpreSS Help students recall the characteristics of informational and entertaining text. Then ask for examples from The House on Maple Street that show its purpose is to provide information to readers.

If…students have difficulty completing the activity,then…remind students that informational text gives true statements about real people, places, and things. Show students an example of a true statement in the selection, such as, “The buffalo moved on, searching for new grass, and the people packed up their teepees and followed.” Then have students find more examples.

eXtend Tell students most texts have one main purpose but can also have other purposes. Ask: Is The House on Maple Street entertaining? When is it entertaining? (when it tells about how the arrowhead was lost and found by different children) Is this story informational? When is it informational? (when it tells about the settlers and the wagon train)

Structure

eXpreSS Check that students understand how the story begins and ends and how much time elapses during the course of the story (about 300 years). Have students look at the beginning and ending illustrations. Ask: How does the author use time to tell the story? Does this make the story easier or more difficult to understand? Provide time for partners to discuss their responses.

If…students have difficulty completing the activity,then…have students reference the timeline from the previous activity.

eXtend Ask: Do you think the family will ever discover whose cup and arrowhead they found? Why or why not?



2Grade

Unit 2 Unit 3Unit 1

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Invite students to find out more about the history of the town in which they live. Have them work together to create a poster with facts and photos from their research. Display the poster in the classroom.



Display the following sentence from The House on Maple Street and read it aloud.

For a while there was a trickle of water in the spring when the snow melted, but weeds and dirt filled in the bed, until hardly anyone remembered a stream had ever been there.

Ask: What does the word spring mean in this sentence? Does it mean “a metal coil,” “to jump,” or “a place where water comes up from the ground”? (a place where water comes up from the ground) How do you know? (The sentence says there was a trickle of water in the spring.)

teaM talk Have partners work together to write a sentence using the word spring. Tell them the sentence should use a different meaning for this word than the story does. Have partners share their sentence with the class.

EXTEND Have partners work together to brainstorm other words that have multiple meanings. Encourage students to look through the text for other examples.

KNOwLEDgE DEMANDs

eXpreSS Ask students to compare the way the Native Americans, early settlers, and modern-day people live. Review the illustrations together. Ask: Even though times have changed in the story, what has stayed the same about the people? (families) Why do you think families have not changed over time? (Family members will always be important to each other even when other things change.) Guide students through the process of examining the illustrations to find support for the questions.

EXTEND Have students think about their own family and illustrate what they might look like ten years from now. Ask students to label the names of family members and write a sentence or two explaining what’s happened.



Reading Routines

Quick Write and Share ................................................................. 94

Two-Column Chart with Graphic Organizer ................................. 95

Three-Column Chart with Graphic Organizer ............................... 97

Story Map A with Graphic Organizer ............................................ 99

Venn Diagram with Graphic Organizer ....................................... 101

Web with Graphic Organizer ...................................................... 103

Time Line with Graphic Organizer .............................................. 105

Problem and Solution with Graphic Organizer ........................... 107

Cause and Effect with Graphic Organizer .................................. 109

Language Routines: Vocabulary and Conventions

Preview and Review Vocabulary ................................................ 111

Act Out or Draw Meaning with Graphic Organizer ..................... 112

Analyze Cognates with Graphic Organizer ................................. 114

Analyze Idioms and Expressions ................................................ 117

Noun Activities

Common Nouns ......................................................................... 118

Proper Nouns ............................................................................. 118

Singular and Plural Nouns .......................................................... 119

Nouns That Add –s and –es ....................................................... 119

Titles and Abbreviations ............................................................. 120

PART 2

Routines and Activities

92 Scaffolded Strategies Handbook


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www.PearsonSchool.com/NYCReadyGEN

Routines and Activities

Pronoun Activities

Subject Pronouns ....................................................................... 121

Plural Subject Pronouns ............................................................. 121

Object Pronouns ....................................................................... 122

Plural Object Pronouns .............................................................. 122

Verb Activities

Verbs for Past, Present, and Future ........................................... 123

Contractions ............................................................................... 123

Contractions with Not ................................................................ 124

Sentence Activities

Telling Sentences ....................................................................... 125

Questions ................................................................................... 125

Exclamations .............................................................................. 126

Commands ................................................................................. 126

Compound Sentences and Commas ......................................... 127

Vocabulary Activities .......................................................... 128


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Quick Write and Share PurPose

Use this routine to activate and build on students’ prior knowledge before reading a selection.

Procedure

1. Before reading a selection, pose a question to activate students’ prior knowledge about a topic they will read about. Give students a few minutes to jot down their ideas. Because this is a quick write, tell students that they do not need to worry about grammar or spelling. They can also use pictures.

2. Review class rules for discussion. Remind students of the proper methods for sharing ideas such as who goes first, what to do while someone else is speaking, and when it is okay to take your turn.

3. As a class, or in small groups or pairs, ask students to share their ideas with others in their group. Again, remind students that each person should speak without interruption so that everyone has a chance to share. During this discussion, assess students’ prior knowledge and clarify any questions.

Teaching TiP

When creating questions for step one, make sure they are text specific and that answering them will help students unlock ideas in the text. For example, before starting a book on animals, ask questions such as, How might an elephant take care of her baby? Why might an elephant live in a group? These questions are appropriate because they are specific to the text and ask students to recall information that will help them when reading. An inappropriate question would be Do you like elephants? because it is not text specific, and responding to the question will not help students unlock ideas in the text.

Additionally, it may benefit students to read aloud a short paragraph or excerpt relating to a key idea or topic in the text. This will help students gain confidence going into the text because it will ensure that everyone will have some foundational understanding of the text.

exTend

Have one student from each group share ideas from their discussion with the class. Use student responses to create a class list or web of prior knowledge, and display the list/web permanently in the classroom. This will act as a continual reminder to students of what they already know. As students acquire new knowledge, the information can be added to the list/web so they can see how their understanding is growing.

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Two-Column Chart PurPose

Use this routine with the Two-Column Chart Graphic Organizer. This is a multipurpose graphic organizer that is helpful when exploring and comparing ideas, story elements, or vocabulary words. Students can chart ideas within and across texts, such as how two texts address similar themes or topics, or between prior knowledge and new ideas. Students might also analyze and compare the structure of two texts.

Procedure

1. Model using the chart. Display the chart and write two topics being studied on the chart, one topic per column such as Cow and Bull.

2. Read the text.

3. Elicit responses from students based on the topics chosen. Model how to list ideas or examples in the correct columns. For example, under Cow write: gives birth and stays with her baby. Under Bull write: leaves mom as a young calf. Students’ responses should refer directly to the text.

Teaching TiPs

• Students can write in the chart, but they can also draw and list or label.

• Students can use the chart to compare story elements, such as the traits of two characters.

• Use the chart to organize ideas gathered in a class brainstorming session.

• Use the chart to explore two vocabulary words. Write the words at the tops of the columns. Then under each word, students can sketch the word, write a quick definition, or write the word used in a simple sentence.

exTend

Students can work with partners, each partner completing one half of the chart.

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Three-Column ChartPurPose

Use this routine with the Three-Column Chart graphic organizer. This is a multi-purpose organizer that works well for exploring and organizing ideas for three concepts, words, or ideas. It works well with many selections and can aid students in exploring or classifying ideas, story elements, genres, or vocabulary features. It can also help students recognize comparisons and contrasts, or chart ideas within and across texts.

Procedure

1. Display the organizer. Choose three headings and write them on the chart, such as three different vocabulary words or characters.

2. Ask students for details or examples for each heading and record them in the appropriate column on the chart. Details or examples should directly reference the text.

3. Point out that this chart helps organize information.

Teaching TiPs

• Once you have modeled how to use the organizer, students can complete the organizer independently or in pairs or small groups.

• Students can draw in the charts as well as list ideas.

• Students can use the three-column chart to explore story characteristics or characteristics of genre.

• Students can use the chart to organize ideas they generate during brainstorming.

exTend

• Students can use the organizer to record ideas that follow the idea of before, during, and after.

• After completing the class activity, have students use the chart in pairs or individually with other selections.

Routines and GRaphic oRGanizeRs

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Story Map APurPose

Use this routine with the Story Map A Graphic Organizer. This organizer works well with any selection with a clear sequence of events. This chart can aid students in recording the sequence of events in a selection.

Procedure

1. Display the organizer. Write the title of the selection on the graphic organizer.

2. Start reading. Pause to ask What happens first? Record what happens first on the organizer.

3. Focus on events in the middle of the story, pausing for students to identify them. Record them in the chart.

4. As you finish the selection, record important events from the end.

Teaching TiPs

• Make a list of words that tell time order, such as after, later, first, or next. Provide sentence frames to help students use them.

• Encourage students to use story maps to retell the events to partners.

exTend

After completing this activity with the class, have students use the graphic organizer in pairs or teacher-led small groups with other selections. Have students draw pictures of events in the organizer. They can label or dictate words for the pictures.

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Venn DiagramPurPose

Use this routine with the Venn Diagram Graphic Organizer. This graphic organizer works well in any situation that lends itself to comparing and contrasting. Students use this organizer to record similarities and differences between places, ideas, characters, or other elements of fiction or nonfiction.

Procedure

1. Start by comparing and contrasting something simple, such as cats and dogs. Write or draw the subjects you are comparing at the top of each circle of the diagram.

2. Point to where the circles overlap. Let students know that in this section, you’ll write similarities between the two, or how the two things are alike. Ask how the two subjects are alike. For example, you might write: both have four legs. Record students’ responses.

3. Point to an individual circle and let students know that, in this section, you’ll write details that describe only what is labeled at the top of the circle. Ask students to list details as you record them.

Teaching TiPs

• It might help students if you ask questions that lead to details to write in the diagram, such as: Arebothoftheseelephants?Dobothofthemhavefourlegs? and so on.

• Help students by providing sentence frames: These two things are alike because___. These two things are different because___.

• List words that signal comparing and contrasting, such as alike, different, or but. Instruct students to identify those words in the text as they read.

exTend

Students can use the Venn Diagram to compare topics in informational texts, such as two plants, two animals, or two different games.


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WebPurPose

Use this routine with the Web Graphic Organizer. This graphic organizer has multiple uses and is appropriate for all levels of learners. It will aid students in exploring their prior knowledge as they brainstorm related ideas, recognize concept relationships, and organize information. Students can highlight a central concept and connect it to related words, ideas, or details.

Procedure

1. After students have read the text, display the organizer. Write or draw a central idea or topic in the middle of the web. This can be a character name, a setting, or an idea from the text. (for example, a calf )

2. Ask students for ideas that are related to the central idea. Record those ideas in the circles attached to the middle circle. (for example, cows protect calves, they are born one at a time, calves drink milk)

3. Point out that the lines show connections. Explain to students how the information in each outer circle connects to the main topic, calf.

Teaching TiPs

• Once you have modeled how to use the organizer, have students complete the organizer independently, in pairs, or in small groups.

• Encourage students to explain how the ideas on the web are related to the central ideas. Provide sentence frames to help students talk about the web. The important idea is ________. Some ideas related to this are ________.

• Use this web to organize information, explore main ideas and details, character names along with their traits, and vocabulary words and their synonyms.

• Encourage students to use pictures or have them dictate the words to fill in the chart.

• After students create a web, have them write a sentence or short paragraph telling how the concepts are connected.

exTend

• Students can use the organizer to record ideas about a topic in content area reading, such as things plants need to grow.

• Have students use the web to record background knowledge about a topic. Use the webs to assess gaps in understanding as you plan instruction.


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Time LinePurPose

Use this routine along with the Time Line Graphic Organizer to organize events from fiction or nonfiction texts in sequential order along a continuum.

Procedure

1. After reading a selection, ask students what happened first. Record the first event on the chart.

2. Continue asking students to name events in order, placing them on the continuum. Point out that they will use this chart the same way they read, from left to right.

3. It may be helpful to list all of the events first, and then place them in order on the time line to ensure that the important events are included.

4. If there are specific dates or references to a specific time (Tuesday, July), record those under the event

Teaching TiPs

• Remind students to look for clues in the text to the order in which things happen. They might find dates or clue words such as first, next, then, and last.

• If students need extra support, write events from the text on sentence strips. Have students work in pairs or small groups to place the strips in order, and then write the events on the time line.

exTend

Have students use the time lines to retell the stories. They can use this routine with other selections as a group, or in small teacher-led groups.


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Problem and SolutionPurPose

Use this routine with the Problem and Solution Graphic Organizer. This graphic organizer works well with any selection with clear problems and solutions. The organizer can aid students in identifying problems and solutions presented in fiction or nonfiction.

Procedure

1. Talk with students about what a problem is. Elicit from students that a problem is something that needs to be solved. Give an example of a problem from the selection. (Mother needs a chair.)

2. Record the problem in the organizer.

3. Ask students what happens in the selection to “fix” the problem. (They save up to buy a chair.)Tell students that fixing a problem is the same as solving a problem.

4. Record students’ responses in the solution section. Student responses should reference the text directly.

Teaching TiPs

• Once students understand how to use the organizer, focus on a problem and solution from another text.

• Provide sentence frames to help students discuss problems and solutions: One problem in the text is _____. One way to solve it is _____.

• Students can draw problems in the graphic organizer and then label them with words or phrases.

exTend

• Have students work individually or in pairs to find more problems in the text. Then use the graphic organizer to list them along with the solutions.

• Write a problem in the school, classroom or community in the problem box and have students work in pairs or small groups to brainstorm solutions.

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Cause and Effect PurPose

Use this routine with the Cause and Effect Graphic Organizer. This graphic organizer works well with any selection that has clear cause-and-effect relationships. It can help students identify cause-and-effect relationships in either fiction or nonfiction.

Procedure

1. Discuss effect with students. Elicit responses from students telling that something that happens is an effect. Record or draw an effect on the graphic organizer. (I got out my umbrella.)

2. Then ask students: Why did that happen? Discuss with students that the reason something happens is a cause. Record or draw the cause on the graphic organizer. (It started to rain.)

3. Restate the cause and effect: It started to rain so I got out my umbrella.

Teaching TiPs

• Remind students to ask themselves What happened? and Why did it happen? to identify effects and causes. It is usually easier to identify effects first, before the causes.

• List clue words that signal causes and effects, such as because and so. Look over the clue words with students, but remind them that not all causes and effects in selections have clue words.

exTend

• Students can draw, write, or dictate causes and effects from the selections they are currently reading. They could record, for example, causes of thunderstorms or of events in history.

• If students need extra assistance, fill in either causes or effects before distributing the organizer.

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Preview and Review Vocabulary PurPose

Use this routine to assess what students know about words they will encounter in a reading selection. This activity also is a way to review the vocabulary from previous selections so that students internalize the words.

Procedure

1. Select 8–10 words for vocabulary study. Use words from the vocabulary list in the Teacher’s Guide and select the remaining words based on the needs of your students. Include 2–3 words from a previous selection in the list.

2. Display the words and read each one aloud to students. Have students record words in a vocabulary notebook for later reference. Then have students read each word with you.

3. Ask them to first decide which words they think will be in the story before joining a partner for the following step.

4. Have students explain to a partner why they chose each word and why some words were not chosen. Afterwards, pairs can explain their choices to the class. Explaining why is a very important step, because students will use their background knowledge of the word to predict the content of the story. These explanations also demonstrate what students know about a word. It helps to provide more background to students who may not be familiar with the words.

oPtions for Varying this routine

Replace steps 3–4 with one of the following:

• Select words they

Documents

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