communities then and now - amazon s3 · • recognize high-frequency words ... 978-1-60437-504-6...

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 Guidexplorers

For students reading at Literacy Level M/28, including:

English-language learners •Students reading below grade level •Second-grade readers • First graders reading above grade level •

Metacognitive StrategyVisualize •

VocabularyRecognize high-frequency words •Develop Tier Two vocabulary •Develop Tier Three vocabulary •

Grammar, Word Study, and Language Development

Use possessive pronouns • your and theirUse antonyms • Recognize the sentence structures •____ need ____ and ____ had ____.

Phonics Use word parts to problem-solve •multisyllable words Recognize words with vowel •diphthong /ou/

FluencyRead commas •

WritingWrite to a picture prompt •Write to a text prompt •

skills & strategies

Anchor Comprehension StrategyCompare and contrast •

Theme: Then and NowClothes Then and Now (K/20) •

social studies Big idea:Readers learn the importance of communities and how and why communities have changed over the years.

Communities Then and NowLevel M/28

Introduce the Book• Give each student a copy of the book.

Remind students they will read about communities long ago and today. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.

stands for What I Learned. Say: We shared some ideas about how communities have changed. Now we will list our ideas on the chart. Write students’ responses in the K column of the chart. Then ask them what they want to find out about communities. Write their questions in the W column. Finally, read the entries in both columns and ask students to echo-read.

Before Reading

Make Connections and Build Background• Use Photographs Say: We will read

a book about communities long ago and today. Show students the photo-graphs on pages 5 and 8. Say: Trans portation has changed communi ties. People had horses and wagons long ago. People drive cars today. Ask stu-dents to Think/Pair/Share other things that have changed communities.

• Use a Graphic Organizer Draw a KWL chart on the board. Explain that K stands for What I Know, W stands for What I Want to Find Out, and L

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• Schools Then and Now (B/2)• Clothes (C/3)• Going Faster (D/5)• Communication Then and Now (E/7)• Farther and Faster (F/9)• Getting Ready for School (G/11)• Communication (H/13)• Clothes Long Ago (I/15)

Fluency and Language Development• Communities Then and Now Audio CD

Comprehension Resources• Communities Then and Now

question card• Power Tool Flip Chart for Teachers• Student Bookmark• Compare and Contrast poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 2 Comprehension Strategy

Assessment Book

K W L

People used horses and wagons instead of cars.

People grew their food instead of buying it.

People built small buildings instead of skyscrapers.

How have schools changed?

How have people’s jobs changed?

What other inventions have changed communities?

© 2011 Benchmark Education Company, LLCCommunitiEs thEn and now2

© 2008 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: 978-1-60437-504-6

Pages Text and Graphic Features

Words to Discuss

English/Spanish Cognates

Sentence Structures

Cover title, author, photos

1 title, author, table of contents, photos

2–3 photos city, community, laws, technology, town, transportation

4 chapter head, photo, caption

community community/ la comunidad

5 photo, caption need, laws _____ need _____.

6 photos, captions different, city, town, type different/diferente, type/el tipo

7photos, caption, sidebar, labels, map


stores _____ had _____.

9 photo, caption need, want

10 photo, caption jobs, farmers, steel factories

11 photo, caption

12 photo, inset photo, caption

schools, distances distance/ la distancia

13 photo, inset photo, caption


reasons, transportation, railroads, routes

reason/la razón, transportation/ la transportación

15 photo, captioncars, trains, airplanes, businesses

16 sidebar, photo, caption technology, telephones technology/ la tecnología, telephone/ el teléfono

17 photos, captions

18 illustration, caption

19 photos, caption cause cause/causar

20 glossary, index

© 2011 Benchmark Education Company, LLC CommunitiEs thEn and now 3

Say the word railroad. What parts are in railroad? Allow time for stu dents to respond, assisting as needed. Say: The word railroad has two parts, rail and road. Rail and road are words, too. We can put the words rail and road together to make railroad. Ask stu dents to find the word railroad on page 14. Say: Use word parts to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as thinking about the meanings of prefixes and suffixes or reading on to the end of the sentence to figure out a word through context clues.

Set a Purpose for Reading• Say: Now it’s time to read the book.

You may whisperread or read silently to yourself. Assign one or more chapters, depending on available time and the needs and abilities of students in the group. Use the chart below to set a purpose for each chapter. Invite students to place self-stick notes on pages where they find information for the KWL chart, and look for opportunities to add to the chart at each stopping point. If students do not complete the book, orally summarize the previously read chapters and begin at this point in the teacher’s guide the next time you meet.

Before Reading (continued)

• Spanish Cognate Ask: Does community sound like a word you know in Spanish? (Allow time for students to respond.) The English word community sounds like the Spanish word la comunidad. Community and la comunidad mean the same thing. What can we see in our community? (Allow time for students to respond.) Write the word community on the board and ask students to locate it on page 4 in the book.

• Page 5 Sentence Structure Write _____ need _____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what someone or something needs. Model using the sentence structure, such as Trees need sunlight or People need friends. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 5? Frame the sentence. Let’s read the sentence together.

• Page 7 Graphic Feature Say: This page has a sidebar. A sidebar has extra information for readers. What is this sidebar about? (the city of Tokyo) What does the sidebar show? (a picture of Tokyo long ago, a map showing where Tokyo is located in Japan and in the world, and a picture of Tokyo today)

Rehearse Reading Strategies• Write the word railroad on the board.

Say: One word in this book is railroad. Look at the word railroad.

Pages Purpose for Reading

4–7 Read to find out what a community is.

8–13 Read to find out how communities today are different from communities long ago.

14–19 Read to find out why communities have changed.


Observe and Prompt Reading Strategies• After the supportive introduction,

students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.

Use the Graphic Organizer to Summarize• Ask students to think about their

reading. Ask: Can you answer any questions in the W column of our chart? (Allow time for students to respond, assisting as needed.) What did you learn about communities long ago and today? Record appro priate responses in the L column of the KWL chart. Choral-read the entire chart. Then ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

K W L

People used horses and wagons instead of cars.

People grew their food instead of buying it.

People built small buildings instead of skyscrapers.

How have schools changed?

How have people’s jobs changed?

What other inventions have changed communities?

Schools were only open in winter and summer long ago. Today schools are open most of the year.

Many people had the same jobs long ago. Today people have many different jobs.

Trains, airplanes, and technology have changed communities.


After Reading (continued)

Reading Strategy Mini-Lesson: Visualize• Reflect Ask: Did you understand

what you read? What parts were hard to understand? How did you help yourself?

• Model Say: I want to understand what I read. One way is to visualize what I’m reading. To visualize means to make a picture in my mind. Ask students to turn to page 6. Say: I will shut my eyes. I will imagine I am in a city. People are all around me. I feel crowded. I hear cars and trucks. I see tall buildings. I smell food cooking. Can you think of other things I might feel, hear, see, or smell? Allow time for students to share their ideas. Say: Visualizing the page helped me. Now I better understand the cities the author describes.

• Guide Invite students to read page 8 with you. Ask: What do you see? Can you imagine what the inside of the store looks like? Can you picture yourself riding in the wagon? How do you feel? Allow time for students to share their visualizations. Then invite them to tell how visualizing the scene helped them better understand page 8.

• Apply Ask students to read their favorite page to a partner and then visualize it out loud. Observe students as they share their visualizations, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ under standing of the monitor-reading strategy. Then say: You can visualize any time you read. Remember to visualize to help you understand.

Answer Text-Dependent Questions• Explain Remind students they can

answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn to answer each type. Tell students today they will practice answering Look Closer! questions. Say: The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question.

• Model Use the third Look Closer! question on the question card. Say: I will read the question to figure out what to do: “Children needed to work during spring and autumn, so . . . Explain your answer. Use a causeandeffect chart.” This question describes a cause and asks for an effect. I know because the question has the cue word because. What other words in the question will help me? (Allow student responses.) Yes, I need to look for information about children who needed to work in spring and autumn. Model looking through the book. Say: On page 12 I read “Most schools were open in winter and summer. Children had to work during spring and autumn.” Now I know the effect. Because children needed to work during spring and autumn, most schools were open in winter and summer. Putting this information together answers the question. The answer makes sense. I have found the answer in the book.


• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension: Compare and Contrast• Explain Create an overhead

trans parency of the graphic organizer on page 12 or draw it on the board. Label the columns Communities Then and Now, Communities Now, and Communities Then. Say: Nonfiction books sometimes tell how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different.

• Model Say: Let’s figure out how communities long ago and today are alike and different. Ask students to turn to page 5. Say: We read why we need communities. People need places to live, food, water, jobs, schools, and laws. People long ago needed these things, too. Write places to live, food, water, jobs, schools, and laws in the first column of the graphic organizer. Then ask students to turn to page 7. Say: Now let’s find a way communities today are different. The author says many communities today are much larger than commu nities long ago. Write much larger in the second column of the graphic organizer.

• Guide Say: Let’s find another way communities then and now are different. Look at page 8. What do we read about stores long ago? (Allow time for students to respond, assisting if needed.) Yes, communities had fewer stores then. We can write fewer stores in the third column of the graphic organizer. Now look at page 9. What do we read about stores today? (Again, allow time for students to respond.) Yes, communities have more stores now. Many stores are much larger, too. We can write more stores, larger stores in the second column.

• Apply Ask students to work with a partner to find other ways commu nities long ago and today are different. If more support is needed, utilize all or part of the “Guide” process by pointing out additional differences on pages 10–17. Finally, read the completed graphic organizer aloud and invite students to echo-read.


After Reading (continued)

Home Connection• Give students the take-home version

of Communities Then and Now to read to family members. Encourage students to work with a friend or family member to draw how their community might look in 100 years. Invite them to bring their drawings to share with the group.

Reader ResponseInvite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own.• Draw and label a picture of your

favorite place in your community. • Tell something you learned about

communities long ago.• Tell something you wondered as you

read the book.• Tell about your favorite photograph

in the book.• Write a question you would like to

ask the author. • Write about a connection you made

to the book.

Write to a Picture Prompt• Retell Tell students they will talk

about a picture from the book. Then they will write about the picture. Ask them to turn to page 9. Say: I can use this picture to tell part of the book in my own words: Today people can shop at malls that have many stores. Now I will write my idea. Model writing your sentence on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. When you finish, read your writing to a partner.

Write to a Text Prompt• Write a Summary Say: Think about

something you learned in the book. Then write what you learned in your own words. When you finish, read your writing to a partner.

Phonics: Vowel Diphthong /ou/• Ask students to locate the words

around on page 4 and town on page 6. Write around and town on the board and circle the letters “ou” and “ow.” Say: The letters “ou” and “ow” stand for the same sound in these words. The sound is /ou/. Slowly draw your finger under each word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with now on page 7 and how on page 8.

Mini-Lessonsfor Differentiating Instruction


• Ask students to brainstorm words with /ou/. Acknowledge all correct responses, and record those spelled with “ou” and “ow” on index cards. Then spread the cards out in a pocket chart or on the table. Read each word, inviting students to echo-read.

• Say: Let’s sort the words. Put the words with the letters ”ou” in one group. Put the words with the letters ”ow” in another group. Model the process using two of the word cards. Then invite students to take turns reading a word and placing it in the correct group.

Vocabulary• Tier Two Vocabulary Pronounce

the word fewer and ask students to repeat it. Say: On page 8 we read that communities had fewer stores long ago. Fewer means “not as many.” People long ago had fewer types of transportation than we have today. Small towns have fewer people than big cities do. Discuss other familiar concepts, such as having fewer books in the classroom than in the library or fewer animals in a house than at a zoo. Then model a sentence, such as I had fewer clothes after my yard sale. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—fewer. Let’s try to use the word fewer many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students and write the words business, city, community, factory, laws, railroad, technology, town, and transportation on the board. Invite pairs of students to take turns responding to requests about the words, such as Name something a factory might make. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.

Grammar, Word Study, and Language DevelopmentPossessive Pronouns your and their

• Model Explain that authors some times use the word your to talk about things that belong to the reader. Ask students to turn to page 7 and read the next-to-last sentence with you: “How big is your community?” Say: The author uses the word your to write about something that belongs to you—your community. I use the word your when I talk about things that belong to you, too. Model using the word your in sentences about the students, pointing to them each time you say the word your, such as: Open your books. Put your pencils on your desks. Raise your right hands.

• Guide Invite students to read the last sentence on page 9 aloud. Ask: What word does the author use to write about something that belongs to two or more other people? (their) What do the other people have? (communities)


• Apply Invite student partners to make up their own sentences using the words your and their. Encourage them to point to one another as they say the word your and to other people as they say the word their.

Antonyms

• Model Explain that authors some times use antonyms, or opposites, when they write. Say: I see a pair of antonyms on page 8: “People could not buy many things. Stores had fewer things to sell.” The words buy and sell are antonyms because they have opposite meanings.

• Guide Invite students to read the first sentences on pages 10 and 11 with you. Ask: Which words are antonyms? (same, different) Why are same and different antonyms? (The words have opposite meanings.) Invite students to use the words same and different in oral sentences.

• Apply Pair students. Ask partners to find the antonyms on pages 6 and 7. (smaller, larger) On the board, write: The baby’s shoes are smaller. My shoes are larger. Invite a volunteer to underline the antonyms in the sentences. Then repeat the process with then and now in the book title. Finally, invite the partners to make up an oral sentence using an antonym pair of their own choice.

Fluency: Read Commas• Say: We do not run all our words

together when we read. Instead, we watch for commas as we read to see when we should pause.

• Ask students to turn to page 4. Read the second sentence without pausing. Then read the sentence again, pausing at the comma. Say: I know I need to pause because I see a comma. Pausing makes the sentence sound right. Read the sentence again, asking students to echo-read.

• Ask students to turn to page 15 and point to the commas. Then choral-read the page with them, pausing at the commas.

• Invite students to take turns rereading Communities Then and Now with a partner. Remind them to pause when they see a comma.


Name: Date:

Vocabulary

Find each word in the book. Write the number of the page where you first find the word. Then write a sentence for each word.

Words Page Number

city____________________________________________________________________________________________________

community____________________________________________________________________________________________________

factories____________________________________________________________________________________________________

laws ____________________________________________________________________________________________________

railroad____________________________________________________________________________________________________

technology ____________________________________________________________________________________________________

town ____________________________________________________________________________________________________

transportation____________________________________________________________________________________________________

© 2011 Benchmark Education Company, LLC CommunitiEs thEn and now11

Name: Date:

Communities Then and Now

Communities Then and Now

Communities Now

Communities Then


communities then and now - amazon s3 · • recognize high-frequency words ... 978-1-60437-504-6...

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