Lesson for Unit 5

Key vocabulary: instructions, collect, tools, materials, step (in instructions)

Text structure How-to information within a narrative

Text features Step-by-step instructions with diagrams Interactive quiz (pick the tool needed) Photo montage (of doghouse being assembled)

Key social studies concepts • We can read instructions to learn how

to build or make something.

• Instructions can tell you what to do and in what order.

• Different tools are used to do specific tasks when you build something.

Student ObjectivesReading Informational TextVocabulary

Understand key vocabulary from the textComprehension

Use prior knowledgeAsk and answer questions about the textUnderstand picture-text relationshipsUnderstand text featuresConnect ideas and pieces of informationIdentify the main topic and retell key

detailsListening Comprehension

Listen to and discuss a multimedia text

Summary of Core Instruction

Step 1 Introduce the text

Step 2 Guide listening and comprehension

Materials Super Smart for Unit 5, A House for Muffin Super Smart Practice Page 5

Directions: Have children write the correct step number on the blank line in each box and then cut the boxes apart along the dotted lines. Help them staple the boxes together to make a mini-book of instructions. Have children use their book to help them retell the steps for building a doghouse that they learned about in A House for Muffin.

How to Build a Doghouse

Step1

Step ____Step ____

Step ____Step ____

Step ____

Reproducible Page © Zaner-Bloser, Inc.

Unit 5, A House for Muffin

Practice Page 5

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Introduce the text

1Connect the text to the unit topic. Ask children what the Superkid Doc likes to do. (fix toys and build things) Tell them this Super Smart is about building something for a pet. Open the Unit 5 Super Smart. Let the opener page load and continue on to the title page. Point out and read the title. Ask who Muffin is (the dog) and what has been built for her. (a doghouse) Point out the paintbrush and have children tell how they think it was used in making the doghouse. (to paint the doghouse and write the name Muffin on it)

Help children set a purpose for listening. Have children name other things someone might use to build a doghouse. Explain that they can listen to the Super Smart to find out exactly how Muffin’s doghouse was built and if any of the things they named were used.

Guide listening and comprehension

Read A House for Muffin twice and discuss it with children.1st reading: Read the entire text. As you read, press the green Action Button to play the videos and animations and start the student interactions. Call on individual children to complete the student interactions by touching the wiggling or glowing items on the board.

2nd reading: Read the entire text again and replay the videos and animations. This time, do the student interactions yourself and pause every few pages to ask questions about the text. Remind children to ask questions if they need help understanding something in the text.

Pleasant’s PointersRemember, the main purpose of the Super Smart texts is to have children listen to and comprehend complex informational texts. Thus, it’s important to point to and read the text on each page, rather than paraphrasing the ideas.

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4b

The following questions also appear in pop-up boxes in the Super Smart

text when you press the orange button.

2 Understand vocabulary What are instructions? They tell you how to do something. [Point out the instructions Ed is reading in the picture and read the title on them.]

1 3

2 4a

3 Explain: This page shows the first step in the doghouse instructions. The first step is the first thing you need to do.

Understand vocabulary and pictures What does it mean to collect tools and materials? gather them in one place How do we know what tools and materials are needed? They’re shown in the pictures below the words.

Student interaction Note: On page 4, read the text in the pop-up box and then close it so another tool or material can be selected. Repeat until all tools and materials are identified and no longer wiggling.

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Student interaction Student interaction

5

6a

7b

8

6b

7a

5 Understand text features What step of the instructions does this page show? step 2 What does the drawing show? a big piece of wood with dotted lines showing the pieces to measure and cut out of it

7b Explain: On a tape measure, the long tape you pull out has numbers on it that let you know how long or wide something is. The tape isn’t sticky like other kinds of tape.

8 Connect ideas: Cause and effect How does Ed know what size and shape each piece of wood must be? He read the instructions. Why does Ed make marks on the wood with a pencil? so he knows where to cut the wood

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10a

10b

11 12b

9 Connect pieces of information: Steps in a process What did Ed do for step 2? measured and marked the wood What will he do next? cut the wood

Understand a diagram What does the drawing show? the pieces for the doghouse after they’ve been cut out of the wood

12b Connect ideas: Cause and effect Why will Ed wear safety glasses? to keep bits of wood and dust out of his eyes

Explain: Working with some tools can make little bits of things fly into the air. Wearing safety glasses can keep those things from flying into and hurting a person’s eyes.

12a9

Student interaction

Student interaction

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13b

14a

14b 16a

14b Connect ideas: Sequence steps Think aloud: “When I read a text that tells how someone makes something, I stop every once in awhile to ask myself ‘What has been done so far? What do I think should be done next?’ I remember that first Ed collected the tools and materials to build the doghouse. Then he measured, marked, and cut the wood. Next I think he’ll put the pieces of wood together. Let’s see.”

15 Understand vocabulary What does it mean to “screw the pieces of wood together”? put the pieces together with screws [Point out the screws in the picture.]

1513aVideo

Student interaction Student interaction

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Montage17a

17b

18a 19

17b Understand pictures What did the group of photos show? Ed screwing together the walls of the doghouse

Connect pieces of information What holds the walls of the doghouse together? the screws that Ed put in

19 Explain: Shingles are flat, thin pieces that are laid in rows on a roof or the outside walls of a building. They help protect the building from rain and snow.

18b16bStudent interaction

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21a

21b

22 23b

20 Understand picture-text relationships What does Ed use to attach the shingles to the roof? a hammer and nails How do you know? The words say he nails the shingles on, and the picture shows him using a hammer to pound a nail.

22 Understand picture-text relationships What tool is needed for this last step? a paint brush How do you know? The words say to paint the doghouse, and the picture shows a paintbrush putting on paint.

23b Understand visual features What do we see when one of the wiggling paint cans is touched? the doghouse painted the color that is on that paint can and Muffin’s name painted above the door. [Have a child touch a different paint can to see the doghouse painted in that color.]

23a20

Student interaction

Student interaction

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25 27

24 Connect ideas: Draw conclusions How did Ed know the steps to build the doghouse? He read the instructions.

25 Compare and contrast How are Max and Muffin alike? Both are dogs that want a doghouse. What’s different about their sizes? Max is much bigger than Muffin.

26 Connect ideas Why does the page show instructions for making a big doghouse? Ed will need to know how to make a bigger doghouse for Max.

24 26Audio interaction Audio interaction

After-Reading DiscussionIdentify the main topic What is A House for Muffin about? building a doghouse for Muffin

Retell key details What were the six steps in the instructions Ed followed to build the doghouse? 1. Collect the tools and materials; 2. Measure and mark the pieces to cut out of the wood; 3. Cut the wood; 4. Screw the walls and roof together; 5. Nail the shingles to the roof; 6. Paint the walls.

Give and support opinions Do you think it would be hard to build a doghouse? Why or why not? Answers should be supported with reasons based on information from the text.

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Reinforce Comprehension: Sequence and retell

Use Super Smart Practice Page 5, scissors, and a stapler.

Directions: Have children write the correct step number on the blank line in each box and then cut the boxes apart along the dotted lines. Help them staple the boxes together to make a mini-book of instructions. Have children use their book to help them retell the steps for building a doghouse that they learned about in A House for Muffin.

How to Build a Doghouse

Step1

Step ____Step ____

Step ____Step ____

Step ____

Reproducible Page © Zaner-Bloser, Inc.

Unit 5, A House for Muffin

Practice Page 5

Distribute Super Smart Practice Page 5. Read the title How to Build a Doghouse. Point out that step 1 of the instructions is shown under the title, but the numbers for steps 2–6 are missing in the other boxes. Tell children to figure out which step the picture in each box shows, write the number on the line after the word Step, and then cut apart the boxes. Help them staple the boxes together in the correct order to make a mini-book. Have them use their book to help them retell the steps for building a doghouse.

Reinforce Vocabulary

Use chart paper.

Explain that tools help you make something and materials are what you make something out of. Point out that you can use the same tools to make lots of different things, but materials become part of what you make so you have to buy more to make something else. Help children recall the things Ed used to build the doghouse. For each item, have them determine whether it’s a tool or material. List the tools on one side of a T-chart and the materials on the other side. Review the list when it’s complete. Then ask children to suggest classroom tools and materials for you to add to the chart.

tools

tape measuresaw

hammerscrew driverpaint brush

materials

woodscrewsnails

shinglespaint

Extend Cross-Curriculum: Social Studies

Use a hand saw, a hammer, a screwdriver, a paintbrush, pieces of wood, a can of paint, and screws and nails of various sizes.

Show your collection of tools and materials. Pass around the screws and nails so children can examine them up close. Have children name each of the items and discuss how they’re used. Be sure they describe how some of the tools and materials can be used together. For example:

• a saw can cut wood• a hammer can put nails into wood• a screwdriver can put screws into wood • screws and nails can hold pieces of wood

together• a paintbrush can put paint on wood

Then demonstrate how to use the tools and materials, describing what you’re doing as you do it. (If you don’t want to actually saw or paint, act out and describe what you’d do with the saw and paintbrush.)

TEN-MINUTE TUCK-INSActivities for Differentiating Instruction

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