level i/15 charlie’s museum adventure · think about dinosaurs like what the scientists in...

B e n c h m a r k e d u c a t i o n c o m p a n y

Teacher’s Guide

Theme: Learning About Earth’s Past

Science Concept: We can learn about dinosaurs by looking at fossils. Different dinosaurs had different characteristics to help them survive in their environment.

Fiction

anchor comprehension strategies

Analyze Story Elements •Identify Sequence of Events •

Phonemic AwarenessManipulate final sounds •

PhonicsDigraph ch •

VocabularyWords related to animal features •

Grammar/Word StudyPhrases that tell where •

SummaryWhen Charlie takes a trip to the museum, •he wants to understand how the dinosaurs used their body parts. He then compares them with animals of today.

skills & strategies

Charlie’s Museum AdventureLevel I/15

Before Reading....

Build Background Knowledge •Explaintostudentsthatamuseumisaplacewherevisitorscanlookatcollectionsofobjectsondisplay.Writemuseums inawordweb.Havepairsofstudentsdiscusswhattheyknowaboutmuseums.Thenhavepairssharetheirideaswiththegroup.Recordstudents’ideasontheweb.

Model Making Text-to-Self Connections•Displaythebookcover.Say:When I look at the picture and read the title,

I think about museums I have visited. The picture shows a dinosaur. That makes me think about a science museum. Seeing the dinosaur models there was fun. It helped me understand what dinosaurs were like.

•Askstudentsifthepictureandtitleremindthemofexperiencestheyhavehad.

Preview the Book•Previeweachpageinthebookandhavestudentsdescribewhattheysee.Expandontheiranswerstomodelvocabularyusedinthebook.Forexample,onpage8,ask:What is the giraffe doing in this picture? How does a giraffe use its long neck? Onpage12,ask:How does armor help an armadillo?

•Modelmakingtext-to-selfconnections.Say:I know that dinosaurs lived on Earth millions of years ago. I know that many people think dinosaurs are fascinating. So I can understand why Charlie is eager to see the dinosaur bones at the museum.

•PointoutthethoughtbubblesandexplaintostudentsthattheseshowwhatCharlieandAuntLindaarethinkingabout.

Model Reading Strategies•Pointoutthewordlearned onpage5andaskstudentswhatstrategiestheycouldusetoreadtheword.

•Suggestthefollowingreadingstrategies:You could use what you know about base words and endings and recognize that learnis a base word and -edis an ending. Then you could use what you know about letter/sound relationships to figure out the sounds in learn.Finally, you could read the word in the sentence to see if it makes sense.

Set a Purpose for Reading•Say:I want you to read the book to find out about Charlie’s museum visit.

Remember to use what you already know about museums and dinosaurs as you read.

2 Charlie’s Museum Adventure

Build Background KnowledgeIf students have little or no knowledge of museums, explain what a museum is and tell them about the different kinds of museums and the objects that might be seen at each kind of museum. Set up a display of classroom objects and label each object with an index card. Use the display to show students how objects might be arranged at a museum.

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-1415-9

Small-Group Reading Lesson

SuPPoRT TiPS for English-Language Learnersell

school trip

art

dinosaurs

souvenirs

paintings

Museums

3© 2011 Benchmark Education Company, LLC

During Reading....Ï

Monitor Student Reading •Havestudentsputself-sticknotesnexttowordstheyhavetroublewith.

•Observestudentsastheywhisperread.Interveneasnecessarytoguidethemtouseappropriatestrategiestoreaddifficultwords.

After Reading....Ï

Reflect on Reading Strategies •AskstudentswhetheranyofCharlie’sexperiencesremindedthemofexperiencestheyhavehadatmuseumsorsimilarplaces.

•Askstudentstosharewordstheyfounddifficulttoread.Askthemhowtheywereabletoreadthewords.Reinforcedecodingstrategiesbymodelinghowtodecodewordstheyfounddifficult.

Discuss Concepts• Ask:Do you agree that Charlie’s visit to the museum was an adventure?

Why or why not? Havestudentssupporttheiranswerstothequestionsbyreferringbacktothebookandreadingaloudappropriateparts.

•AssignpairsofstudentsoneofCharlie’sthoughtbubbles.Havethemanswerthefollowingquestionaboutthethoughtbubble:How does Charlie use his imagination to help him understand dinosaurs?

•Remindstudentsoftheconnectionstheymadetotheirownexperiencesbeforereading.Ask:Have you been to a museum like the one Charlie visited? Do you think dinosaurs are interesting, as Charlie does?

Extend Concepts•Reviewthefeaturesthatthedinosaursinthemuseumhaveandhowthefeaturesmayhavehelpedthedinosaurs.

•Ask:What are some other features that animals have? For example, what do tigers have? What do alligators have? Discusswithstudentsfeaturessuchasstripesandstrongjawsandteeth.Havestudentsexplainhowthesefeatureshelptheanimals.

•Havestudentsdrawapictureofadinosaurthathasthesamefeatureasananimallivingtoday.Encouragethemtoshowhowthefeaturewouldlookaswellashowitwouldhelpthedinosaur.

Charlie’s Museum Adventure

To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.

Reflect on Reading StrategiesNote the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.

If students have read Finding Fossils, ask:•AccordingtoFinding Fossils, howdothedinosaurbonesthatCharlieseesgetintothemuseum?(Scientists find fossils in the ground. They dig them up, study them in the lab, and put them together to show how a dino-saur looked.)

•HowisthewayCharlieandhisauntthinkaboutdinosaurslikewhatthescientistsinFinding Fossilsdo?(The scientists put the dinosaur bones together and then make guesses about what the dinosaur looked like and how it lived. This involves comparing what they learn about dinosaurs to what they know about animals living today.)

MaKE FiCTion-To-FaCT™ ConCEPT ConnECTionS


aSSESSMEnT TiP

Build Comprehension:iDEnTiFY SEQuEnCE oF EVEnTSModel •Say: Suppose I told you I went to an amusement park. You might ask me

what I did there. I would say, “First I went on the pirate ship. Then I rode the roller coaster. Next I ate lunch. After lunch, I went down the water slide. Explainthatoftenwhenwetellwhatwedid,wetelltheeventsinorder,thatis,wetellwhatwedidfirst,second,third,andsoon.

•Say: In a story, the author usually tells what happens in order. He or she tells what happens first, second, third, and so on. Recognizing the events and their order helps us understand and remember the story.

Practice •DistributecopiesoftheSequence blacklinemaster.Askstudents:What

is the first dinosaur that Charlie and his aunt see? Remindthemtheycanlookinthebooktohelpthemrecallthisevent.

•Havestudentsputtheinformationinthefirstboxonthechart:Charlie sees a dinosaur with a long neck.

apply •Havestudentscompletethechartbyreviewingthebooktofindandwriteabouteacheventinorder.

•Havestudentssharetheirideaswiththegroup.

4 Charlie’s Museum Adventure © 2011 Benchmark Education Company, LLC

ModelAs you tell students what you did at the amusement park, write the events on the board in a numbered list. Relate the numbers to the words first, second, third, and so on, as you read aloud the list of events.

Practice and applyIf English-language learners have trouble recalling the sequence of events in the story, direct them to the pages in the book on which Charlie’s actions are pictured. Help students describe what is happening on each page and show them how to transfer this information to the blackline master.

Observe whether students understand the concept of sequence. Note whether they can find and tell the events of the story in the correct sequence. If students have difficulty, you might want to provide additional modeling using the identify Sequence of Events Early Comprehension Strategy Poster referenced in Related Resources.

Small-Group Reading Lesson


aSSESSMEnT TiP

1. Charlie sees a dinosaur with a long neck.

2. Charlie imagines an animal living today that has a long neck.

3. Charlie sees a dinosaur with bony plates from head to tail.

4. Charlie imagines an animal living today that has bony plates.

5. Charlie sees a dinosaur that looks like a bird.

6. Charlie imagines a bird living today.

7. Charlie sees a dinosaur with horns.

8. Charlie imagines an animal living today that has horns.

Sequence

5© 2011 Benchmark Education Company, LLC

Writing Mini-Lesson: using Exclamations•Rereadpage2whilestudentsfollowalong.Remindthemthateverysentenceendswithapunctuationmark.Ask: What end punctuation mark does the author use in the second sentence on this page?

•Involvestudentsinadiscussionaboutwritingsentencesthatareexclamationsbyaskingthefollowingquestions:

What does the exclamation point at the end of a sentence mean? (Itmeansthatthesentenceexpressesstrongfeelings.)

Why do you think the author uses an exclamation point to end this sentence? (ShewantstoshowhowexcitedCharlieisaboutvisitingthemuseum.)

What other sentences in the book are exclamations? Why do you think the author uses them? (Thefirstsentenceonpage16isanexclamation.ItexpressesCharlie’sexcitementaboutwhathehaslearnedaboutdinosaurs.)

Do you think the author should have used more exclamations in the story? Why or why not? (No.Exclamationsshouldonlybeusedtoexpressstrongfeelingsatimportantpointsofthestory.Iftheyareusedtoooften,readerswillbegintoignorethemandtheywilllosetheireffectiveness.)

•Useotherfictionbookstoshowhowwritersuseexclamations.Discusswithstudentshowtheexclamationsshowstrongfeelings

atimportantpartsofthestory.

•Writeexclamationsfromtheexamplesonchartpapertoserveasmodelsforstudents.

Link to Journal WritingHavestudentsfindapieceoffictionwritingintheirjournals.Askthemtochecktoseewhethertheyhaveusedanyexclamations.Ifnot,havethemlookforplacesinthestorywheretheymightaddanexclamation.Ifstudentsdon’thaveapieceoffictionwritingintheirjournal,askthemtobeginanewpieceofwritinginwhichtheytrytoincludeatleastoneexclamation.

Read aloud sections of Charlie’sMuseumAdventureusing appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.

Have students read the take-home version of Charlie’sMuseumAdventureto family members. Suggest that they talk about how Charlie uses his imagination to better understand dinosaurs.

REREaD FoR FLuEnCY

As students review their piece of writing, have them ask themselves:• Did I use exclamations to show

strong feelings at important parts of the story?

• Do I use only a few exclamations so that readers appreciate the strong feelings?

• Are there exclamation points at the end so that readers would know the sentences were exclamations?


ConnECT To hoME

WRiTing ChECKLiST

6 Charlie’s Museum Adventure © 2011 Benchmark Education Company, LLC

Phonemic awareness: Manipulating Final Sounds•Havestudentslistenasyousaythewordneck. Ask: What is the ending

sound in neck?Let’s change /k/to /t/.What is the new word? (net)

•Havestudentschange/n/ inbone to/t/ (boat), /l/intail to/k/ (take), /ng/ inlong to/st/ (lost), and/n/ inhorn to/s/ (horse).

Phonics: Digraph ch•PointoutthewordCharlie onthecover.Saythewordwithstudents.

Ask:What sound do you hear at the beginning? What letters stand for /ch/?WriteCharlie ontheboardandcirclethelettersch.

•Writethewordostrich ontheboard.Ask:Where do you hear /ch/in ostrich?Circlech andpointoutthatwordscanhave/ch/ atthebeginningortheend.

•Writethefollowingwordsontheboard:chip, which, peach, chain, chimp, much, inch, choke. Havestudentssoundouteachwordasyourunyourfingerunderit.

Vocabulary: animal Features•WriteAnimal Features inthecenterofawordwebontheboard.Ask:

What was the most interesting feature of the first dinosaur Charlie saw? Helpstudentsrecallthatthefirstdinosaurhadalongneck.Writelong neck inanoutercircleoftheweb.

•Helpstudentsrecallotheranimalfeaturesshowninthebook.Addthesewordstotheweb.

•Havestudentsbrainstormadditionaltraits,suchasspots,stripes,andsharpteeth.Addeachfeaturetotheweb.

grammar/Word Study: Phrases That Tell Where•Rereadpage2asstudentsfollowalong.Pointoutthephraseup the

museum steps inthefirstsentence.Explainthatthisgroupofwordstellswhere.Say:If we ask this question, “Where does Charlie run?” the words tell the answer: “He runs up the museum steps.”

•Havestudentsfindanothergroupofwordsonthepagethattellwhere(close behind). Ask: Where is Aunt Linda? She is close behind.

•Ask:Why are words like these important for readers? Helpstudentsrecognizethatthewordstellimportantdetails;theyhelpreadersknowwherethecharactersarelocatedorwheresomethinghappens.

•Havestudentsfindotherwordsandphrasesinthebookthattellwhere:in the museum, everywhere, in school.

Phonics If students have difficulty hearing /ch/ in words, say the following pairs of words and have students identify whether both words have the same beginning sound or the same ending sound: chip/ship, chat/sat, chair/stair, chop/shop, teach/tease, couch/count, beach/beak. Then repeat each pair of words and have students identify the word with /ch/.

Vocabulary Pair English-language learners with native speakers. Have pairs look through the book to identify animal features for the web. Then have them brainstorm additional animal features. Encourage them to look for pictures of animals in classroom books.

Word Study Reinforce the concept of location words. Place a book in different locations such as on, in, and under your desk. Ask students to tell you where the book is. Emphasize the location word they use. Point out that the word tells where.

Skills Bank


name _______________________________________________________ Date ___________________

© 2011 Benchmark Education Company, LLC

Sequence

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Skills Bank

8Charlie’s Museum Adventure

©2011 Benchmark Education Company, LLC

Build ComprehensionanaLYzE SToRY ELEMEnTS

Explain • Createanoverheadtransparencyofthegraphicorganizer“Charlie’sMuseumAdventure”ordrawitontheboard.Say:When we analyze story elements, we think about the characters, setting, and plot in a story. Characters are the people or animals that a story is about. The setting is the time and place in which a story happens. The plot is the events that happen in the beginning, in the middle, and at the end of a story.

Model• Say:Let’s start by analyzing the first story element. We will look at the characters in Charlie’s Museum Adventure. To analyze characters, I need to ask myself whom this story is about. Takeapicturewalkthroughthestoryandidentifythepeopleineachpicture.Say: I see that the characters in this story are Charlie and Aunt Linda.IntheCharactersboxonthegraphicorganizer,writeCharlie and Aunt Linda. Then say: Charlie is the main character, so I will focus on him. Now we need to analyze Charlie, or tell about who he is and why he acts the way he does. Readpage2withstudents.Say: I think Charlie is very eager to see the dinosaurs. Readtherestofthestory.Say: I see that Charlie is using clues to figuring things out for himself. When we use one or two clues, it is called making an inference. When we use three or more clues, it is called drawing conclusions. I think Charlie is very good at making inferences and drawing conclusions.RecordthisinformationintheCharactersboxonthegraphicorganizer.

guide• Say:Now let’s analyze another story element: setting. Where does the story take place? (Allowtimeforstudentstorespond,assistingifneeded.)Yes, the story takes place in the dinosaur museum. When does it take place?(Againallowtimeforstudentstorespond.)It happens during Charlie and Aunt Linda’s visit to the museum.RecordthisinformationintheSettingboxofthegraphicorganizer.

apply • Remindstudentsthatthethirdstoryelementisplot,orwhathappensinthebeginning,inthemiddle,andattheendofthestory.Askstudentstoworkwithapartnertoanalyzetheplotthroughoutthestory.Aftereachpartnershipshares,recordtheirideasonthegraphicorganizer.Finally,invitevolunteerstoreadthecompletedgraphicorganizeraloud.

name _______________________________________________________ Date __________________

Charlie’s Museum adventureAnalyze Story Elements


Character

Plot — End

Plot — Middle

Plot — Beginning

Setting

Charlie’s Museum adventureAnalyze Story Elements

Notes

10Charlie’s Museum Adventure


name _______________________________________________________ Date ___________________

© 2011 Benchmark Education Company, LLC

Words with ch1. pea______________ The______________________________wassweetandjuicy.

2. ______________eer Let’s______________________________forourteam!

3. ______________air Iputthe______________________________bythetable.

4. bran______________ A______________________________felloffthetree.

5. ______________eese Mysandwichishamand______________________________.

6. ______________ase Thecatwill______________________________themouse.

7. lun______________ Weeat______________________________atnoon.

8. ______________ild The_____________________________issixyearsold.

Directions: Have students write ch to finish each word. Then have them write the whole word to complete the sentence.

level i/15 charlie’s museum adventure · think about dinosaurs like what the scientists in...

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