level i/15 do plants grow under water? · pdf fileskills & strategies ... the process,...

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 GuideFor students reading at Literacy Level I/15, including:

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

Metacognitive StrategyAsk questions •

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

Grammar, Word Study, and Language Development

Use the prepositions • under and aboveUse adjectives • Recognize the sentence structures • ____ can grow in ____ and____ need ____

Phonics Problem-solve by searching all the way •through wordsRecognize words with long • o digraphs

FluencyRead with appropriate pitch •

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

skills & strategies

Anchor Comprehension StrategySummarize information •

Theme: Plant reproductionHow Does a Cactus Grow? (G/11) •Do Plants Grow Under Water? (I/15) •

science Big idea:Readers learn how plants grow in lakes, rivers, and oceans.

Do Plants Grow Under Water?Level I/15

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

Remind students they will read about plants that grow in water. 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.

• Page 4 Spanish Cognate Ask: Does plant sound like a word you know in Spanish? (Allow time for students to respond.) Then say: The English word plant sounds like the Spanish word planta. Plant and planta mean the same thing. What is one kind of plant you have seen? (Allow time for students to respond.) Write the word plants on the board and ask students to locate it on page 4 of the book.

Before Reading

Make Connections and Build Background• Use Realia Say: Display a potted

plant. Say: This plant grows in soil. Some plants grow in water, though. We will read a book about plants that grow in water. Invite students to Think/Pair/Share places water plants could grow.

• Use a Graphic Organizer Draw a circle on the board and write water plants in the center. Read the phrase. Ask: Where could water plants grow? As students respond, create a concept web about water plants. Then read each entry and ask students to echo-read.

water plants

lakes ponds

oceans

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• The Bee Puzzle (K/20)• Honeybees Help Flowers (K/20)• How Do Trees Grow? (M/28)

Fluency and Language Development• Do Plants Grow Under Water?

Audio CD

Comprehension Resources• Do Plants Grow Under Water?

question card• Power Tool Flip Chart for Teachers• Student Bookmark• Summarize Information poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 1 Comprehension Strategy

Assessment Book

© 2011 Benchmark Education Company, LLCDo PLants Grow UnDEr watEr?2

Copyright © 2007 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. Printed in Canada.ISBN: 978-1-4108-7455-9

Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures

Cover title, author, photo

1 title, author, table of contents, photo

2–3 photos, labels float, lake, ocean, plants, river, roots

4 chapter head, photo, plants, forests, fields, plant/planta, ___ can grow caption gardens garden/jardin in ___.

5 photos, labels, caption stems

6 chapter head, photo, fresh water, lakes, rivers caption

7 photo, caption salt water, oceans ocean/oceáno

8 illustration, caption roots, leaves

9 photo, caption float float/flotar, move/mover

10 chapter head, photo, sun, air air/aire ___ need ___. caption

11 labeled diagram, caption sugar

12 photo, caption

13 photo, caption bubbles

14 photo, caption soil, seed

15 photo, caption

16 photo, caption environment

© 2011 Benchmark Education Company, LLC Do PLants Grow UnDEr watEr? 3

• Sentence Structure Write ____ can grow in ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about places things can grow. Model using the sentence structure to tell about the photographs, such as Lilies can grow in ponds. Then assist students in forming their own sentences about plants using the structure. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together.

• Page 11 Graphic Features Say: This page has a labeled diagram. A labeled diagram is a drawing that shows how something works. Labels name the parts of the diagram. What does this diagram show? (how plants make food) What parts of the diagram are labeled? (light, veins, water, air)

Rehearse Reading Strategies• Say: One word in this book is food.

Say the word food. What letters do you expect to see after the /f/? Allow time for students to respond, assisting as needed. Then ask them to find the word food on page 11. Say: Search all the way through a word to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn’t sound right.

Set a Purpose for Reading• Direct students’ attention to the web.

Say: Now it’s time to whisper-read the book. Read to learn where and how water plants grow.

Before Reading (continued)

Cue Source Prompt Example Page

Graphophonic Search all the under 5 way through the word. Are you blending the right sounds?

Syntactic You read “The The sun 11 sun shine on the shines on plants.” Let’s read the plants. this sentence together and make it sound right.

Semantic What do you see bubbles 13 in the picture that would make sense in this sentence?


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. Say: Look at our web. Do we need to add any places water plants can grow? Records words students suggest. Choral-read the entire web. Then ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

water plants

lakes ponds

oceans

rivers


After Reading (continued)

Reading Strategy Mini-Lesson: Ask Questions• 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 ask questions about the book. Ask students to turn to page 4. Say: I had a question about the photograph. Are the plants as big as they look? I read the answer in the caption: These lilies are large. A person can fit on a leaf! Now I know the plants are really big. Ask students to turn to page 9. Say: I read: These roots can move. I asked myself another kind of question. Why do floating plants need roots? The book doesn’t answer this question. I will have to find the answer another way.

• Guide Invite students to read page 13 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder how plants get air from water? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand page 13.

• Apply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book or help

think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.

Answer Text-Dependent Questions• Explain Remind students they can

answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. 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 first Look Closer! question on the question card. Say: I will read the question to figure out what to do: Some plants float because . . . The word because is a clue that I need to find why something happens—a cause and effect. What other words in the question will help me? (Allow student responses.) Yes, I need to look for information about plants that float. Model looking through the book. Say: On page 9 I read: You can see plants float on the water. These plants have roots that float. Now I know some plants float because they have roots that


float. 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: Summarize Information• Explain Create an overhead

transparency of the “Do Plants Grow Under Water?” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have lots of information. We look for the most important facts. Then we summarize the information. To summarize, we put the facts together into one sentence about the book.

• Model Say: Let’s figure out the important facts in Do Plants Grow Under Water? On pages 6 and 7 we read that plants grow in fresh water and salt water. Write grow in fresh water/grow in salt water in the first box on the graphic organizer. Then say: On page 8 we read about leaves on water plants. Some plants have leaves above the water. Some plants have leaves under the water. We see both kinds of plants in the illustration. Write leaves above water/leaves under water in the second box.

• Guide Say: Let’s find another fact about water plants. On page 10 we read what all plants need. What do water plants need? (Allow time for students to respond, assisting if needed.) Yes, water plants need sun, air, and water. Write need sun, air, and water in the third box on the graphic organizer.

• Apply Ask students to work with a partner to find other facts about water plants in the book. Remind them to use the captions for help. If more support is needed, utilize all or part of the “Guide” process. Once the graphic organizer is complete, read it aloud and invite students to echo-read. Then work together to compose a sentence that summarizes the information in the book, such as Many kinds of plants grow in water and help Earth.


After Reading (continued)

Home Connection• Give students the take-home version of

Do Plants Grow Under Water? to read to family members. Encourage students to work with a friend or family member to draw a scene with water plants. 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 your favorite water plant. Cut it

out and attach it to the board as part of an underwater scene.

• Pretend to be a frog crossing a pond on giant water lilies. Show how you would move.

• Tell the most interesting thing you learned about water plants.

• Tell why the sun is important to water plants.

• Choose two plants and write how they are different.

• Write about a connection you made to the book.

Write to a Picture Prompt• Describe a Place Tell students they

will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 7. Say: I can use this picture to describe a place in the book: The plants are green and leafy. The plants look like an underwater forest. Now I will write my idea. Model writing your sentences on the board. Ask students to use a picture to tell a partner about a place in the book. Allow time for students to share their descriptions, providing assistance as needed. Then say: You used a picture to tell about a place in the book. Now write your idea. After you are finished, read your writing to a partner.

Write to a Text Prompt• Retell Say: Think about your favorite

part of the book. Then write about your favorite part in your own words. When you are finished, read your writing to a partner.

Phonics: Long o Digraphs• Ask students to locate the word grow

on page 4. Write grow on the board and circle the letters ow. Say: The letters ow stand for the long o sound in the word grow. Slowly draw your finger under the word as you say it, and ask students to do the same in their books. Point out that ow also stands for the long o sound in the word own on page 11. Then repeat the process with the letters oa in float (page 9).

Mini-Lessonsfor Differentiating Instruction


• Ask students to brainstorm words with a long o sound. Acknowledge all correct responses, and record those spelled with ow or oa on the board.

• Say: I will choose one of the words on the board. I will give you a clue about the word. Use my clue to figure out which word I chose. Then I will circle the letters that make the long o sound in the word. Model the process using one of the words on the list, such as What does water do in a river? (flow) Then invite each student to choose one of the words, offer a clue, and circle the letters that make the long o sound once group members have correctly guessed.

Vocabulary• Tier Two Vocabulary Pronounce the

word invisible and ask students to repeat it. Say: We cannot see something invisible. Imagine you are standing by a lake. You see some water plants. Some plants are under the water, though. The plants under the water are invisible. Discuss other things that can be invisible, such as germs, radio signals, or the wind. Then model a sentence, such as Many stars are invisible without a telescope. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—invisible. Let’s try to use the word invisible 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 plants, lakes, rivers, oceans, float, stems, roots, leaves, and environment on index cards. Ask students to read the words

with you. Then hold the cards up one at a time and use the word in a sentence starter, such as Plants can grow ____. (under water, in the ocean, in soil) Ask student partners to complete the sentence, assisting as needed. 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 DevelopmentPrepositions under and above

• Model Explain that authors sometimes use phrases that begin with the word under. Ask students to read the second sentence on page 8 with you: The roots grow under the water. Say: The words under the water explain where the roots grow. I use the word under, too. Act out some simple actions and make up a sentence about each one, such as:

I put the paper under the book. I stand under the light. My feet are under the table.

• Guide Invite students to read the third sentence on page 8 with you. Ask: Where do some leaves grow? (above the water) Ask students to point to something that is above something else, such as a flag above a table. Then invite partners to make up sentences using the word above and pantomime the actions.

• Apply Pair students. Ask them to draw a picture of their choice Then invite them to point to various parts and describe their pictures using sentences with the words under and above.


Adjectives

• Model Explain that authors sometimes use describing words when they write. Tell students adjectives are words that describe nouns. Ask them to turn to page 6. Say: The author says some plants grow in fresh water. The word fresh is an adjective. Fresh describes what kind of water the plants grow in. Repeat the process with salt on page 7.

• Guide Invite students to read the last sentence on page 13 with you. Ask: Which word is an adjective? (tiny) Why is tiny an adjective? (Tiny describes the bubbles in the water.) What could you describe with the adjective tiny?

• Apply Write the first sentence from page 14 on the board. Ask students to name the adjective. Then ask them to think of other adjectives that could replace the word new in the sentence, such as big, green, tall, leafy, or pretty.

Fluency: Read with Appropriate Pitch• Say: We do not read every word at

the same pitch. We change our pitch to match what we are reading about. Use a low pitch to say: We might read some parts with a low pitch. Then use a high pitch to say: We might read other parts with a high pitch. Finally, use a normal voice to say: We read the rest of the book with a normal pitch, like this.

• Ask students to turn to page 8. First, read the entire page in a normal voice. Ask students if they think all four sentences should have the same pitch. Then read the page again using a higher pitch for the sentence with the word above and a lower pitch for the sentences with the word under. Ask students to echo-read.

• Ask students to turn to page 13. Invite them to say The air is in tiny bubbles in a high pitch and low pitch to see which they like better. Then choral-read the page with students.

• Invite students to take turns rereading Do Plants Grow Under Water? with a partner. Remind them to change their pitch to match what they are reading.


Name: Date:

Vocabulary

Fill in the blanks. Use the words from the box below. Then read the paragraph to a partner.

__________________________ can grow in fresh water or

salt water. A __________________________ and a

__________________________ have fresh water. An

__________________________ has salt water.

Some plants __________________________ on the water.

Plants that float have __________________________ that

can move.

float lake ocean plants river roots

© 2011 Benchmark Education Company, LLC Do PLants Grow UnDEr watEr?11

Name: Date:

Do Plants Grow Under Water?

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level i/15 do plants grow under water? · pdf fileskills & strategies ... the process,...

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