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

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

social studies

Anchor Comprehension Strategies

Compare and Contrast •Draw Conclusions •

Phonemic awareness�Segmenting�syllables��•

Phonics Long�a��•l-family�blends��•

High-Frequency Wordsaround,�high,�people��•

Content Vocabulary �Words�for�places��•

Grammar/Word Study�Periods,�question�marks,�exclamation���•points

Social Studies Big Idea��People�can�adapt�to�and�live�in�many����•different�environments.

skills & strategies

Where People LiveLevel F/9

2Where People Live

© 2011 Benchmark Education Company, LLC

Before Reading

Activate Prior KnowledgeEncourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Where Do People Live?” (left) or copy the organizer on chart paper, leaving the columns blank. Discuss what it is like where you live. Is it flat? Does it have mountains? Is it near a river or a lake? Ask students to think of these and other places where people might live and to predict which places will be in the book. Write their ideas in the first column of the chart. Tell students that they will come back to the graphic organizer when they have finished reading the book.

Preview the BookRead the title and names of the authors to students. Ask:

• What do you see in the photograph on the cover? Is this place like the place where we live?

Show students the title page. Ask:

• What do you see in this picture? Where is this place located? How do you know?

Preview the photographs with students, reinforcing the language used in the text. For example, say: What is this boy doing? Where do you think he lives? Why is there so much snow in this picture? Look at the land on the next page. How is it different?

Have students turn to page 16. Point out that the pictures on this page offer a summary of the information presented in the book. Discuss with students how such a summary might be useful. Then have students answer the question on the page.

Set a Purpose for ReadingHave students turn to page 2 and read the book silently. Say: I want you to find out where the book says people live. Monitor students’ reading and provide support when necessary.

Review Reading StrategiesUse the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

Small Group Reading Lesson

ViSuAl CueS• Look at the initial consonants.

(p in people; w in water)• Look for familiar chunks

within the word. (ook in look; ike in like)

• Break the word into syllables and sound out each part. (peo/ple)

• Think about what sound the vowel makes in the word.

StRuCtuRe CueS• Think about whether the

sentence sounds right.

MeAning CueS• Think about what makes

sense in the sentence.• Look at the pictures to

confirm the meaning of the word.

Where Do People live?

Before Reading

Where we think people live

at the beach

in Antarctica

in the jungle

in space

on boats

at sea

in the

mountains

After Reading

What the book tells us

by the ocean

by a lake

by a river

on a hill

by the mountains

on a plain

in the desert

in a forest

3© 2011 Benchmark Education Company, LLC

Observe and Prompt Reading StrategiesObserve students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.

Reflect on Reading StrategiesOnce students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying:

• I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word?

• [Student’s name], I noticed that you tried to sound out the word mountain. I heard you divide the word into chunks. You sounded out the first part, then you thought about what word made sense. That was good reading.

Build ComprehensionASK AnD AnSWeR QueStiOnS

Help students review text content and relate it to what they already know by asking some or all of the following questions.

• What do we call a place where the land is flat? Did we de scribe a place like this on our prediction chart? (Land that is flat is called a plain. Answers will vary. p. 10) (Locate facts/Compare and contrast)

• Let’s write the places described in the book in the second column of our prediction chart. Do any places in column one match places in column two? (Answers will vary.) (Compare and contrast)

• How are a desert and a forest different? (A desert is hot and dry. It doesn’t have many trees. A forest has lots of trees. It gets lots of rain, so it would be cooler and wetter than a desert.) (Compare and contrast/Make inferences)

• Why do you think a plain would be a good place to have a farm? (Answers will vary. One possible answer: A plain is flat land. It is easier to farm where the land is flat.) (Draw conclusions)

• Would you like to take a vacation at the beach, the forest, the des ert, or another place? Why? (Answers will vary.) (Use creative thinking) Where People Live

Teacher Tipusing the Skills BankBased on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.

Question typesStudents need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of ques tions, designed to give students practice in understanding the relationship between a question and the source of its answer.

• Questions that require students to go to a specific place in the book.

• Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book.

• Questions that require students to combine background knowledge with information from the book.

• Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.

After Reading

During Reading

4Where People Live

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Build ComprehensionCOMPARe AnD COntRASt

Model Create an overhead transparency of the graphic organizer on page 12 or copy the Venn diagram on the board. Explain that this kind of graphic organizer is called a Venn diagram and that it can be used to compare and contrast two things. Model for students how to find information in the text and record it in the Venn diagram. Use the following think-aloud.

The book tells about different kinds of places. To help me remember this information, I will compare two of the places using a Venn diagram. I choose the ocean and the lake. I write “Ocean” above the left circle in the diagram, “Lake” above the right circle, and “Both” above the middle section. Then I think about how these two places are alike and how they are different. I think about what I read. I look at the pictures. I also think about what I already know about oceans and lakes. One way they are alike is that they have water. I will write “have water” in the middle section. That’s where you write how the two things are alike. How are they different? The book says the ocean is very big. It says a lake can be little or big. I will write “very big” in the left circle and “little or big” in the right circle. That’s where you write how the two things are different. Now let’s think of more similarities and differences.

Practice and Apply Have students help you find additional details to list in the three sections of the Venn diagram. Remind them that the book doesn’t give all the details about each place and that they need to use their background knowledge to help them. Then distribute copies of the graphic organizer and have students select two other places from the book to compare. If you think they know what to do, let them complete the diagram independently. Monitor their work and allow time for them to share their recorded information.

Teacher TipMonitoringComprehension• Are students able to revisit

the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording of the text.

• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.

• Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question.

• Are students’ answers to creative questions logical and relevant to the topic?

• Do students’ completed graphic organizers reflect an ability to compare and contrast information both from the book and from their heads? If students are having difficulty, provide more modeling on how to find similarities and differences in two things.

Small Group Reading Lesson (continued)

BothOcean Lake

Compare and Contrast

very big

salty water

big waves

very deep

have water

sandy beaches

can ride in a boat

fun to swim in

lots of fish

good place for vacation

little or big

little waves

usually fresh water

5Where People Live

© 2011 Benchmark Education Company, LLC

Small group WritingUse the graphic organizer completed during the Build Comprehension segment of the lesson to help students review how texts can compare and contrast information. Have them use the information to create oral sentences that make comparisons or contrasts. Remind students that authors carefully plan their writing before putting pen to paper to ensure that the reader can follow and understand the information presented in the text. Explain that students are going to use the same graphic organizer to plan the writing of a group paragraph that compares and contrasts information. Use the following writing steps.

• Work with students to decide on a topic to compare and contrast. Use a familiar topic, such as two favorite authors, two classroom objects, or two hobbies.

• Draw a large Venn diagram on the board.

• Have students provide information about the two subjects and indicate where on the Venn diagram you should record it.

• Encourage students to use the information to create sentences about the subjects that you will record on the board.

• Read through the sentences, encouraging students to suggest how the writing can be made clearer or more detailed.

Write independentlyTell students that they will now use the Venn diagram to plan their own writing. Use the following writing steps.

• Distribute copies of the blank graphic organizer to students.

• Help students decide on a topic to compare and contrast, such as two friends, two movies, or two foods.

• Have them write about their subjects on the Venn diagram.

• Ask students to expand on the details and create sentences about their subjects for their written paragraphs.

• Tell students that they can work with a partner to edit their paragraphs.

Reread for FluencyYou may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you.

Have pairs of students take turns reading alternate pages of Where People Live to each other. En cour-age the student who is listening to ask his or her part ner questions about the text.

Connect to HomeHave students read the take-home version of Where People Live to family members. Encourage students to share their written paragraphs.

6Where People Live

© 2011 Benchmark Education Company, LLC

Phonemic Awareness: Segmenting syllablesTell students that you are going to say the syllables of words and that they are to blend the syllables to make the words. Begin with two-syllable words, such as peo/ple, o/cean, and wa/ter. Continue with three- and four-syllable words, such as to/geth/er, com/pu/ter, grand/moth/er, be/liev/a/ble, and in/ter/est/ing.

Phonics: long a Write the words lake, play, and rain on the board. Ask: What sound do you hear in all three words? (long a) What letters makes the long a sound in each word? (a-e, ay, ai) Have volunteers circle the appropriate letters in each word. Ask students to think of other long a words. Suggest that they begin by looking through the book. (places, plain, away) Have students tell you in which column to write each word. Continue with words that students name on their own.

Phonics: l-family blendsWrite the word places on the board. Ask students what sound they hear at the beginning of places. (/pl/) Point out that /p/ and /l/ blend to make the sound /pl/. Explain that /l/ blends with consonant sounds other than /p/. Write bl, cl, fl, gl, pl, and sl in a row on the board. Divide students into small groups and assign an l blend to each group. Allow time for groups to brainstorm a list of words that begin with their blend. Encourage them to look in Where People Live and other classroom books. Circulate among the groups to offer assistance. Then have the groups take turns reporting their words. Record each group’s words on the board under the appropriate blend, or have a member of the group do so.

Skills Bank

l a k e pl ay r ai n

places away plain

case day mail

date may paid

bl cl f l

black climb f latblue cling f lagblanket clam f ly

gl pl sl

glad places slipglue play sledglow plain slam

7

High-Frequency Word VocabularyWrite the words around, high, and people on the board. Have students read the words aloud. Ask them to write a sentence for each of the words. When they have finished writing, have students exchange sentences with a partner and read each other’s sentence.

Concept Vocabulary: Words for placesAsk students to think of words that name places. Have them re view the words on their prediction chart and look through the book. You might remind students of places by showing a picture from the book and asking what it shows. Write the words students name on the board. Possible words are ocean, lake, riv er, hill, mountain, plain, desert, forest, swamp, valley, and grass land.

Divide students into small groups and assign each group two or three of the words from the list. Ask the groups to design a symbol, or icon, for each of their designated words. Have the groups draw their symbols on the board. Ask the rest of the class to tell what word each symbol represents.

Mechanics: Periods, question marks, exclamation pointsOn the board, write these sentences, omitting end punctuation: Some people live in the mountains

Do you live in the mountains

What a huge mountain

Say: Something is missing in each of these sentence. What is it? Elic-it that each sentence is missing its end punctuation mark. Ex plain that end punctuation marks are used to separate one sentence from another, but that they also give us clues about the sen tences. Read aloud each sentence and ask students which punc tuation mark you should put at the end. If students have dif ficulty naming punctuation marks, draw a period, a question mark, and an exclamation point on the board. Point to and name each one. Then have students point to the punctuation mark that goes at the end of each sentence. Discuss why they chose the mark they did in each case. (A period goes at the end of the first sentence because it makes a statement; a question mark goes at the end of the second sentence because it asks a ques tion; an exclamation point goes at the end of the third sentence because it expresses strong feeling.)

around

high

people

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# 978-1-4108-0125-8

Some people live in the mountains.

Do you live in the mountains?What a huge

mountain!

Skills Bank

8Where People Live

©2011 Benchmark Education Company, LLC

Build ComprehensionDRAW COnCluSiOnS

explain • Create an overhead transparency of the graphic organizer “Where People Live” or draw it on the board. Say: An author can’t give us every bit of information in a book. We figure out some things on our own. We use the author’s words and photographs for clues. Figuring something out using three or more clues is called drawing a conclusion.

Model • Say: Let’s draw a conclusion about Where People Live. On page 3, we see a boy who likes to play by the ocean. On pages 4 and 5, we see a family that likes to ride in a boat on the lake. On page 6, we see boys who like to play and fish in the river. Record this evidence in the first Clues box on the graphic organizer. Then say: Now we need to use the clues to draw a conclusion. We can conclude that there are many fun things to do if you live near water. Write this in the first Conclusion box.

guide • Say: Now let’s draw a conclusion about how people move around in different places. What forms of transportation do you see in the book? (Allow time for students to respond, assisting if needed.) Yes, the family who lives near a lake rides in their boat. The boy who lives on a hill rides his bike. The boy who lives in the desert rides his horse. Record this evidence in the second Clues box on the graphic organizer. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can conclude that how you get from place to place can depend on where you live. Record this sentence in the second Conclusion box on the graphic organizer.

Apply • Ask students to work with a partner to draw another conclusion from the book. Remind them to use word and illustration clues to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

name _______________________________________________________ Date __________________

©2011 Benchmark Education Company, LLC

Where People liveDraw Conclusions

Clues Conclusion

Notes

Where People Live©2011 Benchmark Education Company, LLC10

Notes

11©2011 Benchmark Education Company, LLCWhere People Live

© 2011 Benchmark Education Company, LLC

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