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

science

My Five SensesLevel D/5

skills & strategies

anchor comprehension strategies• Identify Cause and Effect• Draw Conclusions

Phonemic AwarenessBlending onset and rime •

Phonics Closed syllable patterns •Word family –ell •

High-Frequency Wordshave, two, with •

Concept Vocabulary Sense words •

Grammar/Word Study Question marks •

Science Big Idea Humans use five senses to perceive the •world around them.

clouds, trees, books, people

2My Five Senses

© 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 “How Do We Use Our Senses?” (left) or copy the organizer on chart paper, leaving the outer circles blank. Read the title aloud and make sure students understand what the word senses means. Point to each of the circles and name the senses. Then ask students to name some things that we see. Write their responses in the “To See” circle. Continue with the other four senses and circles. Tell students they will return to the web after they read the book.

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

• What parts of a person's face are shown in the pictures? Which sense is connected to each part? What sense is the boy using?

Show students the title page. Ask:

• What is the boy in the picture doing? Which sense is he using?

Preview the photographs with students, reinforcing the language used in the text. Say: The girl can smell a flower. She can use her nose to smell it. How do you think the flower smells? What is the boy eating? Can he taste the carrot? What does he use to taste the carrot?

Set a Purpose for ReadingHave students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about your five senses and how you use them. 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 beginning letter

or letters. (t in taste; sm in smell)

• Look for familiar chunks within the word. (hear in hearing)

StRuCtuRe CueS• Look for repeated language

patterns. (“I/We can . . .”; “I am using . . .”)

MeAning CueS• Think about what makes

sense in the sentence. • Look at the picture to

confirm the meaning of the word.

pets, sweat-er

How Do We Use Our

Senses?

music, people, traffic

f lowers, smoke

To Touch

To See To Hear

chocolate, apples

To Smell To Taste

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:

• [Student’s name], I noticed that when you came to a word you didn’t know, you looked for familiar chunks within the word. Did that help you figure out the word?

• [Student’s name], I saw that you looked at the picture to confirm the meaning of carrot. 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 sense do you use with the horn? Let’s find the page in the book that tells about the horn. (sense of hearing, p. 14) (Locate facts)

• What two senses are the people using when they pet the dog? (sense of sight and sense of touch, pp. 12–13) (Locate facts)

• What sense other than the sense of smell do you use to enjoy flowers? (sense of sight) (Draw conclusions)

• You want to know if a pillow is soft. What sense would you use to find out? (You would use your sense of touch. By touching the pillow, you would be able to tell if it was soft.) (Make inferences)

• Which of your five senses do you think you use the most? Why? (Answers will vary.) (Make inferences/Use creative thinking)

• What are some ways that you use your senses every day? (Answers will vary.) (Use creative thinking)

My Five Senses

Teacher Tip

After Reading

using the Skills BankBased on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–9) 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 questions, 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.

During Reading

4My Five Senses

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Build ComprehensiondRAw COnCluSiOnS

Model Create an overhead transparency of the graphic organizer “Which Sense Do We Use?” or copy the chart on the board. Explain that students can use the chart to draw conclusions about the information in the book. Model how to record the information on the chart. Use the following think-aloud.

This book shows how people use their senses to experience things. One way to remember the information is to organize it on a chart. This chart has the five senses across the top. Listed down the side are the things the book mentions. I want to record which sense or senses we can use with each thing. The book will not give me all the information I need for the chart. Sometimes I will have to use my own knowledge and experience. Let’s look at the first thing: “flower.” Now think about the first sense: Can we see a flower? The book doesn’t answer this, but I know from my own experience that we can see a flower. So I will put a check mark under “See.” Let’s think about flowers and the other senses.

Practice and Apply Guide students as they decide which senses they can use with a flower, using both information from the book and their own experiences. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.

MonitoringComprehension• 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 in 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 draw conclusions based on both information from the book and their own knowledge and experience? If students are having difficulty, provide more modeling

Teacher Tip

Small Group Reading Lesson (continued)

which Sense do we use?

See touch Hear taste Smell

flower ✓ ✓ ✓

carrot ✓ ✓ ✓ ✓

eggs ✓ ✓ ✓ ✓

paint ✓ ✓ ✓

dog ✓ ✓ ✓ ✓

horn ✓ ✓ ✓

5My Five Senses

© 2011 Benchmark Education Company, LLC

interactive writingHave students use the information from the graphic organizer to write summary sentences about the book. Say: The book tells us about how we use our senses to experience things. Our chart can help us remember not only what we read, but what we know about using our senses. Let’s think of a sentence we can write that combines that information. (Possible sentences include “We can see and smell a flower.” and “We can taste and touch a carrot.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of the word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.

write independentlyHave students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.

When students have completed their messages, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.

Reread for FluencyAsk students to reread My Five Senses in pairs. Suggest that they take turns and read alternate pages aloud. Then have them discuss the answer to the question on page 16.

Connect to HomeHave students read the take-home version of My Five Senses to family members. Suggest that students and family members think of other things that we can see, touch, taste, smell, and hear.

Teacher TipModeling Fluency • Read sections of the book

aloud to students to model fluent reading of the text.

• Model using appropriate phrasing, intonation, volume, expression, and rate.

• Have students listen to you read a portion of the text and then read it back to you.

√ √ √ √√ √ √ √ √ √√ √√√ √√

We c a n t h i r m i n e t h i n z .

We can’t hear many things.

Phonemic Awareness: Blending onset and rimeSay the word smell, segmenting it into its beginning sound (onset) and the rest of the sounds in the word (rime): /sm/ /ell/. Have students repeat the onset and rime, then blend them and say the word: smell. Continue in the same way with five, hands, nose, taste, sight, touch, and hear.

Phonics: Closed syllable patternsWrite the word can on the board. Have students tell you wheth er each letter is a consonant or a vowel. Write C, V, C above the letters in can. Point out that many words, or syllables in words, have the CVC pattern, and that CVC words or syllables usually have a short vowel sound. Ask students what vowel sound can has. (short a) Write the word with on the board and label the letters C, V, C, C. Ask students what vowel sound with has. (short i) Point out that both of these letter patterns have a vowel between con sonants and that the vowel usually makes a short vowel sound. Write the following words on the board and have students take turns writing C or V above the letters in each word and identifying the vowel sound. Have them check to see whether the vowel is between consonants. Use these words: smell, hand, shut, plant, bring.

Phonics: word family –ellWrite the word smell on the board. Ask students what the beginning sound is (/sm/) and what letters make this sound. (sm) Draw a line to divide the letters sm from the rest of the word, –ell. Point out that students can make new words by substituting other consonants, consonant blends, or digraphs at the beginning of –ell. Have students write the letters ell several times in a column on their papers. Then have them add an initial letter or letters to make new words. When they are finished, ask them to read their words aloud. Combine the words to make a master list on the board.

C V Cc a n

C V C Cw i t h

C C V Cs h u t

6My Five Senses

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Skills Bank

bellcellfell

selltellwell

shellspellswell

7

High-Frequency word VocabularyWrite the words have, two, and with on the board. Write the following sentences, with blanks, on the board. Ask students to tell which word fits in each sentence. Then have them write a similar sentence, using one of the words but leaving a blank space where the word goes. Have them exchange sentences with a partner and identify the word that completes the sentence.

My sister is ___ years old.

My mom walked to school ___ us.

I ___ a new book.

Concept Vocabulary: Sense wordsAsk students to look through the book and find words that are associated with the senses. (eyes, hands, ears, tongue, nose, see, touch, taste, smell, hear) Write the words on the board and on flashcards, one word per card, so that there is one card for each student. Hand out the cards and have each student give an oral sentence about the senses, using the word on his or her card.

grammar/word Study: Question marksHave students turn to page 2 and read the first sentence. Ask: What is the punctuation mark at the end of the sentence? What does it mean? Make sure students recognize the period and understand that a pe ri od is used at the end of a sentence that makes a statement. Then have students read the sentence on page 16. Ask: What is the punctuation mark at the end of this sentence? What does it mean? If necessary, explain that the punctuation mark is a question mark and that it is used at the end of a sentence that asks a question. Ask students to write three sentences that ask questions about the senses: for example, What does a peach taste like? Remind them to end each question with a question mark. Have them exchange sentences with a partner and check for correct punctuation.

havetwowith

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: 978-1-59000-997-0

eyes

touch

smell

Skills Bank

8My Five Senses

©2011 Benchmark Education Company, LLC

Build ComprehensionidentiFy CAuSe And eFFeCt

explain • Create an overhead transparency of the graphic organizer “My Five Senses” or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.

Model • Say: Let’s figure out the cause-and-effect relationships in My Five Senses. Ask students to turn to pages 4 and 5. Say: I see that the girl smells a flower with her nose. She puts her nose near the flower and then she can smell it. Putting her nose near the flower is the cause. In the first Cause box on the graphic organizer, write The girl puts her nose near the flower. Then say: The effect of putting her nose near the flower is that the girl can smell it. In the first Effect box, write She smells the flower.

guide • Say: Let’s find another cause and effect. Look on pages 6 and 7. What does the boy do with the carrot? (Allow time for students to respond, assisting if needed.) Yes, the boy touches the carrot with his tongue. This is how we taste foods. Touching the carrot with his tongue is the cause. What happens because he touches the carrot with his tongue? (Again allow time for students to respond.) Yes, the boy tastes the carrot. The effect of him touching the carrot with his tongue is that he tastes it. Write the cause and effect in the second row of the graphic organizer.

Apply • Ask students to work with a partner to find other causes and effects in the book. Remind them that a cause happens first and an effect happens as a result of the cause. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

name _______________________________________________________ date __________________

©2011 Benchmark Education Company, LLC

My Five Senses

My Five SensesIdentify Cause and Effect

Cause Effect

Notes

My Five Senses©2011 Benchmark Education Company, LLC10

Notes

11©2011 Benchmark Education Company, LLC

My Five Senses

© 2011 Benchmark Education Company, LLC

name _______________________________________________________ date __________________

which Sense do we use?

See touch Hear taste Smell

flower

carrot

eggs

paint

dog

horn