skills & strategies anchor comprehension strategies · PDF fileanchor comprehension...

Click here to load reader

  • date post

    01-Aug-2018
  • Category

    Documents

  • view

    217
  • download

    0

Embed Size (px)

Transcript of skills & strategies anchor comprehension strategies · PDF fileanchor comprehension...

  • 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

    Teachers Guide

    Small Group Reading Lesson Skills Bank Reproducible Activities

    Biography

    anchor comprehension strategies

    Analyze Character Identify Main Idea and Supporting Details

    Phonics Long e Closed syllable pattern

    Concept Vocabulary Words associated with primates

    Grammar/Word StudyPast-tense verbs

    Biography Big IdeaThis biography is about the interesting life and work of Jane Goodall, who studied chimpanzees in Africa.

    skills & strategies

    Jane GoodallLevel M/28

  • 2Jane Goodall

    2011 Benchmark Education Company, LLC

    Day 1

    Activate Prior KnowledgeShow students the cover of the book and read the title. Point out the biography icon at the top left of the book. Ask:

    What do you know about the kind of information you would find in a biography?

    What might you expect to find in a biography about Jane Goodall?

    Involve students in a discussion about Jane Goodall and what they already know about her. Distribute copies of the K-W-L chart (left). Have students work in pairs to record in the K column facts they know about Jane Goodall and her work. Then have them write in the W column at least two things they would like to know about Goodall and her work. When students have completed the first two columns of the chart, have them share their information. Tell them that they will try to find the answers to their questions as they read the book.

    Preview the BookGive each student a copy of the book. Have students turn to the table of contents. Ask:

    What can you learn about a book from its table of contents?

    What page would you go to if you wanted to read about who Jane Goodall is? Lets turn to that page.

    What is the purpose of the captions under the photographs on these two pages?

    Point out the word chimpanzees in bold type on page 2. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have.

    Point out the index at the bottom of the page. Ask:

    What is the purpose of the index in this book?

    On what pages can I find out about Gombe Stream National Park?

    On what page can I find out about primates? Lets turn to this page to see what we can find.

    Small Group Reading Lesson

    She studied chimpanzees.

    She lived in Africa.

    Why did she study chimpanzees?

    Where did she grow up?

    How did she study chimpanzees?

    What did she discover about them?

    Louis Pasteur

    K-W-L

    What I KnowWhat I Want

    to KnowWhat I Learned

  • 3 2011 Benchmark Education Company, LLC

    VIsuAL Cues Look at the initial letters. Break the word into syllables

    and sound out each part. Look for familiar chunks

    within the word. Think about what sound the

    vowel makes in the word.

    struCture Cues Think about whether the

    words in the sentence sound right.

    MeAnIng Cues Think about what makes sense

    in the sentence. Look at the pictures to

    confirm the word.Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.

    set a Purpose for reading: Chapter 1, pp. 211Have students turn to page 2 and read the heading. Say: Lets read this first chapter silently to find out what we can learn about Jane Goodall. When we finish reading, well see if we can add any information to our K-W-L charts. Monitor students reading and provide support when necessary.

    Monitor reading strategiesBefore reADIng Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

    DurIng reADIng Observe 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.

    After reADIng Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying:

    I noticed, [students name], that you used the glossary at the end of the book to understand a new word. Thats a good strategy.

    When we worked together to sound out the word discovered, you chunked it into parts to sound it out. Thats what good readers do.

    You may wish to select activities from the Skills Bank (pp. 910) that will develop students reading strategies.

    Repeat this monitoring process each time students read a new section of the book.

    Build ComprehensionAsK AnD AnsWer QuestIons

    Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

    Look at your K-W-L charts. Which questions were you able to answer by reading this chapter? (Answers will vary.) (Locate facts)

    What have you learned about Jane Goodall? (She was born in England in 1934. She was always interested in animals. She lived among chimpanzees in Africa and learned all about them. pp. 24, 67, 11) (Locate facts)

    What shows that Goodall was determined to make her dream come true? (She paid her own way to Africa and found a job so she could stay.) (Make inferences)

    Jane Goodall

    Small Group Reading Lesson

  • 4Jane Goodall

    2011 Benchmark Education Company, LLC

    set a Purpose for reading: Chapter 2, pp. 1217Have students turn to page 12 and read the heading. Say: Lets read this chapter silently to learn about Janes discoveries at Gombe. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students reading and provide support as necessary.

    Build ComprehensionAsK AnD AnsWer QuestIons

    Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

    Look at your K-W-L charts. Which questions were you able to answer by reading this chapter? (Answers will vary.) (Locate facts)

    What have you learned about Janes discoveries in Gombe? Show me where it tells you this. (Answers should reflect information throughout the chapter. Students should be able to support their answers with evidence found in pp. 1217.) (Locate facts)

    How are chimps and humans alike? (Both use tools, communicate with one another, hunt, share food, have emotions, and show affection.) (Compare and contrast)

    How do you think Jane will use her understanding about chimpanzees? (Answers will vary.) (Make predictions)

    Small Group Reading Lesson (continued)

    She studied chimpanzees.

    She lived in Africa.

    Why did she study chimpanzees?

    Where did she grow up?

    How did she study chimpanzees?

    What did she discover about them?

    What did she do with what she discovered?

    Louis Pasteur

    K-W-L

    What I KnowWhat I Want

    to KnowWhat I Learned

    loved animals, wanted to find out all she could about them

    London, England

    followed them and watched what they did

    they live in communities, move about, act and feel much like people

  • review Chapters 12Have students review what they previously read about Goodall and her work. Encourage them to use their K-W-L charts to help them. Ask:

    What can you tell me about Jane Goodall and her childhood?

    What did you learn about Janes work in Africa?

    What are some new words you learned from your reading so far?

    set a Purpose for reading: Chapter 3, pp. 1819Have students turn to page 18 and read the heading. Say: Lets read this chapter silently to learn how Jane is helping animals today. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students reading and provide support as necessary.

    Build ComprehensionAsK AnD AnsWer QuestIons

    Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use their background knowledge and experience, as well as information in the text, to answer questions. Ask:

    Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.)

    (Locate facts)

    How is Jane helping animals today? (She works to improve the lives of chimps in zoos. She appears in schools and on television to promote the welfare of chimps. She sponsors a program that gets young people involved in protecting animals and the environment.) (Summarize information)

    What do you think Jane asks zoos to do for chimpanzees? (Answers will vary. One possible answer: She might ask

    that they be placed in large, natural areas like their homes.) (Make inferences)

    Why do you think it is important for people to understand chimpanzees? (Answers will vary.) (Draw conclusions)

    5Jane Goodall

    2011 Benchmark Education Company, LLC

    Day 2

    She studied chimpanzees.

    She lived in Africa.

    Why did she study chimpanzees?

    Where did she grow up?

    How did she study chimpanzees?

    What did she discover about them?

    What did she do with what she discovered?

    Louis Pasteur

    K-W-L

    What I KnowWhat I Want

    to KnowWhat I Learned

    loved animals, wanted to find out all she could about them

    London, England

    followed them and watched what they did

    they li