skills & strategies anchor comprehension strategies€¦ · anchor comprehension strategies •...

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

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? Let’s 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? Let’s 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. 2–11Have students turn to page 2 and read the heading. Say: Let’s read this first chapter silently to find out what we can learn about Jane Goodall. When we finish reading, we’ll 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, [student’s name], that you used the glossary at the end of the book to understand a new word. That’s a good strategy.

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

You may wish to select activities from the Skills Bank (pp. 9–10) 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. 2–4, 6–7, 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


set a Purpose for reading: Chapter 2, pp. 12–17Have students turn to page 12 and read the heading. Say: Let’s read this chapter silently to learn about Jane’s 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.


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’s 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. 12–17.) (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)







What did she do with what she discovered?

Louis Pasteur

K-W-L



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 1–2Have 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 Jane’s work in Africa?

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

set a Purpose for reading: Chapter 3, pp. 18–19Have students turn to page 18 and read the heading. Say: Let’s 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.


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


Day 2







What did she do with what she discovered?

Louis Pasteur

K-W-L



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

makes life better for zoo animals

speaks on behalf of wild animals

teaches young people to protect environment

6Jane Goodall


Build Comprehension: Chapters 1–3AsK AnD AnsWer QuestIons

• What can you add to the “L” column of your K-W-L charts after reading the whole book? (Answers will vary.) (Locate facts)

• What skills did Jane Goodall use to find out about the chimps in Gombe? (She used the skill of observation when she watched them. She used the skill of writing when she wrote notes about what they did.) (Draw conclusions)

• What kind of person do you think Jane Goodall is? Explain your answer. (Answers will vary. Students should provide reasons to support their answer.) (Make inferences/Draw conclusions)

• If you could study an animal in the wild, what animal would you choose? Why? (Answers will vary.) (Use creative thinking)

IDentIfY MAIn IDeA AnD suPPortIng DetAILs

Model Define the concept of main idea for students and explain why identifying the main idea is useful. Model how to pick out the main idea in a chapter. Copy the main idea/supporting details graphic organizer on the board and show students how to record the important information. Say:

When authors write about a topic, they have key information they want their readers to understand. We call this information the main idea. Authors usually include one main idea in each chapter.

As I read each chapter, I think, “What is the main thing the author wants me to know?” The heading for the first chapter tells me that the author wants me to know about Jane Goodall. I know the author has provided details about the main idea to make the book useful and interesting. From my reading I learned that Goodall lived among the chimpanzees in the forests of Africa. She watched and listened to them for 15 years to learn how they are special. She was born in England in 1934. She always had a great interest in animals and wanted to live with them. This information is important to my understanding of Goodall’s life and work. I will write the key facts on the chart. When I look at these details, I can say that the main idea of this chapter is that Goodall learned about chimpanzees by living among them and studying them for years.


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 text.

• 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.

Teacher Tip

Teacher Tip

7Jane Goodall


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 the ability to identify main idea and supporting details and condense information in the text? If students are having difficulty, provide more modeling and guided practice in these skills.

Practice and Apply Distribute copies of the graphic organizer to students. Work through the second chapter together, having students read the heading and pick out the most important details. Help them summarize the main idea of the section. Continue with the third chapter, guiding students as needed.

Main Idea/supporting Detailstopic: Jane Goodall

Details:

lived among chimps in Africa

watched them for 15 years

born in England in 1934

always interested in animals

wanted to live among them

Main Idea:

Goodall learned about

chimpanzees by living

among them and studying

them for years.

↔

Details:

chimps afraid at first

observed patiently

observed community activities

won trust

discovered ways they are

like humans

Main Idea:

Goodall’s patience allowed

her to watch chimpanzees

and see how they are

like humans.

↔

Details:

left in 1975

helps chimps in zoos

speaks in schools and on TV

works to protect environment and

wild animals

Main Idea:

Today Goodall travels and

speaks to protect chimps

and other wild animals

and the environment.

↔

8Jane Goodall


small group WritingMoDeL tHe WrItIng

Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on a familiar topic that doesn’t require research and record it in the appropriate place. The topic might be “Workers Who Help Animals.” Tell students that they will need to divide the topic into two parts and decide the main idea of each part. (For example, “Some workers help pets and farm animals.” and “Other workers help wild animals.”) Ask: What is the main idea you want the reader to know in each part? What details support these main ideas? Record students’ suggestions on the board.

Tell students they now have a plan for writing: They know what their main ideas are and what details to include. Working on one paragraph at a time, have students suggest sentences that expand on each main idea. Record their suggestions.

Read the completed paragraph aloud and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph. The completed writing might be similar to the following:

“It would be fun to work with animals. Some workers help pets and farm animals. An animal shelter worker takes care of homeless cats and dogs. A veterinarian keeps pets healthy and also works with farm animals.

“Other workers help wild animals. A zoologist studies wild animals to see if they or their homes are in danger. A zookeeper gives wild animals food, homes, and care.”

APPLY (InDePenDent WrItIng)

Give each student a blank copy of the graphic organizer. Ask them to write two paragraphs about a person they admire, a good friend, or a pet. They should use the graphic organizer to plan the main idea of each paragraph and list some details.

Connect to HomeHave students read the take-home version of Jane Goodall to family members.

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 students reread Jane Goodall with a partner. Have them read the text together and then take turns reading it to each other.


Main Idea/supporting Detailstopic: Workers Who Help Animals

Details:

animal shelter workers find homes

vets keep pets healthy

vets work with farm animals

Main Idea:

Some workers help pets

and farm animals.

↔

Details:

zoologists study animals

they see if animals and their homes

are in danger

zookeepers care for wild animals

Main Idea:

Other workers help

wild animals.

↔

9Jane Goodall


Phonics: Long e Write the words eat, sleep, and baby on the board. Say the words with students. Ask: Where do you hear the long e sound in these words? (at the beginning of eat, in the middle of sleep, at the end of baby) What letter or letters make the long e sound in each word? (ea in eat, ee in sleep, y in baby) Circle those letters in the words. Explain that these are some of the ways to spell the long e sound. Write “ea,” “ee,” and “y” as headings on the board. Have pairs of students look through the text to find other words in which ea, ee, or y make the long e sound. (treat, stream, dream, leave, Leakey, Peak, peaceful, chimpanzees, trees, Jubilee, three, weeks, see, feeding, greeted, every, early, many, carefully, friendly, very) When the pairs have finished their search, have them take turns saying one of the words they found and writing it on the board under the appropriate heading.

Phonics: Closed syllable patternWrite the words get, trip, and left on the board. Ask students to identify each letter in the words as a consonant or a vowel. Write CVC over get, CCVC over trip, and CVCC over left. Point out that in each word the vowel is between consonants within a syllable. Read the words aloud with students. Ask them whether the vowel sounds in the words are long or short. (short) Point out that often words that have a vowel between consonants within a syllable have a short vowel sound. Write the words job, camp, and when on the board. Ask students to label each letter C or V to see the pattern and then read the words to confirm the short vowel sound in each one.

Explain that students may apply this rule to words that have two or more syllables. Write the words lasted, helping, and contact on the board. Have volunteers divide the words into syllables and write the letter pattern of each syllable. Read the words aloud to confirm the short vowel sound in those syllables with a CVC, CCVC, or CVCC pattern. List unfamiliar words, such as hectic, mascot, and tennis, and challenge students to use the rule they have learned to read these words.

Skills Bank: Decoding

CVC CCVC C V C C CVC/CVCC

get t r i p c amp con / tact

ea ee y

eat sleep baby

treat chimpanzees every

stream trees early

dream Jubilee many

10

Concept Vocabulary: Words associated with primatesHave students brainstorm a list of words that name or describe primates. First review the information about primates on page 11 of the book and have students search the book for possible words. They might name apes, monkeys, humans, chimpanzees, orangutans, gorillas, communities, peaceful, social, wander, play, tool-using, hunt, hairy, and communicate. List these words on the board. Help students brainstorm additional words that describe primates and can be inferred from information in the book: for example, tree-climbing and emotional. Add these words to the list. Write each word on an index or have students help you do so. Work together with students to sort the words into categories, such as Names of primates, Actions of primates, and Descriptions of primates. As they decide in which group to put each word, ask students to explain how they made the decision.

grammar/Word study: Past-tense verbsRead pages 2–3 and 18–19 of the book aloud with students and help them identify verbs on the pages. Ask: When is this happening? (now, in the present) Then pair students and assign each pair a page between pages 4 and 17 to read silently. Have them tell how the verbs and the time of the action on these pages are different from those on pages 2–3 and 18–19. (Many verbs end in -ed; the actions take place in the past.) Explain that we use past-tense verbs to tell about actions that happened in the past. Ask each pair to identify some verbs on their assigned page. Discuss what each verb does in the sentence—that is, whether it helps us understand an action, a thought, or the way something is. Write “Action,” “Thought,” and “State of Being” as headings on the board. Have students tell you in which column each verb belongs.

Skills Bank: Decoding (continued)

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# 978-1-59000-942-0

lived learned was

named loved were

saved knew

followed

Action thoughtstate of

Being


name _______________________________________________________ Date ___________________

K-W-L

What I Know What I Want What I Learned to Know

Skills Bank

12Jane Goodall

©2011 Benchmark Education Company, LLC

Build ComprehensionAnALYze CHArACter

explain • Create an overhead transparency of the graphic organizer “Jane Goodall” or draw it on the board. Say: The people or animals that a book is about are the characters. When we think about who the characters are and why they act the way they do, it is called analyzing characters.

Model • Say: Let’s analyze the characters in Jane Goodall. To analyze characters, I need to ask myself whom this book is about. Take a picture walk through the book and identify the people or animals in each picture. Say: I see that the main character in this book is Jane Goodall. In the center of the web on the graphic organizer, write Jane Goodall. Then say: We know that Jane Goodall is the main character. Now we need to analyze her, or tell about who she is and why she acts the way she does. Let’s start by telling who Jane is. She is known for living with and studying chimpanzees. In the first web oval, write woman who lived with and studied chimpanzees.

guide • Say: Let’s analyze what Jane is like. Look at page 3. What word does the author use to describe Jane? (Allow time for students to respond, assisting if needed.) Yes, the author says she is “adventurous.” In the second oval on the graphic organizer, write adventurous. Then turn to page 6 and ask: What do we learn about Jane by reading this page? (Again allow time for students to respond.) Yes, from an early age, Jane loved animals of all kinds. In the third web oval, write loves all animals.

Apply • Ask students to work with a partner to analyze Jane throughout the rest of the book. Remind them to think about who she is and why she acts the way she does. After each partnership shares, record their ideas on the graphic organizer. Finally, ask a volunteer to read the completed graphic organizer aloud.

name _______________________________________________________ Date __________________

Jane goodallAnalyze Character

©2011 Benchmark Education Company, LLCJane Goodall

Jane goodallAnalyze Character


name _______________________________________________________ Date __________________

Main Idea/supporting Detailstopic:

Details: Main Idea:

↔

Details: Main Idea:

↔

Details: Main Idea:

↔

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