Think
Title of Text: Cube
Author/Illustrator: Jennifer Boothroyd GRL: C Series: First Step Nonfiction Genre: Nonfiction, Math Engage
Evaluate
Standard: With prompting and support, ask and answer questions about key details in a text. Lesson Objectives: To ask and answer questions about key details in the text, to use visualizing as the strategy, and to use draw conclusions as the skill. Comprehension Strategy: Visualizing Skill: Draw Conclusions Fluency: Appropriate Speed Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. cube b. box c. cage d. sugar e. dice Foundational Skills: Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary sound or many of the most frequent Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about this topic? b. What would you like to learn about a solid shape called a cube? c. When we say something is solid, what does that mean? d. Look around the classroom, do you see something that is the shape of a cube. 2. Skill Introduction: a. Draw Conclusions –as you read this book, think about what things are in the shape of a cube. As you look at each picture in the text do you think it will have something that is in the shape of a cube? 3. Strategy Introduction: a. Visualizing –using the strategy visualizing help you to get a picture in your mind about what you read. As you read the title, you know we are going to be talking about cubes. What things can you visualize that are in the shape of a cube? 4. Fluency: Appropriate Speed – We will be working on reading at an appropriate speed with this book. Going too fast will cause you to lose the meaning of the content. Standard ‐ With prompting and support, ask and answer questions about key details in a text. How many sides does a cube have? Foundational Skills: Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary sound or many of the most frequent. Look at the words carefully in the text and demonstrate how you can sound out each word.
Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding (Stop Midway through the Book) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of visualizing helpful in your reading? As you read the title in this book, what things did you visualize that were in the shape of a cube? 3. Draw Conclusion‐ If a solid has 6 sides and they are all the same size, what would you conclude? Standard‐ With prompting and support, ask and answer questions about key details in a text. After Reading: EVALUATE! 1. What did you learn? 2. What more do you want to learn about a cube? 3. Describe a cube. Standard: With prompting and support, ask and answer questions about key details in a text. What shape is each side of a cube? How many sides does a cube have? Vocabulary: Foundational Skills: Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary sound or many of the most frequent. Take different words from each page and have the students to sound them out. Writing Standard: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .) Task: Draw something from your classroom that is in the shape of a cube. Share with the class why in your opinion it was the best thing to draw that was in the shape of a cube. IF/THEN: Draw Conclusions – If students struggle with the skill, make up riddles with your students. For example: I am wearing my baseball uniform, carrying my bat bag, where am I going. Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com