Louis Pasteur
Level K/20
Biography Teacher’s Guide
Skills & Strategies
Anchor Comprehension
Strategy
•• Identify Main Idea and
Supporting Details
Phonics
•• Syllabication
•• Variant vowels oo
Concept Vocabulary
•• Word groups
Grammar/Word Study
•• Past-tense verbs
Biography Big Idea
•• Louis Pasteur was an important
scientist who invented the process
of pasteurization.
• Small Group Reading Lesson
• Skills Bank
• Reproducible Activities
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
Small Group Reading Lesson
name _______________________________________________________ Date ___________________
Day 1
K-W-L
Louis Pasteur
Topic: _________________________
K
(What I know or think I know)
Pasteur
made milk
safe to
drink.
Bacteria
can hurt
you.
W
(What I want to know)
When and
where did
Pasteur live?
What else
did he do?
How do
bacteria get
into our
bodies?
How can
we kill
bacteria?
What are
germs?
© 2003 Benchmark Education Company, LLC
L
(What I learned)
Activate Prior Knowledge
Show students the cover of the book and read the title. Point out the
“biography” icon at the top right 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 Louis Pasteur?
Involve students in a discussion about Louis Pasteur and what they
already know about him. Distribute copies of the graphic organizer
K-W-L (left). Have students work in pairs to record in the K column
at least one fact about Louis Pasteur and the work he did. Then have
them write in the W column at least two things they would like to
know about Pasteur and his work. When students have completed
the first two columns of the chart, have them share their information.
Tell them they will try to find the answers to their questions as they
read the book.
Preview the Book
Give each student a copy of the book. Have them 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 bacteria?
Let’s turn to that page.
• What is the purpose of the captions by the illustrations on these two
pages?
Point out the word bacteria in bold type. 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 rabies?
• On what pages can I find out about pasteurization? Let’s turn to
these pages to see what we can find.
2
Louis Pasteur
© 2011 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–7
Have 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 Louis Pasteur.
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 as necessary.
Monitor Reading Strategies
before 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 help you. That’s a good reading strategy.
• When we worked together to sound out the word getting, 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.
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 meaning of the
word.
Remind students that they can
use the glossary at the end of
the book to check any words
that are written in bold.
Repeat this monitoring process each time students read a new section
of the book.
Build Comprehension
Ask 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
from reading this section? (Answers will vary.) (Locate facts)
• What have you learned about Louis Pasteur? Let’s check the text. (He
was a scientist who was born in 1822 in France. He studied why
people got sick. pp. 4–6) (Locate facts)
• Why do you think Pasteur wanted to be a scientist? You need to use
your own ideas to answer this question. (Answers will vary.)
(Make inferences)
Teacher Tip
About the Questions
The Build Comprehension
questions for each chapter
reflect three of the four types
used in this lesson. The fourth
type of question is included in
the After Reading section of
Day 2, after students have read
the entire book. The Teacher
Tip on page 6 provides an
explanation of the question types.
Have students record any new information they learned on their
K-W-L chart.
Louis Pasteur
© 2011 Benchmark Education Company, LLC
3
Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapter 2, pp. 8–13
Have students turn to page 8 and read the heading. Say: Let’s read this
section silently to learn about bacteria. 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.
name _______________________________________________________ Date ___________________
Ask and Answer Questions
K-W-L
Topic: Louis
_________________________
Pasteur
K
(What I know or think I know)
W
(What I want to know)
L
(What I learned)
Pasteur
When and
Born in
made milk
where did
France
name
_______________________________________________________
Date1822.
___________________
safe
to
Pasteur live? in
drink.
What else did He studied
heK-W-L
do?
why people
Bacteria
got sick.
How do
can hurt
Topic: _________________________
bacteria
get
Bacteria
you.
into
our
get into
K
W
L our
(What I know or think I know) bodies?
(What I want to know)
(What I learned)
bodies
How can we through
kill bacteria? cuts in the
skin.
What are
Bad
germs?
bacteria
can make
us sick.
© 2003 Benchmark Education Company, LLC
Build Comprehension
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 are you able to answer
after reading this chapter? (Answers will vary.) (Locate facts)
• What have you learned about bacteria? Show me where in the text it
tells you this. (Answers should reflect information throughout the
section. Students should be able to support their answers with
evidence from pp. 8–12.) (Locate facts)
• What do you think Louis Pasteur might do with the information he
learned about bacteria? (Answers will vary.) (Make in­fer­ences/
Make predictions)
Good
bacteria
are used to
make dairy
products.
Germs
are bad
bacteria.
© 2003 Benchmark Education Company, LLC
4
Louis Pasteur
© 2011 Benchmark Education Company, LLC
Day 2
Review Chapters 1 and 2
Have students review what they previously read about Pasteur and
his work. Encourage them to use their K-W-L charts to help them.
Ask:
• What can you tell me about Louis Pasteur and the work he did?
name _______________________________________________________ Date ___________________
• What did you learn about bacteria?
• What are some new words you learned from your reading so far?
Set a Purpose for Reading: Chapter 3, pp. 14–19
Have students turn to page 14 and read the heading. Say: Let’s read
this section silently to learn how Pasteur helped people. 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 Comprehension
Ask and Answer Questions
Engage students in a discussion about the text. Encourage them to
ask questions about what they read. Model how to use background
knowledge and experience, as well as information in the text, to
answer questions. Ask:
• Look at your K-W-L chart. Which questions are you able to answer
after reading this chapter? (Answers will vary.) (Locate facts)
K-W-L
Topic: _________________________
Louis Pasteur
K
(What I know or think I know)
Pasteur
made milk
safe to
drink.
Bacteria
can hurt
you.
W
(What I want to know)
L
(What I learned)
When and
where did
Pasteur live?
Born in
France
in 1822.
What else
did he do?
He studied
why people
got sick.
How do
bacteria get Bacteria
into our
get into
name _______________________________________________________ Date ___________________
bodies?
our bodies
through cuts
How can
in the skin.
we kill
bacteria?
Bad
Topic: _________________________
bacteria
What are
can make
germs?
K
W
L
us(What
sick.
(What I know or think I know)
(What I want to know)
I learned)
K-W-L
© 2003 Benchmark Education Company, LLC
• How did Pasteur help people? You need to look at several pages in the
book to find the answer to this question. (His study of bacteria helped
us make such things as sour cream and yogurt. He found a way to
sterilize milk and to develop shots that kept people healthy.
pp. 10, 15, 17) (Locate facts)
Good
bacteria
are used to
make dairy
products.
Germs
are bad
bacteria.
Pasteur
made shots.
• How has Pasteur’s work affected your life? (Answers will vary.)
(Draw conclusions)
He made
milk safe.
Bacteria
can be
killed by
heat.
• The answer to the last question is not in the book. What do you need to
know in order to answer it? (Answers will vary.) (Recognize sources
of information)
© 2003 Benchmark Education Company, LLC
Louis Pasteur
© 2011 Benchmark Education Company, LLC
5
Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–3
Ask and Answer Questions
Teacher Tip
Question Types
Students 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.
6
• What can you add to the L column after reading the whole book?
(Answers will vary.) (Locate facts)
• What kind of person do you think Pasteur was? Tell me why you think
this. (Answers will vary.) (Make inferences/Draw conclusions)
• What type of scientific work do you think would be most interesting?
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 section. Copy the graphic organizer dealing with main ideas
and supporting details 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 key information the main ideas.
Authors usually include one main idea in each section.
As I read each section, I ask myself, “What is the most important
information here? What is the main thing the author wants me to know?”
The section heading tells me that the author wants me to know about
Pasteur. I know the author has provided details about the main idea to
make the book useful and interesting for the reader. From my reading I
learned that Pasteur asked questions about things. He was a scientist. He
was born in France in 1822. At that time, no one knew what made
people and animals sick. Pasteur wanted to find out. He used special
tools to do this. One of these tools was the microscope. This information
is important to my understanding of Pasteur’s life and work. I can write
these details on the graphic organizer. I will summarize so that I write
only the key facts on the chart. (Details: asked questions, scientist,
born 1822 in France, used a microscope, studied why people got
sick. Main idea: Pasteur was a scientist who studied diseases.)
When I look at these details, I can say that the main idea of this section
is that Pasteur was a scientist who learned about sickness in people and
animals.
Louis Pasteur
© 2011 Benchmark Education Company, LLC
Practice and Apply Distribute copies of the graphic organizer to
students. Work through the next section by having students read the
heading and pick out the most important details (bacteria are tiny
living things, they are found everywhere, some are good for us and
some are bad). Help students decide on the main idea of the section.
(Pasteur discovered that some bacteria can help people and some
bacteria can make people sick). Continue with the next section,
guiding students as needed.
name _______________________________________________________ Date ___________________
Main ideas and Supporting Details
topic:
Louis Pasteur
Details:
Main idea:
good bacteria used to make
some dairy products
Pasteur found that some
bacteria are good for us,
and bad bacteria can
make us sick.
bad bacteria called germs
germs can make us sick—
they enter our bodies
through cuts
Details:
he used shots to keep people
healthy
he found there were germs in
milk
he killed germs in milk by
heating the milk
he used shots to keep animals
healthy
his work keeps people healthy
today
Main idea:
Pasteur found ways to keep
people and animals
healthy.
Teacher Tip
Monitoring
Comprehension
• 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 identify main idea
and supporting details and
condense information in the
text? If they are having
difficulty, provide more
modeling and guided practice
in these skills.
© 2003 Benchmark Education Company, LLC
Louis Pasteur
© 2011 Benchmark Education Company, LLC
7
Small Group Reading Lesson
name _______________________________________________________ Date ___________________
Main ideas and Supporting Details
topic:
dogs
Details:
big
small
long hair
short hair
curly hair
Details:
protect people
and homes
help people get
around
good friends
Main idea:
There are many kinds
of dogs.
Main idea:
Dogs help
people.
© 2003 Benchmark Education Company, LLC
(continued)
Small Group Writing
MODEL 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. For example, the topic might be
“Dogs.” Tell students they will need to divide the topic into two parts
and then decide what will be the main idea of each part. (For
example, “There are many kinds of dogs” and “Dogs help people.”)
Ask: What is the main idea you want the reader to know in each part?
What details do you want to add to each main idea? Record students’
suggestions on the board.
Tell students they now have a plan for writing: They know what their
main ideas are and they know what details to include. Working on
one paragraph at a time, have students suggest sentences that expand
on each main idea in the graphic organizer. Record their suggestions.
Read aloud the completed paragraph 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:
Reread for Fluency
You 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
Louis Pasteur with a partner.
Have them read the text
together and then take turns
reading it to each other.
8
“There are many kinds of dogs in the world. Some dogs are very big
and some dogs are very small. Some dogs have long hair, some dogs
have short hair, and some dogs have curly hair.”
“Dogs help people. They can protect people and their homes. Some
dogs help people move around. Dogs can make people feel good
and keep them from feeling lonely. Dogs make good friends.”
APPLY (independent writing)
Give each student a blank copy of the graphic organizer. Tell students
they are to write two paragraphs about a member of their family,
someone in their school, a friend, or a pet. They should use the
graphic organizer to plan the main idea of each paragraph and list
some details.
Connect to Home
Have students read the take-home version of Louis Pasteur to family
members.
Louis Pasteur
© 2011 Benchmark Education Company, LLC
Skills Bank: Decoding
Phonics: Syllabication
Show students how they can sound out longer words by breaking
them into parts, or syllables. Write the word different on the board.
Tell students that words are usually divided between two consonants.
Show them how to divide the first two syllables by drawing a line
between the two fs. Tell students that when there is a vowelconsonant-vowel pattern, the word is sometimes divided before the
consonant and sometimes after the consonant. In this example you are
going to divide the syllable after the consonant. Draw a line between
the r and the e (dif fer ent). Now show students how to decode each
syllable. Say: In the first syllable, we have a vowel between two consonants.
The vowel is usually short, so I will try the short sound. I can sound out the
first syllable /d/ /i/ /f/. The second syllable has a vowel between two
consonants but one of them is the letter r. I know that a vowel with the
letter r usually has neither a long nor a short sound. I can sound this
syllable /f/ /er/. The last syllable has a vowel before two consonants so I will
try the short sound: /e/ /n/ /t/. I can now sound out the whole word: /d/ /i/
/f/ /f/ /er/ /e/ /n/ /t/: different. I will try the word in a sentence to see if it
makes sense: “Bacteria have different shapes.”
Help students apply this model to the words bacteria and scientist
(bac ter i a; sci en tist).
)
Phonics: Variant vowels oo (/o—o/; /oo/)
)
Have students turn to page 10 and look for two words that have the
double o digraph (good, food). Write the two words on the board. Ask
students to tell you what two sounds the double o makes. Write these
words on the board: foot, toot, fool, look, wood, school, book, took.
_
Have students decide whether the oo has the sound of /oo/ or /o o/.
Have students look through familiar books to find other words with
the double o digraph. Have them make a list to share with the group.
Help them decide what sound the digraph makes in each word.
good food
foot toot
look fool
wood school
book
took
Louis Pasteur
© 2011 Benchmark Education Company, LLC
9
Skills Bank: Decoding
(continued)
Concept Vocabulary
yogurt
milk
sour
cream
Write the following words from the text on the board: scientist, sick,
bacteria, microscope, germs, yogurt, shots, healthy, pasteurization,
cuts, milk, sour cream. Read through the words with students and
explain that all are used in the book. Give pairs of students blank word
cards and have them write the words on the cards, one on each card.
Have the pairs of students put the word cards into groups. Tell them it
doesn’t matter how they group the words, as long as they can explain
their logic. Have each pair describe how they grouped the words.
Grammar: Past-tense verbs
Explain that biographies and other recounts are usually written in the
past tense because they describe events that have already happened.
Explain that in a biography we are reading about a person’s life over
time, and much of what is described has already taken place.
worked put
found
made
used
could
kept
cooled
Have students look at the captions on pages 10 and 11 and pick out
the verbs. Talk about why these verbs are written in the present tense.
(These are not past actions. Swiss cheese is and always will be called
Swiss cheese. We continue to use sour cream on our potatoes.)
Have students find the verbs used in the main text on page 10. Write
the words on the board (worked, found, used). Highlight those verbs in
which -ed has been added to make the past tense. Talk about the word
found. Explain that some words are changed to form the past tense.
The present tense of found is find. Instead of adding -ed, the spelling of
the word is changed. Write these words from the book on the board:
kept, saved, put, made, could, cooled, was. Help students recognize the
present tense of each word and discuss how the past tense was created.
saved was
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.
10
ISBN# 978-1-59000-940-6
Name _______________________________________________________ Date ___________________
K-W-L
Topic: _________________________
K
(What I know or think I know)
© 2011 Benchmark Education Company, LLC
W
(What I want to know)
L
(What I learned)
Name _______________________________________________________ Date __________________
Main Ideas and Supporting Details
Topic:
Details:
Main Idea:
Details:
Main Idea:
© 2011 Benchmark Education Company, LLC