LESSON 15 TEACHER’S GUIDE
Kitchen Science
by Lisa Benjamin
Fountas-Pinnell Level M
Nonfiction
Selection Summary
Just as a scientist in the lab uses tools and follows instructions to
complete an experiment, so a cook in the kitchen uses special tools
for different tasks and follows a recipe to prepare food.
Number of Words: 552
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Nonfiction
• Five short chapters with headings
• Comparison between scientists and cooks presented on first page
• Cooking tools
• Cooking procedures
• Cooking and science have some things in common.
• Cooking requires special tools and the ability to follow instructions.
• Writer talks directly to the reader: You’re baking a cake.
• Explanation of an Italian expression: a good fork
• Variety in sentence length
• Some sentences with lists of verbs and nouns: Tools help them warm, freeze, mix, and
mash.
• Cooking tools: measuring spoon, measuring cup, scale, blender, food processor, torch
• Words related to measurement: teaspoon, ounces, pounds
• Many two- and three-syllable words
• Some words with more than three syllables: experiment, ingredients, temperature
• Photographs with captions bearing extra information
• Eight pages of text, photos on all pages
• Table of contents
• Chapter headings
• Sentences arranged in paragraph form
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Kitchen Science
by Lisa Benjamin
Build Background
Help students use their knowledge about cooking in the kitchen. Build interest by asking a
question such as the following: What kinds of food would you like to cook? Read the title
and author and talk about the cover photo.
Introduce the Text
Guide students through the text, noting important ideas and nonfiction features. Help with
unfamiliar language so they can read the text successfully. Give special attention to the
target vocabulary. Here are some suggestions:
Page 2: Explain that this book tells about science that takes place in the kitchen.
Suggested language: Turn to page 2 and look at the table of contents. It lists the
chapters of the book. The chapter headings tell what the chapters are about.
Page 3: A scientist follows instructions to do an experiment and a cook follows
instructions to make a meal. A cook’s instructions are called a recipe.
Pages 4–5: Point out that the book includes many terms for cooking tools. Make
sure students understand the terms teaspoon, measuring spoon, measuring cup,
scale, blender, food processor, torch. Point out the word tense on page 5 and
explain that it is a synonym for anxious. Some cooks feel anxious, or worried,
about measuring things the right way. If you were cooking, what would make you
feel anxious?
Page 6: Explain that ingredients are the things included in a recipe. Have students
look at the photo. What are the ingredients in this salad?
Page 8: Point out that captions can give extra information about the text. Read the
caption. What information does this caption tell you?
Page 9: Explain that ovens and freezers have thermometers to measure degrees,
or how hot or cold the temperature is. Why is it important for a cook to set the
oven at the right number of degrees when baking a cake?
Now turn back to the beginning of the book and read to find out what cooking and
science have in common.
Target Vocabulary
anxious – worry, fear, or
impatience, p. 4
cross – in a bad mood or
grouchy, p. 10
festive – joyous, p. 7
ingredients – the things you
include in a recipe, p. 6
remarked – spoke about
something, p. 10
tense – nervous or anxious, p. 5
recommended – suggested, p. 6
degrees – units used to measure
temperature, p. 9
Grade 3
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Read
Have students read Kitchen Science silently while you listen to individual students read.
Support their problem solving and fluency as needed.
Remind students to use the Infer/Predict Strategy
figure out more about the selection.
and use clues to
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the text.
Suggested language: After reading this book, would you like to be a cook? Why or
why not?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Scientists and cooks follow
instructions and use tools.
• Cooking and science have some
things in common.
• Cooks use different tools for
measuring, mixing, heating,
cooling, and eventually eating.
• Like scientific experiments,
cooking can require special tools
and knowledge.
• Most captions identify objects in
the photos and explain how they
are used.
• The table of contents and
chapter headings tell what
information will be covered in
the book.
• The author writes the last
chapter using a humorous tone.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to choose a passage from the text to read aloud. Remind
them to read at a good speed, but not so fast that the words run together and the
meaning of the text is lost.
• Comprehension Based on your observations of the students’ reading and discussion,
revisit parts of the text to clarify or extend comprehension. Remind students to go
back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using
examples from the text. Remind students that sometimes a word has a suffix that can
help them understand the word’s meaning. For example, the word blender on page
7 has the suffix -er, meaning “that which.” So the word blender means “that which
blends, or mixes together.” Provide other examples, such as processor, freezer,
and timer.
Grade 3
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Writing about Reading
Vocabulary Practice
Have students complete the Vocabulary questions on BLM 15.1.
Responding
Have students complete the vocabulary activities on page 11. Remind them to answer the
Word Teaser on page 12. (Answer: degrees)
Reading Nonfiction
Nonfiction Features: Table of Contents and Chapter Headings Remind students that
nonfiction has many features to help students find and understand important information.
The table of contents and chapter headings are two of these features. Have students look
at the table of contents on page 2. Explain that a table of contents appears at the beginning
of a book and lists the chapter headings and the page number on which each chapter
begins. By scanning the table of contents before reading, a reader can get an overview of
the information in the book.
Chapter headings are another source of information. Each heading tells what a chapter will
be about. Have students turn to page 3. Read the chapter heading. What will this chapter
be about? Then have students choose a chapter in the book to reread. Ask them to write a
chapter heading (different from the one in the book) that will help a reader know what the
chapter is about.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6.
Assessment Prompts
• On page 5, which word means “to find out how heavy something is”?
• Which words on page 7 help the reader know the meaning of salsa?
• The book says that cooks pay attention to the temperature when they heat or
freeze food. Find the sentence on page 9 that shows how cooks can tell what
the temperature is.
Grade 3
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English Language Development
Reading Support Check regularly on student’s oral reading to determine accuracy,
fluency, and comprehension.
Cultural Support On page 7, the book includes a question to the reader based on
the ingredients and preparation of mashed potatoes. While students of many cultures eat
potatoes, mashed potatoes may be an unfamiliar form of a common food. Provide support
for answering the question.
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Where do people cook
food?
Speaker 1: Why is the book called
Kitchen Science?
Speaker 1: How are a cook and a
scientist alike?
Speaker 2: in the kitchen
Speaker 2: It is about science in the
kitchen.
Speaker 2: They both follow
instructions and they use tools.
Speaker 1: Name some tools that cooks
use.
Speaker 1: Why does a cook use
a timer?
Speaker 2: possible answers: measuring
spoon and cup, scale, blender, food
processor, torch
Speaker 2: It tells when food is
ready.
Speaker 1: What do people do after the
food is cooked?
Speaker 2: eat
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Lesson 15
Name
BLACKLINE MASTER 15.1
Date
Target Vocabulary
Kitchen Science
Target Vocabulary
Fill in two more Examples and Non-examples for anxiously.
Then create your own Four-Square Maps for two of the remaining
Target Vocabulary words. Possible responses shown.
Vocabulary
anxiously
cross
degrees
festive
ingredients
recommended
remarked
tense
Definition
nervously
Example
• feeling scared during a storm
•
worrying about something
•
waiting to make a speech
anxiously
Non-example
Sentence
We waited anxiously to see
who the judges picked for the choir.
• feeling relaxed
•
not worrying about a storm
•
enjoying a performance
Read directions to students.
Target Vocabulary
3
Grade 3, Unit 3: Learning Lessons
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Grade 3
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Name
Date
Kitchen Science
Thinking Beyond the Text
Think about the question below. Then write your answer in one or two
paragraphs.
What do you think is the most important thing for a cook to learn in the
kitchen? Tell why you think that. Use details from the book in your answer.
Grade 3
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Lesson 15
Name
BLACKLINE MASTER 15.1
Date
Target Vocabulary
Kitchen Science
Target Vocabulary
Fill in two more Examples and Non-examples for anxiously.
Then create your own Four-Square Maps for two of the remaining
Target Vocabulary words.
Vocabulary
anxiously
cross
degrees
festive
ingredients
recommended
remarked
tense
Definition
nervously
Example
• feeling scared during a storm
•
•
anxiously
Non-example
Sentence
We waited anxiously to see
who the judges picked for the choir.
• feeling relaxed
•
•
Grade 3
7
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Student
Lesson 15
Date
BLackline master 15.24
Kitchen Science • level m
page
Kitchen Science
Running Record Form
Selection Text
3
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Making a meal is sort of like doing a science experiment.
In the lab, scientists heat things up or mix them together to
watch them change. When you heat or mix foods and flavors,
they change, too.
Scientists often follow instructions to do an experiment.
So do cooks. Their instructions are called recipes. Like
scientists, cooks also need tools. Tools help them warm,
freeze, mix, and mash.
4
You’re baking a cake. The recipe calls for a teaspoon of
salt. But you don’t know how much that is. No need to get
anxious about it. Just take out some measuring spoons.
Comments:
(# words read
correctly/100 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 3
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cat
cut sc
0
Insertion
the
1
Word told
T
cat
cat
ˆ
Error
1414188
Behavior
1
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