Think
Title of Text: Pyramid
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 unknown words in a text. Lesson Objectives: To ask and answer questions about unknown words in the text with prompting and support, to use the strategy of questioning, and to use main idea and details. Comprehension Strategy: Questioning Skill: Main Idea and Details 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. pyramid b. bush c. puzzle d. building e. statue Foundational Skills: Count, pronounce, blend, and segment syllables in spoken words. 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 pyramids? c. Let’s do a picture walk before we read. This will help us better understand what we read. d. How many sides do you think a pyramid has by looking at the picture on the cover page? 2. Skill Introduction: a. Main Idea and Details – the main idea of our book is pyramids. The details will be examples of pyramids. 3. Strategy Introduction: a. Questioning‐ as we read today, I would like you to consider questions you could ask about a pyramid. How many sides does it have? What is the shape of the bottom of the pyramid? 4. Fluency: Appropriate Speed – let me read page 3 to you twice. Tell me which time is the appropriate speed. ( read the page at a normal speed, then re‐read it at a very fast speed and ask the students which was appropriate) Standard ‐ With prompting and support, ask and answer questions about unknown words in a text. What does the word begin with, what does it in with? Do you see a smaller one within the bigger word? Foundational Skills: Count, pronounce, blend, and segment syllables in spoken words. There are several two syllables words in the book. Focus on those words. ( pyramid, puzzle, building, statue) 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 questioning helpful in your reading? Can you see a pyramid shape on an object in your classroom? 3. Main Idea and Details – What did we say is our main idea? Now, what are some of details you have read about so far? Standard ‐ With prompting and support, ask and answer questions about unknown words in a text. What things have pyramids been made of so far? After Reading: EVALUATE! 1. What did you learn? What surprised you? 2. What more do you want to learn about pyramids? 3. Describe a pyramid. 4.
Standard: Main Idea and Details – What were the examples of things in the shape of a pyramid in the book? Standard: With prompting and support, ask and answer questions about unknown words in a text. Is the bottom of a pyramid and triangle or a square? How many sides to a pyramid? Vocabulary: Foundational Skills: Count, pronounce, blend, and segment syllables in spoken words. Go through the book and pick out the two syllable words. Say the word, clap the syllables, and talk about how you blend the sounds together to help you figure out the word. Writing Standard: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened Task: Do a shared writing with the class and write a narrative of the things shaped like a pyramid on your field trip to the park. IF/THEN: Main Idea and Details – If students are struggling with this skill make up some riddles to have the students solve. For example, I’m wearing my bathing suit, carrying a beach bag, where and I going? The main idea is going to the beach. The details are wearing my bathing suit, carrying a beach bag. Have students come up with some of their own. 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