Title of Text: Let’s Make a Picture Graph
Author/Illustrator: Robin Nelson GRL: G Series: First Step Nonfiction Genre: Nonfiction, Math Content Standard: Ask and answer questions about key details in a text. Lesson Objectives: to use the text to ask and answer questions, to make connections with information in the text, to draw conclusions about information in the text. Comprehension Strategy: Making Connections Skill: Drawing 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. picked b. apples c. picture graph d. information e. fewer f. more g. least h. most i. data Foundational Skills: Read words with inflectional endings. Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about picture graphs? b. What would you like to learn? c. If you are counting things, how do you keep track of what you are counting? d. Have you ever picked apples? Today our book is about picking apples and counting them but keeping track of the number of apples people count. Have you ever tried this before? Tell about it. 2. Skill Introduction: a. Drawing Conclusions – I am going to draw a conclusion that if I lived in Florida and had orange trees in my backyard and invited some friends to help pick apples, I could use a picture graph to help us count. What could you use a picture graph for? 3. Strategy Introduction: a. Making Connections – have you ever picked apples before? What was it like? If not, what kind of apples would you like to pick? Why? 4. Fluency: Appropriate speed – it is important to read the book not too slow and not too fast. (Read the back cover both too slow and too fast and discuss why appropriate speed makes sense) Standard ‐ Ask and answer questions about key details in a text. On the cover, I see 3 names and apples next to their names? What do we think this means? Who has the most apples? Who has the least? Foundational Skills: Read words with inflectional endings. Let’s think about the words apples and picked. If I show you just the word apple – what does the s at the end do to the word (tells there is more than one apple). What does the –ed at the end of picked do to the 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 after page 13) 1.
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Tell me about a part you didn’t understand? Turn and Talk: how is using the strategy of making connections helpful in your reading? What connections have you made so far? On page 7, we learn that the numbers on their graph are their data. What other kinds of data are there on their graph? Standard: Ask and answer questions about key details in a text. How are the children working together? Give examples from the book. 4. Drawing Conclusions ‐ How do the pictures in the book help you so far? Why did the author choose these specific pictures? After Reading: 1. What did you learn? What surprised you? 2. What more do you want to learn about this topic? 3. Use page 19 to do some math activities. 4.
Standard: What is the most important thing to remember from this book? What are the details that can help you remember this? Standard: Ask and answer questions about key details in a text. What is a picture graph used for? What is data? How do labels help you? Academic Vocabulary/Foundational Skills: Read words with inflectional endings. Let’s go through our book and find words with –s and –ed endings. What do the endings do to the words? Writing Standard: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Task: Have students work in 3’s and bring their crayons together. Have them decide on one color crayon. Blue can be anything with blue in it, like Sky Blue, etc. Have them each make a picture graph with labels as in the book. After making the graph, they should write a few sentences using the words, more, most, least and fewer in each sentence. IF/THEN: Drawing Conclusions – if students had trouble with this skill, have them compare their shoes – which shoe is the biggest. A conclusion would be the child with the biggest shoe has the biggest feet. Do the same with the smallest shoe. You can do more activities like this using classroom items. 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