Grade 1—All Together
Unit 3, Lesson 1: Ben’s Job
Everything you need to review and teach a social studies lesson. Print lesson pages, assessment, and practice
ancillaries for Unit 3, Lesson 1—all at once!
Lesson Components:
∞ Student Edition, pages 94–99
∞ Test Talk Practice Book, Unit 3 Test Preparation and Practice
∞ Workbook, Lesson Review and Skills Practice
∞ Assessment Book, Unit 3 Content Test and Skills Test
∞ Vocabulary Workbook, Unit 3 Practice Pages and Cards
∞ Every Student Learns Lesson Support and Guide
∞ Social Studies Plus!: A Hands-On Approach Blackline Master
Test Talk
Name
Use with Unit 3.
Work! Work! Work!
Directions: Read together.
Meet Clara Barton
1821–1912, Volunteer
Clara Barton was a famous volunteer. A group she started
a long time ago still helps people today.
Clara Barton worked hard to help people. When she was
just a girl, she helped take care of her brother. He was sick
for about two years!
© Scott Foresman 1
During the Civil War, Clara Barton was a volunteer. She
helped soldiers who were hurt. She handed out bandages
and medicine. Her work saved many lives.
After the war, Clara
Barton wanted to keep
on helping people. She
started the American
Red Cross. Today the
American Red Cross
gives food, clothing,
and shelter to people
who need help all over
the world.
Test Talk Practice Book
Unit 3
15
Test Talk
Name
Use with Unit 3.
Strategy 1
Locate Key Words in the Question
Learn
Circle key words. Tell what you need to find out.
1. Who did Clara Barton help during the Civil War ?
I need to find out who Clara Barton helped during the Civil War.
Try It
2. Why did the soldiers need help?
I need to find out
3. What group did Clara Barton start?
© Scott Foresman 1
I need to find out
Have students: • Read the question. • Circle key words in the question.
• Think: “I need to find out…”
16
Unit 3
Test Talk Practice Book
Test Talk
Name
Use with Unit 3.
Strategy 2
Locate Key Words in the Text
Learn
Circle key words in the question. Circle key words in the text.
1. Who did Clara Barton help during the Civil War ?
The key words in the text are Civil War, helped, and soldiers.
Try It
2. Why did the soldiers need help?
The key words in the text are
3. What group did Clara Barton start?
© Scott Foresman 1
The key words in the text are
Have students: • Read the question. • Circle key words in the question.
• Circle key words in the text. • Finish the sentence: “The key words in the text are…”
Test Talk Practice Book
Unit 3
17
Test Talk
Name
Use with Unit 3.
Strategy 3
Choose the Right Answer
Learn
Choose the best answer.
1. Who was Clara Barton?
a doctor
a volunteer
a soldier
a lawyer
Try It
2. When did Clara Barton help soldiers?
during the Civil War
when she was a child
during the war against England
before the Civil War
3. What group did Clara Barton start?
© Scott Foresman 1
Hospital for Soldiers
Family Care
Volunteers for America
American Red Cross
Have students: • Read the question. • Read all the answer choices.
• Rule out any incorrect choices. • Mark the best answer choice.
18
Unit 3
Test Talk Practice Book
Test Talk
Name
Use with Unit 3.
Strategy 4
Use Information from the Text
Learn
Circle key words in the question. Circle key words in the text.
Answer the question.
1. For how long was Clara Barton’s brother sick ?
Clara Barton’s brother was sick for about two years.
Try It
2. How did Clara Barton help soldiers?
© Scott Foresman 1
3. How does the American Red Cross help people today?
Have students: • Read the question. • Circle key words in the question.
• Circle key words in the text. • Use details from the text to answer the question.
Test Talk Practice Book
Unit 3
19
Test Talk
Name
Use with Unit 3.
Strategy 5
Use Information from Graphics
Learn
Circle key words in the question. Use the picture on
page 15 to answer the question.
1. How do you know the soldier is injured ?
The soldier has bandages. Clara Barton is taking care of him.
Try It
2. Why might Clara Barton be placing her hand on the
soldier’s forehead?
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3. Where are Clara Barton and the soldier?
Have students: • Read the question. • Circle key words in the question.
• Use details from the picture to answer the question.
20
Unit 3
Test Talk Practice Book
Test Talk
Name
Use with Unit 3.
Strategy 6
Write Your Answer to Score High
Learn
Look at this example.
1. How did Clara Barton help people during the Civil War ?
Clara Barton helped people during the Civil War by giving out
bandages and medicine. She also helped people by starting the
American Red Cross.
Is the answer correct?
Is the answer complete?
Do all the details help answer the question?
What should you do to improve the answer?
Try It
Circle key words in each question. Write an answer.
2. Who does the American Red Cross help today?
© Scott Foresman 1
3. How does the American Red Cross help people?
Have students: • Read the question. • Circle key words in the question. • Use details from the
text to write an answer. • Ask: “Is the answer correct? Is the answer complete? Do all the details
help answer the question?”
Test Talk Practice Book
Unit 3
21
Lesson 1 Review
Name
Ben’s Jobs
Use with Pages 94–97.
Draw a job you do at home.
© Scott Foresman 1
Draw a job you do at school.
Directions: Draw pictures to show jobs you
do at home and at school. Then tell about
each job—and how well you do it.
Workbook
Home Activity: Assign your child a job, such as
setting the table. Make a job chart to keep a
record of your child’s performance for a week.
Lesson Review
25
Chart and Graph
Skills
Name
Use with Pages 98–99.
Use a Chart
Write the helpers’ names on the chart.
Our Job Chart
Jobs
Helpers
Water the plants.
Put books away.
© Scott Foresman 1
Feed the fish.
Clean the brushes.
Sharpen pencils.
Directions: Look at the picture. Write each
child’s name on the chart to show what job
he or she is doing.
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Chart and Graph Skills
Home Activity: Help your child make a job
chart to show the jobs that family members do
at home.
Workbook
Unit 3 Test
Name
Unit 3: Content Test
Circle a word to finish each sentence.
1. Food, water, and clothing are
needs
jobs
2. Toys, games, and TV are
needs
.
volunteers
.
tools
wants
3. Hammers and nails are a builder’s
tools
.
service
transportation
4. Cars, trucks, and vans are kinds of
needs
.
jobs
transportation
Which word completes each sentence?
© Scott Foresman 1
1. A person who works for free is a
.
a. job
b. volunteer
c. service
d. transportation
2. Things that are grown or made are
a. goods
b. wants
c. needs
d. tools
Assessment Book
.
Unit 3 Test
9
Unit 3 Test
Name
Draw someone making or growing goods.
Draw someone doing a service job. Drawings will vary.
Goods
Services
1. Which is a need?
toys
food
2. What is your job at school?
to learn
to eat
3. What can you do with money?
cook it
save it
4. Who grows the food we eat?
farmers
teachers
5. Which is a kind of transportation?
a house
a truck
10
Unit 3 Test
Assessment Book
© Scott Foresman 1
Draw a line under the answer to each question.
Unit 3 Test
Name
Unit 3: Skills Test
Write first, next, and last to show the order.
Write names of people at home.
Jobs at Home
Jobs
Helpers
© Scott Foresman 1
Set the table.
Make the beds.
Cook dinner.
Assessment Book
Unit 3 Test
11
Unit 3 Test
Name
Trace Lee’s route on the map.
Write words to complete the sentences.
1. Lee starts at the
2. Lee goes
on School Street.
3. Lee goes
on Main Street.
4. Lee goes
on Library Lane.
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Unit 3 Test
© Scott Foresman 1
.
Assessment Book
Name ________________________________
UNIT 3
kin
Lo o g a t Wor ds
ABC Order
How do we put jump, dirt, and pot in ABC order?
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
dirt
jump
pot
Put the words in the word box in ABC order. Write one word
on each line.
© Scott Foresman 1
job
needs
wants
tools
goods
service
Directions: Read the words. To put the words
in ABC order, find the first letter of each word
by looking at the alphabet. The ABC order of
the words is dirt, jump, pot. Now put the
words in the word box in ABC order. Write one
word on each line.
Vocabulary Workbook
volunteer
Home Activity: Work with your child to put
things in alphabetical order, such as names,
toys, or books.
Unit 3
15
Name ________________________________
UNIT 3
erstanding
Und
Wor ds
More Than One
Words that mean more than one may end with the letter s.
one pencil
two pencils
1. goods
good
2. tool
tools
3. rulers
ruler
4. cups
cup
5. pen
pens
6. dog
dogs
7. bees
bee
8. grape
grapes
9. boy
boys
10. forks
fork
Directions: Words that mean more than one
may end with s. Read the example: one
pencil, two pencils. Circle the word in each
pair that means more than one.
16
Unit 3
Home Activity: Play this game with your child
for plural nouns that are made by adding s.
Start by saying “I have one book.” Then hold
up two fingers. Your child answers “I have two
books.” Continue by using different nouns
and numbers.
Vocabulary Workbook
© Scott Foresman 1
Circle the words that mean more than one.
Name ________________________________
UNIT 3
erstanding
Und
Wor ds
Needs and Wants
Circle need or want for each picture.
1.
2.
need
want
3.
want
need
want
need
want
4.
need
want
5.
6.
need
© Scott Foresman 1
need
want
Directions: Look at each picture. Think about
needs and wants. Circle need if you must
have the item to live. Circle want if you might
like to have the item, but do not need it to live.
Vocabulary Workbook
Home Activity: With your child, look through
newspapers and magazines for pictures of
advertised items. Help your child identify
which items are needs and which items
are wants.
Unit 3
17
Name ________________________________
UNIT 3
g Word
Usin
s
My Job
Narrative Writing
Write one word to finish each sentence.
job
needs
wants
tools
goods
service
1. A doctor provides a
helps others.
volunteer
transportation
that
2. A tailor makes
wear.
that people
3. A plumber uses
fix leaks.
that help
Directions: Read the words in the word box.
Top: Write the word from the word box that
completes each sentence. Bottom: Write a
sentence about a job that you would like to
have. Draw a picture about your sentence.
18
Unit 3
Home Activity: Talk with your child about
the job he or she wrote about. Help your child
to use this unit’s vocabulary words to describe
the job.
Vocabulary Workbook
© Scott Foresman 1
Write about a job you
would like.
Draw a picture of that job.
Name ________________________________
UNIT 3
needs
wants
tools
© Scott Foresman 1
job
Vocabulary Workbook
Unit 3
19
Name ________________________________
UNIT 3
The work people do.
My neighbor’s job is
to paint houses.
Things that are used to
help people do work.
Scissors, a ruler, and
a pencil are different
kinds of tools.
Things we would like to
have. Some of my wants
are presents and cake.
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Things people must
have to live. Food is
one of our needs.
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Unit 3
Vocabulary Workbook
Name ________________________________
UNIT 3
service
volunteer
transportation
© Scott Foresman 1
goods
Vocabulary Workbook
Unit 3
21
Name ________________________________
UNIT 3
Things that are grown or
made. A farmer grows
goods such as fruit and
vegetables.
A car, bus, or other way
that people and goods
move from place to place.
A school bus is a kind of
transportation that takes
me to school.
A person who works for
free. The volunteer helps
children cross the street.
© Scott Foresman 1
A job a person does
to help others. As a
firefighter, my mom
provides a service to our
neighborhood.
22
Unit 3
Vocabulary Workbook
Unit 3, Lesson 1
Use with pages 94–97.
Ben’s Jobs
Activate Prior Knowledge
Have children watch as you pantomime washing dishes. What work am I
doing? I do this in the kitchen after cooking and eating. Right. I’m washing
the dishes. Invite children to pantomime washing dishes.
Continue by pantomiming sweeping the floor and then washing the windows.
Provide hints as needed such as: I use a broom to do this. It keeps the floor
neat and clean. After you demonstrate each task, encourage children to stand
and follow your lead.
What are some things you and your family do to keep your home neat and tidy?
Begin a chart you can revisit as you build background for the lesson. Title one
side of the chart Work at Home. Draw pictures to record children’s responses.
Build Background
Key Concept People have jobs at home and at school.
Listen and Think
Title the second column of the chart Work at School.
Provide children with a series of questions to differentiate between things done
at home and things done at school.
Where would you learn about math? Where would you set the table for dinner?
Model how to respond with a complete sentence. I would learn about math in
school. I would set the table for dinner at home.
Add pictures under the appropriate head on your chart.
Ask volunteers to name some things they would do either at home or at school.
Have them add pictures to the chart. After the picture is drawn, have the child
explain it with a complete sentence. Coach children in their sentence building
as needed.
Work at School
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Work at Home
38
Unit 3, Lesson 1
Every Student Learns
Unit 3, Lesson 1
Access Content
Use with pages 94–97.
Preview the Lesson
Have children turn to p. 94 and then page through the whole lesson to look at
the pictures. Have them use the pictures to predict what the lesson is about.
Read aloud the lesson title. Were you right? Did you think that the lesson is
about Ben and the jobs he does?
Call attention to the words First, Next, and Last on pp. 94 and 95. These words
tell the order in which Ben does his jobs.
Have children look at the pictures on p. 96. Who do you think drew the
pictures? These drawings give information just as the pictures do.
Have children listen as you read the items in the What did you learn? box.
These tell you what you need to know and do when you finish the lesson.
Picture Walk
Guide children on a picture walk through the lesson. Ask these and other questions.
Page 94 ■ Point to the picture at the top of the page. This picture shows the
first job Ben does. What job is Ben doing? Why is picking up toys
after playing an important job?
■
Point to the bottom picture. This is the second job Ben does. What
is it? Why is feeding a pet an important job?
Page 95
■
What is Ben’s family doing in the picture? What work did they do
to get dinner ready? Guide children to suggest that they must buy
food, cook the food, set the table. What are some of the foods Ben’s
family eats?
Page 96
■
Discuss the jobs shown on the page. Which school job that you see
do you like to do? Why?
Page 97
■
Have children tell what Ben is doing. Identify the class pet as a
hamster. Name something else the hamster needs besides food.
Review all the home and school jobs depicted. If they are not
pictured on the lists you began earlier, you may wish to add
them now.
© Scott Foresman 1
■
Every Student Learns
Unit 3, Lesson 1
39
Unit 3, Lesson 1
Name
My Lesson Guide
Use with pages 94–97.
Listen.
Little Helper
by Andy Parker
I help when Mommy’s busy.
I am always kind and glad.
I am the kindest little helper
A family ever had.
© Scott Foresman 1
Draw to show how you could help when company
comes over.
Talk About It
How does your work at home help your family?
Notes Home: Your child has been learning about home and school jobs.
Home Activity: Ask your child to choose a job he or she can do to help at home. Talk about how your
child helps the family.
40
Unit 3, Lesson 1
Every Student Learns
Unit 3, Lesson 1
Extend Language
Use with pages 94–97.
Harvesting the Language: Animal Names and Sounds
Recall with children that Ben helped take care of two different animals,
one at home and one at school.
Let’s make a list of other animals. Have children brainstorm other
animal names, such as cat, pig, dog, and bird. If possible, show pictures.
Talk briefly about what children may know about each animal.
Encourage them to take their cues from the pictures. A cat has whiskers.
A pig has a curly tail. Help children form complete sentences.
Expand the discussion to include the sound each animal makes. Accept
responses which may differ from ones you are familiar with; for
example, guau-guau (Spanish) instead of bow-wow.
cat/meow
pig/oink
dog/bow-wow
bird/chirp
Enrichment Activity
Invite children to take part in a pet parade around the classroom. Have
children in the parade line name which animal they are and then tell
something about the animal. Remind them to make the animal’s sound
too. Coach children to use complete sentences.
Ask children what pet they would like to have in
class. Encourage them to say what they would need
to do to take care of the pet.
© Scott Foresman 1
Conversation
Starter
Every Student Learns
Unit 3, Lesson 1
41
Page #2
Page #3
stores by
from
.
delivered to nearby
.
My
I (make/grow) my
are
fold
My Goods
My goods are delivered
far away by:
By
.
I am a
.
© Scott Foresman 1
I (make/grow)
Page #4
Social Studies Plus!
fold
.
Page #1
Unit 3
Blackline Master
35
Name
Date
Community Workers Chart
Job
Tools
© Scott Foresman 1
Workplace
36
Unit 3
Citizen Hero
Social Studies Plus!