level i/15 from farm to table - s3. · pdf filebenchmark education company teacher’s...

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

Teacher’s Guide

From Farm to Table

For students reading at Literacy Level I/15, including:

English-language learners •Students reading below grade level •First-grade readers •

Metacognitive/Fix-Up StrategyRead aloud to clarify •

VocabularyRecognize high-frequency words •Develop Tier Two vocabulary •Develop Tier Three vocabulary •

Grammar, Word Study, and Language Development

Use the preposition • fromIdentify base words • Recognize the sentence structures: •A ___ carries the ___ and People use ___

Phonics Problem-solve by searching all the way •through words Recognize words with long • e digraphs

FluencyRead with appropriate pacing •

WritingWrite to a picture prompt •Write to a text prompt •

skills & strategies

Anchor Comprehension StrategyIdentify sequence of events •

Theme: economicsWhat Are Goods? (G/11) •From Farm to Table (I/15) •

social studies Big idea:Readers learn how apples, milk, and grains are produced on farms and sent to stores for us to buy and eat.

Level I/15

• Use a Graphic Organizer Draw a two-column chart with the headings I think . . . and I find out . . . Ask students what foods they think they might read about in the book. Write students’ ideas in the I think . . . column of the prediction chart. Then read each idea, prefacing it with the phrase I think we will read about . . . and ask students to echo-read.

Introduce the Book• Give each student a copy of the book.

Remind students they will read about foods that come from farms. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Page 1 Graphic Feature This page has a table of contents. The table of contents lists the chapter headings. The table of contents also shows what page each chapter starts on. What is the first chapter called? (Who Grows the Food We Eat?) What page does the last chapter start on? (page 12)

Before Reading

Make Connections and Build Background• Use Art Give each student a pencil

and piece of paper. Say: We will read a book about foods. Lots of foods come from farms. Trucks carry the foods to stores. Then we buy the foods to eat. I will draw a picture of some foods I like. Sketch a fruit, vegetable, meat, bread, and milk. As you draw, talk about each food and where it might have come from. Then invite each student to sketch a picture of their favorite foods to share with the group.

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• Supply and Demand (K/20)• The Cost of Dinner (M/28)

Fluency and Language Development• From Farm to Table Audio CD

Comprehension Resources• From Farm to Table question card• Power Tool Flip Chart for Teachers• Student Bookmark• Identify Sequence of Events poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 1 Comprehension Strategy

Assessment Book

I think . . . I find out . . .

fruit

vegetables

meat

bread

milk

© 2011 Benchmark Education Company, LLCFrom Farm to taBLE2

Copyright © 2007 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. Printed in Canada.ISBN: 978-1-4108-7818-2

Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures

Cover title, author, photo

1 title, author, table of contents, photo

2–3 photos apples, bread, farmer, flour, milk, wheat

4 chapter head, photo, food, buy, stores caption

5 photos, caption fruit, vegetables, grow, fruit/fruta, farmer vegetable/vegetal

6 chapter head, photo, sell, apples, ripe, picks caption

7 photo, caption workers, boxes, truck A ___ carries the ___.

8 chapter head, photos, milk, cows, farms, use/usar, caption use, machines machine/máquina

9 photo, caption factory, bottles

10 photos, caption

11 photo, caption cheese, desserts People use ___.

12 chapter head, photos, bread, grains, seeds, mills caption

13 photo, caption grind, powder, flour

14 photo, caption bakers

15 photo, caption cookies, cakes

16 chart, caption

© 2011 Benchmark Education Company, LLC From Farm to taBLE 3

• Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.

• Page 5 Spanish Cognate Does fruit sound like a word you know in Spanish? (Allow time for students to respond.) The English word fruit sounds like the Spanish word fruta. Fruit and fruta mean the same thing. What is your favorite fruit? (Allow time for students to respond.) Write the word fruit on the board and ask students to locate it on page 5 in the book.

• Page 7 Sentence Structure Write A ___ carries the ___ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what something carries. Model using the sentence structure to tell about the photographs, such as A farmer carries a bucket or A truck carries the apples. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 7? Frame the sentence. Let’s read the sentence together.

Rehearse Reading Strategies• Say: One word in this book is most.

Say the word most. What letters do you expect to see after the /m/? Allow time for students to respond, assisting as needed. Then ask them to find the word most on page 4. Say: Search all the way through a word to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as looking at the pictures for additional information or rereading part of the sentence if something doesn’t sound right.

Set a Purpose for Reading• Direct students’ attention to the

prediction chart. Say: Now it’s time to whisper-read the book. Read to learn about foods that come from farms.

Before Reading (continued)

Cue Source Prompt Example Page

Graphophonic Search all the waits 6 way through the word. Are you blending the right sounds?

Syntactic Think about the A truck 9 book’s sentence carries the structure. Use milk to a the structure to factory. make this sentence sound right.

Semantic What do you see boxes 7 in the picture that would make sense in this sentence?


Observe and Prompt Reading Strategies• After the supportive introduction,

students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.

Use the Graphic Organizer to Summarize• Ask students to think about their

reading. Say: Look at our prediction chart. What foods did we read about in the book? Write the foods students call out in the I find out . . . column of the chart. Then choral-read each entry, prefacing it with the phrase We read about . . . Ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

I think . . . I find out . . .

fruit fruit

vegetables vegetables

meat apples

bread milk

milk cheese

desserts

ice cream

bread

cookies

cakes


After Reading (continued)

Reading Strategy Mini-Lesson: Read Aloud to Clarify• Reflect Ask: Did you understand

what you read? What parts were hard to understand? How did you help yourself?

• Model Say: I want to understand what I read. Sometimes I read aloud to figure out a tricky part. Ask students to turn to page 5. Say: The first time I read this page I was confused. What are the people in the photograph doing? Then I read the page aloud: Some stores sell fruit. Some stores sell vegetables. The stores do not grow the food. A farmer grows the food. Now I understand that workers on a farm are picking fruit to send to the stores. Now the page makes sense. I’m ready to keep whisper-reading.

• Guide Ask students to turn to page 13. Ask: What does the machine in the photograph do? (Allow time for students to respond.) Let’s check by reading the page aloud together. Then we will be sure we understand what the machine is for. Read the page aloud together and briefly discuss how this clarifies or confirms students’ understanding.

• Apply Invite each student to turn to a tricky page. Then ask students to tell a partner about the page. Afterward, they should read the page aloud to make sure they understand it. Observe students as they read aloud to clarify, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’

understanding of the monitor-reading strategy. Then say: You can read aloud any time you need to. Remember to read aloud to help you understand.

Answer Text-Dependent Questions• Explain Remind students that they

can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Look Closer! questions. Say: The answer to a Look Closer! question is in the book. You have to look in more than one place, though. You find the different parts of the answer. Then you put the parts together to answer the question.

• Model Use the first Look Closer! question on the question card. Say: I will read the question to figure out what to do: What sentence tells the main idea for page 11? The words main idea mean I need to look for the most important statement. What other words in the question will help me? (Allow student responses.) Yes, I need to look on page 11 to find clues and evidence about the main idea. Model looking at page 11. Say: The author says: People use milk to make many foods. Then the author names three foods people make with milk—cheese, desserts, and ice cream. These details support the idea in the first sentence. People use milk to make many foods is the stated main idea. The answer makes sense. I have found the answer in the book.


• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension: Identify Sequence of Events• Explain Create an overhead

transparency of the “From Farm to Table” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell about events that happen in a certain order, or sequence.

• Model Say: Let’s figure out a sequence of events in From Farm to Table. Ask students to turn to page 6. Say: We read that apples grow on trees. Write Apples grow on trees in the first box on the graphic organizer. Say: We learn that the farmer waits until the apples are ripe. Then the farmer picks the apples. Write The farmer picks the ripe apples in the second box.

• Guide Say: Let’s find out what happens after the farmer picks the apples. Look on page 7. What happens next? (Allow students to respond, assisting if needed.) Yes, workers put the apples in boxes. Record this event in the next box on the graphic organizer.

• Apply Ask students to work with a partner to complete the sequence. Agree on how to word the entries on the graphic organizer, and then read the completed sequence aloud and invite students to echo-read. If time allows, help students determine the sequence of events for milk and grain on separate copies of the blank graphic organizer.


After Reading (continued)

Home Connection• Give students the take-home version of

From Farm to Table to read to family members. Encourage students to work with a friend or family member to make a list of foods in the book they like to eat. Invite them to bring their lists to share with the group.

Reader ResponseInvite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own.• Draw your favorite foods from the

book and label them. • Act out something from the book with

a partner.• Write about something you learned.

Use the sentence frame People use ___. • Tell your favorite part of the book to

a partner.• Name your favorite picture in the

book. Tell why you like it.• Write a new caption for one of

the photographs.

Write to a Picture Prompt• Retell Tell students that they will talk

about a picture from the book. Then they will write about the picture. Ask them to turn to page 14. Say: I can use this picture to tell part of the book in my own words: Bakers make bread from flour. Then they bake the bread in big ovens. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. After you are finished, read your writing to a partner.

Write to a Text Prompt• Write a Summary Say: Think about

something you learned in the book. Then write what you learned in your own words. When you are finished, read your writing to a partner.

Phonics: Long e Digraphs• Ask students to locate the word eat on

page 4. Write eat on the board and circle the letters ea. Say: The letters ea stand for the long e sound in the word eat. Slowly draw your finger under the word as you say it, and ask students to do the same in their books. Point out that ea also stands for the long e sound in the word wheat on page 12 and ice cream on page 11. Then repeat the process for the letters ee in trees (page 6), cheese (page 11), and seeds (page 12). Finally, explain that the long e sound in the word people (page 4) has an unusual letter pattern—eo.

Mini-Lessons for Differentiating Instruction


• Ask students to brainstorm words with the long e sound. Acknowledge all correct responses, and record those spelled with ea or ee on the board.

• Say: I will give you a clue about an imaginary person whose name is one of the words. You will guess which word is the person’s name. I will circle the letters that make the long e sound in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as I like to wear long necklaces made of colorful shapes. My name is ___ (Bead) Then invite students to make up a clue about an imaginary person whose name is one of the words on the board and circle the letters that make the long e sound.

Vocabulary• Tier Two Vocabulary Pronounce the

word favorable and ask students to repeat it. Say: Favorable means good. Rainy days and sunny days are both favorable for growing apples. Fall is a favorable time to pick ripe apples. Discuss other things that can be favorable, such as a movie review, a report card, or a compliment from a friend. Then model a sentence, such as I wrote a favorable report about the book so others would want to read it, too. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—favorable. Let’s try to use the word favorable many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students. Then record the words apples, bread, farmers, flour, milk, wheat, fruit, vegetables, cows, cheese, and bakers on cards. Invite students to read the words with you and add illustrations to the cards. Then hold the cards up one at a time and use the words in a sentence frame, such as My favorite vegetables are ___. Ask student partners to complete the sentence, assisting as needed.

Grammar, Word Study, and Language DevelopmentPreposition from

• Model Explain that authors sometimes use phrases that begin with the word from. Ask students to read page 4 with you: We eat food every day. Most people buy food from stores. Say: The words from stores explain where people buy food. I use the word from as well. Perform simple actions and make up a sentence about each one, such as:

I took a pencil from my desk. I got a drink from the water fountain. I took an apple from my lunch bag.

• Guide Invite students to read page 6 with you. Ask: Where do we get apples? (from trees, from farms) Repeat the process with from cows on page 8. Then ask students to turn to pages 12 and 13. Ask: What do people use to make bread? (grains) What has seeds? (the wheat) Where do we get grain? (from the wheat plants) Where do stores get flour? (from mills)


• Apply Pair students. Ask them to make up sentences about foods using the word from. As they share their sentences with the group, write them on the board and help the group determine what the from phrase explains.

Base Words

• Model Explain that authors sometimes use different forms of the same word. Tell students a base word is the smallest form of a word and that we can add letters to a base word to make a new word. Ask them to read the title of the book and point to the word farm. Then ask them to read page 6 and point to the words farms and farmer. Say: Farm, farms, and farmers are different forms of the same word. The word farm is the smallest form of the word. Farm is the base word of farms and farmer.

• Guide Ask students to read the first sentence on page 14 with you and point to the words bakers and baker. Then ask them to read the caption on page 15 and point to the word baked. Say: Baker, bakers, and baked are different forms of a smaller word. What is the base word of baker, bakers, and baked? (bake)

• Apply Ask students to find words based on work on page 7 and carry on page 10. (workers, carries) Write the words on the board and ask student partners to use them in oral sentences about farms.

Fluency: Read with Appropriate Pacing• Say: We do not read everything at

the same pace, or speed. Instead, we change our pace to match what is happening in the book. Changing the pace makes the book sound more interesting.

• Ask students to turn to pages 16. Read the question slowly. Say: I read this question slowly. The author wants the reader to think about the question. Read the answer more quickly. Say: I read the next sentence more quickly. The sentence answers the question. The sentence is an exclamation, too. Read the page again, asking students to echo-read.

• Ask students to turn to page 4. Help them locate some terms they might read more slowly, such as every day. Choral-read the page with them, adapting the pace as discussed.

• Invite students to take turns rereading From Farm to Table with a partner. Remind them to change their pace to match what is happening in the book.


Name: Date:

Vocabulary

Cross out the word or phrase in each row that does not belong.

apples trees ripe boxes grain

bread wheat bottles mills flour

milk cows machines bottles trees

farmer apples milk baker grain

flour wheat apples seeds grind

stores buy people food grow

machines bottles factory desserts milk

© 2011 Benchmark Education Company, LLC From Farm to taBLE11

Name: Date:

From Farm to Table


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