american history adds up - cloud object storage | store & … · 2012-12-21 · benchmark...

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

Theme: United States History

American History Adds UpLevel S/44

Social Studies

Skills & Strategies

Anchor Comprehension Strategy

• Make Judgments

Comprehension • Makeconnections

• Analyzetextstructureandorganization

• Identifycauseandeffect

• Identifymainideaandsupportingdetails

• Usegraphicfeaturestointerpretinformation

Vocabulary/Word Study Strategies • Usecontextcluestodetermineword

meaning

Social Studies Big Idea • ThedevelopmentofAmericanpolitics,

economy,culture,andsocietyreflectthemajoreventsthattookplacebeforethefoundingofthenationupthroughmoderntimes.

TeACher’S Guide

skills and strategies

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

•“HarrietTubman”(EloiseGreenfield)

Comprehension Strategy Assessment Handbook (Grade 5)•OngoingAssessments#17and#18

Notable Trade Books for Read Aloud•Aronsan,Virginia.Ethan Allen:

Revolutionary Hero.ChelseaHousePublishers,2001.

•Hewson,MarthaS.Stonewall Jackson.ChelseaHousePublishers,2000.

•Smucker,Barbara.Selina and the Bear Paw Quilt.CrownPublishingCompany,1999.

Web Site for Content Information•TheHistoryChannel

www.historychannel.com

Logontothiswebsiteforgames,quizzes,andhistoricalinformationforintermediatestudents.

oveRvIeW

related resources

national content standardsMath SocialStudiesNumberandOperations:a,b,c People,Places,&Measurement:a,b Environments:b,cDataAnalysisandProbability:bProblemSolving

Thislessonteachesand/orreinforcesthefollowingskillsandstrategies:

•AnalyzeTextStructureandOrganization: CauseandEffect(pp. 3–9)

IdentifyMainIdeaandSupportingDetails(p. 6)

• ActivatePriorKnowledge(p. 4)

• UseGraphicFeaturestoInterpretInformation(pp. 4–7)

• UseContextCluestoDetermineWordMeaning(pp. 4–6)

• EvaluateAuthor’sPurpose (p. 5)

• MakeJudgments (p. 16)

Thisskill/strategyisthefocusoftheOngoingAssessmentsforthistitle.

theme connectionsAdventure

Human Migration

Change Over Time

BeforeReading. . . . . . . . . . . .............................. 3

Chapters1&2 . . . . . . . . . . . .............................. 4

Chapters3&4. . . . . . . . . . . .............................. 5

Chapters5–7 . . . . . . . . . . . . .............................. 6

AfterReading . . . . . . . . . . . . .............................. 7

WritingWorkshopandWritingModel . . . . . . . . . . . . . . . . .8,9

ReproducibleGraphicOrganizer....................... 10

Content-AreaExtensionActivities(BLMs). . . . . . . . . . . . . . . . 11

AnswerKey . . . . . . . . . . . . . . .............................. 15

SkillsBank.............................................16

table of contents

American History Adds Up

★3

introduce the bookDrawstudents’attentiontothefrontcoverofthebook.Readthetitletogether.Turntothebackofthebookandreadtheblurbandauthorinformation.Examinethetableofcontents.Pagethroughthebooklookingatthephotographsandcaptions.Whilepreviewing,posethefollowingquestionstoencouragestudentstothinkaboutthetextbeforereading.

• Basedonyourpreview,whatdoyoupredictthisbookisabout?Whatdoyouthinktheauthorwilltalkabout?

• Doyouthinkthisbookisfictionornonfiction?Why?

• Whatkindsoffeatureswouldyouexpecttofindinanonfictionbook?Doyouseethosefeatureshere?

• WhatdoyouknowaboutAmericanhistory?

• Whichpeopleorplacesdoyourecognizeinthephotographs?Whatdoyoualreadyknowaboutthem?

• Whatwouldyouliketolearnaboutthehistorydiscussedinthisbook?

• Whatkindsofspecialvocabularywordsdoyouthinkyou’llfindinthisbook?

set a PurPose for readingThistextprovidesanexcellentopportunityforstudentstofocusonthestrategyofanalyzing cause-and-effect text structure and organization.ExplainthattheauthorisgoingtogivehistoricalinformationabouttheUnitedStates.Forthebooktomakesense,theauthormustwriteinacertainstructureandorganizationalpattern.HavestudentslocatetheTableofContents.Say:Look over the chapter titles. What do you notice about the arrangement of the titles? Are they in some order? If so, in what order do you think they are arranged? AfteranalyzingtheTableofContents,pointoutthatauthorsmakehistoricalinformationclearerwhentheywriteinchronologicalorderbecausemuchofwhathappensinhistoryisaneffectofapreviousevent.

introduce the graPhic organizerProvideeachstudentwithacopyoftheAmerican History: Causes and effectsgraphicorganizer.Explainthatastheyread,eachstudentwillbelookingfordatatofillinthechart.Youmightsuggestthatstudentsplacestickynotesinthemarginsofpageswheretheyseecause-and-effectrelationships.Pointoutthatacause-and-effectrelationshipmightnotbewritteninsequentialsentences.Studentsmustanalyzethematerialtodeterminewhattherelationshipsare.

BeFoRe ReAdING

Author Mark Gave takes students on an historical journey through the United States. He begins the journey with Christopher Columbus’ explorations and moves through various time periods of American history, including the Revolutionary War, the Civil War, the American frontier, as well as events in the twentieth century. Mr. Gave concludes the book with America’s space adventures and a time line of American history.

Book Summary

©2011BenchmarkEducationCompany,LLC American History Adds Up

★★★★★★★★★★★★★★★★★★★★★

Chapter Cause effects

American History: Causes and effects

Columbus crossed the Atlantic Ocean. In 1803, land was purchased from France.

The nation was divided over the issue of slavery.

People were seeking freedom and fortune.

1

2

3

4

5

6

The colonists were ready to fight the British.

People moved west.

The U.S. entered World War II.

Apollo 13 did not make it to the Moon.

CHAPTeRS 1 & 2

★4

Use Context CluesHavestudentslookatthewordcensus (page9).Theauthordefinesthiswordincontextbysettingthedefinitionapartfromthewordwithdashes.Challengestudentstofindexamplesofdefinitionsinthetextthathelpthemdeterminethemean-ingofanunfamiliarword.Thentellstudentstoapplythisstrategytootherunfamiliarwordstheyflagged.Thesemightinclude:

century,p.2

settlement,p.4

patriots,p.6

colonial,p.6

territory,p.10

TEACHING TIPSMeaningful Activities for Rapid Readers• Locatethe“SolveThis!”box

onpage7.Whatarethedistancesbetweenthestatedcities?

• Answerthequestionsaboutmoneyinthe“ThinkItOver!”boxonpage8.

Prompts to Help Readers Monitor Comprehension• Goodreadersstopandthink

aboutwhatthey’veread.

• Visualizewhatyouarereading.Seeingpicturesinyourmindisagoodwaytoensureunderstanding.

read the text pp.2–13Usethefollowingprompttosetapurposeforthereading:As you read, think about what you already know about American history. How can you use prior knowledge or personal connections to help you read and understand new information?

Askstudentstoreadthechaptersindependently.Invitethemtousestickynotestojotdownpersonalconnectionstheymakeastheyread.Also,askthemtomarkanyinformationtheycanusetocompletethegraphicorganizer.Finally,askthemtokeeptrackofunfamiliarwordstheyencounter.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

focus on comPrehensiondiscuss Using Prior KnowledgeInvitestudentstosharepersonalconnectionstheymadetothetext.Ask:What information was already familiar to you? What information was entirely new? Which historical events or people did you know about? Which had you never heard of? What did you learn about them? Did personal connections make reading about this part of American history more interesting? Why or why not?

Begin the Graphic organizer: Identifying Cause and effectAskstudentstorereadorskimandscanthetexttolocateinformationforthegraphicorganizer.Drawstudents’attentiontothestructureofChapter1.Theauthorprovidesagreatdealofinformationinthetextandthecaptions,butdoesnotclearlystatethecause-and-effectrelationships.Studentsmustusealltheinformationtoinfertheserelationships.Inferencesrequireevidenceorproof.Ask:How can you determine cause-and-effect relationships in the first two chapters? What information can you use as evidence or proof of your conclusions? Do you think the author wrote the remaining chapters in the same manner?

Use Graphic Features: Map Keys Pointoutthemapkeyonpage3.Ask:What can you learn from this feature of the text? Studentsshouldnoticethatthemapkey:

• isbelowthemap.

• showsinformationanddates.

• usescoloredblockstorepresentthecoloredlinesoftheexplorersonthemap.

Invitestudentstoskimtherestofthebooktofindothermapkeys.Ask:How does this information help you as you read? Do the other map keys in the book look exactly the same as the one on page 3?

American History Adds Up ©2011BenchmarkEducationCompany,LLC

Use Context CluesExplaintostudentsthatauthorsoftendefineunfamiliarwordsbyusingcontrastingdescriptions.Pointoutthatonpage14,theauthorcom-parestwokindsofvotes:popularandelectoral College.Heexplainssomeofthedifferencesbyusingthewordbut.

“Lincolndidnotwinamajorityofthepopularvotes.ButhewonthemajorityofvotesintheElectoralCollege,whichisnecessarytobecomePresident.”

AlthoughtheexactdefinitionofElectoralCollegevotesisnotstated,readerscandistinguishthemfrompopularvotes.

Thentellstudentstoapplythisstrategytootherunfamiliarwordstheyflagged.Thesemightinclude:

economic,p.14

candidate,p.14

manufacturing,p.16

territories,p.17

frontier,p.18

sewage,p.18

immigrants,p.20

CHAPTeRS 3 & 4

★5

read the text pp.14–22Usethefollowingprompttosetapurposeforthereading:As you read, think about the information the author is presenting. What does the author want you to know? What is the author’s purpose for writing these chapters?

Askstudentstoreadthechaptersindependently.Invitethemtousestickynotestoflagsectionsofthetextthatsupporttheirideasabouttheauthor’spurpose.Alsoaskthemtoflaganyideasthatcanhelpthemwiththegraphicorganizer.Finally,askthemtoflagunfamiliarwordstheyencounter.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

focus on comPrehensiondiscuss the Author’s PurposeInvitestudentstosharetheirideasabouttheauthor’spurpose.Encouragethemtopointoutexamplesfromthetextthathelpedthemfigureitout.Ifstudentshavedifficulty,useathinkaloudtomodelhowagoodreaderthinksthroughanauthor’spurpose.The title for Chapter 3 is “The Nation Divided.” The title got me thinking about what the chapter was going to be about. I guessed it might be about the United States being divided by something pretty big. I then read the first paragraph about the Civil War. I skimmed the chapter and looked at the pictures. I decided that the author’s purpose for this chap-ter was to present information about the Civil War.

Continue the Graphic organizer: Identifying Cause and effect

Askstudentstorereadorskimandscanthetexttolocateinformationforthegraphicorganizer.Remindstudentstolookforevidencetoprovethecause-and-effectrelationshipstheyfind.

Use Graphic Features: Graphs Pointoutthecirclegraphsonpage16.Askstudentswhatinformationtheycangatherfromthegraphs.Theyshouldnoticethatthegraphs:

•includeclarifying,writteninformation.

•identifythepercentageforthegraphs.

•differentiateportionsofthegraphwithdifferentcolors.

Havestudentsexaminethebargraphonpage21.Ask:How is the bar graph different from the circle graph?

TEACHING TIPSMeaningful Activities for Rapid Readers• Answerthequestionsinthe

“SolveThis!”boxonpage17.

• Solvetheproblemsinthe“SolveThis!”boxonpage18.

Prompts to Help Readers Monitor Comprehension• Whilereading,makeaconnection

betweenthebook/chapterandyourself.

• Atthebottomofeverypage,stopandthinkaboutwhatyou’vejustread.Doyouunderstandthetext?Ifyoudon’t,whatwastheproblem?

5©2011BenchmarkEducationCompany,LLC American History Adds Up

CHAPTeRS 5–7

★6

focus on comPrehensiondiscuss Main Idea and Supporting detailsInvitestudentstosharetheirmainideasandsupportingdetailswiththegroup.Ask:What information from the book did you use to deter-mine your main ideas and supporting details? Explain your thinking to the rest of the group.Asstudentssharetheirmainideasanddetails,jotthemdownonchartpaperortheboardinagraphicorganizer.

Complete the Graphic organizer: Identifying Cause and effect

Askstudentstorereadorskimandscanthetexttolocateinformationtocompletethegraphicorganizer.Ask:How has this type of text structure and organization helped you understand the material?

Use Graphic Features: Time Lines Pointoutthetimelineonpages28and29.Askstudentswhattheynoticeaboutthetimeline.Theyshouldnoticethat:• Thetimelinehasalineatthebottomofitwithdatesunderneath

thelineandshortlinescomingoffthetopofit.

• Everydatehasacorrespondingpieceofinformation.

• Thedatesatthebottomarenotnecessarilyindividualyears.

Invitestudentstoconsiderothertimelinestheyhaveseenintheirtextbooks,resourcebooks,andlibrarybooks.Explainthattimelinesareoneofseveralpresentationdevicesthatauthorsusetomakeinfor-mationeasiertoreadandunderstand.Tellstudentsthattheycanusetimelinesintheirownwritingtoclarifyinformation.

Use Context CluesHavestudentslookatthetermstock market(page24).Explainthatauthorsoftendefineunfamiliarwordsbyplacingdescriptionsofthewordinthetext.Challengestudentstofindexamplesofdescriptionsinthetextthathelpthemdeterminethemean-ingofanunfamiliarword.Createawordwebsimilartotheonebelowasanexample.

read the text pp.23–29Usethefollowingprompttosetapurposeforreading:As you reach the end of the book, identify the main idea and supporting details from Chapters 5, 6, and 7.

Askstudentstoreadthechaptersindependently.Encouragethemtojotdownmainideasanddetailsonstickynotes.Alsoaskthemtoflaganyideasthatcanhelpthemcompletethegraphicorganizer.Finally,askthemtoflaganyunfamiliarwordstheyencounter.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

TEACHING TIPSMeaningful Activities for Rapid Readers• Answerthequestionsinthe

“SolveThis!”boxonpage23.

• Writedownyourthoughtsaboutthequestionsinthe“ThinkItOver!”boxonpage29.

Prompts to Help Readers Monitor Comprehension• Makeaconnectionbetween

thetextandsomethingthatishappeningintheworldrightnow.

stock market

description helps keep businesses, factories,

banks, and farms running

descriptioncan help or hurt Americans financially

descriptionhas money value

definition The stock market is something that has

financial value to America. It can swing up or down, helping or hurting American businesses, factories, banks, and farms.


AFTeR ReAdING


★★★★★★★★★★★★★★★★★★★★★


Columbus crossed

the Atlantic Ocean.

Paul Revere warned the

colonists that the British

were coming.

In 1803, land was purchased from France.

Gold was discovered in California.



Japanese bombed Pearl Harbor in 1941.

Serious electrical problems occurred on the spacecraft.

1

2

3

4

5

6

Many explorers and the

Pilgrims came to the U.S.

The colonists were ready to

fight the British.

The U.S. doubled in size.

People moved west.

The Civil War broke out.

More and more immigrants

move to the U.S.


Apollo 13 did not make

it to the Moon.

sYnthesize and assessRetell and Summarize Asagroup,generateanoralorwrit-tenretellingofthebook.Selectthekeypointstocreateasummary.

Respond Askstudentswhatwasmostinterest-ingaboutthebook.Whattheydidnotlikeandwhy.Whatquestionstheystillhave.Whatadditionalinforma-tiontheymighthaveincludediftheyhadbeentheauthor.

Use Graphic Features Pointoutthechartonpage24.Askstudentswhatinformationtheycangatherfromthechart.

draw Conclusions Askstudentstoformulateconclusionstatementsbasedontheirreadingandtheinformationtheycharted.Recordtheseideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to analyze text structure and organization.

★7©2011BenchmarkEducationCompany,LLC American History Adds Up

WRITING WoRKSHoP

★8

mini-lesson Writing Focus: Using Cause-and-effect Text StructureRemindstudentsthatinthebookAmerican History Adds Up,theyreadaboutthehistoryofAmericafromChristopherColumbustothespaceage.

AskstudentstoreviewtheirAmerican History: Causes and effectsgraphicorganizertoidentifythemajoreventsfromeachtimeperiodandtheircauses.Onchartpaperortheboard,usethegraphicorganiz-erandthetexttocreateaflowchartsimilartotheonebelowshowingthecause-and-effectrelationships.

UsethereproducibleWriting Modeltodemonstratehowinformationfromtheflowchartcanbeusedtowriteaparagraphshowingcause-and-effectrelationships.Remindstudentsthatcertainsignalwordscanhelpthemidentifycauseandeffect.

TEACHING TIPSProcess Writing Steps

1. Havestudentsbrainstormcause-and-effectrelationshipsforothereventsinhistoryusingasimilarflowchart.

2. Havestudentsindependentlywriteafirstdraft.

3. Afterstudentscompletetheirfirstdraft,theyshouldreviseandeditit.

4. Conferencewitheachstudentfollowingthefirstrevisionandediting.

5. Havestudentsmakeanyadditionalchangesandcreateafinalcopyoftheirparagraph.

6. Finally,invitestudentstosharetheirparagraphwithagroupofotherstudents.

ColumbuscrossedtheAtlanticOcean.1492

Historical Causes:Because of this…

OtherexplorerscametotheU.S.ThePilgrimsarrived.

Historical effects:…this happened

1775

Thecolonistswerepreparedforbattle.

TheLouisianaPurchasewasmadebetweentheU.S.andFrance.

1803 TheU.S.doubledinsize.

GoldwasdiscoveredinCalifornia.

1840s–1890s Peoplemovedwest.

PaulReveremadehismidnightridetowarnthecoloniststhattheBritishwerecoming.


Write a paragraph about other historical events in which you illustrate cause-and-effect relationships for each event. Use your graphic organizer to help you.

WrITING ASSIGNMENT

It’s History

In1492,ChristopherColumbuscrossedtheAtlanticOcean.

Histravelsledtootherexplorersmakingtheirjourneys.

Asaresultoftheexplorations,thePilgrimswereabletoreach

theUnitedStates.About250yearslater,PaulReveremadehis

famousmidnightridewarningthecoloniststhattheBritish

wereontheirway.Consequently,thecolonist’swerepreparedfor

battle.In1803,theUnitedStatespurchasedahugepieceofland

fromFrance.TheLouisianaPurchaseresultedintheUnitedStates

doublinginsize.Inthe1840s,manyAmericansmovedwestsothat

theycouldbecomerich.GoldhadbeendiscoveredinCalifornia.

Writing Model: Using Cause-and-effect Text Structure

WrITING TIP

Signalwordssuchasas a result, because,

resulted in, so that,andled tocanhelpidentify

cause-and-effectrelationships.

signalwordsforcause and effect

©2011BenchmarkEducationCompany,LLC


Name: ________________________________________ Date: _________________

★★★★★★★★★★★★★★★★★★★★★


Columbus crossed

the Atlantic Ocean.

In 1803, land was purchased from France.



1

2

3

4

5

6

The colonists were ready to

fight the British.

People moved west.


Apollo 13 did not make

it to the Moon.


Name: ________________________________________ Date: _________________

My School CensusTake a census of your school similar to the census of Americans taken in 1790. Visit each classroom and write down the number of students there. Include students who are absent. When you have gathered all your information, display it on a large graph or chart. Use the space below to create a plan for the project. (Be sure to get permission from your teacher before you leave the classroom.)


Ulysses S. Grant

Robert e. Lee

Abraham Lincoln

Name: ________________________________________ Date:___________________

Civil War HeroesUsing reference books, locate at least three facts about each Civil War hero listed. Be sure to state the person’s connection to the Civil War.

A ©2011BenchmarkEducationCompany,LLC

Name: ________________________________________ Date: _________________

United States National ParksThe people of the United States are very lucky to have special pieces of land set aside by the national government as national parks. Using reference books and the Internet, choose three national parks to research. Complete the boxes below with your information.

1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________

4. Year established: __________________________________

1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________

4. Year established: _________________________________

1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________



Calling All explorersMany countries sent explorers to the New World after Christopher Columbus’ adventure. To learn more about these early American explorers, use reference books to complete the information boxes.

Name: ________________________________________ Date: _________________

verrazano-15241. Country of origin: _____________________________________

2. Territories explored: ___________________________________

______________________________________________________

3. Interesting information:_________________________________

______________________________________________________

Cabeza de vaca-15281. Country of origin:_____________________________________


______________________________________________________

3. Interesting information: ________________________________

______________________________________________________

Hernando de Soto-15391. Country of origin: _____________________________________


_______________________________________________________



A N S W e R K e Y

★15

Answers will vary.

Check to be sure that students understand the concept of a census and carry out their plan correctly.

My School Census Civil War Heroes

Ulysses S. Grant

Robert e. Lee (possible answers)

Abraham Lincoln (possible answers)

1. general of the Union Army

2. captured Vicksburg, Mississippi on July 4, 1863

3. was 18th U.S. President (1869–1877)

1. general in the Confederate army

2. Lt. Colonel in the Cavalry and was assigned to duty on the Texas frontier

3. surrendered to General Grant at Appomattox Court House, Virginia

on April 9, 1865

1. President during the Civil War

2. issued the Emancipation Proclamation which freed slaves

in southern territories; not enforced by federal officials

3. was assassinated by John Wilkes Booth on April 14, 1865

(possible answers)

United States National Parks

1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________


1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________

4. Year established: _________________________________

1. Name of park: ____________________________________

2. Location: ________________________________________

3. Size: ____________________________________________


Acadia National Park

Maine

40,000 acres

1919

Grand Tetons

Wyoming

310,521 acres

1929

Mammoth Caves

Kentucky

52,830 acres

1941

(possible answers)

Calling All explorers

verrazano-15241. Country of origin: _____________________________________


______________________________________________________

3. Interesting information:________________________________

______________________________________________________

Cabeza de vaca-15281. Country of origin:_____________________________________


______________________________________________________


______________________________________________________

Hernando de Soto-15391. Country of origin: ____________________________________

2. Territories explored: __________________________________

_______________________________________________________


Italian but in the service for France

eastern coast of North America from the

Carolinas to Newfoundland, Canada

killed by Indians

Spain

Gulf of Mexico, islands off of

the Texas coastline

first European to describe buffalo to

his countrymen

Spain

American southeast and the Mississippi River

killed many Indians during his explorations

©2011BenchmarkEducationCompany,LLC American History Adds Up

Skills Bank

16 ©2011BenchmarkEducationCompany,LLC

Build ComprehensionMAKe JUdGMeNTS

Explain • Create an overhead transparency of the graphic organizer “American History Adds Up” or draw it on the board. Say: In nonfiction texts, authors sometimes make judgments about the subject. They report facts to support their judgments. As a reader, you can think about the facts and decide if you agree with the author’s judgment. You can make your own judgments about the subject.

Model • Say: Let’s find a judgment the author makes in American History Adds Up. On page 2 the author says that the many explorers of the New World owed Columbus their success. In the first Author’s Judgment box, write Explorers owed Columbus their success. To prove this, the author states that Columbus dared to cross the ocean and survived. In the first Supporting Facts box on the graphic organizer write Columbus dared to cross the ocean and survived. Then say: Now I will think about the facts and make my own judgment. Columbus’s trip took months. Navigation was difficult and communicating with land was impossible. I think that if Columbus hadn’t made the trip, other explorers would not have attempted it. I can make a judgment that Columbus’s accomplishment was the most important of all the early explorers. Record this information in the first My Judgment box.

Guide • Say: On page 12, the author says that the three routes to California were equally difficult. In the second Author’s Judgment box, write Three routes to California were equally difficult. Then ask: What facts support the judgment? (Allow time for students to respond.) The text describes one water route, one land route, and one partly by water and partly by land. Record the information in the second Supporting Facts box on the graphic organizer. Then ask: Do you agree with the author? What judgment can we make on our own? (Again allow time for students to respond.) Yes, we can agree with the author. We can also say that the travelers were brave and adventurous. In the second My Judgments box, write Travelers to California were brave and adventurous.

Apply • Ask students to work with a partner to identify more judgments and supporting facts and to make their own judgments based on the evidence. After each partnership shares, record their ideas on the graphic organizer. Finally, ask volunteers to read the completed graphic organizer aloud.

Name _______________________________________________________date __________________


American History Adds UpMake Judgments

Author’s Judgment Supporting Facts My Judgment

Notes


American History Adds Up

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√BegintheGraphicOrganizer

Read the Text: Ch. 3 & 4Focus on Comprehension:√ContinuetheGraphic

Organizer

Read the Text: Ch. 5–7Focus on Comprehension:√DiscussMainIdeaand

SupportingDetails√Completethe

GraphicOrganizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area extension Activities(BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 3 & 4Select or create mini-lessons.*

Read the Text: Ch. 5–7 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area extension Activities (BLMs)

BeFoRe ReAdING (p.3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic organizer:

American History: Causes and effects*

dURING ReAdING (pp.4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: DiscussUsingPriorKnowledge√ BegintheGraphicOrganizer* UseGraphicFeatures:MapKeys UseContextClues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: DiscusstheAuthor’sPurpose*√ ContinuetheGraphicOrganizer* UseGraphicFeatures:Graphs UseContextClues*

Read the Text: Chapters 5–7Focus on Comprehension Mini-Lessons:√ DiscussMainIdeaandSupportingDetails*√ CompletetheGraphicOrganizer* UseGraphicFeatures:TimeLines UseContextClues*

AFTeR ReAdING (p.7)Synthesize and Assess Activities: RetellandSummarize* Respond UseGraphicFeatures DrawConclusions*

WRITING WoRKSHoP(pp.8–9)Mini-Lesson√ Assignment: Using Cause-and-effect

Text Structure*

CoNTeNT-AReA exTeNSIoN ACTIvITIeS on Blackline Masters(pp.11–14) My School Census Civil War Heroes United States National Parks Calling All explorers

lesson-at-a-glance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ CheckmarkedskillsmaybeassessedbyusingthetestsprovidedintheComprehensionStrategyAssessmentHandbook.

* PreassessmentsareavailableintheComprehensionStrategyAssessmentHandbook.

1

2

3

4

5

samPle lesson Planning guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1 & 2

Read the Text: Ch. 3 & 4

Read the Text: Ch. 5–7Synthesize and Assess

day

©2011BenchmarkEducationCompany,LLC.Allrightsreserved.Teachersmayphotocopythereproduciblepagesforclassroomuse.Nootherpartofthisguidemaybereproducedortransmittedinwholeorinpartinanyformorbyanymeans,electronicormechanical,includingphotocopy,recording,oranyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublisher.ISBN:978-1-59000-517-0

american history adds up - cloud object storage | store & … · 2012-12-21 · benchmark...

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