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Teacher’s Guidexplorers

Clothes Long Ago

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

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

Metacognitive StrategyVisualize •

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

Grammar, Word Study, and Language Development

Use sequence words •Use context clues • Recognize the sentence structures • People made ____ and People used ____.

Phonics Problem-solve by searching all the way •through wordsRecognize words with silent letters •

FluencyRead with appropriate phrasing •

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

skills & strategies

Anchor Comprehension Strategy Identify main idea and supporting •details

Theme: Then and NowFarther and Faster (F/9) •Getting Ready for School (G/11) •Communication (H/13) •

social studies Big idea:Readers learn about clothes people made and wore long ago.

Level I/15

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

Remind students they will read about clothes people made and wore long ago. Preview the book, encouraging students to interact with the pictures and text on each page as you empha size the elements from the page 3 chart that will best support their under stand ing of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Use a Graphic Organizer Draw a T-chart on the board with the headings Clothes Long Ago and Clothes Today. Read the headings aloud. Ask students to help you think of types of clothes people wore long ago and types of clothes people wear today. Then read each entry on the chart and ask students to echo-read.

Before Reading

Make Connections and Build Background• Use Pictures Say: We will read a

book called Clothes Long Ago. Display the pictures on pages 4, 6, and 14. Say: Some people wore clothing made of animal skins long ago. Then have students Think/Pair/Share about long-ago clothing they have seen in books and movies.

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• Schools Then and Now (B/2)• Clothes (C/3)• Going Faster (D/5)• Communication Then and Now (E/7)• Clothes Then and Now (K/20)• Communities Then and Now (M/28)

Fluency and Language Development• Clothes Long Ago Audio CD

Comprehension Resources• Clothes Long Ago question card• Power Tool Flip Chart for Teachers• Student Bookmark• Identify Main Idea and Supporting

Details poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 1 Comprehension Strategy

Assessment Book

Clothes Long Ago

Clothes Today

• animal skins• leather

boots• handmade

clothes

• jeans• sneakers• clothes

from stores

© 2011 Benchmark Education Company, LLCCLothEs Long Ago2

© 2008 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. ISBN: 978-1-60437-491-9

Pages Text and Graphic Features

Words to Discuss

English/Spanish Cognates

Sentence Structures

Covertitle, author, illustration

1 title, author, table of contents, photo

2–3 photos, illustrations animal skin, buckle, fabric, jeans, sewing machine, zipper

4 chapter head, illustration, caption

clothes, animal skins animal/el animal People made _____.

5 photos, captions wool, sheep, cotton, plants plant/la planta

6chapter head, illustration, inset photo, caption

sewed, needles

7 illustrations, captions fabric False Cognate: Fábrica means “factory,” not “fabric.”

8 photo, caption, inset photo, label

sewing machines, factories

9 photo, caption types, sizes, stores type/el tipo

10 chapter head, photo, illustration, captions

fasten, tied, pins

11 photos, inset photos, caption

buttons, zippers People used _____.

12 photos, labels shoes, buckles, shoestrings

13 photo, inset photo, caption

hooks and loops

14 chapter head, photo, caption

fewer

15 photo, caption different, jeans different/diferente

16 photos safe

© 2011 Benchmark Education Company, LLC CLothEs Long Ago 3

• Page 6 Graphic Feature Say: This page has an inset photo. An inset photo is a small picture that gives more information about a bigger picture. What does the big illustration show? (people sewing with needles) What does the small photograph show? (a needle made from an animal bone)

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

Say the word places. What letters do you expect to see after /pl/? Allow time for students to respond, assisting as needed. Then ask them to find the word places on page 15. 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

T-chart. Say: Now it’s time to whisper-read the book. Read to learn about clothes long ago and today.

Before Reading (continued)

• 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.

• Spanish Cognate Ask: Does animal sound like a word you know in Spanish? (Allow time for students to respond.) The English word animal sounds like the Spanish word el animal. Animal and el animal mean the same thing. What is your favorite animal? (Allow time for students to respond.) Write the word animal on the board and ask students to locate it on page 4 in the book.

• Page 4 Sentence Structure Write People made ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell about things people made. Model using the sentence structure to tell about the photograph, such as People made clothes from animal skins. 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 4? Frame the sentence. Let’s read the sentence together.


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 independ-ently, 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 T-chart. Did we read about any of these clothes? Put a check mark next to any matching responses. Ask students to name other types of clothes mentioned in the book. Add these to the graphic organ-izer and put check marks next to them. Then choral-read the checkmarked items and ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

Cue Source Prompt Example Page

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

found 11

Syntactic You read “Make clothes still took a long time.” Let’s read this sentence together and make it sound right.

Making clothes still took a long time.

7

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

fancy 10

Clothes Long Ago

Clothes Today

• animal skins ✟

• leather boots ✟

• handmade clothes ✟

• clothes made of cotton and wool ✟

• fancy dresses and suits ✟

• clothes fastened with ties and fancy pins ✟

• shoes with buckles and shoestrings ✟

• jeans ✟• sneakers • clothes

from stores ✟

• clothes with buttons and zippers ✟

• shoes with hooks and loops ✟


After Reading (continued)

Reading Strategy Mini-Lesson: Visualize• 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. One way is to visualize what I’m reading. To visualize means to make a picture in my mind. Ask students to turn to page 8. Say: I will shut my eyes. I will imagine a factory with many sewing machines. The room is very noisy. Everywhere I look I see busy people working. I feel as if I must work as fast as I can. Can you think of other things I might see, hear, or feel? Allow time for students to share their ideas. Say: Visualizing the page helped me. Now I better understand what the factories were like.

• Guide Invite students to visualize page 9 with you. Ask: What do you see? Can you see many different types of clothing? Do you hear people talk-ing? Are the people excited about the shops? What else do you see, hear, or feel? Allow time for students to share their visualizations. Then invite them to tell how visualizing the scene helped them better understand page 9.

• Apply Ask students to read their favorite page to a partner and then visualize it out loud. Observe students as they share their visualizations, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can

use to assess students’ under standing of the monitor-reading strat egy. Then say: You can visualize any time you read. Remember to visualize to help you understand.

Answer Text-Dependent Questions• Explain Remind students they can

answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn how to answer each type. 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: “A man made a sewing machine to help people. What happened next?” This question asks me to find a sequence of events. I know because the question has the cue word next. What other words in the question will help me? (Allow student responses.) Yes, I’m looking for the words man, made, and sewing machine. Model looking through the book. Say: On page 8, I read: “A man made a sewing ma chine to help these people.” The next sentence tells what happened next: “Soon, people had factories with many sewing machines.” Putting this information together answers the question. 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 addi-tional 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 Stated Main Idea and Supporting Details• Explain Create an overhead trans-

parency of the graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea.

• Model Say: Sometimes the main idea is on the first page. Ask students to read the first sentence on page 4 aloud. Say: This sentence tells the most important thing we learn. This sentence is the main idea of the book. Write People made clothes long ago in the Main Idea box on the graphic organizer and read it with students. Say: Now we need to look for supporting details. The details tell us more about the clothes people made long ago. Ask students to point to the word people and read page 4 with you. Then write used animal skins in the first Detail box on the graphic organizer.

• Guide Say: Let’s find another supporting detail. On page 5, I see the word people again. What did people use to make clothes? (Allow time for students to respond, assisting if need ed) Yes, people used wool and cotton to make clothes. These details tell us more about the main idea. Write used wool and cotton in the second Detail box.

• Apply Ask each student to work with a partner to find other supporting details to add to the graphic organizer. Remind students that the word people is a cue word they can use in this book. If more support is need, utilize all or part of the “Guide” process for pages 6, 7, 8, 9, 10, and 14. Finally, read the completed graphic organizer aloud and invite students to echo-read.


After Reading (continued)

Home Connection• Give students the take-home version of

Clothes Long Ago to read to family members. Encourage students to work with a friend or family member to draw a picture of themselves wearing clothes from long ago. Invite them to bring their pictures 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.• Act out something from the book with

a partner.• Draw a picture of your favorite type of

clothes in the book. • Tell something you already knew

about clothes long ago. • Tell one way clothes long ago and

clothes today are alike.• Write a question you would like to

ask people from long ago about their clothes.

• Write about a connection you made to the book.

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

about a picture from the book. Then they will write about the picture. Ask them to turn to page 5. Say: I can use the top picture to tell part of the book in my own words: People used wool from sheep to make clothes long ago. Now I will write my idea. Model writing your sentence on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, pro-viding assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. When you finish, read your writing to a partner.

Write to a Text Prompt• Analyze the Book Ask: What do

you like best about the book? What do you dislike? Write about your likes and dislikes. When you finish, read your writing to a partner.

Phonics: Silent Letters• Ask students to locate the word fasten

on page 10. Write fasten on the board, and ask students to say the word. Ask: Do you hear the letter “t”? No! The “t” is silent in fasten. Draw a line through the letter “t.” Slowly draw your finger under the word as you blend the sounds, and then ask stu-dents to do the same in their books.

• Write the words often, listen, castle, wrestle, whistle, and rustle on the board. Invite students to read each word with you as you draw a line through the silent “t.”

Mini-Lessonsfor Differentiating Instruction


• Say: I will ask you a question about one of the words. You will guess which word it is. I will circle the letter “t” in the word. Then you will know you guessed correctly. Model the process using one of the words on the list, such as What do I do with my ears? (listen) Then invite each student to ask a question about one of the words and circle the silent letter.

Vocabulary• Tier Two Vocabulary Pronounce the

word practical and ask students to repeat it. Say: Something practical is useful or sensible. Jeans are practical because they do not wear out easily. Sneakers are practical because they are comfortable. Zippers are a practical way to fasten clothes. Discuss other things that are practical, such as a large table at which many people can eat or a wide-brimmed hat on a sunny day. Then model a sen-tence, such as A bus is a practical way to get many students to school. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—practical. Let’s try to use the word practical many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students and write the words animal skin, buckle, clothes, cotton, fabric, factories, jeans, sewing machine, wool, and zipper on index cards. Invite volunteers to draw illustrations for the words on another set of cards. Place the word cards in a pocket chart or on a table. Show the picture cards one at a time. Ask students to find the card with

the word that names the picture, read the word aloud, and place the two cards on the chalk ledge. Continue until all the words have been matched with their pictures. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.

Grammar, Word Study, and Language DevelopmentSequence Words

• Model Explain that authors some-times use words that tell what happens in a certain order. Ask students to read some sentences on pages 6 and 7 with you: ”First, people made needles from animal bones. Then people sewed animal skins together to make clothes. Later, people made fabric.” Say: The words first, then, and later are sequence words. The sequence words explain the order in which things happened. I can use the words first, then, and later, too. Model a simple oral sequence, such as: First we woke up. Then we got dressed. Later we ate breakfast.

• Guide Invite students to read pages 4 and 5 with you. Ask the following questions, allowing time for students to respond to each one: What did people use to make clothes long ago? (animal skins, wool, and cotton) What did people use first? (animal skins) How do you know? (The author uses the sequence word first.) What did people use to make clothes after that? (wool) How do you know? (The author uses the sequence word later.)


• Apply Invite students to tell a partner what they did last weekend using the words first, then, and later.

Context Clues

• Model Explain that when you’re not sure what a word means, you can sometimes use other words to help you. Tell students these helping words are context clues. Ask them to turn to page 10. Say: Pretend I’m not sure what the word fasten means. I can use the words to keep the clothes on in the same sentence to help me. To fasten something must help keep it on.

• Guide Invite students to read page 6 with you. Say: Pretend I don’t know what the word sewed means. What words on the page could help me figure out the word sewed? (made needles; animal skins together; make clothes)

• Apply Pair students. Ask them to read page 8 and show each other how they could use context clues to figure out the word factories.

Fluency: Read with Appropriate Phrasing• Say: We do not pause or stop after

each word. Instead, we look for groups of words that belong together. Words that belong together are phrases.

• Ask students to turn to page 6. Read the page in a choppy, word-by-word manner. Discuss how this makes the listener feel. Say: Now I will read the sentences in phrases. I will look for groups of words that belong together. Read the sentences again using phrases, such as People sewed / to make clothes / long ago. Then invite stu dents to echo-read the page with you.

• Ask students to turn to page 9. Discuss groups of words that belong together, such as The people, made many types, and of clothes. Then choral-read the page together.

• Invite students to take turns rereading Clothes Long Ago with a partner. Remind them to watch for groups of words that belong together so they can read with appropriate phrasing.


Name: Date:

Vocabulary

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

what people used to make clothes

cotton shoes wool animal skins

how people make clothes

sewing machines

needles buckles factories

how people fasten clothes

buttons zippers pins fabric

how people fasten shoes

jeans buckles hooks and loops

shoestrings

what people used long ago

wool cotton hooks and loops

animal skins

what people use today

zippersanimal skins hooks

and loopssewing machines

© 2011 Benchmark Education Company, LLC CLothEs Long Ago11

Name: Date:

Clothes Long Ago

Detail:

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Main Idea


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