level i/16 measuring length · kilometers); seconds, minutes, hours, days, weeks. discuss why...

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

Theme: MeasuringMath Concept: We can measure distance. We use different units to describe different measurements.

Math

Anchor Comprehension Strategies • Make Inferences • Identify Main Idea and

Supporting Details

Phonemic Awareness••• Manipulate•medial•sounds

Phonics••• Medial•and•final•/ng/

Content Vocabulary••• Words•related•to•measuring•length

Grammar/Word Study••• Comparatives

Genre••• Informational•nonfiction

Math Big Idea••• Standard•measurements•are•more•accurate•

than•nonstandard•measurements.

Skills & Strategies

Measuring LengthLevel I/16

Measuring Length

2 Measuring Length

Before Reading

Build Background Knowledge• Ask students to brainstorm different ways to measure a box without using a

ruler. Have pairs of students discuss their ideas before sharing them with the group. Record students’ suggestions on a chart like the one at the left.

Model Asking Questions• Display the book cover. Say: I ask myself questions as I read. This helps

me understand what I read. When I look at this cover and read the title, I wonder what tools we can use to measure length.

• Record your question on a chart labeled “I Wonder.”

• Ask: What “I Wonder” questions do you have after looking at the cover? Write students’ questions on the chart.

Preview the Book• Show students the table of contents and read the headings with them.

• Ask: What do you think you will learn by reading this book? Do these headings make you think of any “I Wonder” questions we can add to the chart? Model asking questions and encourage students to do the same.

• Preview each page in the book. Have students tell about each illustration. Expand on their responses to model book vocabulary. For example, on pages 2 and 3, you might say: Yes, the man and boy is measuring the length of the wall. Length is the amount of space between two points. When you measure how tall you are, you are measuring the length of your body, or the amount of space between your feet and head.

Model Reading Strategies• Point out the word span on page 6. Ask: What strategies could you use to

read this word?

• Suggest strategies students could apply to read the word: You could sound out the s-blend sp. You could recognize that the word has the same ending sounds as in can. You could compare the picture and its label to words in the sentence for clues about the word’s meaning.

Set a Purpose for Reading• Ask students to read the book to find out different ways to measure length.

Encourage them to ask themselves questions about what they read.

Build Background KnowledgeReinforce the concept of measuring length. Display a medium-sized cardboard box and measure its length using some of the ways listed on the chart. For example, show how to measure the box using your hand. Then let students measure the box using their hands.

Build Vocabulary and Language PatternsPair English-language learners with native speakers and have them brainstorm words that relate to measuring length. Write their suggestions on a word web. (The web can be expanded during the Vocabulary activity on page 6 of this guide.)

©2012 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: 978-1-4108-1396-1

Small-Group Reading Lesson

SUPPORT TIPS for English-Language Learnersell

Ways of Measuring a Box

• use your hand

• use your foot

• use a paper strip

• use a string

Measuring Length©2012 Benchmark Education Company, LLC 3Measuring Length

During Reading

Monitor Student Reading • Have students put self-stick notes next to words they have trouble with.

• Observe students as they whisper-read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.

After Reading

Reflect on Reading Strategies• Ask students to share new “I Wonder” questions they thought of as they

read. Remind them that asking questions as they read will help them become more involved in what they read.

• Ask students to share words they found difficult to read, and ask what strategies students used to read them. Use these words, and any words you noticed students having difficulty with, to model appropriate reading strategies. Reinforce that students should always check whether the words they read make sense.

Discuss Concepts• Ask students to explain how and what we use to measure length. Have

them support their answers with specific references to the book, reading aloud parts that give the information.

• Assign pairs of students a chapter in the book, and have them identify and explain important vocabulary in their chapter.

• Refer to the list of “I Wonder” questions. Ask students to point out which ones have been answered. Discuss ways to find answers to those that have not been answered.

Extend Concepts• List and talk about different types of measurement with students: weight

(how heavy something is), distance (how far from one place to another), and time (how much time something takes).

• Pair students and give each pair a problem involving a different kind of measurement. Have partners think of one or two ways to measure the weight, distance, or time of an object or event.

• Talk about units of measure used with each type of measurement: pounds, ounces (kilograms, grams); feet, yards, miles (meters, kilometers); seconds, minutes, hours, days, weeks. Discuss why measuring weight, length, and time with standard units is important.

• Have students measure their object or event using standard tools.

To check a student’s reading strategies, ask her to read a section of the text aloud to you while other students are whisper-reading. Note whether the student is using visual, structure, and/or meaning cues to self-correct and make sense of the text.

Reflect on Reading StrategiesNote the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.

If students have read A Throne for a King, ask:• What is the problem with the king’s

directions to make his throne “three feet wide and four feet high”? (Each builder uses something different for the measure of a foot, and all the feet are different sizes.)

• What could the king in A Throne for a King do so that there would never be a problem with knowing what a foot is? (He could set the length of his foot as the standard measure.)

MAKE FICTION-TO-FACT™ CONCEPT CONNECTIONS


ASSESSMENT TIP

Measuring Length©2012 Benchmark Education Company, LLC4 Measuring Length

Build Comprehension: MAKE INFERENCESIDENTIFY MAIN IDEA AND SUPPORTING DETAILSModel • Choose a familiar nonfiction book that has chapters. Review the first

chapter with students. Ask them what the chapter is about. Write a main idea sentence, for example, “This chapter tells about different kinds of trucks.” Ask students what details the author gives that support, or help show, the main idea, for example, dump trucks, pickup trucks, and moving vans. Write the details under the main idea sentence.

• Say: In a book with chapters, there is usually one “big idea” in each chapter. This big idea is supported by details, such as facts or examples.

Practice• Distribute copies of the “Main Idea and Details” blackline master. Point

out that students can use the chapter headings in Measuring Length to help them identify the main idea in each chapter. Have them read the first chapter heading and find the answer to the question. Have them write the answer in the first box under Main Idea.

• Help students identify the examples on pages 2 and 3 that support the main idea and state them in their own words. Have them write the examples in the first box under Details.

Apply• Have students complete the blackline master by writing the main idea and

details for chapters 2 and 3.

• Have students share their main ideas and details with the group. If some ideas conflict, have students use the text to correct any incorrect information.

ModelYou may need to begin with the details in a familiar book and use them to identify the main idea. Show students the relevant pictures and ask them what they see. Once they have named the details, ask them what all the pictures are about. Write their responses on chart paper under the headings Details and Main Idea. Explain how the two are related.

Practice and ApplyIf English-language learners have trouble finding examples that support each main idea, repeat the main idea sentence and ask questions that elicit the supporting details, for example, How does the author explain what length the wall is on page 2? How does she show what length the student is on page 3?

Observe how students go about making inferences and identifying main ideas and supporting details. Note whether they are able to express the “big idea” in a chapter and point to examples that illustrate that idea. If students have difficulty, you might want to provide additional modeling.

Small-Group Reading Lesson


ASSESSMENT TIP

Chapter DetailsMain Idea

1Length is the amount of space between two points.

Example 1: length of wall, from one end to the other

Example 2: height, from top of head to bottom of feet

2Long ago, people measured with their body parts.

Example 1: length of spread hand was a span

Example 2: length of foot was a foot

3Today, people measure using tools that are standard lengths.

Example 1: yardstick or meterstick

Example 2: feet and inches

Example 3: centimeters and meters

Measuring Length©2012 Benchmark Education Company, LLC 5Measuring Length

Writing Mini-Lesson: Using Examples• Reread pages 10–11 with students. Ask them to listen to the first

sentence and then listen for examples that illustrate the first sentence.

• Involve students in a discussion about using examples by asking the following questions:

What does the first sentence on page 10 tell you? (that people’s bodies are different sizes)

What examples on the page help you understand the idea in the first sentence? (People’s feet are different sizes. The spans of their hands are different sizes.)

Why do you think the author included these examples? (to support or illustrate what she said: that body parts are different sizes)

• Read paragraphs from other nonfiction books to show how writers use examples to clarify or expand on their ideas. For each passage, ask students to identify examples that support the idea or topic.

• Together write a group paragraph that begins with an idea and goes on to include several example sentences that support the idea. Write an idea sentence, such as I am growing, and have students think of example sentences that support this idea, such as My feet are getting bigger, I am getting taller, I am getting stronger. Then read the whole paragraph to students.

Link to Journal WritingHave students find a piece of nonfiction writing in their journals. Have them read it to see if they used any examples to make an idea clear, or if the writing would be improved by adding examples. If students don’t have a piece of nonfiction writing in their journal, ask them to begin a new piece of writing in which they include examples to support a main idea.

Read aloud sections of Measuring Length using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.

Have students read the take-home version of Measuring Length to family members. Suggest that they work together to measure something using hands, feet, and a standard measure, and then compare the results.

REREAD FOR FLUENCY

As students review their piece of writing, have them ask themselves:• Does my writing include any

examples?• Do my examples help show what

I am talking about?• Can I think of other examples that

would make this writing clearer?

CONNECT TO HOME

WRITING CHECKLIST


Phonemic Awareness: Manipulate medial sounds• Have students listen as you say the word space. Ask: What is the middle

sound in space? Let’s change long a to long i. What is the new word? (spice)

• Have students make new words by replacing /ô/ in tall with /e / to make tell, /a/ in span with /oo– / to make spoon, /oi/ in points with /a/ to make pants, /oo/ in foot with long i to make fight, and long a in same with /u/ to make sum.

Phonics: Medial and final /ng/• Write the word long on the board. Have students say the word with

you. Ask them to listen to the ending sound. Underline ng and explain that these letters stand for /ng/, the ending sound in long.

• Write the word length on the board and have students say the word with you. Ask them where they hear /ng/ in this word. (in the middle) Underline ng and explain that /ng/ can be found at the end of a word or in the middle of a word.

• Pair students and challenge them to find other words with /ng/ in the book: measuring, things, longer, using, and finger.

• Write the following words: wing, anger, strong, hang, and singer. Have students sound out the words as you run your finger under each word. Ask them where they hear /ng/ in each word.

Content Vocabulary: Words related to measuring length• Have students search the book to find words associated with measuring

length: tall, long, length, far apart, span, inch, foot, yard, centimeter, meter, and meterstick. Record the words in a list on the board.

• Ask students to think of other words associated with measuring length that are not found in the book, for example, ruler, yardstick, and tape measure.

Grammar/Word Study: Comparatives• Have students read the second sentence on page 10. Write the word

longer on the board, and draw a line between long and -er. Explain that sometimes we add -er to a describing word, such as long, when we want to compare two things. Hold a pencil and say: This pencil is long. Hold up a longer pencil and say: This pencil is longer.

• Have students find another -er word in the book. (easier, page 12) Write easy and easier on the board, and show how the y in easy is changed to i before -er is added to make easier. Use each word in a sentence.

Phonemic AwarenessIf students have difficulty manipulating medial sounds, first provide practice in listening for medial sounds. Say pairs of words, such as cut/cat, ten/tan, and lock/lick, and ask students whether the two words have the same sound in the middle.

PhonicsIf students have difficulty hearing /ng/ in words, read each /ng/ word aloud and ask students to repeat the word. Provide pairs of words, such as wing/win, long/log, thin/thing, and rag/rang, and ask students whether both words have /ng/.

VocabularyUse the word web students started before reading the book. First review the words on the web. Then pair English-language learners with native speakers to find words in the book and to brainstorm other words related to measuring length that can be used to expand the web. Add the words to the web.

Word StudyProvide sentences that show how the -er forms of describing words are used to compare two things. Compare actual objects in the classroom whenever possible: This book is heavy, but this book is heavier. This eraser is small, but this eraser is smaller.

Skills Bank


Name _______________________________________________________ Date ___________________

Main Idea and Details

©2012 Benchmark Education Company, LLC

Chapter DetailsMain Idea

1

2

3


Skills Bank

Build ComprehensionMAKE INFERENCES • Explain Create an overhead transparency of the graphic organizer “Measuring Length” or draw it on the board. Say: An author can’t tell us every bit of information in a book. We figure out some things on our own. We use the author’s words and photographs for clues. Figuring something out using one or two clues is called making an inference.

• Model Say: Let’s make an inference about Measuring Length. We will need to use the photographs and the text to find our clues. On page 2, I read that length is the amount of space between two points. In the photos on pages 2 and 3, I see that a man is using a ruler to measure the length of a wall and a boy’s body. These are clues about measuring length. In the first Clues box on the graphic organizer, write Length is the amount of space between two points. A ruler measures the length of a wall and a boy’s body. Then say: Now we will use the clues to make an inference. We can infer that length is measured in a straight line. Record this information in the first Inference box.

• Guide Say: Let’s make an inference about measuring length to make clothes on page 4. What can you learn from the words? What do you see in the photograph? (Allow time for students to respond, assisting if needed.) Yes, people need to measure length to make clothes. The woman is measuring a piece of cloth. Write these clues in the second Clues box on the graphic organizer. Ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that pieces of cloth for making clothes have to be exact lengths. Write this information in the second Inference box.

• Apply Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use word and photograph clues to figure out things the author doesn’t say. After each partnership shares, record their ideas on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

Measure Hands and FeetPair students and ask them to help each other measure the length of their foot and hand span. Discuss students’ results and invite students to make an inference about the length of hands and feet.

Name _______________________________________________________ Date ___________________


Make InferencesMeasuring Length

Clues Inference


Comparatives

Name _______________________________________________________ Date ___________________

Directions: Have students add -er to each word in the first box and write the new word in the second box. Remind them that if the word ends in y, they must change the y to an i before adding -er.

long

tall

fast

bright

small

happy

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Notes


level i/16 measuring length · kilometers); seconds, minutes, hours, days, weeks. discuss why...

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