skills & strategies anchor comprehension strategy€¦ · this lesson teaches and/or reinforces...

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

Anchor Comprehension Strategy

• Summarizing Information

Comprehension••• •Make•inferences

••• Identify•sequence•of•events

Word Study/Vocabulary••• •Use•context•clues•to•determine•word•

meaning

Social Studies Big Idea••• In•different•places•around•the•world,•some•

aspects•of•people’s•daily•lives—such•as•work,•dress,•manners,•games,•and••festivals—change•over•time•while•other•aspects•stay•the•same.•

Skills & Strategies

Number Games Around the World

TEACHER’S GUIDE

Social Studies

Level Q/40

©2012 Benchmark Education Company, LLC

SKILLS AND STRATEGIES

OVERVIEW

RELATED RESOURCES

NATIONAL CONTENT STANDARDSMath

Number and Operations: a Algebra: a, c Geometry: a, d

This lesson teaches and/or reinforces the following skills and strategies:

•Summarize or Paraphrase Information (pp. 3–9)

Use Context Clues to Determine Word Meaning (pp. 4–7)

• Make Inferences (p. 4)

• Activate Prior Knowledge (p. 5)

• Identify Sequence or Steps in a Process (p. 5)

• Use Graphic Features to Interpret Information (p. 6)

• Use Knowledge of Word Structures to Determine Word Meaning (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

THEME CONNECTIONSMathematical Problem-SolvingCultures

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction, Chapters 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3–4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8–9

Reproducible Graphic Organizers . . . . . . . . . . . . . . . . . . . .10, 17

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . 11–14

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

TABLE OF CONTENTS

NumberGamesAroundtheWorld

ComprehensionStrategyPosters(forAssessedSkills/Strategies)

• Using Context Clues to Determine Word Meaning

• Summarizing Information

ThematicPoetryConnections(inReading&WritingPoeticForms)

• “a pin and a needle” (Christina Rossetti)

• “One Guess” (Robert Frost)

ComprehensionStrategyAssessmentHandbook(Grade4)• Ongoing Assessments #37 and #38

NotableTradeBooksforReadAloud• Coulter, Laurie. Secrets in Stone: All

About Maya Hieroglyphics. Little Brown & Co., 2001.

• Hopkins, Lee Bennett. Marvelous Math: A Book of Poems. Simon & Schuster, 1997.

• Zaslavsky, Claudia. Africa Counts: Number and Pattern in African Culture. Lawrence + Hill Co., 1999.

WebsiteforContentInformation• Strong National Museum of Play

http://www.museumofplay.org/flash-games/tangrams

Click on tangrams and assemble fun shapes.

BEFOREREADING

3

INTRODUCE THE BOOKDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs, illustrations, and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• Which games do you recognize in the photographs? What do you already know about these games? Which games don’t you recognize?

• What kinds of special vocabulary words do you think you’ll find in this book?

SET A PURPOSE FOR READINGThis text provides an excellent opportunity for students to focus on the strategies of summarizing and usingcontextcluestodeterminewordmeaning. Explain that the author is going to present different kinds of number games that people around the world have played throughout history. In his descriptions, he will use concept words that students will need to decipher by using context clues. Point out to students that when reading a nonfiction text, it is helpful to stop every few pages and summarize to check understanding.

Read page 4 from the book. Then invite students to summarize what you read by having them restate the key ideas in their own words. In order to summarize, they will need to use context clues to understand what a magic square is. Point out that the author gives a context clue when he compares a magic square to a crossword puzzle. Ask: What other context clues helped you understand what you were reading?

INTRODUCE THE GRAPHIC ORGANIZERProvide each student with a copy of the SummarizingInformation graphic organizer. Explain that as they read, each student will be summarizing information to fill in this chart. You might suggest that students place sticky notes in the margins of pages where the author states or implies main ideas and key points that help them with their summaries.

Sinceancienttimes,mathgameshaveintriguedpeoplefrommanydifferentculturesaroundtheworld.Inthisbook,authorMarcGaveencouragesreaderstodiscoverthefunsideofmathastheysolvemagicsquares,createtangrams,crackcodes,andmuchmore.Asheintroducesthegames,theauthoralsodescribestheirancientoriginsandhowthegameshavechangedovertime.

BOOK SUMMARY

Introduction,Chapter1,andChapter2

Chapter3andChapter4

Chapter5,Chapter6,andChapter7

SummarizingInformation

©2012 Benchmark Education Company, LLC NumberGamesAroundtheWorld

INTRODUCTIONCHAPTERS1–2

4

UseSynonymsHave students look at the word tangram (page 8). The author defines this word in context using a synonym (design). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:essential, p. 2cultures, p. 3pattern, p. 6geometric, p. 8vehicles, p. 9

TEACHING TIPSMeaningfulActivitiesforRapidReaders

• Make a list of ways you use numbers in your everyday life.

• Solve the magic square problems on page 5. Which was the easiest to do? The most difficult? Why?

PromptstoHelpReadersMonitorComprehension

• If you lose the meaning, go back and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

tangram

synonymdesign

definitiona Chinese game that is played with seven shapes that form a large square

sentenceThe shapes in a tangram include a square, triangles, and a parallelogram.

READ THE TEXT pages 2–11Use the following prompt to set a purpose for the reading: As you read, think about what the author doesn’t tell you but assumes you can infer, or make informed guesses about. Use clues in the text and pictures, as well as what you already know about the topic to makeinferences.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their inferences. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

FOCUS ON COMPREHENSIONDiscussMakingInferences Invite students to share inferences they made as they read. Remind them that to figure out what the author doesn’t tell them, they need to think about clues in the text and pictures, as well as what they already know about the topic. If students have difficulty, use a think-aloud to model how a good reader makes inferences.On page 4 the author compares magic squares to crossword puzzles, but he does not say how they are similar. From the pictures and from what I already know about crossword puzzles, I can infer that both are made up of small square boxes that the player has to fill in, both are games, and both include clues that the player uses to play the game.

BegintheGraphicOrganizer:SummarizingInformationAsk students to reread or skim and scan the text to locate information for the graphic organizer. Encourage them to think about the most important idea in each chapter. Have students restate the main ideas in their own words and write them in the appropriate boxes. Explain that they should not write everything they read—just a few sentences summarizing the key points.

UseContextCluestoDetermineWordMeaningPoint out to students that when they read, they are constantly looking at other words in the surrounding text to help them make sense of words they may not know. By focusing on these words, they are picking up clues that can help them determine the meaning of a difficult word. Direct students’ attention to the word ancient on page 4. Ask:What words, or context clues, are helpful in determining its meaning? One response might be the phrase “date back thousands of years,” which helps students recognize that ancient must mean a long time ago.

NumberGamesAroundtheWorld ©2012 Benchmark Education Company, LLC

CHAPTERS3–4

READ THE TEXT pages 12–22Use the following prompt to set a purpose for the reading: As you read, think about what you already know about number games and codes. How can usingpriorknowledge help you read and understand new information?

Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag places where the author states or implies main ideas, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

FOCUS ON COMPREHENSIONDiscussUsingPriorKnowledgeInvite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? Have you ever played a game like King Shamba’s game before? Have you ever made a secret code? Did having prior knowledge make reading about these games interesting? Why and how?

ContinuetheGraphicOrganizer:SummarizingInformationAsk students to reread or skim and scan the text to locate information for the graphic organizer. Explain that when summarizing information in a chapter, students need to focus on the key points, not all the supporting details. Reinforce that a summary is a short statement in their own words of the most important ideas in a text. Ask: How does summarizing the main ideas of each chapter help you understand the information the author is presenting?

IdentifySequenceorStepsinaProcessPoint out the step-by-step directions in Chapter 3 for making a wari board and playing King Shamba’s game. Ask: Why does the author present this information in a step-by-step format? Students should note that steps in a process:

• break up the instructions into easy-to-read chunks.

• are numbered in the order in which the steps need to be followed.

• make reading the instructions easier.

Invite students to think about how they might explain another game they know using step-by-step instructions.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:traditional, p. 13represent, p. 18civilization, p. 19translators, p. 19assign, p. 21

UseContextCluesHave students look at the word hieroglyphics (page 18). The author defines this word in context using a synonym (picturescript). Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

TEACHING TIPSMeaningfulActivitiesforRapidReaders• With a partner, make a wari board

using the instructions on page 13. Then play the game following the directions on pages 14–17.

• Make up your own code substituting letters for numbers, and then challenge your classmates to crack the code.

PromptstoHelpReadersMonitorComprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

5

hieroglyphics

synonympicture script

definitionwriting used by ancient Egyptians, made up of pictures and symbols

sentenceHieroglyphics is one of the most ancient forms of written communication.


CHAPTERS5–7

6

FOCUS ON COMPREHENSIONDiscussUsingGraphicFeaturestoInterpretInformationInvite students to share their ideas about how graphic features in this book help them as they read the text. Encourage them to point out examples from the text and describe how those examples helped them interpret information. If students have difficulty, use a think-aloud to model how a good reader thinks about graphic features:

The diagram of the quipu on page 26 helped me understand how the Incas used this system for counting. The labels explain what each part of the quipu is and how it is used. Without this picture, it would have been very hard for me to understand what the author was talking about.

CompletetheGraphicOrganizer:SummarizingInformationAsk students to reread or skim and scan the text to locate information for the graphic organizer. Can students restate the key ideas of each chapter in their own words? Did summarizing help them understand what they were reading? How so?

UseContextCluestoDetermineWordMeaningPoint out to students that there are different types of context clues. Sometimes an author will define the word, or restate it using other words. Other times, he or she may use a synonym to describe the word. Ask students to define the following words and explain what type of context clue helped them determine each word’s meaning: sequence, page 23; quipu, page 25; pendant, page 26. Invite students to review other words they flagged with sticky notes and use what they know about context clues to define those terms.

UseRootWordsandSuffixesHave students look at the word placement (page 26). Ask them to identify and define the root word (place) and the suffix (-ment). Create a visual word web like the one below and have the class complete it.

READ THE TEXT pages 23–29Use the following prompt to set a purpose for the reading: As you read, think about how graphicfeatures, such as photographs, diagrams, and illustrations, help you interpret information in the book.

Ask students to read the chapters independently. Encourage them to use sticky notes to flag graphic features and to jot down how those features are helpful to them in understanding the text. Also ask them to flag places where the author states or implies main ideas, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningfulActivitiesforRapidReaders• Go on a nature walk and make

a list of things that have Fibonacci’s pattern in them.

• Of all the math games you read about, which one interests you the most?

PromptstoHelpReadersMonitorComprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

rootwordplace (to put something somewhere)

definitionan act or instance of putting something somewhere

sentenceThe placement of a chess piece is very important to winning the game.

placement

suffix-ment (action or process)

Then tell students to apply this strategy to other unfamiliar words they flagged. These might include:

Arabic, p. 23

horizontally, p. 26

keeper, p. 27

complexity, p. 28

civilizations, p. 28

imaginations, p. 28


AFTERREADING

7

SYNTHESIZE AND ASSESSRetellandSummarizeAs a group, generate an oral or written retelling of the book. Select the key points to create a summary.

RespondAsk students what they found most interesting about the book; what they did not like and why; what questions they still have; and what additional information they might have included if they had been the author.

UseContextCluesAsk students to identify the different types of context clues they used to help determine the meaning of unfamiliar words.

DrawConclusionsChallenge students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

©2002 Benchmark Education Company, LLCNumber Games Around the World

Introduction, Chapter 1, and Chapter 2

Throughout history, people around the world have used numbers to play games.

Magic squares are math puzzles.

Tangram is a Chinese game that is played with seven shapes that form a square.

Name: __________________________________________ Date:__________________

Chapter 3 and Chapter 4

King Shamba’s game, which involves moving beads around a board, helped the people communicate and come to agreement.

You can make a secret code by using letters of the alphabet for numbers.

Chapter 5, Chapter 6, and Chapter 7

A mathematician named Fibonacci discovered a number pattern that appears in nature.

The quipu is made up of a main cord and several pendant cords that hang from it. The counting system was base 10 like ours.

Today we still play games that use numbers.

Summarizing Information

The completed graphic organizer below can serve as a model for assessing students’ ability to summarize information.


WRITINGWORKSHOP

8

MINI-LESSON WritingFocus:SummarizeUsingProblem/SolutionTextFormatPoint out to students that some of the games described in the book Number Games Around the World were originally created as a solution to a problem.

Have students review their graphic organizers and the book to figure out which games came about as a result of some problem or issue that people in that culture were facing.

On chart paper or the board, create a chart like the one below describing a problem and its solution.

Use the reproducible WritingModel to demonstrate how information from the chart can be used to write a paragraph summarizing how a mathematical game was invented as a solution to a problem. Remind students that certain signal words can help them develop a problem/solution text summary.

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm how another game was invented as a solution to a problem and create a chart for it.

2. Have students independently write a first draft.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

Writeaparagraph

summarizingthe

inventionofanother

gameusing

informationina

problem/solution

chart.

WRITING ASSigNmeNt

Problem Long ago, people in Africa were always arguing among themselves and their neighbors. As a result, no one would trade with them.

Solution King Shamba invented a game that required his people to follow rules, communicate, and reach agreements.

Howit People loved to play the game and asHelpedPeople a result, they became peace-loving.


WritingModel:SummarizingaProblemandSolution

TheInventionofKingShamba’sGame

Some games that we play today were invented

a long time ago as a solution to a problem. One

example is King Shamba’s game. Back in ancient

times in Africa, King Shamba’s people were arguing

with each other and their neighbors. It was so

bad that no one would trade with them. King

Shamba realized he had to solve this problem. He

invented a game in which people had to follow

rules, communicate, and reach agreements. The

people loved playing the game and, as a result,

they learned to get along with each other.

WRITING TIP

Show the development of a problem/solution text

pattern by using signal words such as because,

since, therefore, led to, so, and as a result.

solution

problem


Introduction,Chapter1,andChapter2

Name: _________________________________________ Date: _________________

Chapter3andChapter4

Chapter5,Chapter6,andChapter7

SummarizingInformation


Name: _________________________________________ Date: _________________

MathGameMatch-UpMatch each of the games or puzzles with the words that best describe it.

GamesorPuzzles Description

SecretCodes

Magicsquares

Quipu

Fibonacciseries

Tangrams

KingShamba’sgame

This African game is played by moving beans around a board.

The Incas used this to keep records of harvest information, taxes, and population.

This Chinese game is played with seven shapes that form a large square.

No matter how you add a series of numbers, the sum is always the same.

You can make one by assigning numbers to letters.

A number pattern that appears in nature


Name: _________________________________________ Date: _________________

HowtoPlay...Think about a game you know how to play well. How would you explain this game to someone who doesn’t know how to play it? Use the flowchart to show the steps in sequence. If you need more boxes, use the other side of the paper.

1 2

3 4

5 6


Name: _________________________________________ Date: _________________

CracktheCode!Use Code #1 on page 20 to figure out the hidden message below.

131208 919 62114!

________ ____ ______!

Now make up your own code and invite your classmates to crack it.


TryaTangramCut out the shapes, or tans, below and try to put the square back together. Then, make your own design using all seven tans.

Name: _________________________________________ Date: _________________


MathGameMatch-Up HowtoPlay...

TryaTangram


131208 919 62114!

________ ____ ______!

Now make up your own code and invite your classmates to crack it.

M A T H I S F U N

CracktheCode!

GamesorPuzzles Description

SecretCodes

Magicsquares

Quipu

Fibonacciseries

Tangrams

KingShamba’sgame

This African game is played by moving beans around a board.

The Incas used this to keep records of harvest information, taxes, and population.

This Chinese game is played with seven shapes that form a large square.

No matter how you add a series of numbers, the sum is always the same.

You can make one by assigning numbers to letters.

A number pattern that appears in nature.

1 2

3 4

5 6

Students’ answers will vary. Check for accuracy and for understanding of steps in a sequence.

A N S W E R K E Y

Students’ answers will vary.Check for accuracy.

16 NumberGamesAroundtheWorld ©2012 Benchmark Education Company, LLC

Skills Bank

BuildComprehensionMAKEINFERENCES

• Explain Create an overhead transparency of the graphic organizer “Number Games” 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.

• ModelSay: Let’s make an inference about Number Games. The title of the book gives us our first clue: this book is about number games. So let’s make inferences about the games people play with numbers. We will need to use the photographs and the text to find our clues. On pages 2–3, I read that some games use numbers and are called “number games.” In the photo on page 3, I see a boy and his dad playing chess. These are clues about a number game. In the first Clues box on the graphic organizer, write Gamesthatusenumbersarecalled“numbergames.”Aboyandhisdadplaychess. Then say:Now we will use the clues to make an inference. We can infer that chess is a number game. In the first Inference box, write Chess is a number game.

• Guide Ask students to turn to page 4. Point to the top row of the number square and say:Let’s make an inference about this row of the game. What can you learn from the words? What do you see in the illustration? (Allow time for students to respond, assisting if needed.) Yes, the words say that the numbers in each row and column add up to 15. The numbers 4, 9, and 2 are in the top row. Record this information 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 4 + 9 + 2 = 15. Write this number sentence 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, read the completed graphic organizer aloud and invite students to echo-read.

Number Games

Help students remember the words row and column by writing the words inside arrows on the board. Then discuss other uses of the words with students, such as a row of vegetables or a column on the front of an old building. Encourage students to use the words row and column as they discuss magic squares.

row column


Name ________________________________________ Date __________________

Make InferencesNumber Games

Clues Inference

Notes


NumberGamesAroundtheWorld

IntroducetheBookSetaPurposefor Reading✓ Introducethe

GraphicOrganizer

ReadtheText:Ch.1–2FocusonComprehension:✓ Begin the Graphic Organizer✓ Use Context Clues

ReadtheText:Ch.3–4FocusonComprehension:✓ Continue the Graphic

Organizer✓ Use Context Clues

ReadtheText:Ch.5–7FocusonComprehension:✓ Complete the

Graphic Organizer✓ Use Context Clues

SynthesizeandAssess

WritingMini-LessonWritingAssignment

WritingAssignment

Content-AreaExtensionActivities (BLMs)

IntroducetheBook

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

ReadtheText:Ch.3–4

Select or create mini-lessons.*

ReadtheText:Ch.5–7Select or create mini-lessons.*

WritingMini-LessonWritingAssignment

WritingAssignment

Content-AreaExtensionActivities(BLMs)

BEFOREREADING(p. 3) IntroducetheBook SetaPurposeforReading✓ IntroducetheGraphicOrganizer: SummarizingInformation*

DURINGREADING(pp. 4–6)ReadtheText:Introduction,Chapters1–2FocusonComprehensionMini-Lessons: Discuss Making Inferences*✓ Begin the Graphic Organizer*✓ Use Context Clues* Use Synonyms*

ReadtheText:Chapters3–4FocusonComprehensionMini-Lessons: Discuss Using Prior Knowledge✓ Continue the Graphic Organizer* Identify Sequence or Steps in a Process*✓ Use Context Clues*

ReadtheText:Chapters5–7FocusonComprehensionMini-Lessons: Discuss Using Graphic Features✓ Complete the Graphic Organizer*✓ Use Context Clues* Use Root Words and Suffixes*

AFTERREADING(p. 7) SynthesizeandAssessActivities: Retell and Summarize* Respond ✓ Use Context Clues* Draw Conclusions*

WRITINGWORKSHOP (pp. 8–9)Mini-Lesson ✓ Assignment:Summarizing

aProblemandSolution*

CONTENT-AREAEXTENSIONACTIVITIESonBlacklineMasters (pp. 11–14) MathGamesMatchUp HowtoPlay... CracktheCode! TryaTangram

LESSON-AT-A-GLANCE

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

✓ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

SAMPLE LESSON PLANNING GUIDES

Accelerated3-DayLesson

5-DayFlexibleLesson

5-DayLessonforAssessedSkills&Strategies

IntroducetheBook



ReadtheText:Ch.5–7 SynthesizeandAssess

Day

©2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photo-copy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, elec-tronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-502-6

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