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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: Predicting with Data Math Concept: We can use data to predict the likelihood of events.

Fiction

Anchor Comprehension Strategies

Analyze character •Compare and contrast •

Phonemic AwarenessSegment and blend phonemes •

PhonicsSpellings for long • e

Concept VocabularyWords associated with championships •

Grammar/Word StudyPronouns •

SummaryThe best hitter on the opponent’s team •is on vacation. Charlie thinks they might have a good chance of winning the championship!

skills & strategies

Charlie’s ChampionshipsLevel I/15

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2 Charlie’s Championships

Before Reading

Build Background Knowledge• Draw a word web like the one shown. Have students tell about times when

they have made predictions, or guesses and record their responses on the web. Have students describe how they made their guesses and discuss with them how using data can help people make good guesses.

Model Making Text-to-Self Connections• Show students the cover and read the title. Say: This picture reminds me

of when I played on a soccer team. We had fun and we liked to win games. I should be able to use what I know about playing on a team to understand the information in this book.

• Ask students if the cover and title remind them of anything they have seen or read.

Preview the Book• Preview the illustrations and encourage students to make connections to

prior knowledge. Model making text-to-self connections. Say: When my soccer team won a game, we were happy and we celebrated. I can understand that Charlie’s team feels happy and excited about going to the championships.

• Introduce language you feel may be difficult for students. For example, say: These boys are wearing the same uniform. They play baseball in a league. That means they play against many other teams. At the end of the season, the teams that have done the best play in championship games.

Model Reading Strategies• Point out the word championships on page 2. Ask: What strategies could

you use to read this word?

• Suggest strategies students might apply: You could break the word into parts and recognize the smaller word ships. You might recognize the digraph ch and sound out the vowel and consonant sounds in the word. You could also read the sentence and look at the picture to see if your word makes sense.

Set a Purpose for Reading• Ask students to read the book to find out how Charlie uses data to figure

out his team’s chances of winning the championship. Remind students to use what they already know about baseball and making predictions as they read.

Build Background KnowledgeModel using present- and past-tense verbs to show different times when action occurs. Ask: How many games did the Bears win during the season? They won 14 games. What does Aunt Linda think right now? She thinks they have a good chance of winning the championship.

Have students practice using the terms lose, win, beat, and record as they tell about games they have watched or played with teammates.

Copyright © 2011 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: 978-1-4108-1418-0

Small-Group Reading Lesson

SuPPoRT TiPS for English-Language Learnersell

When we make guesses

reading

playing games

looking at the weather

watching sports

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3Charlie’s Championships© 2011 Benchmark Education Company, LLC

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 tell about things they had seen or read before that

helped them understand this text. Remind students that making connections to a text in this way helps them stay involved in what they read.

• Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.

Discuss Concepts• Ask students to explain how Charlie figured out his team had a

good chance of winning. Have them support their answers by reading aloud parts of the book that give this information. Record their ideas on the board.

• Assign pairs of students one of the teams mentioned in the book. Have them write down facts they learned about the team. Have them share their facts as you record them on the board. Together rank the teams’ chances of winning. Ask students to explain why they think as they do.

Extend Concepts• Review the concept of “a good chance of winning.” Remind

students that it is necessary to gather data and compare it to understand chances of winning.

• Record a local high school team’s win-loss record on the board. Have students add up wins and losses and compare the numbers. Tell how many more games will be played.

• Have pairs of students use the information to predict how many more games they think this team will win and explain how they got this number.

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 have 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 The Class Election, ask:• How do the students in Mrs. Hill’s

class decide there is a good chance that pizza will win the election? (They collect and use data.)

• Charlie knows how many games each team has won and lost. How does Mrs. Hill’s class find out which food most students will vote for? (They take a poll to ask students what food they are thinking of voting for.)

MaKE FiCTioN-To-FaCT™ CoNCEPT CoNNECTioNS


aSSESSMENT TiP

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4 Charlie’s Championships © 2011 Benchmark Education Company, LLC

Build Comprehension: CoMPaRE aND CoNTRaSTModel • Show students pictures of two athletes in different types of uniforms,

for example, basketball and baseball. Talk about how they are alike (both uniforms, both players on teams) and different (colors, styles, types of shirts and pants).

• Say: When we compare and contrast things, we show how they are alike and how they are different. We can compare and contrast two teams by showing how their records are alike and different.

Practice • Distribute copies of the "Compare and Contrast" blackline master. Read

the chart headings with students and have them find data about games won and lost in the book. Say: How many games did Charlie’s team win? That’s right. They won 12 games. Have students write this number in column 1.

• Guide students to find the number of games the Bears won against Charlie’s team. Show children where to record this number on the chart.

apply • Have students complete the chart by recording the numbers of games

played and won for each team. Then have them complete the sentences at the bottom of the page.

• Have students share their results. Talk about the conclusions students can draw by comparing and contrasting these records.

ModelBefore comparing and contrasting the pictures of the athletes, talk about each picture. Guide students to identify color and the length of pants and sleeves, as well as the sport for which the uniform is worn. When both pictures have been described, ask questions to focus students’ attention on specific details to compare. For example, ask: Do these athletes play the same sport or different sports? Are these uniforms the same color?

Practice and applyTo help students compare and contrast games won, have students point to the first row and summarize what the data there tells. Ask students to point to the row that shows one way all the teams are the same. Say: That’s right. All the teams played the same number of games—16.

Observe whether students can locate and express differences and similarities using graphics and text. If students have difficulty, you might want to provide additional modeling using the Compare and Contrast Early Comprehension Strategy Poster referenced in Related Resources.

Small-Group Reading Lesson


aSSESSMENT TiP

Charlie’s Team

Games won

Games played

Games won against Charlie’s team

Games played against Charlie’s team

Bears Panthers

Finish each sentence. Tell how the teams are different.

1. The Bears _________ more games than Charlie’s team or the Panthers.

2. The Panthers _________ more games than the Bears or Charlie’s team.

3. The Bears _________ more games against Charlie’s team than the Panthers.

12

16

14

16

11

16

1 3

3 3

What are the team records?

won

lost

lost

Compare and Contrast

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5Charlie’s Championships© 2011 Benchmark Education Company, LLC

Writing Mini-Lesson: using Verb Tense to Show Time• Read aloud page 6. Ask students to listen to how the writer uses

action words that show when things happened.

• Involve students in a discussion about verb tense and time of action by asking the following questions:

What does the action word have tell you about when the Bears are best? (The word tells they are the best now, in the present.)

What does the action word won tell about when the Bears’ victories took place? (They won the games in the past.)

Why do you think the author used action words that show two different times here? (The two verbs make it clear that the record exists now, but the games have already been played. They help readers keep straight which events are past and which events are in the present.)

• Explain to students that story events may take place in the past, in the present, or in the future. Writers change the forms of verbs to show differences in the time when events happened.

• Use familiar fiction books to point out examples of present-tense and past-tense verbs. Discuss how the different tenses of verbs tell readers when things happen.

• Select one story and write several sentences that use different verb tenses on chart paper for students to use as a model. Label each sentence Past or Present.

Link to Journal WritingHave students find a piece of fiction writing in their journals. Have them check their verbs to see if they show correctly when events occur. Then have them revise the action words, if necessary, or add sentences to make the time when events happened clear. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing in which they use verb tenses to show the time at which events happen in the story.

Read aloud sections of Charlie’s Championships using appropriate phrasing, intonation, and expression to model fluent reading. Then have pairs of students take turns reading the pages of the book to each other.

Have students read the take-home version of Charlie’s Championships to family members. Suggest that they make connections to the text by talking about what they remember about playing on a team, winning or losing, and so on.

REREaD FoR FLuENCy

As students review their piece of writing, have them ask themselves:• Do my sentences have action

words?• Does each action word tell what

time the action happened?• Should some verbs be changed to

show that the action happened in the past?

CoNNECT To hoME

WRiTiNG ChECKLiST

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6 Charlie’s Championships © 2011 Benchmark Education Company, LLC

Phonemic awareness: Segmenting and Blending Phonemes• Have students listen as you say the word teams, segmenting the word

into its parts: /t/ /e–/ /m/ /z/. Have students repeat the sounds and then blend them together to say the word.

• Repeat with other words from the book: look, chances, record, tough, beat, played, good, right.

Phonics: Spellings for Long e• Explain to students that different letters can stand for the long e sound.

Write the words team, three, we, and Charlie on chart paper. Have students read each word and identify the letters that represent the long e sound. Highlight ea, ee, e, and ie. As you read the words aloud, use a finger to underline these letters.

• Write the words Bears and tell to one side on the chart paper and have students read them. Point out that the letters ea and e do not always stand for long e.

• Challenge students to look in familiar books and find other words with long e. List them in columns under the words that share the same long e spelling.

Vocabulary: Words associated with Championships• Write the word championship in the center circle of a word web.

• Challenge students to leaf through the book and find words related to championships games. (baseball team, won, games, record, league, etc.) Write the words students find in the outer circles of the web.

• Invite students to brainstorm other words that describe championships and add these to the word web.

Word Study: Pronouns• Read pages 2 aloud, replacing the pronoun they with Charlie’s baseball

team in each sentence. Ask: What sounds wrong? The words Charlie’s baseball team are repeated too many times. Have students read the page as it is written.

• Explain that pronouns are words we can use to replace nouns. Pronouns save sentences from too many repetitions of nouns.

• Write the following pronouns on the board: they, their, them, he, his, we, us, I, me, you, your, she. Assign pairs of students three pages in the book to search for pronouns. Have them write each pronoun in one column and the word or words it refers to in a second column.

PhonicsWrite the letters that can stand for long e on the board to remind students what they are looking for: ea, ee, e, ie. Suggest that they read words out loud to listen for the long e sound. If they have trouble deciding if the word has the long e sound, ask them to listen as you say the word and then tell you if they hear the long e sound.

Word StudyWrite pronouns on index cards and place them on a ledge. Say a sentence such as Charlie’s team won 12 games. Then repeat the sentence, replacing the noun with the pronoun they. Have a student select the pronoun card from the ledge and use it in an original sentence. After you are sure students recognize each pronoun, have students tell you how to sort the cards into pronouns that refer to one person and those that refer to two or more people.

Skills Bank


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Name _______________________________________________________ Date ___________________

Compare and Contrast

© 2011 Benchmark Education Company, LLC

Charlie’s Team

Games won

Games played

Games won against Charlie’s team

Games played against Charlie’s team

Finish each sentence. Tell how the teams are different.

1. The Bears __________ more games than Charlie’s team or the Panthers.

2. The Panthers __________ more games than the Bears or Charlie’s team.

3. The Bears __________ more games against Charlie’s team than the Panthers.

Bears Panthers

What are the team records?

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Skills Bank

8Charlie’s Championships

©2011 Benchmark Education Company, LLC

Build ComprehensionaNaLyzE ChaRaCTER

Explain • Create an overhead transparency of the graphic organizer “Charlie’s Championships” or draw it on the board. Say: The people or animals that a story is about are the characters. When we think about who the characters are and why they act the way they do, it is called analyzing characters.

Model • Say: Let’s analyze the characters in Charlie’s Championships. To analyze characters, I need to ask myself whom this story is about. Take a picture walk through the story and identify the people in each picture. Say: I see that this story is about the Wildcats baseball team. Let’s tell about them. In the center of the web on the graphic organizer, write The Wildcats. Then say: We know the Wildcats are the characters we want to tell about. Now we need to analyze them, or tell about who they are and why they act the way they do. Let’s start by telling who the Wildcats are. They are the second-place team in their baseball league. Record this information in the first web oval.

Guide • Say: Let’s analyze what the characters are like. What does the author tell us about the Wildcats on page 2? (Allow time for students to respond, assisting if needed.) Yes, the author says that they worked hard all spring and summer. In the second oval on the graphic organizer, write hard working. Then ask: What does the illustration tell us about what the Wildcats are like? (Again allow time for students to respond.) Yes, they look happy as they celebrate making it to the championships. In the third web oval, write happy and celebrating.

apply • Ask students to work with a partner to analyze the Wildcats throughout the rest of the story. Remind them to think about who the characters are and why they act the way they do. After each partnership shares, record their ideas on the graphic organizer. Finally, invite a volunteer to read the completed graphic organizer aloud.

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Name _______________________________________________________ Date __________________

©2011 Benchmark Education Company, LLC

Charlie's ChampionshipsAnalyze Character

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Name _______________________________________________________ Date ___________________

© 2011 Benchmark Education Company, LLC

Directions: Have students write each word from the word bank in the column with the word that has the same spelling for long e.

browniepeafield

beepchieflead

besteal

speed

feetkneesee

eachmeshe

team three we Charlie

Long e Word Sort

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