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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 xp l orers For students reading at Literacy Level H/14, including: English-language learners Students reading below grade level First-grade readers Metacognitive Strategy Ask questions Vocabulary Recognize high-frequency words Develop Tier Two vocabulary Develop Tier Three vocabulary Grammar, Word Study, and Language Development Use the preposition of Use adjectives Recognize the sentence structures ____ is a ____ and The ____ means ____ Phonics Problem-solve by searching all the way through words Recognize words with initial r-family blends Fluency Read question marks Writing Write to a picture prompt Write to a text prompt Skills & Strategies Anchor Comprehension Strategy Summarize information Theme: Symbols The Statue of Liberty (F/10) Flags Around the World (H/14) Social Studies Big Idea: Readers learn about the flags of several nations and what their colors and designs symbolize. Flags Around the World Level H/14

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Page 1: Flags Around the World - Benchmark Education …blresources.benchmarkeducation.com/pdfs/G2U6_FlagsWorld...Theme: symbols • The Statue of Liberty (F/10) • Flags Around the World

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 Guidexplorers

For students reading at Literacy Level H/14, including:

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

Metacognitive StrategyAsk questions •

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

Grammar, Word Study, and Language Development

Use the preposition • ofUse adjectives • Recognize the sentence structures • ____ is a ____ and The ____ means ____

Phonics Problem-solve by searching all the way •through words Recognize words with initial •r-family blends

FluencyRead question marks •

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

skills & strategies

Anchor Comprehension StrategySummarize information •

Theme: symbolsThe Statue of Liberty (F/10) •Flags Around the World (H/14) •

social studies Big idea:Readers learn about the flags of several nations and what their colors and designs symbolize.

Flags Around the WorldLevel H/14

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• Use a Graphic Organizer Draw a two-column chart with the headings I think . . . and I find out . . . Ask students what nations they think they will read about in the book. Write students’ ideas in the I think . . . column of the prediction chart. Then read each entry, prefacing it with the phrase I think we will read about . . . and ask students to echo-read.

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

Remind students that they will learn about flags from many nations. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• 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.

Before Reading

Make Connections and Build Background• Use Realia Draw students’ attention

to the classroom flag. Say: We will read a book about flags. We hang the flag of our nation in our classroom. Every nation has a flag. Every nation’s flag is special. Invite students to Think/Pair/Share about nations they have heard of and other flags they have seen.

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• The Flag (B/2)• The White House (D/6)

Fluency and Language Development• Flags Around the World Audio CD

Comprehension Resources• Flags Around the World

question card• Power Tool Flip Chart for Teachers• Student Bookmark• Summarize Information poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 1 Comprehension Strategy

Assessment Book

I think . . . I find out . . .

United States

Canada

Mexico

China

Russia

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Copyright © 2007 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. Printed in Canada.ISBN: 978-1-4108-7820-5

Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures

Cover title, author, photo

1 title, author, table of contents, photo

2–3 photos eagle, flag, maple leaf, pattern, square, triangle

4 chapter head, photo, flag, cloth, colors, patterns color/color, ___ is a ___. caption pattern/patrón

5 photo, caption symbol, nation symbol/símbolo, nation/nación

6 chapter head, photo, inset pictures, Canada, photo, caption maple leaf

7 map, photo, caption maple trees

8 map, photo, caption Japan, rising sun

9 map, photo, caption Mexico, eagle

10 chapter head, map, different, beautiful different/diferente The ___ photo, caption means ___.

11 map, photo, caption peace, brave

12 map, chapter head, shapes, square photo, caption

13 map, photo, caption triangles triangle/triángulo

14 map, photo, caption rectangle rectangle/rectángulo

15 photos, caption alike, different

16 photo, caption

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• Page 4 Sentence Structure Write ____ is a ____ 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 something. Model using the sentence structure in sentences about the photographs, such as This is a colorful flag or The flag is a symbol. 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.

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

• Page 7 Graphic Features Say: This page has a map. A map is a drawing that shows us where places are. What does this map show? (part of North America) Which nation is Canada? (the nation in yellow)

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

Say the word luck. What letters do you expect to see after the /l/? Allow time for students to respond, assisting as needed. Then ask them to find the word luck on page 9. 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 their

prediction chart. Say: Now it’s time to whisper-read the book. Read to learn about flags from many nations.

Before Reading (continued)

Cue Source Prompt Example Page

Graphophonic Search all the green 10 way through the word. Are you blending the right sounds?

Syntactic You read “The The flag of 9 flag of Mexico Mexico show an eagle.” shows an Let’s read this eagle. sentence together and make it sound right.

Semantic What do you see triangles 13 in the picture that would make sense in this sentence?

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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 independently, 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 prediction chart. What nations did we read about? Write the nations students call out in the I find out . . . column of the chart. Then choral-read each entry, prefacing it with the phrase We read about the flag from . . . Ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

I think . . . I find out . . .

United States United Kingdom

Canada Canada

Mexico Japan

China Mexico

Russia Mali

Thailand

Switzerland

Nepal

Moldova

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After Reading (continued)

Reading Strategy Mini-Lesson: Ask Questions• 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 ask questions about the book. Ask students to turn to page 5. Say: I had a question about the photograph. What flag are these people waving? I read the answer in the caption: This flag is a symbol for the United Kingdom. Now I know the flag is from the United Kingdom. Ask students to turn to page 7. Say: I read: People use maple trees to make syrup. I asked myself another kind of question. What part of the tree has sugar in it? The book doesn’t answer this question. I will have to find the answer another way.

• Guide Invite students to read page 10 with you. Ask the following questions, allowing time for students to respond after each one: Did you ask yourself a question when you read this page? Did you wonder where Mali is? Did the book answer your question? How did you find the answer? Did you have a question about this page that wasn’t answered in the book? What is it? How can you look for an answer to your question? After students share any additional questions, invite them to tell a partner how asking questions helped them better understand page 10.

• Apply Ask each student to turn to his or her favorite page. Ask students to read the page to a partner and share any questions they have. The partner may then find the answer in the book

or help think of another way to find the answer. Observe students as they ask questions, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can ask yourself questions any time you read. Remember to ask questions to help you understand.

Answer Text-Dependent Questions• Explain Remind students that they

can answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students that today they will practice answering Find It! questions. Say: The answer to a Find It! question is in the book. You can find the answer if you know what to look for. The answer is in one place. You can put your finger right on the answer.

• Model Use the Find It! question on the question card. Say: I will read the question: Japan put a ____ circle on its flag. The important words in the question show me what to look for in the book. What words do you think will help me? (Allow student responses.) Yes, I’m looking for the words Japan, circle, and flag. Model looking through the book. Say: On page 7 I read: The flag of Japan has a red circle. This sentence has the words Japan, circle, and flag. Put your finger on this sentence. The sentence answers the question. The answer makes sense. I have found the answer in the book.

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• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional 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: Summarize Information• Explain Create an overhead

transparency of the “Flags Around the World” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books have lots of information. We look for the most important ideas. Then we summarize the information. To summarize, we put the ideas together into one sentence about the book.

• Model Say: Let’s figure out the important ideas in Flags Around the World. Pages 4 and 5 tell us what a flag is. A flag is a piece of cloth with colors and a pattern. It is a symbol for a nation. Write cloth, colors, pattern, symbol of nation in the first box on the graphic organizer. Then say: On page 6 we learn many nations have pictures on their flags. Let’s record some of these pictures. Write pictures, maple leaf, circle, eagle in the second box.

• Guide Say: Let’s find more information about flags. Look at page 12. What do we learn? (Allow time for students to respond, assisting if needed.) Yes, flags have different colors. The colors can mean different things. Write colors mean different things in the next box on the graphic organizer.

• Apply Ask students to work with a partner to find details about flags’ shapes. If more support is needed, utilize all or part of the “Guide” process on pages 12–14 (square, triangle, rectangle). Once the graphic organizer is complete, read it aloud and invite students to echo-read. Then work together to compose a sentence that summarizes the information in the book, such as Nations have flags with symbols, such as colors, patterns, pictures, and shapes.

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After Reading (continued)

Home Connection• Give students the take-home version

of Flags Around the World to read to family members. Encourage students to work with a friend or family member to draw a flag from a nation of their choice. Invite them to bring their drawings to school 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.• Design your own flag. Tell what each

part means. • Tell something you learned about flags.• Write something you already knew

about flags.• Make a list of places you see flags in

your community.• Pantomime carrying a flag in a parade.

Ask a partner to tell about the flag. Then switch roles.

• Write about your favorite flag in 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 6. Say: I can use this picture to tell part of the book in my own words: This flag is from Canada. The flag has a maple leaf on it. Canada has many maple trees. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and tell a partner about it. Allow time for students to share their retellings, providing assistance as needed. Then say: You used a picture to tell part of the book in your own words. Now write your idea. After you are finished, read your writing to a partner.

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

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

Phonics: Initial r-family blends• Ask students to locate the word trees

on page 7. Write trees on the board. Explain that the two sounds at the beginning of the word—/t/ and /r/—blend together to make /tr/. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Say: The word trees begins with an r-family blend. Another consonant blends with the letter “r” to start the word. Repeat the process with green on page 10, brave on page 11, and triangles on page 13.

Mini-Lessonsfor Differentiating Instruction

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• Ask students to brainstorm words that begin with the above r-family blends as you record them on index cards. Then spread the cards out in a pocket chart or on a table. Read each word, inviting students to echo-read.

• Say: We can sort the cards using the r-family blend at the beginning of each word. Hold up a card with an initial /tr/ word on it, such as try. Say: Find the other words that begin like try. Repeat the process for each blend. Once all the cards are sorted, invite each student to select a pile and think of one more word to add.

Vocabulary• Tier Two Vocabulary Pronounce the

word proud and ask students to repeat it. Say: You are proud of things you feel good about. People are proud of their nations. People are proud to see their nations’ flags. Discuss other things that make people proud, such as working hard, figuring out a tricky riddle, or telling the truth. Then model a sentence, such as My parents were proud when I decided to become a teacher. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—proud. Let’s try to use the word proud many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students. Then write the words flag, symbol, nation, pattern, color, picture, shape, alike, and different on index cards. Invite students to read the words with you. Then ask student partners to choose a word and make up an

oral sentence about the classroom flag using the word. Continue the game until each pair has had a turn with several different words. 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 DevelopmentPreposition of

• Model Explain that authors sometimes use phrases that begin with the word of. Ask students to read the first sentence on page 4 with you: A flag is a piece of cloth. Say: The words of cloth help explain more about the flag. I use the word of, too. Point to familiar items as you say sentences with of phrases, such as:

I write on a sheet of paper. We have a nice group of students. Some shoes are made of leather.

• Guide Ask students to locate the words The flags of many nations on page 6. Ask: What phrase begins with the word of? What does the phrase explain? (which flags have pictures)

• Apply Invite student partners to read and discuss other of phrases in the book on pages 6 (of Canada), 8 (of Japan, of the rising sun), 9 (of Mexico, of luck), 14 (of a rectangle), and 16 (of your nation). Then ask them to make up their own sentences using the word of.

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Adjectives

• Model Explain that authors sometimes use describing words when they write. Tell students adjectives are words that describe nouns. Ask them to turn to page 6. Say: The author says the flag of Canada has a maple leaf. The word maple is an adjective in this sentence. Maple describes what type of leaf is on the flag. Repeat the process with red and rising on page 8.

• Guide Invite students to read the first sentence on page 10 with you. Ask: Which word is an adjective? (different) Why is different an adjective? (Different describes the word things.) What could you describe with the adjective different?

• Apply Write the second sentence on page 11 on the board and underline the adjective brave. Invite student partners to make up their own sentences using the word brave. Then ask them to think of other adjectives that could describe people, such as happy, funny, strong, friendly, or helpful.

Fluency: Read Question Marks• Say: Sometimes authors ask

questions. We recognize a question by the question mark at the end. Our voices sound different when we ask something. Our voices move to a higher pitch at the end of the question.

• Ask students to turn to the table of contents. Read the first chapter heading in a flat voice. Hold your hand level while you read it. Discuss how this makes the question sound. Then read the heading again, moving your hand upward at the end as you move your voice to a higher pitch. Ask students to echo-read and move their hands along with yours.

• Ask students to read the other chapter headings with you, moving to a higher pitch at the end of each question. Then invite them to choral-read the questions on page 15.

• Invite students to take turns rereading Flags Around the World with a partner. Remind them to move their voices to a higher pitch at the end of each question.

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Name: Date:

Vocabulary

Fill in the blanks. Use the words from the box below. Then read the paragraph to a partner.

eagle flag triangles maple leaf pattern squares

Each nation has its own __________________________.

Each flag has a different __________________________.

Some flags are __________________________ or

__________________________. The flag of Canada has a

picture of a __________________________. The flag of

Mexico has a picture of an __________________________.

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Name: Date:

Flags Around the World

Important Ideas Summary

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