How Many Muffins? - Amazon S3 · the word idea. Ask: Does idea sound like a word you know in Spanish? (Allow time for students to respond.) The English word idea idea. Idea and idea

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

TheMe: addition and subtraction

Big Ben Helps the Town (F/10) •The Mail Comes to Main Street (F/10) •The Farm Stand Mystery (H/14) •How Many Muffins? (H/14) •

MaTh BiG idea:Readers practice subtraction by observing Jim and Ann selling muffins.

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

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

skills & strategies

Metacognitive StrategyStop, think, and write ••

VocabularyDevelop academic content (Tier Three) ••vocabulary

Word StudyUse context clues••

LanguageRecognize the sentence structures: ••How many ___ ? and I will ___ .Use the pronoun they••

PhonicsProblem-solve by searching all the way ••through wordsRecognize diphthong •• /ou/

FluencyRead with appropriate pauses••

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

anchor comprehension strategies

Draw Conclusions •Identify Sequence of Events •

How Many Muffins?Level H/14

Math

Introduce the Book• Preview Cover and Table of Contents Give

each student a copy of the book. Point to the front cover. Say: This book is about selling muffins at a bake sale. Read the title and the author's name. Invite students to tell what they see in the photograph. Repeat the process with the title page. Say: The title page in this book has a table of contents. The table of con tents lists the name of each chapter. It also lists where to find each chapter. Read the name of each chapter aloud, and then model how to turn to the correct page and find the matching chapter heading. Say: The cover and table of contents get us ready to read the book. Using the think-aloud strategy, model how to make predictions about the book based on the cover and table of contents information: The title is How Many Muffins? The second chapter heading is “How Many Muffins Are Left?” I think the kids keep track of how many muf fins they have left to sell. Allow time for stu dents to share their own predictions about the book.

• Preview Vocabulary, Photographs, and Text and Graphic Features Revisit the photographs on the cover and title page. Say: Nonfiction books have many photographs. Photographs help us understand the words in the book. They help us learn more, too. Ask students to turn to pages 2 and 3, and point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. Say: We will see these words in the book. Then take students on a picture walk. Reinforce the meanings of the previewed words as you discuss the photographs. Also point out the words sell, number, and total, and make sure students can pronounce each one. In addition, point out the following text and graphic features: (Page 4) Say: This book has captions. See the caption under this photograph? Captions tell about the photographs. Captions can give us more information, too. (Page 7) Say: This book has charts. Each chart has Xs on the muffins that are sold. Each chart has a subtraction problem above it. The subtraction problem matches the number of muffins on the tray, muffins with Xs, and muffins that are left.

Make Connections and Build Background• Use Art Give each student a pencil and paper.

Say: We will read a book about a bake sale. The children in the story sell muffins at their bake sale. I will draw a picture of a bake sale I could have. Sketch a simple drawing of a table and sign in a yard and yourself selling cookies. Show your drawing to the group and name each object in the picture. Then invite each student to sketch something they might sell at a bake sale and share their picture with the group.

• Use a Graphic Organizer Draw a T-chart on the board with the headings Question and Answer. In the first column, write What? Who? Where? and Why? Then read each heading and entry aloud. Ask the following questions and record students’ answers in the second column: What is a bake sale? Who can have a bake sale? Where could you have a bake sale? Why do people have bake sales? Then read the entire chart and ask students to echo-read.

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: 978-1-4108-6156-6

Related ResourcesThe following Benchmark Education Company resources support the skills and strategies taught in this lesson.

Early Explorers Partner• The Farm Stand Mystery (Fiction,

Level H/14)

Early Comprehension Strategy Poster• Identify Sequence of Events

Fluency and Language Development• How Many Muffins? Audio CD

Text-Dependent Comprehension Resources• How Many Muffins? Comprehension

Question Card

• Power Tool Flip Chart for Teachers

• Student Bookmark

Assessment • Early Explorers Overview & Assessment

Handbook

• Grade 1 Comprehension Strategy Assessment Book

Before ReadingQuestion Answer

What? a place to sell things such as cakes and cookies

Who? anyone; children

Where? in a school; in a yard

Why? to raise money

© 2011 Benchmark Education Company, LLCHow Many Muffins?2

Strategic Reading Prompts Cue Source Prompt Example Page

Graphophonic Search all the way class 12 through the word. Are you blending the right sounds?

Syntactic You read “They They buy 10 9 buy 10 muffin.” muffins. Let’s read this sentence together and make it sound right.

Semantic What do you see table 8 in the picture that would make sense in this sentence? Steve and Sam come to the table.

• Preview Sentence Structures For students who need additional support, write How many _____? on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: The words How many are on the cover of the book. The words are in the book, too. Page 6 has a sentence with the words how many. Model how to frame the sentence between two fingers. Then read the sentence aloud and ask students to echo-read. Invite them to turn to page 9. Ask: Can you frame another sentence with the words How many? Assist as needed, and then read the sentence aloud and ask students to echo-read. If students need additional practice, allow them to locate and read the sentence structure on pages 11 and 14. Finally, repeat the process with I will _____ on pages 6 and 15.

• Use Graphophonic Cues Say: Another word in this book is tank. Say the word tank. What letters do you expect to see after the “t”? Allow time for students to respond, assisting as needed. Then ask them to find the word tank on page 5. Repeat the process with hope on page 6. Say: Search all the way through a word to help you when you read.

• Scaffold Spanish-Language Speakers Say the word idea. Ask: Does idea sound like a word you know in Spanish? (Allow time for students to respond.) The English word idea sounds like the Spanish word idea. Idea and idea mean the same thing. The words look the same, too. Write the word idea on the board and ask students to locate it on page 6 in the book. Repeat the process with total on page 14 and total. Then point out that the words to and two on page 14 sound like the Spanish word tu but do not mean the same thing, while the word comes on page 12 looks like the Spanish word comes but does not have the same sound or meaning. Finally, invite students with other first languages to share their cognates.

Set a Purpose for Reading• Direct students’ attention to the Bake Sale

T-chart. Say: Now it’s time to whisper-read the book. Read to learn about Jim and Ann’s bake sale.

During ReadingObserve 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.

© 2011 Benchmark Education Company, LLC How Many Muffins? 3

Use the Graphic Organizer to Summarize• Ask students to think about their reading. Say:

Look at our T-chart. What can we add to help answer each question? Record ideas students share from the story. Choral-read the entire chart. Then ask students to use the graphic organizer to tell the story to a partner.

• Guide Ask students to turn to page 7. Read the page aloud together. Ask the following questions, allowing time for students to stop and think after each one: How many muffins are on the chart? How many muffins are crossed out? Why? Why does Jim use subtraction? How would you keep track of the muffins you sold? Finally, invite students to write one of their thoughts. If they have difficulty, model writing an observation of your own, such as Subtraction can be useful in real-life situations.

• Apply Ask each student to turn to his or her favorite page. Then ask students to read the page to a partner, share a thought aloud, and write it. Observe students as they stop, think, and write, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the stop, think, and write monitor-reading strategy. Then say: You can stop, think, and write anytime you read. Remember to stop, think, and write 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 today they will practice answering Vocabulary questions. Say: The answer to a Vocabulary question is in the book. You can define the word if you know what to look for.

After Reading

Reading Strategy Mini-Lesson: Stop, Think, and Write• Reflect Ask students to think about the parts of

the book that were hard for them to understand. Ask: What did you do to help yourself understand what you read?

• Model Say: I want to make sure I understand what I read. One way is to stop and think about the book. Then I can write down my thoughts. I might write an important detail I want to remember. I might write something with which I agree or disagree. I might write questions I have about the information. I might write something I want to learn more about. I might even rewrite a part in my own words. I will turn back to pages 4 and 5. The text says Jim and Ann are having a bake sale. The picture does not show where the bake sale is, though. I will stop and think about bake sales. Where could kids sell muffins? Outside the school might be a good place. I will write down my idea. Writing down my thoughts will help me understand who might buy Jim and Ann’s muffins.

Question Answer

What? a place to sell things such as cakes and cookies; muffins

Who? anyone; kids; Jim and Ann

Where? in a school; in a yard; on the sidewalk

Why? to raise money; to buy a turtle


• Model Use the first Vocabulary question on the Comprehension Question Card. Say: I will show you how I answer a Vocabulary question. First I will read the question: “What does the word subtract mean in this book? Let’s look for clues on pages 6–7.” This question asks me to figure out what the word subtract means. I will look for the word subtract on pages 6 and 7. Read the first two sentences on page 6 aloud. Then direct students’ attention to the illustrations on page 7. Say: Page 6 says Jim subtracts to find how many muffins are left. Page 7 shows a subtraction problem. I know what the word subtract means in this book. Subtract means ”take away.” This definition answers the question. The answer makes sense. I have found the answer in the text.

• Guide Ask students to answer the other questions on the Comprehension 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: Identify Sequence of Events• Explain Create an overhead transparency of the

“How Many Muffins?” graphic organizer on page 8 or draw it on the board. Say: Nonfiction books sometimes tell about events that happen in a certain order, or sequence. Good readers pay attention to the sequence of the events to better understand the text.

• Model Say: Let’s figure out the sequence of events in How Many Muffins? We need to start at the beginning. On pages 4 and 5, Jim and Ann are ready to start selling muffins. Getting ready is the first thing that happens. I will write about getting ready in the top box of the graphic organizer. Now I will read on to see what happens next. On page 6 Jim says he will subtract the muffins they sell. I will write about subtracting in the next box. On page 7 Ann sells 13 muffins and has 37 muffins left. I will write about selling the muffins, too.

• Guide Say: Let’s find out what happens after that. Look on pages 8 and 9. Who buys the next muffins? How many muffins are left? (Allow time for students to respond, assisting if needed.) Yes, Steve and Sam buy 10 muffins, and 27 muffins are left. Let’s add this event to the graphic organizer.

• Apply Ask students to work with a partner to find the remaining events mentioned in the book. Remind students that a sequence happens in order, so they will need to turn the pages to find each event. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

Teacher Tip Use Benchmark Education Company’s K–2 Early Comprehension Strategy Poster Set to provide additional instruction in identifying sequence of events. Use BEC’s Comprehension Strategy Assessment books to assess students’ ability to identify sequence of events in other brief, grade-level texts.

Home Connection• Give students the take-home version of How Many

Muffins? to read to family members. Encourage students to work with a friend or family member to draw a picture of a bake sale and show how many items each person buys. Invite students to bring their lists to share with the group.

How Many Muffins? © 2011 Benchmark Education Company, LLC

How Many Muffins? Identify Sequence of Events

NAME DATE

ready to sell muffins plan to subtract muffins sold

sell 13 muffins; 37 left

teacher buys 10 muffins; 2 left

sell 15 muffins; 12 left friends buy 10 muffins; 27 left

buy last 2 muffins buy a turtle


Mini-Lessons for Differentiating Instruction

Phonics: Diphthong /ou/• Ask students to locate the word how in the book

title. Write how on the board and circle the ow. Say: The letters ow stand for the /ou/ sound in the word how. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with Downing on page 12 and now on page 15.

• Ask students to brainstorm words with the /ou/ sound. Acknowledge all correct responses, and record those spelled with ow 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: Listen to the clue. Find the word I’m thinking of. Then you may pick up the matching word card. Model the process using one of the words, such as What does a king wear on his head? (crown) Then invite each student to make up a clue about one of the words.

Vocabulary • Academic Content Vocabulary Review the

book with students and record the words bake sale, buy, money, muffins, subtract, turtle, sell, numbers, and total on index cards. Ask students to read the words with you. Then invite pairs of students to take turns responding to naming requests about the words, such as: Name something you could get at a bake sale. Name a way people use money. Name two numbers larger than 100. Name a reason someone might subtract.

Writing ConnectionsReader 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.• Get together with a friend and act out buying a

muffin from Jim or Ann.• Draw a picture of a pet you would like to have

in your classroom.• Tell how subtraction helped Jim.• Rate the book with a 1 (don’t like), 2 (okay), or

3 (like a lot). Tell why you chose that rating. • Write about how you could make money to pay

for a pet.• Write about a way you use subtraction.

Write to a Picture Prompt• Analyze Characters’ Feelings Tell students

they will describe the feelings shown by a character in the book. Then they will write about the feelings. Say: I like the pictures in this book. I like to look at the characters’ faces to figure out their feelings. Look at pages 4 and 5. I will describe the characters: Jim and Ann are smiling. I think Jim and Ann are happy about their muffin stand. They might be a little nervous, though. What do you notice about the kids’ faces? How would you describe the kids’ feelings? Allow time for students to respond. Ask: Which picture do you like best? How would you describe the characters’ feelings in that picture? Allow time for students to respond, prompting further if needed. Say: You have described a character’s feelings in the picture you chose. Now write about the feelings. After you are finished, read your description to a partner.

Write to a Text Prompt• Analyze the Problem and Solution Say:

Think about how Jim and Ann solved their problem. How else could they have solved the problem? Write your idea. When you are finished, read your solution to a partner.


Word Study: Context Clues• Model Say: When I read, I want to know

what the words mean. Sometimes I’m not sure about a word, though. Then I use the words I do know to help me. These helping words are called context clues. Look at page 4. Pretend I’m not sure what raise means. I can use the word money to help me. I read that Jim and Ann want to buy a turtle. Jim and Ann need money to buy a turtle. They will make money by selling muffins. To raise money must mean to make money.

• Guide Invite students to read page 5 with you. Say: Pretend I don’t know what care means. What sentence on the page could help me figure it out? (“They will buy a tank, food, and other things.”)

• Apply Pair students. Ask partners to read page 6 and show each other how they could use context clues to figure out the meaning of the word subtract.

Language Development: Pronoun they • Model Say: Authors sometimes use the

word they to talk about people. They word they stands for two or more people already mentioned. Let’s read page 5 together: “Jim and Ann need to care for the turtle. They will buy a tank, food, and other things. They need $50.” First the author mentions Jim and Ann. Then the author uses the word they to talk about Jim and Ann. I can use the word they, too. Point to students as you model they sentences, such as: Jasmine and Matt sit next to each other. They read together, too. Holly and Gwyn work together. They help each other with math. Sal and Ethan like to read. They read How Many Muffins?

• Guide Invite students to read pages 8 and 9 with you. Ask: Who comes to the table? (Steve and Sam) Who buys 10 muffins? (Steve and Sam) What word does the author use to talk about Steve and Sam on page 9? (they)

• Apply Invite student partners to draw a picture of two or more people. Then ask them to make up sentences about the people using the word they. Encourage students to point to the people in their drawing as they share their sentences.

Fluency: Read with Appropriate Pauses• Say: Good readers do not run all their words

together. Instead, good readers watch for punctuation that tells them to pause. Pausing helps the reader understand the author’s ideas. Pausing also helps the listener understand readers.

• Ask students to turn to page 5. Read the second sentence without pausing. Then read the sentence again, pausing at the commas. Say: The commas in the sentence tell me to pause. Pausing makes the sentence sound right. Read the sentence again, asking students to echo-read.

• Ask students to turn to page 12. Choral-read the second paragraph with them, pausing at the comma.

• Invite students to take turns rereading How Many Muffins? with a partner. Remind them to pause when they see a comma.


How Many Muffins? Identify Sequence of Events

NAME DATE

© 2011 Benchmark Education Company, LLC

Skills Bank


Build ComprehensionDraw Conclusions

Explain • Create an overhead transparency of the graphic organizer “How Many Muffins?” or draw it on the board. Say: An author doesn’t give us all the information we need in a book. As readers, we figure out some things on our own using the author’s words and photographs for clues. Figuring something out using three or more clues is called drawing a conclusion. This is like another strategy we use. Who remembers what it is called when we figure something out using just one or two clues? (Allow responses.) Yes, that is called making an inference. Drawing a conclusion uses more clues than making an inference.

Model Say: • Let’s draw a conclusion about How Many Muffins? Remember that we need to look for three or more clues. Look at pages 4 and 5. The picture does not show where Jim and Ann are having their bake sale. On pages 8 and 9, we read that Jim sells 10 muffins to his friends Sam and Steve. On page 12, we read that Jim and Ann sell muffins to Ms. Downing, a teacher. Record this evidence in the first Clues box on the graphic organizer. Say: Now we need to use the clues to draw a conclusion about where Jim and Ann are holding their bake sale. We can conclude that they are having the bake sale at school, since they sell muffins to their friends and teacher. Write this in the first Conclusion box.

Guide Say: • Now let’s draw a conclusion about what you need to do to have a bake sale. What steps did Jim and Ann take to have a bake sale? (Allow responses.) Yes, first they get 50 muffins. The photograph on pages 4 and 5 show that they set the muffins in baskets on a table. They make a sign. Then they sell their muffins, keeping track of how many muffins they have left after each sale. Record this evidence in the second Clues box on the graphic organizer. Then ask: What can we figure out from these clues? (Allow responses.) Yes, we can conclude that a bake sale is a lot of work. Record this sentence in the second Conclusion box on the graphic organizer.

Apply • Ask students to work with a partner to draw another conclusion from the book. Remind them to use word and photograph clues to figure out things the author doesn’t say. After the partnerships share, record their ideas on the graphic organizer. Finally, ask a volunteer to read the completed graphic organizer aloud.

How Many Muffins?Draw Conclusions

Name _______________________________________________________ Date __________________

Clues Conclusion

Answers will vary. Possible answers:

The picture does not show where Jim and Ann are having their bake sale.Jim sells 10 muffins to his friends Sam and Steve.Jim and Ann sell muffins to Ms. Downing, a teacher.

Jim and Ann are having their bake sale at school.

Jim and Ann get 50 muffins.They set the muffins in baskets on a table.They make a sign.They sell their muffins, keeping track of how many muffins they have left after each sale.

Having a bake sale is a lot of work.

Jim and Ann have 50 muffins to sell to other people.Steve and Sam buy 10 muffins to sell to their friends.Ms. Downing buys 10 muffins to give to her class.Jim and Ann sell all 50 muffins.

Many people will enjoy the muffins that Jim and Ann sell.


How Many Muffins?Draw Conclusions

Name _______________________________________________________ Date __________________

Clues Conclusion

Notes


Notes


Documents

How Many Muffins? - Amazon S3 · the word idea. Ask: Does idea sound like a word you know in Spanish? (Allow time for students to respond.) The English word idea idea. Idea and idea