Teacher’s Guide · all other colors are made by mixing these three colors, p. 14) (Locate facts) • What colors might help someone who was angry? (cool colors, such as blue and

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

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

science

anchor comprehension strategies

Make Predictions •Identify Cause and Effect •

Phonics Spellings for /oo/ •Hard and soft c •

Concept Vocabulary Words associated with seeing color •

Grammar/Word StudySuffixes -ly, -ful •

Science Big Idea Animals have different colors for •different reasons. People use colors in many ways.

skills & strategies

ColorLevel L/24

–

2Color

© 2011 Benchmark Education Company, LLC

Day 1

Activate Prior KnowledgeShow students the cover of the book and read the title. Ask:

• How many colors can you see in the photograph on the cover?

• What do you think you might find out about color in this book?

Involve students in a discussion about color. If necessary, prompt with such questions as What makes one color different from another? How can we make colors change? How are colors useful? Distribute copies of the K-W-L chart (left). Have students work in pairs to record in the “K” column what they know about color. Then have them write in the “W” column at least three questions about color that they would like to answer. When students have completed the first two columns, have them share their information. Tell them they will try to find the answers to their questions as they read the book.

Preview the BookGive each student a copy of the book. Have students turn to the table of contents. Ask:

• What can you learn about a book from its table of contents?

• What page would you go to if you wanted to read about how we see color? Let’s turn to that page.

• What is the purpose of the colored box on page 8?

Point out the word absorbs in bold type. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have.

Point out the index at the bottom of the page. Ask:

• What is the purpose of the index in this book?

• On what page can I find out about cool colors?

• On what page can I read about Roy G Biv? Let’s turn to this page to see what we can find.

Small Group Reading Lesson

White is made up of lots of colors.

When you mix red and blue, you get purple.

Color is something to do with light.

The colors in a rainbow come in the same order each time.

Red, green, and yellow are used for traffic lights.

What other colors can you get by

mixing?

What is color?

What makes a rainbow?

How many colors are

there?

K–W–L

What I Know

What I Learned

What I Want to Know

3© 2011 Benchmark Education Company, LLC

VIsuAL Cues• Look at the initial letters.• Break the word into syllables

and sound out each part.• Look for familiar chunks

within the word.• Think about what sound the

vowel makes in the word.

struCture Cues• Think about whether the

words in the sentence sound right.

MeAnIng Cues• Think about what makes sense in the sentence.• Look at the pictures to confirm the word.Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.

set a Purpose for reading: Chapter 1, pp. 2–7Have students read the heading on page 2. Say: Let’s read this first chapter silently to learn about where we can see color. When we finish reading, we’ll see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.

Monitoring reading strategiesBefore reADIng • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

DurIng reADIng • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.

After reADIng • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying:

• I noticed, [student’s name], that you used the glossary at the end of the book to help you. That’s a good strategy.

• When we worked together to sound out the word crocodile, you chunked it into parts, then sounded out each part. That’s what good readers do.

You may wish to select activities from the Skills Bank (pp. 9–12) that will develop students’ reading strategies.

Repeat this monitoring process each time students read a new sec-tion of the book.

Build ComprehensionAsK AnD AnsWer QuestIons

Help students review their purpose for reading the chapter. Encourage them to use information from the text and their back-ground experience to answer some or all of the following questions.

• What did you find out about where you can see color? (You can see color everywhere, indoors and outdoors, in cities and communi-ties, on people, and in nature.) (Summarize information)

• What information in this chapter suggests that birds can see colors? (They are attracted to colorful flowers; their bright colors help attract a mate; they recognize poisonous caterpillars.) (Draw conclusions)

• Look at your K-W-L chart. Are you able to answer any questions after reading this chapter? Do you have any new questions to add? (Answers will vary.) (Locate facts) Color

Small Group Reading Lesson







mixing?

What is color?


How many colors are

there?

Sunlight contains all the colors, so it looks white.

We see color when light bounces off objects and travels to our eyes.

When sunlight strikes tiny raindrops, the light separates into seven colors.

Red, yellow, and orange are often used as safety colors because they are easy to see.

K–W–L

What IKnow

What I Learned

4Color


set a Purpose for reading: Chapters 2–3, pp. 8–13Have students read the headings on pages 8 and 10. Say: Let’s read these chapters silently to learn about what makes a rainbow. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.


Help students review their purpose for reading the section. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• What makes a rainbow? (Sunlight strikes tiny raindrops in the air. The light separates into seven colors. The colors make a rainbow. p. 11) (Locate facts)

• How do we see the color of a head of lettuce? Which colors does lettuce reflect? Which does it absorb? (Light bounces off the lettuce and travels to our eyes. The lettuce reflects green and absorbs all the other colors.) (Draw conclusions)

• Color-blind people cannot tell red from green. What difficulties might this cause? (Answers will vary. One possible answer: This might make reading traffic lights a problem.) (Make inferences)

• Look at the directions on page 13. What causes an image to appear on the paper? (The mirror reflects the light from the flashlight onto the paper.) (Interpret graphics/Draw conclusions)

• Can you answer any questions on your K-W-L charts after reading these chapters? What can you add to the “L” column? (Answers will vary.) (Locate facts)

review Chapters 1–3Have students review what they have read about color. Encourage them to use their K-W-L charts to help them. Ask:

• What can you tell me about color and how we see color?

• What did you learn about the connection between a rainbow and a CD-ROM?

• What are some new words you learned from your reading so far?

Day 2

Small Group Reading Lesson (continued)

What I Want to Know

5Color


set a Purpose for reading: Chapters 4–5, pp. 14–19Have students read the headings on pages 14 and 18. Say: Let’s read these chapters silently to learn what happens when we mix colors. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.


Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask:

• What happens when we mix colors? (We get lots of new colors. p. 15) (Locate facts)

• What color do you get by mixing the three primary colors? Show me where the book tells you this. (black, p. 14) (Locate facts/ Interpret graphics)

• Why are red, blue, and yellow called the primary colors? (because all other colors are made by mixing these three colors, p. 14) (Locate facts)

• What colors might help someone who was angry? (cool colors, such as blue and green) (Draw conclusions)

• Look at your K-W-L charts. Which questions are you able to answer after reading these chapters? (Answers will vary.) (Locate facts)







mixing?

What is color?


How many colors are

there?

Sunlight contains all the colors, so it looks white.

We see color when light bounces off objects and travels to our eyes.

When sunlight strikes tiny raindrops, the light separates into seven colors.

Red, yellow, and orange are often used as safety colors because they are easy to see.

People can see 10 million colors.

K–W–L

What IKnow

What I Learned

What I Want to Know

6Color


Build Comprehension: Chapters 1–5AsK AnD AnsWer QuestIons

• What can you add to the “L” column of your K-W-L charts after reading the whole book? (Answers will vary.) (Locate facts)

• Do you think that humans can see all the colors? Why or why not? (Answers will vary. One possible answer: No. The book says that most people can see 10 million colors. There are probably millions more colors than that.) (Make inferences)

• Imagine that people could see only black and white. What changes would we have to make in the way we live? (Answers will vary.) (Use creative thinking)

IDentIfY CAuse AnD effeCt

Model Define for students the concept of cause and effect. Explain that most of what we see or experience is the result (or effect) of an event (or cause). Copy the graphic organizer on the board and model how to record causes and effects. Say:

Suppose you left to catch the school bus one morning and realized that you had forgotten your lunch. You ran back home to get it and missed the bus. Because you missed the bus, you had to walk to school and were late. That is an example of cause and effect. Something happens—the effect—because of something else—the cause. The effect was that you were late for school; the cause was forgetting your lunch.

This chart will help you organize causes and effects. First we’ll write the topic: “Color.” There are many examples of cause and effect in this book. For example, the book says that yellow, orange, and red are bright. What is the effect of this? It says on page 5 that these colors are used as safety colors. People wear bright colors because they are easy to see. That is an example of cause and effect. In the “Cause” column, I’ll write “Yellow, orange, and red are bright and easy to see.” In the “Effect” column, I’ll write “They are used as safety colors. ” Sometimes it’s just as easy to work the other way—from effect to cause. For example, on page 6 the book says that insects help spread flowers’ pollen. The cause is that the flowers are brightly colored and bright colors attract the insects. We can check our causes and effects by putting them into a “Because” sentence. Let’s check these first two: Because yellow, orange, and red are bright and easy to see, they are used as safety colors. Because flowers are brightly colored and bright colors attract insects, the insects are attracted to the flowers and help spread the flowers’ pollen. Now let’s identify some more causes and effects in the book.


Question typesStudents need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer.

• Questions that require students to go to a specific place in the text.

• Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book.

• Questions that require students to combine background knowledge with information from the book.

• Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.

Teacher Tip

Teacher Tip

7Color


MonitoringComprehension• Are students able to revisit

the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.

• Are students able to find answers to questions that require a search of the text?

If they are having difficulty, model how you would search for the answer.

• Can students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model

how you would answer the question.

• Are students’ answers to creative questions logical and relevant to the topic?

• Do students’ completed graphic organizers reflect an ability to identify causes and effects in the text? If students are having difficulty, provide more modeling and guided practice in this skill.

Practice and Apply Distribute copies of the graphic organizer to students. Ask them to revisit the text, looking for more examples of cause and effect. Suggest that they ask the question Why? while reviewing. If the text gives them the answer to their question, they have an example of cause and effect. Lead students to understand that there may be several correct ways to fill out their charts. This is because one event leads to another, and so an effect can also be the cause of another event. In this respect, causes and effects create a chain.

Cause and effect

topic: Color

Cause effect

Yellow, orange, and red are bright and easy to see.

Flowers are brightly colored, and bright colors attract butterf lies

and bees.

Some animals have bright colors to indicate that they are

poisonous.

Lemons ref lect yellow light and absorb all other colors of light.

Tiny raindrops in the air break up sunlight into colors.

Most colors that we see can be made by mixing red, blue, yellow,

and black.

Red, orange, and yellow remind us of the Sun and fire.

Blue and green remind us of water, sky, grass, and leaves.

They are used as safety colors.

Insects are attracted to f lowers and help spread the f lowers’ pol-

len.

Other animals know not to eat them.

We see lemons as yellow.

We see a rainbow.

Printers need to use only those four colors when producing color

photographs.

These colors can cheer us up.

These colors can help relax us.

8Color


small group WritingMoDeL tHe WrItIng

Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on a familiar topic that doesn’t require research, such as “School Rules.” Point out that rules are usually made when an action causes an unwanted effect. For example, there is a rule against cutting in on others in the lunch line. The action, or cause, is cutting in line. The unwanted effect is that students who are waiting get upset and the lunchroom gets rowdy. Record students’ suggestions for the causes and effects behind rules on the board.

Tell students they now have a plan for writing paragraphs that include causes and effects. Have them suggest sentences that combine and expand on information in their charts. Encourage students to use words that help readers recognize cause-and-effect relationships, such as so, causes, leads to, because, as a result, and when. Record their suggestions.

Read aloud each paragraph as it is completed and ask students if they need to clarify any information. Show them how to edit their writing. Then work on the next paragraph. The completed writing might be similar to the following:

“Rules at our school help protect us and help us learn better. For example, when people run in a crowded hall, students can get hurt. The rule about not running protects us. Teasing people causes them to feel hurt. Shouting in class disrupts learning. The school has rules about how people should behave.

“When students don’t keep their desks clean and organized, they often have trouble learning, and they don’t feel good about themselves. Missing school can affect their grades. That’s why the school requires them to attend every day.”

APPLY (InDePenDent WrItIng)

Give each student a blank copy of the graphic organizer. Tell students they are to write two paragraphs on a topic such as health, sports, or family life, and include causes and effects in their writing. They should use their charts to organize possible causes and effects.

Connect to HomeHave students read the take-home version of Color to family members.

reread for fluencyYou may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you.

Have students reread Color with a partner. Have them read the text together and then take turns reading it to each other.


Cause and Effect

Being disorganized

Students don’t learn as well and don’t feel good

about themselves.

People can get hurt.

People’s feelings get hurt.

Learning is disrupted.

Running in halls

Topic: School Rules

Cause Effect

Teasing

Shouting in class

Missing schoolStudents don’t get

good grades.

Leaving litter on the

playground

People can get hurt and play-

ground is a mess.

Cutting in on the lunch line

People get upset and lunchroom

gets rowdy.

9Color


Phonics: spellings for /oo– / Write the words cool and blue on the board. Say the words with students. Ask: What vowel sound do you hear in both words? (/oo– /) What letters make the (/oo– /) sound in cool? (oo) In blue? (ue) Circle those letters and explain that oo and ue are two ways to spell the /oo– / vowel sound. Then write the words chew and rule on the board. Ask: Do you hear the same vowel sound in these words as in cool and blue? (yes) How is the (/oo– /) sound spelled in chew? (ew) In rule? (u-consonant-e) Write oo, ue, ew, and u-e on the board with the words cool, blue, chew, and rule as examples. Have pairs of students look through the text and other familiar books to find words with the (/oo– /) sound spelled oo, ue, ew, or u-e. Then have the pairs take turns writing their words under the headings on the board.

Phonics: Hard and soft cWrite the words color and certain on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of color? (/k/) At the beginning of certain? (/s/) What letter makes both the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c.

Have pairs of students search through the book to find words that have hard and soft c. (can, communities, traffic, cones, because, caterpillar, cardinal, called, spectrum, secondary, plastic, cup, cool, picture, calm, cities, bicycles, center, bounces, plasticine, pencil, cyan) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found in the book and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by e, i, or y, the c generally makes the /s/ sound.

Skills Bank: Decoding

Hard c Soft ccan citiescommunities bicyclestraff ic centercones bouncesbecause plasticinecaterpillar pencilcardinal cyancalledspectrumsecondaryplasticcupcoolpicturecalm

oo ue ew u-e

cool blue chew rule

moods true blew f lute

food clue f lew prune

too glue grew plume

choose f lue threw rude

10

Concept Vocabulary: Words associated with seeing colorHave students look through the book to find words they associate with seeing color. Help them create a list on the board that might include reflects, absorbs, spectrum, rainbow, prism, primary colors, secondary colors, sunlight, color-blind, and indigo. Then assign one word to each student. Have students write their words on one side of a large index card. Then ask them to find their words in their books and use the information to write a definition or an explanation of their words on the other side of the card. Have students take turns reading their definition or explanation aloud while the rest of the group names the appropriate word.

grammar: suffixes -ly, -fulWrite the words brightly and colorful on the board. Read the words aloud with students. Circle -ly and -ful and explain that these are suffixes, or parts that can be added to the end of words to change their meaning. Say: The suffix -ly means “in a ___ way.” How does this help you know what the word brightly means? Students should recognize that if -ly means “in a ___ way,” then brightly means “in a bright way.” Have students read the first sentence on page 5 in their books and explain what brightly colored clothes might look like. Say: The suffix -ful means “full of.” Can knowing that help you figure out the meaning of colorful? Students should recognize that if -ful means “full of,” then colorful means “full of color.” Have students read the third sentence on page 3 and explain what colorful clothes and colorful food might look like.

Write “Add -ly” and “Add -ful” as headings on the board. Write the words quick, slow, soft, and loud under “Add -ly” and the words hope, care, grace, and beauty under “Add -ful.” Ask students to add -ly to each word in the first column and -ful to each word in the second column. Have them write the new words on their papers. Then ask students to tell what the new words mean and use them in oral sentences.

Skills Bank: Decoding (continued)

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# 978-1-4108-0189-0

Add -ly

quick quickly slow slowly soft softlyloud loudly

Add -ful

hope hopefulcare carefulbeauty beautifulgrace graceful


name _______________________________________________________ Date ___________________

K–W–L

What I Want What I Know To Know What I Learned

Skills Bank

12Color

©2011 Benchmark Education Company, LLC

Build ComprehensionMAKe PreDICtIons

explain • Create an overhead transparency of the graphic organizer “Color” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading.

Model • Say: Let’s think about a prediction someone might make before reading Color. The title tells us the book is about color. The picture on the title page shows fireworks. The book could be about different colors and objects that have the colors. Write this in the first Prediction box on the graphic organizer. Say: We check the prediction by looking at the Table of Contents and beginning to read the book. Take a picture walk through the first few pages. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column.

guide • Say: Now let’s think about another prediction. What might someone predict about the information we will find in Chapter 1? We can make a prediction by looking at the photographs, chapter titles, and subheads. (Allow time for students to respond, assisting if needed.) Yes, readers might think the chapter will describe different colors we find in big cities. Write the prediction in the second row of the graphic organizer. Say: We check the prediction by reading the chapter. Read pages 2–7 aloud. Say: We can’t mark Yes because the chapter describes not only colors in cities, but also on signs, people, plants, and animals. Write this statement in the first No box on the graphic organizer.

Apply • Ask students to work with a partner to think of other predictions readers might make about the content of each chapter based on the photographs, graphics, chapter titles, and subheads. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

name _______________________________________________________ Date __________________

ColorMake Predictions


Prediction Yes No

ColorMake Predictions

Before reading the book someone might predict . . .

on pages 2–7, someone might predict . . .

on pages 8–9, someone might predict . . .

on pages 10–13, s omeone might predict . . .

on pages 14–17, someone might predict …

on pages 18–19, someone might predict …

Notes

14Color


Notes

15©2011 Benchmark Education Company, LLCColor

Cause and effect

topic: Cause effect


name _______________________________________________________ Date __________________

Documents

Teacher’s Guide · all other colors are made by mixing these three colors, p. 14) (Locate facts) • What colors might help someone who was angry? (cool colors, such as blue and