TeACher’S Guide · Word Study/Vocabulary • Use context clues to determine word meaning Social Studies Big Idea • Various cultures make enduring ... • Bloor, Edward. Tangerine

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

SportsMathSocial Studies

Skills & Strategies

Level R/40

Anchor Comprehension Strategies

• Evaluate fact and opinion

Comprehension • Makeconnections

• Makepredictions

• Makeinferences

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Social Studies Big Idea • Variousculturesmakeenduring

contributionstothehistoryoftheworldthatserveaslinksbetweencontemporarytimeandthepast.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Evaluating Fact and Opinion• Using Text Features to Locate

Information

Thematic Poetry Connections (in Reading & Writing Poetic Forms)• “The Fastest Woman in the World”

(Anita Wintz)

Comprehension Strategy Assessment handbook (Grade 4)• Ongoing Assessments #13 and #14

notable Trade Books for Read Aloud• Bloor, Edward. Tangerine.

Scholastic, 2001.• Carter, Alden R. Bull Catcher.

Scholastic, 2000.• Christopher, Matt and Stout, Glenn.

On the Halfpipe with Tony Hawk. Little Brown & Co., 2001.

• Thayer, Ernest Lawrence. Casey at the Bat. Handprint Books, 2000

Web Site for Content Information• Sports Illustrated for Kids

http://www.sikids.com Get news on your favorite athletes

and sports, play some fantasy games, try your hand at trivia questions, and lots more.

OvERvIEW

reLated resources

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

Evaluate Fact and Opinion (pp. 3–9)

•Use Text Features to Locate Information (pp. 4–7)

• Make Predictions (p. 4)

• Use Knowledge of Word Structures to Determine Word Meaning (pp. 4–5)

• Make Inferences (p. 5)

• Draw Conclusions (p. 6)

• Use Context Clues to Determine Word Meaning (p. 6)

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

this title.

theme connectionsSports Teamwork

Math

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

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10

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

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

tabLe of contents

Sports Math

Math Number and Operations: a, b, c Data Analysis and Probability: b, c Problem Solving Connections

nationaL content standards

3

BEFORE REAdInG

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

• What do you think the connection between sports and math might be?

• 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 strategy of evaluating fact and opinion. One reason an author writes nonfiction is to inform his or her readers. Books like Sports Math contain many facts. A fact is a statement that can be proved. However, a nonfiction book can sometimes be a little tricky to read because some of the statements are actually opinions, not facts. Opinions are statements that cannot be proved. A reader must carefully evaluate what she or he is reading to determine whether the author is presenting a fact or an opinion. Read the caption about Nolan Ryan on page 4. Ask: Is this a fact or an opinion? Explain that the word great shows what the author thinks of Nolan Ryan, but another person might disagree with her judgment. Therefore, the caption is stating an opinion.

introduce the Graphic orGanizerProvide each student with a copy of the Evaluating Fact and Opinion graphic organizer. Explain that as they read, students will need to deter-mine whether the statements from the book, as identified in the chart, are facts or opinions. Point out that a fact is a statement that can be proven true, while an opinion is a statement that cannot be proven true.

BEFORE REAdInG

Author Erin Sullivan shows readers how math plays an integral role in every sport, from basketball to sumo wres-tling. As she explores four types of sports—team, individual, extreme, and unusu-al—the author encourages readers to calculate batting averages, add basketball points, measure races, create bar graphs, and much more. By the end of the book, readers know the score—math and sports go hand in hand.

Book Summary

Page Statement Fact or Opinion?

1

2

9

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24

28

Evaluating Fact and Opinion

People love to play and watch team sports.

A batting average tells how often a player gets a hit compared to how often he or she bats.

Sheryl Swoops was the first woman signed to the WNBA in 1997.

At the Summer Olympics, there are 32 different swimming events.

Gymnastics is one of the most popular Olympic sports.

An extreme sport is one that is fun, exciting, and a little risky.

Mountain bikes are different from regular road bikes.

The sumo wrestling ring is called a dohyo.

The Iditarod is an extremely difficult race.

The best part about sports math is that it’s a lot of fun.

© 2011 Benchmark Education Company, LLC Sports Math

ChAPTERS 1 & 2

4

ChAPTERS 1 & 2

use Root WordsHave students look at the word attendance (page 7). Ask them to identify and define the root word (attend). Challenge students to use what they know about the root word to define the word. 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: points, p. 2

athlete, p. 3

average, p. 5

college, p. 6

compete, p. 7

professional, p. 7

dribble, p. 9

read the text pages 2–9Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. Based on the words, the pictures, and what you already know, what predictions can you make about what you will learn in the rest of this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag clues in the text that can help them make predictions about what will happen in the book, 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 comprehensiondiscuss Making Predictions Invite students to share their predictions about what they think will happen in the rest of the book. If students have difficulty, use a think aloud to model how a good reader makes predictions. The very first sentence on page 2 got me thinking that the author was going to describe how people use math to understand or follow different sporting events. Then, in the next two paragraphs she encourages readers to think about how they use math to do things such as keeping score and timing a race. I think these questions are a clue that the author is going to tell readers how math is used in sports.

Begin the Graphic Organizer: Evaluating Fact and Opinion Ask students to reread or skim and scan the text to locate the sentences listed in the graphic organizer. Say: To figure out if a statement is a fact or an opinion, ask yourself whether it can be proven true. If it can’t be proven true, then the statement is an opinion, even if you agree with it. Point out that when a reader can identify an opinion, she or he understands what the author thinks about a topic, enabling the reader to decide whether to agree or disagree with the author.

use Text Features: SidebarsPoint out the “Solve This” sidebar activity on page 5. Ask: How does this text feature help you to interpret or understand the information in the regular text? Students should notice that:

• The problem shows how math is used to figure out sports scores.

• The activity supports the text with additional detailed information about finding averages.

Invite students to skim the book to find other “Solve This!” activity sidebars. Explain that this is a recurring type of sidebar in the book.

attendance

root word attend

definitionthe number of people who go to an event

sentenceThere were more than 300 in attendance at the football game.

TEACHING TIPSMeaningful Activities for Rapid Readers• Read the questions presented in

the text on page 2. Describe a time when you’ve used math to play a sport.

• Do the “Solve This!” activity side-bar on page 5. Of the four players, who has the highest batting aver-age? Who has the lowest?

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

Sports Math © 2011 Benchmark Education Company, LLC

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

amazing, p. 10 leader, p. 13

gymnastics, p. 14

competitions, p. 15

excitement, p. 18

climbers, p. 20

5

read the text pages 10–21Use the following prompt to set a purpose for the reading: As you read, think about what the author doesn’t tell you but that she assumes you can make inferences, or informed guesses, about. Use clues in the text and pictures, as well as what you already know about the topic, to make your inferences.

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 comprehensiondiscuss Making InferencesInvite students to share inferences they made. Have them identify the clues in the book—both text and pictures—as well as what they already know that helped them make their inferences. Here are some questions to encourage students to make inferences:• Why does a swimmer need to swim hard and fast for a short race, but need to save energy for the end in a longer race?

• Looking at the photographs on pages 14 and 15, what do you think it takes to be a gymnast?

• Why does the author compare skateboard tricks with the hands on a clock?

Continue the Graphic Organizer: Evaluating Fact and Opinion Ask students to reread or skim and scan the text to locate the sentences listed in the graphic organizer. Encourage them to read the sentences and decide whether another person could verify, or show the truth of, that sentence.

use Text Features: Bold Text Point out words in bold text on page 10 (marathons, Olympics). Ask stu-dents why these words are bolded. They should notice that bold text:

• makes a reader pay more attention.

• stands out, making those words look more important.

• identifies words that are in the glossary.

Invite students to consider why other unfamiliar words in the chapter do not appear in bold text. Explain that most glossaries include only words related to the main topic of a book, not other words that hap-pen to be difficult.

use Root Words and SuffixesHave students look at the word Achievement (page 10). By defining the root word achieve and the suffix –ment, they should be able to define the term. Create a visual word web like the one below and have the class complete it.

ChAPTERS 3 & 4

TEACHING TIPSMeaningful Activities for Rapid Readers• Look at the photograph on page

11. What kind of strength does a person in a wheelchair need to compete in a marathon?

• Do the “Solve This!” activity sidebar on page 16. Which trick requires less than one turn?




achievement

root wordachieve(to do something successfully)

suffix-ment(action or pro-cess)

definitionThe act of doing something successfully after much effort

sentenceHank Aaron’s 755 home run record is one of baseball’s greatest achievements.

ChAPTERS 5 & 6

6

focus on comprehensiondiscuss drawing ConclusionsInvite students to share the conclusions they’ve drawn about the role of math in sports. Explain that when readers draw conclusions, they use information from the text and from prior knowledge to make a judgment about information in the text. If students have difficulty, use a think aloud to model how a good reader thinks through drawing con-clusions.

Throughout the book, the author gave many examples of how both athletes and sports fans use math. As a runner, I know that I’m always keeping track of how many minutes it takes me to run a mile. Then I multiply that number by the number of miles I plan to run to figure out how long it should take me. So, the conclusion I can draw from this book is that to enjoy and to play sports, it’s very important to have good math skills.

Complete the Graphic Organizer: Evaluating Fact and Opinion

Ask students to reread or skim and scan the text to locate the sentenc-es listed in the graphic organizer. Point out that even if an opinion is supported by solid facts, the statement is still the author’s judgment or belief about a subject and not a fact in itself.

use Text Features: CaptionsPoint out the caption on page 22. Ask: What kinds of information can readers gather by reading captions? How do captions make reading the article easier or more enjoyable? They should note that captions:• identify the subject of a photograph.

• add facts, humor, or interest to the photographs they go with.

Invite students to skim and scan the book to find other text features that help enhance meaning.

use Context CluesHave students look at the word diphtheria (page 24). The author defines this word in context using a synonym (disease). 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: tassels, p. 22

wrestlers, p. 23

disease, p. 24

commemorate, p. 24

isolated, p. 24

progress, p. 28

read the text pages 22–29Use the following prompt to set a purpose for the reading: As you reach the end of the book, draw conclusions about the role of math in sports.

Ask students to read the chapters independently. Encourage them to use sticky notes to flag sections of the text that support their conclusions. 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.

TEACHING TIPSMeaningful Activities for Rapid Readers• Do the “Solve This!” sidebar

activity on page 23. Explain what you did to find the answer.

• Which sport in the book interests you the most? Write down what else you would like to learn about that sport.



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

diptheria

synonym disease

definitiona contagious disease that can cause damage to the ear and nervous system

sentenceDiphtheria is contagious, meaning it can be passed from one person to another.


7

AFTER REAdInG


1

2

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opinion

fact

fact

fact

opinion

opinion

fact

fact

opinion

opinion


sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What addi-tional information they might have included if they had been the author.

use Text Features to Locate Information Ask students to discuss how the text features in this book, including side-bars and questions prompts, made reading this book more interesting. Ask: What would the book have been like without these features? Why do you think the author included them?

The completed graphic organizer below can serve as a model for assessing students’ ability to evaluate fact and opinion.

WRITInG WORkShOP

8

mini-Lesson Writing Focus: Writing Facts and OpinionsRemind students that throughout the book Sports Math, the author describes different sports, using both fact and opinion statements. Explain that opinions help writers put facts together in a meaningful way.

Have students review their Evaluating Fact and Opinion graphic organizer to look for the types of opinion statements the author used in this book. Then, invite them to think of another sport they’d like to describe, using both fact and opinion statements.

On chart paper or the board, create a semantic map like the one below to describe a sport, using both facts and opinions.

Use the reproducible Writing Model to demonstrate how information from the semantic web can be used to write a paragraph describing a sport. Remind students that including their opinions is an effective way to organize information.

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm a sport they would like to write about.

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.

Figure skating is considered an art and a sport, and is nicknamed “ballet on ice.”

One of the most popular sports of the Winter Olympics Lots of moves:

backwards skating, turns, jumps, spins

Jumps are very exciting to watch; each has a name, such as toe loop and axel.

Spinning is a very graceful part of skating.

When figure skaters spin, they reach high speeds as they twirl.

Part of Olympics since 1924

Figure skating


Write a paragraph

describing another

sport, using fact and

opinion statements.

WrITING ASSigNmeNt

Figure Skating

Figure skating has been a part of the Winter

Olympic Games since 1924. It has always been one

of the most popular winter sports to watch.

Watching skaters jump and land perfectly on the

ice is very exciting. Each type of jump is different

and has its own name, such as the axel and toe

loop. Spinning is one of the most graceful parts

of figure skating. With a lot of practice, skaters

can spin around many times, reaching high speeds

as they twirl.

Writing Model: Writing Facts and Opinions

fact

opinion

WrITING TIP

Use vivid words to describe the sport. The more

details you use, the better your reader will be

able to picture what you are describing.



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28

Name: ________________________________________________________ Date:_________________________













Name: ________________________________________________________ Date:_________________________

Sports LingoMatch each sports term to its definition by drawing a line connecting the two.

Sports Term Definition

marathon

musher

frame

rikishi

floor exercise

a 360

batting average

jumps, tumbles, and handsprings done to music

a complete turn in the air on a skateboard

a 26-mile and 385-yard running race

how often a player gets a hit compared to how often he or she bats

main body of a bike

Japanese sumo wrestlers

dogsled driver


Color key

Name: ________________________________________________________ Date:_________________________

Sports PieInterview 10 classmates about their favorite sports. Then organize the data on the pie chart according to the number of students who preferred each sport. Color in one section for each student interviewed, using a color key you create.


Say “kabaddi” Line GraphHow many times can you say “kabaddi” without taking a breath? Try it three different times, and record your results after each try on the graph below. Then connect your results with a line. Which try was your best? Which was your worst? Why do you think you got the results you did?

Number of Kabaddis

80

75

70

65

60

55

50

45

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25

20

15

10

5

0 Try 1 Try 2 Try 3


Name: ________________________________________________________ Date:_________________________

You’re a Sports Journalist!Imagine you are a sports journalist for your local newspaper. Watch a sporting event on television or read about one in the newspaper. Then report on what you see.

hInT: Journalists always answer the 5W questions when reporting on an event: Who, What, Where, When, and Why.

Name: ________________________________________________________ Date:_________________________

The Daily ItemSpotlight on Sports

by ____________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


Sports Lingo

marathon

musher

frame

rikishi

floor exercise

a 360

batting average

jumps, tumbles, and handsprings done to music

a complete turn in the air on a skateboard

a 26-mile and 385-yard running race

how often a player gets a hit compared to how often he or she bats

main body of a bike

Japanese sumo wrestlers

dogsled driver

Color key

Sports Pie

Teacher Note: As students compare and discuss their graphs, use this opportunity to introduce the concept of equivalent fractions (e.g., 5/10 = ? of the circle).

yellow

yellow

yellow

blue

bluered

green

orange

purple

purple

BlueBaseball

RedBasketball

YellowSoccer

GreenFootball

OrangeGymnastics

PurpleSwimming

Say “kabaddi” Line Graph

80

75

70

65

60

55

50

45

40

35

30

25

20

15

10

5

0 Try 1 Try 2 Try 3

(37)

(63)

(70)

I got better with each try.

I learned to say “kabaddi” faster

and I tried to beat my record.

You’re a Sports Journalist!

The Daily ItemSpotlight on Sports

by ____________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Students’ answers will vary.

Students should:

• watch a sporting event.

• include an interview with a coach or player or research the sport to

learn more about it.

• include information on who, what, when, where, how, and why.

• think of a catchy headline.

• add their name.

• read their article to a classmate.


A n S W E R k E Y

Sports Math

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Use Text Features: Sidebars

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer√ Use Text Features:

Bold Text

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the

Graphic Organizer√ Use Text Features:

Captions

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Evaluating Fact and Opinion*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Discuss Making Predictions*√ Begin the Graphic Organizer*√ Use Text Features: Sidebars Use Root Words*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Making Inferences*√ Continue the Graphic Organizer*√ Use Text Features: Bold Text Use Root Words and Suffixes*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer*√ Use Text Features: Captions Use Context Clues*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond √ Use Text Features to Locate Information

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Writing Facts and Opinions*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Sports Lingo Sports Pie Say “kabaddi” Line Graph You’re a Sports Journalist!

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.

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sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 5 & 6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy 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, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-504-0

Documents

TeACher’S Guide · Word Study/Vocabulary • Use context clues to determine word meaning Social Studies Big Idea • Various cultures make enduring ... • Bloor, Edward. Tangerine