TEACHER’S GUIDE - Amazon S3 · If students have trouble making inferences about character traits ... will miss friends and Gran ... thatched and the walls are white washed.)

B E N C H M A R K E D U C A T I O N C O M P A N Y

TEACHER’S GUIDE

Theme: Learning about the PastSocial Studies Concept: We can use artifacts to reconstruct the past. Personal accounts contribute to our understanding of historical events.

Fiction

Anchor Comprehension StrategyAnalyze Character •

Concept Vocabulary Words describing a sea voyage •

Grammar/Word Study Verb tenses • Time words •

SummaryWilliam Ferguson was 10 years old when •he left Ireland to move to America with his mother, father, and 6-year-old sister, Nelsey. William’s Journal is the diary he kept of their journey.

Skills & Strategies

William’s JournalLevel L/24

1582x_TG_WillJrnal.indd 1 12/3/10 1:56:49 PM

Before Reading....

Build Background Knowledge •Discusswithstudentswhatitwouldbeliketotraveltoanewhomein

anewcountry.Onachartliketheoneattheleft,recordstudents’ideasaboutwhatitwouldbelikeandhowtheywouldfeel.

Model Asking Questions•Showstudentsthecover.Say:When I read, I ask myself questions about

what I am reading. This helps me understand and focus on what I am reading. The title and illustration on the cover make me wonder who William is and why he has a journal.

•Recordyourquestionsonachartlabeled“IWonder”:Who is William? Why does he have a journal?

•Recordonthechartany“IWonder”questionsstudentshaveaboutthecover.

Preview the Book•Previewthepicturesinthebook.Modelaskingquestionsandinvite

studentstoadd“IWonder”questionstothechartbasedonwhattheysee.Forexample,say:I see a big ship on page 5. I wonder what the ship has to do with William and his family.

•Expandonstudents’descriptionsoftheillustrationstointroduceanyvocabularyyoufeelmaybedifficultforstudents.Forexample,onpage2,say:This family is dressed in clothes from long ago. They have suitcases and bags around them. They are immigrating, or moving, to America from another country. Many people immigrated to America between 1880 and 1930.

Model Reading Strategies•Pointoutthewordwhistle onpage6.Ask:What strategies could you use

to read this word?

•Suggeststrategiessuchasthese:You could recognize the digraph wh and the ending le. You could break the word into syllables and recall that the CVC pattern in the first syllable usually calls for a short vowel sound. The picture could help you check whether the word makes sense.

Set a Purpose for Reading•Askstudentstoreadthebooktolearnwhatitwasliketotravelto

Americain1910.Encouragethemtoaskthemselvesquestionsaboutwhattheyread.

2 William’s Journal

Build Background Knowledge Invite any students who have immigrated to share their experiences with the group. Pair English-language learners with native speakers to brainstorm ways to describe feelings about traveling to a new country.

Build Vocabulary and Language Patterns As students preview the book, have them describe what they see in the pictures. Introduce vocabulary with which they may be unfamiliar. For example, on page 7, students might describe the home as a hut or cabin. Recast their descriptions, using the words cottage and thatched roof and writing them on self-stick notes. Then have students label the pictures with the self-stick notes.

Be alert to idioms, such as threw up, fiddle, and make a good impression, which students may not know.

What would be different if I moved to another country?

How would I feel

about it?

• new friends• new home• different

climate• different

foods• new

language

• excited• adventurous• scared• shy

© 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: 978-1-4108-1582-8

Small-Group Reading Lesson

SuPPoRt tiPS for English-Language Learnersell


3© 2011 Benchmark Education Company, LLC

During Reading....Ï

Monitor Student Reading •Havestudentsputself-sticknotesnexttowordstheyhavetroublewith.

•Observestudentsastheywhisperread.Interveneasnecessarytoguidethemtouseappropriatestrategiestoreaddifficultwords.

After Reading....Ï

Reflect on Reading Strategies •Askstudentstosharenew“IWonder”questionstheythoughtofas

theyread.Reinforcethataskingquestionshelpsthemreadactivelyandrememberwhattheyread.

•Askstudentstosharewordstheyfounddifficulttoread.Askthemhowtheywereabletoreadthewords.Reinforcedecodingstrategiesbymodelinghowtodecodewordstheyfounddifficult.

Discuss Concepts•AskstudentstodescribewhatitwasliketotravelfromIrelandto

Americain1910.Askthemtosupporttheiranswersbypointingoutandreadingspecificpassagesthatgivethisinformation.Addstudents’ideastothechart.

•Assignpairsofstudentsseveraldatesinthejournaltosummarize.HavethemwriteasummaryofeventsonthosedatesandtellhowtheythinkWilliamfeltaboutthem.Recordresponsesonthechart.

Extend Concepts•ShowencyclopediapicturesorimagesfromtheInternetofartifacts

fromatleastahundredyearsago.Forexample,youmightdisplaypicturesofahorseandbuggy,adress,andawoodstove.

•Invitestudentstotellhoweachartifactcouldhavebeenusedbyafamilyandcontrastthemachineoritemthatwouldbeusedtodayinstead.

•HavestudentsbrainstormwaysinwhichWilliam’sjourneymightbesimilarordifferentifthestorytookplacetoday.

William’s Journal

To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.

Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.

If students have read Ellis Island, ask:• William traveled with his family.

How do you imagine the trip would have been different for children who immigrated alone? (No one would take care of them if they were sick. They had to provide their own food. They might have been more frightened.)

• William and his family immigrated to be with members of his family and to get work. What other reasons did immigrants have for coming to America? (to find freedom, to have a better life)

MAKE FiCtion-to-FACt™ ConCEPt ConnECtionS

4


ASSESSMEnt tiP


Build Comprehension: AnALYZE CHARACtER

Model •Explainthattheauthorgivescluestowhatacharacterinastoryis

likethroughthecharacter’swords,actions,andfeelings.

•ModelinferringcharactertraitsusingthetextofWilliam’s Journal. Say:I can recall the things William does and says and think about what they show about William. On page 6 he has to make a big decision. He can take “only a couple” of things with him. He chooses a whistle and his journal. The journal will hold his memories. The whistle will entertain him. I think this decision shows that William thinks about the future and understands what is important.

Practice•DistributecopiesoftheAnalyze Character blacklinemaster.Write

chooses to take whistle and journal inthefirstspaceincolumn1andhavestudentswritethisontheirblacklinemasters.Inthefirstspaceincolumn2,writeHe thinks about the future andHe understands what is important.

•AskstudentstorecallfeelingsWilliamhasinthestoryandrecordthisinformationincolumn1.Thenhavethemconcludewhatthisshowsabouthimandrecordthisinformationincolumn2.

Apply•HavestudentsreviewthetextandlistmoreofWilliam’sactionsand

feelingsincolumn1,thenwriteconclusionsaboutthetraitsthesethingsrevealincolumn2.

•DiscussthetraitsstudentssawinWilliam.Studentsmaywishtoaddtoorrevisetheirresponsesafterdiscussingthesetraits.

4 William’s Journal © 2011 Benchmark Education Company, LLC

Model To introduce the concept of character traits, have students name a storybook character they think is very brave. Ask: How do you know this character is brave? As students list words, actions, and feelings that support their conclusion, list these on the board. Say: The way someone acts, speaks, and feels gives clues to the person’s traits, or personal qualities.

Practice and Apply If students have trouble making inferences about character traits from character actions and words, encourage them to compare the character to a real person they know well. Ask: How is this character’s action like that of someone you know? What do you think made your friend/parent/ brother do this? Does this show kindness/ courage/curiosity? Why do you think so?

Observe if students are able to recall characters’ actions and words and make inferences about the motivations behind them.

Small-Group Reading Lesson


4ASSESSMEnt tiPWhat William does What this shows about him

chooses to take whistle ‘ He thinks about the future. and journal He understands what is important.

plays a song for Nelsey when ‘ He is musical. she is sick He is able to make people feel better.

sees Statue of Liberty first ‘ He is alert and quick. He is excited about arriving in America.

What William feels What this shows about him

will miss friends and Gran ‘ He is sad to leave home.

sorry for Nelsey being sick ‘ He is kind-hearted. He is a good brother.

sure that he will like America ‘ He is open. He sees the bright side of things.


5© 2011 Benchmark Education Company, LLC

Writing Mini-Lesson: Describing words •Pointoutexamplesofdescribingwordsinthestoryasstudents

followalong.Askthemtolistentohowthewriterpaintsavividpictureofplaces,people,andthings.

•Involvestudentsinadiscussionaboutdescribingwords:

On page 8, what words describe the cottage in Ireland? (Theroofisthatchedandthewallsarewhitewashed.)

What picture of the cottage do these words paint? (Theroofismadeofgrassorstrawandthecottageiswhiteandcleanlooking.Itsoundscozy.)

On page 9, what words describe the boat? (bigger than our village; crowded and dirty)

What feeling do you get about the voyage from these words? (Itwasstrangeandscaryandnotverypleasant.)

•Remindstudentsthatwritersusedescribingwordstohelpreadersseeexactlywhataplace,person,oreventwaslike.Gooddescribingwordsmakeyoufeellikeyouarethere.

•Useotherfictionbookstomodelotherwriters’usesofdescription.Askstudentstoidentifydescribingwordsinpassagesyoureadandtellwhatimpressiontheygiveofaperson,place,orevent.

•Havestudentscontributedescribingwordstoaparagraphabouttheirclassroom.Helpthemframesentencesusingthedescriptivephrases.Writetheparagraphonchartpaperandreaditaloud.

Link to Journal WritingHavestudentsfindapieceoffictionwritingintheirjournals.Askthemtofinddescribingwordstheyhaveusedandthinkofdescribingwordstheymightaddtomakereaders“see”aperson,object,oreventmoreclearly.Ifstudentsdon’thaveasuitablepieceoffictionwritingintheirjournal,askthemtobeginanewpieceofwriting.

Read aloud sections of William’s Journal using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.

Have students read the take-home version of William’s Journal to family members. Suggest that they search for family artifacts that help them understand their family’s history.

REREAD FoR FLuEnCY

As students review their piece of writing, have them ask themselves:• Does my story include good

describing words?• Do the describing words create

a clear picture of the topic?• Can I think of more describing

words I could use?

William’s Journal

ConnECt to HoME

WRiting CHECKLiSt.


6 William’s Journal © 2011 Benchmark Education Company, LLC

Concept Vocabulary: Words Describing a Sea Voyage•Havestudentssearchthebooktofindwordsassociatedwithasea

voyage:ship, boat, seasick, deck, crowded, dirty, storm, pitch, roll, waves, sailors. Createawordwebtorecordthewords.

•Helpstudentsbrainstormmorewordsassociatedwiththeconceptthatarenotinthebook.Usewordssuchassteerage, berth, stern, bow, captain, port, andstarboard toexpandstudents’vocabulary.

•AskstudentstodrawapictureshowingsomethingaboutWilliam’sseavoyage.Havethemusevocabularywordsfromthewebtolabeltheirdrawings.

grammar/Word Study: Verb tenses•Readthetextonpage2aloudasstudentslistenforactionwords.

Ask:Does William’s adventure happen in the present or in the past? (inthepast)What tells you this? (thewordswas, left, andkept)

•Remindstudentsthatactionwordsshowthetimeoftheaction:past,present,orfuture.PointoutthatWilliamwrotethejournallongago,butittellswhatwashappeningtohimatthetime.

•Havestudentsfindwordsthatexpresspast,present,andfutureactiononpage6:made, are leaving, will take.

•Pairstudentsandhavethemsearchthebooktofindotherexamplesofverbsthatshowpresent,past,andfutureaction.Youmayneedtocallattentiontowordpartslastincontractions.

grammar/Word Study: time words•Explainthat,inajournal,apersontellsaboutthepast,explainsthe

present,andwondersaboutthefuture.Pointoutthatwritersusespecialwordstogivecluestowhethertheyarewritingaboutthepast,present,orfuture.

•Havestudentsrereadpage8andfindawordthatgivesaclueaboutwhenthingshappen.(today)

•Askstudentstocontinuetheirsearchofthebook,listingwordsandphrasesthathelpthemdeterminethetimethingshappen:soon, a little while ago, pretty soon, last night, first thing, next, next thing I knew, while, when, now, before dinner.

•Listthetimecluesontheboard.Invitevolunteerstochooseawordorphraseanduseitinanexplanationofsomethingtheyhavedone,aredoing,orwilldo.

grammar/Word Study: Verb tenses If students have difficulty telling the time expressed by verbs, model changing familiar verbs in example sentences to express past, present, and future. For example:

Regular verb

Today I walk (am walking) home.

Yesterday I walked home.

Tomorrow I will walk home.

irregular verb

Today I eat (am eating) at school.

Yesterday I ate at school.

Tomorrow I will eat at school.

Point out verb endings that suggest past and present (-ed, -ing) and helpers that suggest future action (will, shall) or present action (am, is).

grammar/Word Study: time words Pair English-language learners with native speakers to find time clue words in the book.

Skills Bank



name _______________________________________________________ Date _________________

© 2011 Benchmark Education Company, LLC

Analyze Character What William does What this shows about him

‘

‘

‘

What William feels What this shows about him

‘

‘

‘


name _______________________________________________________ Date _________________

© 2011 Benchmark Education Company, LLC

the time of Action VerbsWhen Does the Action Happen?

Past Present Future

1. WewillsailforAmericainafewdays.

2. Iwilltakemytinwhistleandthisjournal.

3. Welivedinacottagewithathatchedroof.

4. Thisboatisbiggerthanourvillage!

5. Wearetravelingbelowdeck.

6. Lastnighttheshippitchedandrolled.

7. Ithrewupalot.

8. IsawtheStatueofLibertybeforeanyoneelse.

9. IcanseeManhattanfromhere.

10. Iwilllikeithere!

Directions: Have students underline the verb or verb phrase in each sentence, then mark the box to show whether it shows past, present, or future action.


Documents

TEACHER’S GUIDE - Amazon S3 · If students have trouble making inferences about character traits ... will miss friends and Gran ... thatched and the walls are white washed.)