Taking Photographs

Level M/28 Taking Photographs

How-To

TEACHER’S GUIDE Skills & Strategies Anchor Comprehension Strategies •• Summarize Information •• Identify Sequence of Events Phonics •• Consonant digraph ph •• Hard and soft c Content Vocabulary •• Photography words Grammar/Word Study •• Greek roots How-To Big Idea •• Students can make a pinhole camera from materialst tha are easy to find.

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

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 Small Group Reading Lesson

Anticipation Guide Day 1 Before After Reading Reading Activate Prior Knowledge Photographs are pictures that form on a surface sensitive yes Show students the cover of the book and read the title. Point out to light. the “how-to” icon at the top left of the book. Ask: Some cameras develop pictures right inside yes • What do you know about the kind of information you find in a the camera. how-to book? All cameras need film. yes A pinhole camera uses • What do you think you will find in a book about how to take photographic paper. no photographs? A safelight is a special bulb on a digital camera. yes Involve students in a discussion about photography and cameras. Distribute copies of the anticipation guide (p. 11). Explain that You can only use a pinhole camera one time. yes some of the sentences about photography and cameras are true and that some are made up. Students are to write “Yes” or “No” to show if they think a statement is true or false. Have them read the statements and complete the “Before Reading” column. Then have them discuss their ideas and explain their answers. Tell them that they will return to the guide as they finish reading each chapter to see what statements the book has explained.

Preview the Book Give 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 making a pinhole camera? Let’s go to that page. • What do the pictures and labels on page 9 show you? Point out the word darkroom 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 before they read the book. You may want to read through the words and their definitions and answer any questions students 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 pages can I find out about film? • On what pages can I find out about a safelight? Let’s turn to these pages to see what we can find.

Set a Purpose for Reading: Chapter 1, pp. 2–7 VISUAL CUES Have students turn to page 2 and read the heading. Say: Let’s read • Look at the initial letters. this first chapter silently to find out what happens inside a camera • Br eak the word into syllables when you take a picture. Monitor students’ reading and provide and sound out each part. support when necessary. • Look for familiar chunks within the word. Monitoring Reading Strategies • Think about what sound the vowel makes in the word. BEFORE READING • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. STRUCTURE CUES • Think about whether the DURING READING • Observe students as they read the book. Take words in the sentence sound note of how they are problem-solving on text. Guide, or prompt, right. individual students who cannot problem-solve independently. MEANING CUES AFTER READING • Discuss words that gave students difficulty and • Think about what makes sense the strategies they used to work them out. Reinforce good reading in the sentence. behaviors you observed by saying: • Look at the pictures to • I noticed, [student’s name], that you used the glossary at the end of the confirm the word. book to help you. That is a good strategy to use. Remind students that they can use the glossary at the end of • [Student’s name], I saw you dividing the word sensitive into syllables the book to check any words and sounding out each syllable. That is good reading. that are printed in bold type. You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.

Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What happens inside a camera when you take a photograph? (A shutter opens and lets light into the camera. When the shutter is open, the light shines on a light-sensitive surface, such as film, forming an image. pp. 6–7) (Locate facts) • Look at your anticipation guides. Can you confirm or revise any of your predictions after reading the chapter? (yes, statements 1–3) (Locate facts) • Do all cameras need film? Explain your answer. (Digital cameras do not need film. With a digital camera, you can take a picture and download it to a computer. p. 5) (Locate facts) Taking Photographs © 2012 Benchmark Education Company, LLC 23 Small Group Reading Lesson (continued)

Anticipation Guide Set a Purpose for Reading: Chapters 2–3, pp. 8–15

Before After Have students turn to pages 8 and 12 and read the headings. Say: Reading Reading Let’s read these chapters silently to learn about what a pinhole camera Photographs are pictures that form on a surface sensitive yes yes is. Monitor students’ reading and provide support as necessary. to light. Some cameras develop pictures right inside yes yes Build Comprehension the camera.

All cameras need film. yes no ASK AND ANSWER QUESTIONS A pinhole camera uses Help students review their purpose for reading the chapters. no yes photographic paper. Encourage them to use information from the text and their A safelight is a special bulb on a digital camera. yes no background experience to answer some or all of the following You can only use a pinhole questions. yes camera one time. • What is a pinhole camera? Show me where the book tells you this. (It is a simple camera that lets in light through a pinhole. p. 8) (Locate facts) • Look at your anticipation guides. Were any statements explained in these chapters? (yes, statements 4–5) (Locate facts) • What is the first step in making a pinhole camera? (painting the inside of a shoe box and lid black and letting them dry, p. 10) (Locate facts) • What kind of light do you need when you are loading a pinhole camera? Why do you need it? (You need a safelight, which uses red light, so you can see to load the camera without affecting the photographic paper.) (Locate facts/Identify cause and effect) • How well do you think a pinhole camera would work if you used regular paper instead of photographic paper? Explain your answer. (It would not work. Photographic paper is coated with chemicals that make the paper sensitive to light so that an image will form on it.) (Draw conclusions)

Taking Photographs 42 © 2012 Benchmark Education Company, LLC Day 2 Review Chapters 1–3 Have students review what they previously read about Teacher Tip photography and cameras. Ask: Question Types • What role does light play in taking a photograph? Students need to understand that they can use information • What materials do you need to make a pinhole camera? from various places in the • What are some new words you have learned from your reading book, as well as background so far? knowledge, to answer different types of questions. These lessons provide four types of Set a Purpose for Reading: Chapter 4, pp. 16–19 questions, designed to give Have students turn to page 16 and read the heading. Say: Let’s students practice in read this chapter to learn about the steps in taking a photograph with understanding the relationship a pinhole camera. Monitor students’ reading and provide support between a question and the source of its answer. as necessary. • Questions that require students to go to a specific Build Comprehension place in the text. ASK AND ANSWER QUESTIONS • Questions that require students to integrate Engage students in a discussion about the text. Encourage them information from several to ask questions about what they read. Model how to use their sentences, paragraphs, or background experience and prior knowledge, as well as chapters within the book. information in the text, to answer questions. Ask: • Questions that require • What are the steps in taking a photograph with a pinhole camera? students to combine back- (Put the camera in a sunny spot with the shutter facing what ground knowledge with you want to photograph. Lift the shutter and tape it open, information from the book. keeping the camera in place for three to five minutes. Remove • Questions that relate to the the tape. Take the paper from the camera in the darkroom.) book topic but require (Summarize information) students to use only back- • Look at your anticipation guides. Were any of these statements ground knowledge and explained in this chapter? (yes, the last statement) (Locate facts) experience, not information from the book. • What would happen if you took the paper out of your camera in normal light instead of in a darkroom? Explain your answer. (The photograph would be ruined because the whole paper would be exposed to light instead of just the photographed image.) (Draw conclusions)

Anticipation Guide Build Comprehension: Chapters 1–4

Before After ASK AND ANSWER QUESTIONS Reading Reading Photographs are pictures that • Which statements on the chart are false? What words could you form on a surface sensitive yes yes (Answers will vary.) to light. change in those statements to make them true? (Locate facts) Some cameras develop pictures right inside yes yes • What parts are in a regular camera but not in a pinhole camera? the camera. (shutter release button, viewfinder, lens) (Compare and contrast) All cameras need film. yes no A pinhole camera uses • What are some reasons to make a pinhole camera, even though photographic paper. no yes you could take better pictures with a regular camera? (It teaches A safelight is a special bulb how photography works. It is fun.) (Make inferences) on a digital camera. yes no You can only use a pinhole • If you had to take a lot of photographs in one place, where would camera one time. yes no that place be? What kinds of photographs would you take? (Answers will vary.) (Use creative thinking)

SUMMARIZE INFORMATION Model Define for students the concept of a summary. Explain that it is often necessary to write a brief account of information. Distribute copies of the Summary Web. Copy the graphic organizer on the board and model for students how to record important information as they write on their webs. Say: Texts that tell how to do something, such as how to take photographs, contain many facts and details. Sometimes it is useful to summarize this information. When you summarize you give the most important information using as few words as possible. One way to summarize information is to write it on a graphic organizer like this one. Let’s write the main topic of the book in the center circle: “Taking Photographs.” Now we want to write the most important facts about the topic in the outer circles. This book gives several kinds of information about cameras and photographs. Let’s start by deciding on the main categories of information. The book tells about the history of photography. Let’s write “History of Photography” in one circle. What details can we write about this? Let’s review the text, but remember, we need to summarize what the book says. Let’s write “early 1800s,” “photos expensive and difficult,” “30 minutes to take one photo,” and “for special occasions only.” What other categories of information does the book tell about?

Taking Photographs 62 © 2012 Benchmark Education Company, LLC Practice and Apply Help students decide on other main topics in the book, one topic for each remaining circle. Then have students summarize the details about each topic and write the information in the appropriate circle. Make sure students remember that summarize means using fewer words than the book does. Model further if necessary. Encourage students to choose only the facts Teacher Tip that they think are the most important. Monitoring Comprehension Summary Web • Are students able to revisit the text to locate specific answers to text-dependent History of Photography questions? If they are having early 1800s difficulty, show them how to photos expensive and difficult match the wording of the 30 minutes to take one photo question to the wording in for special Taking Pictures occasions only the text. With a Pinhole Camera How Cameras Work put camera down, shutter shutter controls light • Are students able to find facing subject entering camera answers to questions that remove shutter shutter opens, and light require a search of the text? If leave in place three to five minutes shines on film put shutter back image forms on film they are having difficulty, take out shutter closes model how you would search photographic paper for the answer. Taking • Can students combine their Photographs background knowledge with information from the text to make inferences and draw Making a Pinhole conclusions? If they are Camera Types having difficulty, model how paint inside of shoe box of Cameras and lid black manual you would answer the put pinhole in side of box digital question. tape index card to cover hole instant • Are students’ answers to put photographic paper pinhole inside box creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect the ability to summarize by choosing and condensing important information from the text? If students are having difficulty, provide more modeling.

Small Group Writing history ancient Greeks MODEL THE WRITING held first Games first modern Show students how they can use the graphic Olympics organizer to help them plan their own writing. in late 1800s when they are held Copy the graphic organizer on the board. Decide originally Winter and on a topic for descriptive or informative famous athletes Summer Games Michelle Kwan every four years paragraphs, such as “The Olympic Games.” Tell Carl Lewis The now Winter and students that the first step is to decide on the Olympic Summer Games Games alternate every subtopics. Have them suggest subtopics, such as two years “history,” “when they are held,” “events,” “locations,” and “famous athletes.” Record their

events suggestions on the graphic organizer. Then locations early events—mostly discuss what details they want to include. in cities around the races world—Sydney, Students may need to research to find the details. Barcelona, Salt Lake today many events— City figure skating, Add the details to the graphic organizer. bobsledding Tell students they now have a plan for writing: They know the main topic, subtopics and details. Have students suggest sentences that use and expand on those details. Record their suggestions. Read aloud the completed paragraphs and ask students if they need to clarify any information. Show them how to edit the paragraphs. The completed writing might be similar to the following: “The Olympics were first held by the Greeks in ancient times. The Greeks had simple events, such as races. In the late 1800s, the first modern Olympics were held. They were held every four years. Now Reread for Fluency the winter events and the summer events alternate every two years. You may wish to read sections “Today the Olympics have many events. These include everything of the book aloud to students from figure skating to bobsledding. There have been many famous to model fluent reading of the Olympic athletes, such as Michelle Kwan and Carl Lewis. The text. Model using appropriate Olympics have been held in cities around the world, including phrasing, intonation, Sydney, Barcelona, and Salt Lake City.” expression, volume, and rate as you read. Some students may APPLY (INDEPENDENT WRITING) benefit from listening to you Give each student a blank copy of the graphic organizer. Tell students read a portion of the text and they are to write an informative or descriptive paragraph on a topic then reading it back to you. such as natural disasters or caring for the environment. They should Have students reread Taking first use the summary web to organize their topic, subtopics, and Photographs with a partner. details. Have them read the text together and then take turns Connect to Home reading it to each other. Have students read the take-home version of Taking Photographs to Taking Photographs family members. 82 © 2012 Benchmark Education Company, LLC Skills Bank: Decoding

Phonics: Consonant digraph ph Write photograph on the board. Ask students what sound they hear at the beginning and at the end of the word. (/f/) Circle the beginning and ending ph and explain that ph makes both /f/ sounds in photograph. Have students search the text and find another word in which ph makes the /f/ sound. (cellophane, p. 13) Write the word fine on the board. Say the word with students and circle the f. Point out that there is really no way to tell when /f/ is spelled f or ph. Spellings have to be memorized or checked in a dictionary. Have pairs of students look through familiar books and find words in which /f/ is spelled ph, such as telephone, alphabet, trophy, graph, nephew, elephant, autograph, telegraph, biography, and dolphin. Ask the pairs to write clues for their words: for example, What can you use to call someone? (telephone) Have the pairs give their clues while the rest of the group guesses the ph word. Let the pair that gives the clue write the ph word on the board and circle ph.

Phonics: Hard and soft c Write the words camera and center on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning Hard c Soft c of camera? (/k/) At the beginning of center? (/s/) What letter makes pictures device 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 can surface when it makes the /s/ sound, it is called soft c. called center Have pairs of students search through the book to find words that computers place have hard or soft c. (pictures, can, called, computer, covers, controls, covers process coated, card, cut, corners, device, surface, center, place, process, controls piece piece, cellophane, face) Ask them to list the words on their papers. coated cellophane Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found and tell you in which column to card face write each word. Then ask students to think of a general rule about cut the sound the letter c makes, based on the words they found. Lead corners them to understand that when c is followed by e, the c generally makes the /s/ sound.

Content Vocabulary: Photography words Ask students to review their books and find words related to the subject of photography, such as pictures, camera, film, light- sensitive, develop, manual, digital, instant, shutter, viewfinder, lens, darkroom, and safelight. Write the words on index cards. Have students take turns drawing a card and performing a short role-play in which they pretend to be a photographer and give a clue about their words without using any of the words on the board. For example, for darkroom they might say, I am a photographer. I spend a lot of time working in here after taking photographs. The rest of the group guesses the actor’s word.

Grammar/Word Study: Greek roots Write the word photograph on the board and divide it into two parts: photo/graph. Explain to students that many words we use, such as photograph, come from words in the Greek language. photo / graph Explain that the Greek word photo means “light” and that the Greek word graph means “write.” Help students see how the word “light” “write” photograph reflects these word meanings. (A photograph is made by using “light” to “write” a picture or image.) Then have students brainstorm other words that have the Greek root photo or graph. photo graph photocopy telegraph photosensitive phonograph telephoto autograph photojournalism geography photosynthesis biography Have students write a definition for one photo word and one graph word. Their definitions should include the meaning of the word and an explanation of how the Greek root’s meaning contributes to the word’s meaning.

© 2012 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. 102 ISBN: 978-1-59000-975-8 Name ______Date ______

Anticipation Guide

Before After Reading Reading

Photographs are pictures that form on a surface sensitive to light. Some cameras develop pictures right inside the camera. All cameras need film.

A pinhole camera uses photographic paper. A safelight is a special bulb on a digital camera. You can only use a pinhole camera one time.

Build Comprehension IDENTIFY SEQUENCE OF EVENTS Steps in a Process ••Explain Create an overhead transparency of the graphic organizer Encourage students to think of “Taking Photographs” or draw it on the board. Say: Books something familiar that takes sometimes tell about steps in a process. The steps must be done in a multiple steps, such as washing certain order, or sequence. When you tell about the order in which and folding laundry, making a things should be done, you are identifying a sequence of events. sandwich, or solving a story problem in math. Invite them to ••Model Say: Let’s figure out the sequence of events in Taking write each step on its own index Photographs. The author gives us 12 steps for making and using card. Ask them to mix the cards a pinhole camera. Let’s find all 12 in order. We will start at the and invite a partner to put the beginning. Ask students to turn to page 10. Say: The author gives steps in order. Discuss how us clues that we are going to read steps in order. Look at the red box completing the steps out of around “Step 1.” We are going to see this throughout the book. The sequence would change the number 1 tells us what happens first in the sequence. Step 1: Paint outcome. the inside of a shoe box and lid black and let them dry. Record this sentence in the first box on the graphic organizer. Say: Now we will read on to see what we should do next. We see the red box around “Step 2.” This is a clue that this is the next step in the sequence. Read Step 2 aloud. In the second box on the graphic organizer, write Use a pushpin to make one hole in the center of the long side of the box. ••Guide Say: Let’s find out what happens next. Look on page 11. How can we find the next step in the sequence? (Allow time for students to respond, assisting if needed.) Yes, we can look for the red box around “Step 3.” What does Step 3 tell us to do next? (Again allow time for students to respond.) Yes, put the lid on the box. Tape an index card over the pinhole as a shutter. Record this information in the third box on the graphic organizer. ••Apply Ask students to work with a partner to find the remaining steps mentioned in the book. Remind them that steps in a sequence happen in order, so they will need to turn the pages to find each step. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, ask a volunteer to read the completed graphic organizer aloud.

Taking Photographs 122 Name______Date ______Taking Photographs Identify Sequence of Events

Summary Web