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Level H/13 Sports Around the World Social Studies Teacher’s GUIDE Skills & Strategies Anchor Comprehension Strategies • Compare and Contrast • Draw Conclusions Phonemic Awareness • Segmentingsyllables Phonics • Finalblend-nd • Blendsm High-Frequency Words • across,another,still Concept Vocabulary • Sportwords Grammar/Word Study • Commasinalist Social Studies Big Idea • Differentculturesplaydifferentsports. • Small Group Reading Lesson • Skills Bank • Reproducible Activities B e n c h m a r k ed u c a t i o n co m p a n y Small Group Reading Lesson What Sport is it? Before Reading Before After reading reading Activate Prior Knowledge What we What Encourage students to draw on prior knowledge and build think the book background for reading the text. Create an overhead transparency tells us of the graphic organizer “What Sport Is It?” (left) or copy the ice and hockey curling organizer on chart paper, leaving the middle and right columns stone blank. Include the title and section headings. Write the following bat and baseball baseball ball words in the far left column: ice and stone; bat and ball; ball and net; white shirt and belt; horses. Ask students to predict what sport ball and basketball soccer net is associated with each set of terms. Record students’ predictions in white shirt karate judo the “Before Reading” section of the graphic organizer. Invite and belt students to describe how they think these items are used in the horses polo Palio games they predicted. Tell them that they will come back to this graphic organizer when they have finished reading the book. Preview the Book ViSuAl CueS Read the title and names of the authors to students. Ask: • Look at the initial consonants. (j in judo; pl in play) • What kind of sport do you think the girls on the cover play? Why? • Look for familiar chunks • What does each girl have around her neck? within the word. (begin in Show students the title page. Ask: beginner; curl in curling) • Break the word into syllables • What sport is the girl in the photograph playing? and sound out each part. • What equipment does she use to play tennis? (na/tion/al) Preview the photographs with the students, reinforcing the StRuCtuRe CueS language used in the text. For example, say: I see a photograph of • Think about whether the three men playing a game on ice. They are using brooms to move a sentence sounds right. stone. What sport do you think they are playing? How do you think • Look for repeated language they score in this game? patterns. (“We like to play . .”) MeAning CueS Set a Purpose for Reading • Think about what makes sense in the sentence. Have students turn to page 2 and read the book silently. Say: I want • Look at the pictures to you to see whether our predictions about what sports the words are confirm the meaning of associated with are correct. Monitor students’ reading and provide the word. support when necessary. Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. Sports Around the World 2 © 2011 Benchmark Education Company, LLC During Reading Observe and Prompt Reading Strategies Teacher Tip Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual using the Skills Bank students who cannot problem-solve independently. Based on your observations of students’ reading behaviors, you may wish to select After Reading activities from the Skills Bank (pp. 6–7) that will develop Reflect on Reading Strategies students’ reading strategies. After students have completed their reading, encourage them to Question types discuss the reading strategies they used. Reinforce the good Students need to understand reading behaviors you noticed by saying: that they can use information • I noticed, [student’s name], that when you came to a word you didn’t from various places in the know, you went back and reread the sentence. Did this help you book, as well as background figure out the word? knowledge, to answer different types of questions. These • [Student’s name], I saw you try to sound out kabaddi. You broke the lessons provide four types of word into syllables and used what you know about letter sounds to ques­­tions, designed to give sound out the word, one syllable at a time. That was good reading. students practice in understanding the relationship between a question and the Build Comprehension source of its answer. ASK And AnSWeR QueStiOnS • Questions that require Help students review the text content and relate it to what they students to go to a specific already know by asking some or all of the following questions. place in the book. • Questions that require • What did we learn about what sports each of the words in our chart is students to integrate associated with? Let’s write what we learned in the “After Reading” information from several column. (ice and stones—curling, pp. 4–5; horses—Palio, pp. 6–7; sentences, paragraphs, or white shirt and belt—judo, pp. 12–13; ball and net—soccer, chapters within the book. pp. 14–15; ball and bat—baseball, p. 16) (Locate facts) • Questions that require • Let’s compare what we predicted to what we learned. What sports students to combine did we predict correctly? (Answers will reflect information background knowledge with throughout the book. Students should find evidence for their information from the book. answers in the text.) (Compare and contrast) • Questions that relate to the • What sports in the book do we play in the United States? (curling, book topic but require students to use only judo, soccer, baseball) (Draw conclusions) background knowledge and • What are other sports that use a ball and a net? (Answers will vary. experience, not information Possible answers: volleyball, basketball) (Classify and categorize) from the book. • What sports do you like to play? Why? (Answers will vary.) (Use creative thinking) Sports Around the World © 2011 Benchmark Education Company, LLC 3 Small Group Reading Lesson (continued) Build Comprehension Compare And COntRASt Model Distribute copies of the graphic organizer on page 12 or Teacher Tip copy it on the board. Explain how a Venn diagram is used to Monitoring compare and contrast two things. You may wish to copy the Comprehension organizer on the board or make an overhead transparency so you can model for students how to record the information. Use the • Are students able to revisit following think-aloud. the text to locate specific answers to text-dependent When I read about different kinds of things, I can better understand questions? If they are what I read if I compare and contrast the things I read about, then having difficulty, show organize my comparisons on a diagram. On this kind of diagram, I can them how to use the write how two things are similar in the space where the two circles photographs to help them overlap. I can write how each thing is different in the outer part of the locate answers. circles. This helps me compare, or see how two things are alike, and • Are students able to find contrast, or see how two things are different. answers to questions that I will compare a sport played in Brazil to a sport played in the United require a search of the text? If they are having States. In Brazil they play soccer, so I will label this circle “Soccer.” In difficulty, model how you the United States, we play baseball. I will label the other circle would search for the “Baseball.” Both sports use a ball, so I will write this similarity where answer. the two circle overlap. What other similarities and differences can we find between the two sports? Let’s fill in the chart together. • Can students combine their background Practice and Apply Guide students in comparing two other sports. knowledge with You may need to reinforce where to record the similarities and information from the text differences on the diagram. Say: Things the two sports have in to draw conclusions? If common go here, where the two circles overlap. Things that are unique they are having difficulty, to one sport go in this part of this circle. Things that are unique to the model how you would other sport go here. When you are confident that students answer the question. understand what to do, have them complete the Venn diagram • Are students’ answers to independently. Allow time for students to share their recorded creative questions logical information. and relevant to the topic? • Do students’ completed Compare and Contrast graphic organizers reflect Comparing Sports Around the World an ability to compare and Soccer Both Baseball contrast information in the ______________________ ___________ ______________________ text? If students are having score when ball use a ball use a bat to hit difficulty, provide more goes in net played outside ball modeling. kick ball with score by running feet around bases there is a goalie has a catcher Sports Around the World 4 © 2011 Benchmark Education Company, LLC Small group Writing Use the graphic organizer completed during the Build Comprehension segment of the lesson to help students review how texts can compare and contrast information. Help students Reread for Fluency write a summary paragraph that compares and contrasts soccer You may wish to read and baseball. Remind students that authors carefully plan their sections of the book aloud writing in advance to ensure that the reader can follow and to students to model understand the information presented in the text. Explain that fluent reading of the text. students are going to use the graphic organizer to plan a group Model using appropriate paragraph.

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