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Growing a Kitchen Garden Growing a Kitchen Garden

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Growing a Kitchen Garden Growing a Kitchen Garden Level N/30 Growing a kitchen Garden Growing a Kitchen Garden Navigators Teaching Guides provide flexible options to meet a variety of instructional needs… Science TEACher’S GUIDE Skills & Strategies Anchor Comprehension Strategies • Identify sequence of events Comprehension • Make connections • Identify cause and effect • Use text features to locate information • Use graphic features to interpret information Word Study/Vocabulary • Use context clues to determine word meaning Science Big Idea • Plants can grow in different ways Theme: Plants B e n c h m a r k ed u c a t i o n co m p a n y OvERvIEW Growing a kitchen Garden RELATED RESOURCES SKILLS AND STRATEGIES Comprehension Strategy Posters This lesson teaches and/or reinforces the following skills and strategies: (for Assessed Skills/Strategies) • Identifying Steps in a Process Identify Sequence or Steps in a Process (pp. 3–9) • Identifying Cause and Effect • Identify Cause and Effect (pp. 3–4) Thematic Poetry Connections Identify Main Idea and Supporting Details (p. 4) (in Reading & Writing Poetic Forms) • • “The Ballad of Johnny Appleseed” • Use Knowledge of Word Structures (Helmer O. Oleson) to Determine Word Meaning (p. 4) • “Forest” (Madeleine Comora) • Evaluate Author’s Purpose (p. 5) Comprehension Strategy Use Text Features to Locate Information (pp. 5-6) Assessment handbook (Grade 3) • • Ongoing Assessments #21 and #22 • Use Context Clues to Determine Word Meaning (p. 5) notable Trade Books • Summarize or Paraphrase Information (p. 6) for Read Aloud Use Graphic Features to Interpret Information (p. 6) • Bial, Raymond. A Handful of Dirt. • Walker, 2000. This skill/strategy is the focus of the Ongoing Assessments for • Farmer, Jacqueline. Bananas! this title. Charlesbridge, 1999. • Hughes, Meredith Sayles and NATIONAL CONTENT STANDARDS Huges, Tom. Buried Treasure: Roots and Tubers. Lerner, 1998. Science Math • Maass, Robert. Garden. Henry Measurement: a, b Holt, 1998. Science as Inquiry: a, b Life Science: a, b, c Web Site for Content Information • Ag Trivia http://www.sa.usda.gov/ca/ FSAfactsfor kids. html TABLE OF CONTENTS Students can use this site to learn Before Reading . 3 more about their favorite fruits Chapters 1 & 2 . 4 and vegetables and how they Chapters 3 & 4 . 5 are grown. Chapters 5–7 . 6 After Reading . 7 THEME Writing Workshop and Writing Model ................. 8, 9 CONNECTIONS Reproducible Graphic Organizer . 10 Plants How-To Content-Area Extension Activities (BLMs)................11 Fruits and Vegetables Gardening Answer Key . .15 BEFORE ReadInG Book INTRODUCE THE BOOK Summary Draw 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 Anyone can grow a kitchen information. Examine the table of contents. Page through the book garden, and in this fact-filled looking at the photographs and captions. While previewing, pose the book, author natalie Lunis following questions to encourage students to think about the text before shows readers how. From reading. growing carrot tops, garlic • Based on your preview, what do you predict this book is about? What do greens, and sweet potatoes you think the author will talk about? to planting orange seeds and Do you think the book is fiction or nonfiction? Why? avocado pits, she offers step- • by-step directions for turning • What kinds of features would you expect to find in a nonfiction book? an ordinary kitchen into a Do you see any of those features here? delicious garden. • What do you already know about gardening? What do you think you’ll find out in the book? • Which fruits and vegetables do you recognize from the photographs? Which have you never seen before? • What kinds of special vocabulary words do you think you’ll find in this book? SET A PURPOSE FOR READING This text provides an excellent opportunity for students to focus on the strategies of identifying sequence or steps in a process and cause and effect. Explain that the author is going to present step-by-step instructions for how to grow and plant a variety of fruits and vegetables, including information about what the plants need to grow. Read pages 5 and 6 of the text. Say: Listen carefully to how the author gives Identifying Steps in a Process Growing Carrot Tops directions for growing a carrot top. After reading, point out that she uses 1 2 numbers to break up the instructions into simple steps. In addition to the Fill dish with sand. numbers, she also uses certain words, such as then and next to signal the Add water until sand is damp. order in which the directions need to be followed. Sometimes, however, the author doesn’t use signal words, but rather suggests the order by describing one thing first, and then another, etc. 3 4 Put carrots in a sunny spot. INTRODUCE THE GRAPHIC ORGANIZER Provide each student with a copy of the Identifying Steps in a Process 5 graphic organizer. Explain that as they read, each student will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see information given in a series of steps. Point out that learning how to follow steps in a process can help strengthen their problem solving skills. © 2011 Benchmark Education Company, LLC Growing a kitchen Garden 3 ChAPTERS TEACHING TIPS Meaningful Activities for 1 & 2 Rapid Readers • Read the questions on page 3. Try to answer as many as you can. As you read the book, check to see if your answers are correct. READ THE TEXT pages 2–7 • Look at the pictures in the Growing Tip sidebar on page 7. Use the following prompt to set a purpose for the reading: As you read, How many of the roots have think about the key point the author is making. What does she want you you eaten before? What do they to know? What is the main idea of this book? What details support that taste like? main idea? Prompts to help Readers Monitor Comprehension Ask students to read the chapters independently. Invite them to use • If you lose the meaning, go back sticky notes to flag sections of the text that state or imply the main and reread the section where you idea and details to support that idea. Also ask them to flag steps in a lost concentration. process and any unfamiliar words they encounter. When the group has • Look for context clues to help you finished, use the activities below to focus on skills, strategies, and text define unfamiliar words. and graphic features of the book. FOCUS ON COMPREHENSION Analyze Compound Words discuss Main Idea and Supporting details Challenge students to find examples Invite students to state the main idea of this book, and to point out of compound words in the text. details from the text that helped them figure it out. If students have Discuss how paying attention to the difficulty, use a think aloud to model how a good reader thinks through words within a compound word can main idea and supporting details. be used to decipher meaning and spelling patterns. Create a word web The very first sentence on page 2 ("If you think you need a backyard to like the one below as an example. have a garden, think again!”) got me thinking that the main idea of this book is going to be about how a person can have a garden without having a yard. In the same paragraph, the author describes what a kitch- en garden is and what you need to grow one. I realized that the main backyard idea is about how to make a garden in your kitchen. word back yard Begin the Graphic Organizer: Identifying Steps in a Process parts Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of behind synonym open area Chapter 2. On the first page, the author gives background information about a vegetable. On the following pages, she describes in a numbered definition step-by-step format how to grow that vegetable. Ask: How does using An open area behind a house this structure make following instructions easy for the reader? Do you think the author might repeat this structure in future chapters? Then tell students to apply this meth- Identify Cause and Effect od to other compound words they Point out that in Chapter 2 of Growing a kitchen Garden each step leads flagged. These might include: to the final step, a carrot plant. Explain that each action along the way, everyday, p. 2 such as putting the carrot tops in a sunny spot, is important to the final supermarket, p. 2 product. Point out that the actions are called causes and the result is called the effect. Invite students to identify other causes, or actions, that indoors, p. 2 will help the carrot plant grow. Here are some they may come up with: everything, p. 3 • cut off leafy green top and top of orange root • fill dish with sand and water until damp • press carrot tops into sand • put carrot tops in a sunny spot • add water to sand 4 Growing a kitchen Garden © 2011 Benchmark Education Company, LLC ChAPTERS TEACHING TIPS 3 & 4 Meaningful Activities for Rapid Readers • Take a class poll to see what everyone’s favorite citrus fruit is. • Follow the steps for making “Easy READ THE TEXT pages 8–15 Guacamole.” Bring it to class to Use the following prompt to set a purpose for the reading: As you share with everyone. read, think about the information the author is presenting.
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