|
A. Development-
Before Reading
Build Background
Involve students in a discussion about their favorite types of candy.
If necessary, suggest chocolate bars as one of your favorites. Make
a survey chart on the board and write the five most popular types
of candy named by students. Ask for a show of hands to determine which
type students like best. Tally the numbers and share the results with
the group.
Give students the content vocabulary worksheet. Explain that they
are to write what they know or think each word means. Tell them that
after they have finished the book, they will make a check mark if
their definition was correct or write the new definition they learned
from reading the book.
Preview the Book
Introduce the Book
Give students their copy of the book. Guide them to the front and
back covers and read the title. Have students discuss what they see
on the covers. Encourage them to offer ideas as to what type of book
it is (genre, text type, fiction or nonfiction, and so on) and what
it might be about.
Show students the title page. Discuss the information on the page
(title of book, author's name).
Introduce the Reading Strategy: Connect to prior knowledge
Explain to students that having some prior knowledge of the topic
they are going to read about, and making a connection with what they
know while they are reading, helps them understand and remember the
information in the book.
Model how to use prior knowledge as you preview the book.
Think-aloud: On the cover is a picture of a strawberry dipped in chocolate.
I have never had chocolate-covered strawberries, but I do remember
that my cousin used to make fudge for us on Saturday afternoons. Sometimes
it was so soupy that we had to eat it with spoons. We didn't care,
though. It was always good.
Review with students the table of contents. Model using it as a way
to make connections to prior knowledge. For example, say: The third
section of the book, "Preparing the Beans" must mean that beans have
something to do with chocolate. I have seen chocolate beans in health
food stores, but they were called cacao beans. I've never really thought
about where chocolate comes from. It looks as though I'll find out
in this book.
Have students preview the rest of the book, looking at photos, captions,
and illustrations. Point out the timeline on page 19, the consumer
chart on page 21, and the recipe on page 22.
Show students the glossary and index, and explain the purpose of each.
As students read, encourage them to use other reading strategies in
addition to the targeted strategy presented in this section. For tips
on additional reading strategies, click here.
Introduce the Comprehension Skill: Sequence events
Review or explain that many writers present the events, or steps in
a process, in a book in the order in which they happen to help readers
understand the text. Writers often use sequence words to help readers
identify the order of events. Give students examples of signal words
(today, first, next, then, and so on). Explain that thinking about
the sequence in which things are done, especially in a fact-filled
book like All About Chocolate, will help them remember the important
points.
Model using sequencing words to describe the process of making a peanut
butter and jelly sandwich.
Think-aloud: I know that when I make a peanut butter and jelly sandwich,
the first thing I do is gather all of the items needed to make a sandwich.
I get two slices of bread, a knife, the jar of peanut butter, the
jar of jelly, and a plate. Next, I spread the peanut butter on one
slice of bread. Then, I spread the jelly on the other slice of bread.
After that, I put the slices together, put the sandwich on a plate,
and cut it in half. Last, I put everything away and eat my sandwich.
Ask students to share the steps they take to make a favorite snack.
Remind them that many foods need to be made with the supervision of
an adult.
Introduce the Vocabulary
Remind students of the strategies they can use to work out words they
don't know. For example, they can use what they know about letter
and sound correspondence to figure out the word. They can look for
base words prefixes, and suffixes. They can use the context to work
out meanings of unfamiliar words.
Have students turn to page 5 to find the bold word cacao. Review or
explain that the syllables written inside the parentheses tell how
to pronounce the word that comes before them.
Model how to apply word-attack strategies. Direct students to the
bold word fermentation on page 10. Model how they can use context
clues to figure out the meaning of the unfamiliar word. Explain that
the sentence containing the unfamiliar word tells that fermentation
is a type of process that changes the chocolate beans on the inside.
Tell students that sometimes a context clue provides enough information
for a sentence or paragraph to make sense, but not enough to fully
understand the word. Model looking up the word in the dictionary for
a more complete definition (a chemical process that changes one organic
substance to another). Have students follow along as you reread the
sentence on the page with the dictionary meaning of the word.
Remind students to always check whether a word makes sense by rereading
the sentence in which it occurs.
As students read, encourage them to use other reading strategies in
addition to the targeted strategy presented in this section. For tips
on additional reading strategies, click here.
Set the Purpose
Have students think about what they already know about chocolate as
they read the book.
During Reading
Student Reading
Guide the reading: Have students read to the end of page 11. As they
read, remind them to look for information that they already know something
about. Encourage those who finish early to go back and reread the
text.
When students have finished reading, have them go back and underline
parts of the text that they already had knowledge of before reading.
Model the reading strategy of connecting to prior knowledge.
Think-aloud: When I read that chocolate grows on a tree called the
cacao tree, it made me think of other foods that grow on trees. I
know that many types of fruits, like apples, bananas, and oranges,
grow on trees. There are also trees that grow various types of nuts.
All of these foods taste pretty good when they are picked off the
tree. This makes me wonder if the beans in the pods that grow on the
cacao tree taste good, too.
Have students share something they underlined and explain how the
underlined text helped them better understand what they read.
Have students reread page 8. Ask a volunteer to tell the first step
in the process of preparing the beans (taking ripe pods from the cacao
trees).
Introduce and explain the sequence events worksheet. Have students
order the remainder of the steps for pages 8 through 11. |
| |
|