A Healthy Earth€¦ · Introduce the Book • Give each student a copy of the book. Remind students they will read about keeping Earth healthy. Preview the book, encouraging students

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 Guidexplorers

For students reading at Literacy Level K/20, including:

English-language learners •Students reading below grade level •Second-grade readers • First graders reading above grade level •

Metacognitive/Fix-Up StrategyStop, think, and write •

VocabularyRecognize high-frequency words •Develop Tier Two vocabulary •Develop Tier Three vocabulary •

Grammar, Word Study, and Language Development

Use the possessive pronoun • yourUse the prefix • re- Recognize the sentence structure •You can ____

Phonics Use word parts to problem-solve •multisyllable wordsRecognize closed syllables •

FluencyRead exclamation points •

WritingWrite to a picture prompt •Write to a text prompt •

skills & strategies

Anchor Comprehension Strategies

Identify cause and effect •Evaluate author’s purpose •

Theme: The environmentA Healthy Earth (K/20) •It’s Earth Day! (M/28) •Samantha Saves the Stream (M/28) •

science Big idea:Readers learn about the causes of pollution and how to make Earth healthier by reducing, reusing, and recycling.

A Healthy EarthLevel K/20

Introduce the Book• Give each student a copy of the book.

Remind students they will read about keeping Earth healthy. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.

• Page 4 Spanish Cognate Ask: Does air sound like a word you know in Spanish? (Allow time for students to respond.) The English word air sounds like the Spanish word aire. Air and aire mean the same thing. What does air mean? (Allow time for students to respond.) Write the word air on the board and ask students to locate it on page 4 in the book.

Before Reading

Make Connections and Build Background• Use a Photograph Say: We will

read A Healthy Earth. I will show you a picture from the book. Display the photograph on page 6. Say: Some kids are in a park. What else do you see? Guide students to point out the trash. Then say: Trash hurts Earth. Invite students to Think/Pair/Share other things that hurt Earth.

• Use a Graphic Organizer Draw a two-column chart with the headings I think . . . and I find out . . . Say: We will read about ways to keep Earth healthy. What ideas do you think we might read about? Write students’ responses in the I think . . . column of the prediction chart. Then read each entry, prefacing it with the phrase I think we might read about . . . and ask students to echo-read.

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• Water Works (G/12)• Using Resources to Build (I/16)

Fluency and Language Development• A Healthy Earth Audio CD

Comprehension Resources• A Healthy Earth question card• Power Tool Flip Chart for Teachers• Student Bookmark• Identify Cause and Effect poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 2 Comprehension Strategy

Assessment Book

I think . . . I find out . . .

picking up trash

keeping water clean

planting trees

© 2011 Benchmark Education Company, LLCA HEALtHy EArtH2

Copyright © 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. Printed in Canada.ISBN: 978-1-4108-7445-0

Pages Text and Words to English/Spanish Sentence Graphic Features Discuss Cognates Structures

Cover title, author, photo

1 title, author, table of contents, photo

2–3 photos chemicals, environment, factory, park, pollution, recycle

4 chapter head, photo, caption land, water, environment, air/aire, part/parte polluted

5 photo, caption pollution, harm example/ejemplo, pollution/polución, plant/planta, animal/animal, type/tipo

6 photo, caption problem problem/problem

7 graph trash, waste graph/gráfico

8 chapter head, photo, caption gases, pipes, furnaces, gas/gas factories

9 photo, caption release, trap mountain/montaña

10 photo, caption dump, chemicals

11 sidebar detective, clues detective/detective

12 chapter head, photo, caption changes

13 photo, caption scientists, Rachel Carson study/estudiar, scientist/cientifico

14 photo, caption lunch box, reuse You can ___.

15 photos, caption plastic containers, reduce plastic/plástico, reduce/reducir

16 photo, caption recycle, bins recycle/reciclar, bottle/botella

17 photos, symbol, caption

18 chapter head, photo, caption

19 photo, caption

20 glossary, index

© 2011 Benchmark Education Company, LLC A HEALtHy EArtH 3

• Page 7 Graphic Feature Say: This page has a graph. A graph uses numbers to show information. The numbers going up on this graph show the number of weeks. The numbers going across show pounds of trash. How many pounds of trash does a person make in one week? (28) In four weeks? (112)

• Page 14 Sentence Structure Write You can ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell people what they can do. Model using the sentence structure to tell about the photographs, such as You can eat your lunch or You can use containers more than once. Then assist students in forming their own sentences using the structure. Say: This sentence structure is in the book. Can you find the structure on page 14? Frame the sentence. Let’s read the sentence together.

Rehearse Reading Strategies• Write the word neighborhood on

the board. Say: One word in this book is neighborhood. Look at the word neighborhood. Say the word neighborhood. What parts are in neighborhood? Allow time for students to respond, assisting as needed. Say: The word neighborhood has two parts, neighbor and hood. Neighbor is a word you know. The word ending -hood is a suffix that means “a group of.” We put the word neighbor and the suffix -hood together to make neighborhood—a group of neighbors. Ask students to find the word neighborhood on page 11. Say: Use word parts to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as thinking about the meaning of prefixes and suffixes or reading on to the end of the sentence to solve a word through context clues.

Set a Purpose for Reading• Say: Now it’s time to read the

book. You may whisper-read or read silently to yourself. Assign one or more chapters, depending on available time and the needs and abilities of students in the group. Use the chart below to set a purpose for each chapter, and look for opportunities to add to the prediction chart at each stopping point. If students do not complete the book, orally summarize the previously read chapters and begin at this point in the teacher’s guide the next time you meet.

Before Reading (continued)

4–7 Learn what pollution is.

8–11 Learn what causes pollution.

12–17 Learn how people stop pollution.

18–19 Learn how you can help Earth.


Observe and Prompt Reading Strategies• After the supportive introduction,

students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.

Use the Graphic Organizer to Summarize• Ask students to think about their

reading. Say: Look at our prediction chart. How can people help keep Earth healthy? Write students’ responses in the I find out . . . column of the chart. Then choral-read each entry, prefacing it with the phrase We learned about . . . Ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

I think . . . I find out . . .

picking up trash

reusing containers

keeping water clean

reducing trash

planting trees recycling paper, bottles, and cans

telling friends to recycle


After Reading (continued)

Reading Strategy Mini-Lesson: Stop, Think, and Write• Reflect Ask: Did you understand

what you read? What parts were hard to understand? How did you help yourself?

• Model Say: I want to understand what I read. I use a strategy called stop, think, and write. I stop to think about the reading. Then I write my thoughts. Ask students to turn to page 4. Say: The author says land, water, and air are part of the environment. Then the author writes about pollution. I want to remember that pollution affects three things—land, water, and air. I will write this idea on a self-stick note and place it on the page. Model how to do so, and then explain that writing important details helps you remember what you read.

• Guide Invite students to read page 16 with you. Ask the following questions, allowing time for students to stop and think after each one: How do communities recycle trash? Where does the trash go? What happens to the trash at the factory? Why do people recycle? What question would you like to ask the author? Finally, invite students to write down one of their thoughts or questions on a self-stick note and place it on the page. Assist students if they need help composing their ideas. Say: Writing my thoughts and questions helps me understand the text.

• Apply Ask each student to read a favorite page to a partner, share a thought aloud, record it on a self-stick note, and place the note on the page. Observe students as they stop, think,

and write, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading strategy. Then say: You can stop, think, and write any time you read. Remember to stop, think, and write to help you understand.

Answer Text-Dependent Questions• Explain Remind students they can

answer questions about books they have read. Say: We answer different kinds of questions in different ways. I will help you learn how to answer each kind. Tell students today they will practice answering Vocabulary-Building questions. Say: The answer to a Vocabulary-Building question is in the book. You can define the word if you know what to look for.

• Model Use the first Vocabulary-Building question on the question card. Say: I will read the question to figure out what to do: What does the word polluted mean in this book? Look for clues on page 4. This question asks me to figure out the meaning of the word polluted. I will look for the word polluted on the page. I will look for clues in the illustrations, too. Read the text on page 4 aloud. Then direct students’ attention to the photograph. Say: I read in the book that the environment becomes dirty, or polluted. The photograph shows a dirty street. The street is polluted. Now I know the word polluted means dirty. This definition answers the question. The answer makes sense. I have found the answer in the text.


• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed. Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension: Identify Cause and Effect• Explain Create an overhead

transparency of the “A Healthy Earth” graphic organizer on page 12 or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.

• Model Say: Let’s figure out the cause-and-effect relationships in A Healthy Earth. Ask students to turn to page 6. Say: We read how pollution can start. First someone drops trash. Dropping trash is a cause. Write dropping trash in the first Cause box on the graphic organizer. Then say: The effect of dropping trash is that trash creates pollution. Write creates pollution in the first Effect box on the graphic organizer. Ask students to turn to page 8. Say: Gases come from pipes, furnaces, and factories. These gases are a cause. The effect of these gases is pollution in the air. Write this cause-and-effect relationship in the next row.

• Guide Say: Let’s find another cause and effect. Look on page 9. What surrounds some cities? (Allow time for students to respond, assisting if needed.) Yes, mountains sometimes surround a city. Mountains surrounding a city is the next cause. What happens if mountains surround a city? (Again allow time for students to respond.) Yes, the effect is trapped air pollution. Write this cause-and-effect relationship in the next row.

• Apply Ask students to work with a partner to find other causes and effects mentioned in the book. Remind them that a cause happens first and an effect happens as a result of the cause. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

A HEALTHY EARTH ©2007 Benchmark Education Company, LLC

Name: Date:

A Healthy Earth

Cause Effect

dropping trash

gases from pipes, furnaces, andfactories

mountains surrounding city

dumping chemicals

dirty water

Rachel Carson’s book

reusing containers

recycling

creates pollution

create air pollution

trap air pollution

harms land and water

kills fish

made people work to stop pollution

reduces trash

reduces trash


After Reading (continued)

Home Connection• Give students the take-home version

of A Healthy Earth to read to family members. Encourage students to work with a friend or family member to draw a polluted place they have seen. Invite them to bring their drawings to share with the group.

Reader ResponseInvite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own.• Draw a picture of a healthy Earth.• Use the photographs in the book to

retell the information to a partner.• Act out a way your family reuses or

recycles things.• Write a question you would like to ask

the author.• Tell about a connection you made to

the book.• Write about the type of pollution you

think is most harmful.

Write to a Picture Prompt• Write a Description Tell students

they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 9. Say: I can describe this picture in my own words: The street is full of cars and buses. The air is dirty. The drivers cannot see very far ahead. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You have described a picture in the book. Now write your idea. After you are finished, read your writing to a partner.

Write to a Text Prompt• Write a Summary Say: Think about

something you learned in the book. Then write what you learned in your own words. When you are finished, read your writing to a partner.

Phonics: Closed Syllables• Ask students to locate the word land

on page 4. Write land on the board. Say: The word land has one syllable. The word land has a short a sound and ends with a consonant. A syllable that has a short vowel sound and ends with a consonant is a closed syllable. Slowly draw your finger under the word as you blend the sounds. Then ask students to do the same in their books. Repeat the process with trash on page 4, graph on page 7, trap on page 9, smell on page 11, fish on page 12, and lunch on page 14.

Mini-Lessonsfor Differentiating Instruction


• Ask students to brainstorm one-syllable words with short vowel sounds. Acknowledge all correct responses, and record those that are closed syllables on index cards. Then spread the cards out in a pocket chart or on the table. Read each word, inviting students to echo-read.

• Say: Let’s sort the words by short vowel sound. Model the process by starting separate piles for short a, e, i, o, and u. Then invite students to take turns reading a word and placing it in the correct group.

Vocabulary• Tier Two Vocabulary Pronounce

the word release and ask students to repeat it. Say: On page 9 we read that cars release gases into the air. To release something is to let it go. The cars release gases from a pipe. The gases create air pollution. Discuss other things people or objects release, such as children who release balloons into the air or fireworks that release sparks. Then model a sentence, such as We will release the dog from his leash when we get home. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—release. Let’s try to use the word release many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students. Then write the words environment, factory, park, chemicals, pollution, waste, reduce, reuse, and recycle on index cards. Ask students to read the words with you. Then hold the cards up one at a time and use the words in a sentence structure, such as We can recycle our ____. (paper, bottles, cans, trash) Ask student partners to complete the sentence, assisting as needed.

Grammar, Word Study, and Language DevelopmentPrefix re-

• Model Explain that word parts can help us figure out what words mean. Tell students a word part added to the beginning of a word is a prefix and that each prefix has a special meaning. Ask them to turn to page 14. Say: The author says you can reuse a lunch box. I know what use means. The prefix re- means “again.” To reuse is to use again.

• Guide Write Please retell how to keep Earth healthy on the board. Read the sentence aloud. Ask: What word do you see in retell? Allow students time to respond. Then circle the word tell and ask: What does the prefix re- mean? (“again”) What do we do when we retell information? (tell it again)

• Apply Write the words play, write, visit, copy, and do on the board. Ask student pairs to add the prefix re- to one of the words and compose an oral sentence using the new word they created. Write students’ sentences on the board, underlining the prefix re-.


Possessive Pronoun your

• Model Explain that authors sometimes use the word your to talk about things that belong to another person. Ask students to read the first sentence on page 14 with you: Do you carry your lunch in a bag? Say: The author uses the word your. The author is speaking directly to you. The author is writing about something that belongs to you—your lunch. I use the word your when I talk to students. Model using the word your as you point to individual students, such as:

Please show me your book, Juanita. Have you finished your sentence,

Andrew? I appreciate your help, Ida.

• Guide Invite students to read the fourth sentence on page 11 with you. Ask: What word shows the author is talking about something you have? (your) What do you have? (a neighborhood)

• Apply: Invite student partners to make up sentences about each other using the word your. Encourage them to point to each other as they say your.

Fluency: Read Exclamation Points• Say: Sometimes authors tell about

amazing or exciting things. Authors sometimes show something is amazing or exciting by using an exclamation point. Our voices sound different when we are excited or amazed. We speak a bit faster and our voices move to a higher pitch.

• Ask students to turn to page 6. First, read the page in a flat voice. Discuss how this makes listeners feel. Then read the page again, saying the exclamation more quickly and in a higher pitch. Ask students to echo-read.

• Ask students to turn to page 7. Choral-read the first paragraph with them, using a faster, higher voice for the exclamation. Repeat the process with page 17.

• Invite students to take turns rereading A Healthy Earth with a partner. Remind them to speak faster and use a higher pitch when they read a sentence ending with an exclamation point.


Name: Date:

Vocabulary

Cut out the cards. Match the sentence cards with the definition cards.

The definition is trash.

The definition is to use again.

The definition is anything that makes the environment dirty.

The definition is to use less.

The definition is everything around you, such as air, water, and land.

The definition is to process things so they can be used again.

Pollution in rivers can harm plants and animals.

We can reduce pollution by making less trash.

Some people make four pounds of waste in a day.

You can reuse containers for other things.

People can recycle paper, bottles, and cans.

We must take care of our environment.

© 2011 Benchmark Education Company, LLC A HEALtHy EArtH11

Name: Date:

A Healthy Earth

Cause Effect


Skills Bank


Build ComprehensionEVALUATE AUTHOR’S PURPOSE

Explain • Create an overhead transparency of the graphic organizer “A Healthy Earth” or draw it on the board. Say: Authors always have a reason, or purpose, for their writing. They may write to entertain, inform, persuade, instruct, or express ideas or feelings. Authors may have one purpose, or they may have more than one purpose. When we evaluate author’s purpose, we look for evidence that reveals what the author’s purpose is and then we decide whether the author achieves that purpose.Model Say: • Let’s evaluate the author’s purpose in A Healthy Earth. Ask students to read “What is Pollution?” Say: In this part of the book, we read about what pollution is. The author explains that pollution happens when the land, water, or air become dirty. It can harm plants, animals, and people. The author shows how trash, or waste, causes pollution. record this information in the “What is Pollution?” box in the graphic organizer.Guide Say: • Let’s continue to evaluate author’s purpose for writing this book. Ask students to read “What Causes Pollution Around you?” Ask: What do we read about in this part of the book? What does the author tell us about this topic? (Allow time for students to respond.) Yes, we read about what causes pollution and how to find pollution. The author explains how harmful gases and chemicals are released into air, onto land, or into water. We also read about using our senses to find pollution around us. record this information in the “What Causes Pollution Around you?” box. then ask students to read “How Do People Stop Pollution?” Ask: What do we read about in this part of the book? (Allow time for students to respond.) Yes, we read about how people stop pollution. The author first tells how people learned about the problem of pollution. Then she asks us to help solve the problem by reusing, recycling, and using less of things. record this information in the “How Do People Stop Pollution?” box.Apply • Ask pairs of students to identify what the author says in “How Can you Help Earth?” then ask them to use all the evidence to identify the author’s purpose, or reason, for writing this book. After each pair shares, work together to answer the question Did the author achieve this purpose? Encourage students to support their answer with reasons. Agree on how to word the answer and add it to the Author’s Purpose box. Finally, invite volunteers to read the completed graphic organizer aloud.

Name _______________________________________________________ Date __________________

A Healthy EarthEvaluate Author’s Purpose


Evidence Author’s Purpose

What is Pollution?

What Causes Pollution Around You?

How Do People Stop Pollution?

How Can You Help Earth?

Notes


Notes


A Healthy Earth€¦ · Introduce the Book • Give each student a copy of the book. Remind students they will read about keeping Earth healthy. Preview the book, encouraging students

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