Craft Makers - Amazon S3the craft makers in the book make. I also want to tell what the craft makers use to make each item. The book doesn’t tell me this, so I will have to use my

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 Guide

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

career

Anchor Comprehension StrategiesMake Inferences •Draw Conclusions •Summarize Information •

Phonemic Awareness�Beginning�sounds�/m/,�/r/,�/t/��•

Phonics Initial�r��•

Concepts About PrintLeft-to-right�directionality��•Concept�of�words��•

High-Frequency WordsI,�make��•

Concept Vocabulary Craft�words��•

Career Big IdeaPeople�around�the�world�have�different���•cultures�and�customs.

skills & strategies

Craft MakersLevel A/1

2Craft Makers

© 2011 Benchmark Education Company, LLC

Before Reading

Activate Prior KnowledgeEncourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Crafts” (left) or copy the organizer on chart pa per, leaving the outer circles blank. Read the title to students. Ex plain that a craft is something someone makes by hand. Ask them to name some kinds of crafts. If necessary, show some examples (a hand-knit sweater, a model airplane) or prompt with questions. Write students’ ideas in the outer circles of the web. Tell students that they will come back to the chart after they have finished reading the book.

Preview the BookRead the title and name of the author to students. Ask:

• What do you see in the picture?

• What is the girl holding?

Show students the title page. Ask:

• What is this boy making?

Preview the photographs with students, reinforcing the language used in the text. For example, say: I see a man making a toy. What tool is he using? What kind of toy is he making? Here someone is making a ring. What else are people making?

Set a Purpose for Reading Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out what crafts people make. Monitor students’ reading and provide support when necessary.

Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

Small Group Reading Lesson

ViSuAl CueS• Look at the beginning letter.

(t in toys; r in rings)

StRuCtuRe CueS• Look for repeated language

patterns. (“I make . . . ”)

MeAning CueS• Think about what makes

sense in the sentence. • Look at the picture to

confirm the meaning of the word.

knitting

weaving

Crafts

making toy cars

making jewelry

sewing

making wreaths

3© 2011 Benchmark Education Company, LLC

Observe and Prompt Reading StrategiesObserve students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.

Reflect on Reading StrategiesAfter students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you observed by saying:

• I noticed, [student’s name], that when you came to a word you didn’t know, you tried to sound it out. Did that help you read the word?

• [Student’s name], I saw that you tried to sound out the word masks. You looked at the first letter of the word and then checked the picture. That was good reading.

Build ComprehensionASK And AnSweR QueStiOnS

Help students review text content and relate it to what they already know by asking some or all of the following questions.

• What crafts do people in the book make? (toys, rings, rugs, pots, dolls, baskets, masks, puppets) (Locate facts)

• Which two people in the book are using paint to finish their crafts? Show me where you can find the answer to this question. (toys, p. 2; masks, p. 14) (Locate facts/Classify and categorize information)

• Which of the crafts in the book do you think are made of wood? What makes you think so? (Answers will vary.) (Draw conclusions)

• What craft would you like to do yourself? Why? (Answers will vary.) (Use creative thinking)

Craft Makers

Teacher Tip

After Reading

using the Skills BankBased on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.

Question typesStudents need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer.

• Questions that require students to go to a specific place in the book.

• Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book.

• Questions that require students to combine background knowledge with information from the book.

• Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.

During Reading

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Build ComprehensionSuMMARiZe KeY inFORMAtiOn/dRAw COnCluSiOnS

Model Create an overhead transparency of the graphic organizer “Craft Makers” or copy it on the board. Begin a discussion about the kinds of crafts featured in the book and what people use to make each item. Use the following think-aloud.

When I read a book of facts, I can better remember what I read by writing the information on a web. On this web I can list the things that the craft makers in the book make. I also want to tell what the craft makers use to make each item. The book doesn’t tell me this, so I will have to use my own knowledge and experience to decide what they use. I’ll start by looking for the first craft in the book. Page 3 shows a man making a toy. I’ll write “toys” in the web. Now I look at the toy boat and see that the man is painting it. I think that means the boat is made of wood. I’ll write “wood” and “paint” under “toys.” Now let’s look at the next craft together.

Practice and Apply Guide students as they identify the next kind of craft and draw conclusions about what is used to make it. Help students discuss what materials they think are used to make the crafts. Then help them record the information on the web. If you think students can complete the web on their own, distribute copies and monitor their work. Allow time for students to share their recorded information.

MonitoringComprehension• Are students able to revisit

the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.

• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer.

• Can students combine their background knowledge with information from the text to draw conclusions? If they are having difficulty, model how you would answer the question.

• Are students’ answers to creative questions logical and relevant to the topic?

• Do students’ completed graphic organizers reflect an ability to summarize information by pinpointing key words in the text and to use their own knowledge to draw conclusions? If students are having difficulty, provide more modeling.

Teacher Tip

Small Group Reading Lesson (continued)

Craft Makers

Craft Makers

ringsgoldjewels

rugsyarn

dollscornhusks

puppetsclothwood

masksclay or wood

paint

basketsstraw

potsclay

toyswoodpaint

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© 2011 Benchmark Education Company, LLC

interactive writingHave students use the information from their webs to write a sentence about crafts. Say: The author showed us some of the things that craft makers make. Let’s think back on what we read. Our web is a good summary that can help us remember. Let’s think of a sentence we could write that would tell about a craft maker and what he or she makes. (Possible sentences include “A man makes toys.” and “A lady makes masks.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or on the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of this word? What other sounds do you hear? Let students write the known sounds in each word; then fill in the remaining letters for them. Continue until the sentence is completed.

write independentlyHave students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently.

When students have completed their sentences, confer with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.

Reread for FluencyAsk students to reread Craft Makers with a partner. Have them take turns reading the text to each other while the partner describes the photograph.

Connect to HomeHave students read the take-home version of Craft Makers to family members. Suggest that students share their sentences.

Teacher TipModeling Fluency • Read sections of the book

aloud to students to model fluent reading of the text.

• Model using appropriate phrasing, intonation, volume, expression, and rate.

• Have students listen to you read a portion of the text and then read it back to you.

√ √ √ √ √ √ √ √ √ √ √ √ √

A l a d e m a g s r i n g z .

A l a d y m a k e s r i n g s .

Phonemic Awareness: Beginning sounds /m/, /r/, /t/Say the word rug. Then say: Tell me what sound you hear at the beginning of the word rug. Now tell me which of these words does not start with that sound: rag, tag, ring. Follow a similar procedure to have students identify the beginning sound in toy, using the words top, time, and pots, and the beginning sound in make, using the words doll, my, and masks.

Phonics: initial rPoint to the word rings on page 4 and ask students what sound the letter r makes in this word. (/r/) Then ask them to find another word in the book that begins with the same sound and letter. (rugs) Write the word on the board. Ask students if they can think of other words that begin like rings and rugs. (rain, rake, ran, ranch, read, rest, run) Write the words on the board. Have volunteers come to the board and circle the r in each word. Then have students pick two words from the list and write them on their papers, circling the initial letter in each one.

Concepts About PrintWrite on the board the sentence I make toys. Sweep your hand under the sentence from left to right as you read it aloud. Then draw students’ attention to the spaces between the words, drawing a colored square after I and make. Explain that the letters grouped together make a word and that each word is separated from the next word by a space. Point to the period and explain that this mark tells readers they have come to the end of a sentence—a group of words that tells a complete idea. Invite students to choose one sentence from the book to write on their papers. Ask them to make sure they put spaces between words and include the period at the end.

r ugsr ainr est

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© 2011 Benchmark Education Company, LLC

Skills Bank

I make toys.

7

High-Frequency word VocabularyOn the board write the sentence starter I make _____. Ask pairs of students to find a sentence in the book that begins with these words. Then ask them to think of something they make that can be used to complete the sentence I make _____. Have them complete the sentence aloud. Write their sentence on the board. Then have students write the sentence on their papers.

Concept Vocabulary: Craft wordsDisplay the pre-reading web, “Crafts.” Discuss with students the kinds of crafts listed on the web. Then connect those crafts to the ones mentioned in the book. List craft words on chart paper. The list may include knitting, sewing, making toy cars, making wreaths, making jewelry, weaving, and making toys, rings, rugs, pots, dolls, baskets, masks, and puppets.

Invite students to choose one or two of the crafts listed that they would like to do. Ask them to draw a picture of the craft. Have them show their pictures, describe the craft, and tell why they would like to do it.

I make_____.

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.

ISBN# 978-1-59000-946-8

knitting

making toy cars

making jewelry

weaving

making dolls

Skills Bank

8Craft Makers

©2011 Benchmark Education Company, LLC

Build ComprehensionMAKe inFeRenCeS

explain • Create an overhead transparency of the graphic organizer “Craft Makers” or draw it on the board. Say: An author doesn’t tell us everything we need to know in the text. We use clues to figure out some things on our own. The author’s words and illustrations are clues. When a reader figures something out using one or two clues, the reader is making an inference.

Model • Say: Let’s make an inference about Craft Makers. The title of the book gives us our first clue: this book is about people who make crafts. So let’s make inferences about the people and their crafts. We will need to use the photographs and the text to find our clues. On page 2, I read that the man makes toys. In the photo on page 3, I see that he is smiling. These are clues about the man. In the first Clues box on the graphic organizer, write The man makes toys. He smiles. Then say: Now we will use the clues to make an inference. He looks happy, so we can infer that the man likes making toys. In the first Inference box, write The man likes making toys.

guide • Say: Let’s make an inference about the craft on pages 6 and 7. What can you learn from the words? What do you see in the photograph? What tool is the woman using? (Allow time for students to respond, assisting if needed.) Yes, the woman makes rugs. She is using a weaving loom to make a rug. In the second Clues box on the graphic organizer, write The woman makes rugs. She uses a weaving loom. Then ask: What can we figure out from these clues? (Again allow time for students to respond.) Yes, we can infer that a weaving loom is a tool for making rugs. In the second Inference box, write A weaving loom is a tool for making rugs.

Apply • Ask students to work with a partner to make inferences throughout the rest of the book. Remind them to use word and photograph clues to figure out things the author doesn’t write. After each partnership shares, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

name _______________________________________________________ date __________________

9©2011 Benchmark Education Company, LLCCraft Makers

Craft MakersMake Inferences

Clues Inference

Notes

Craft Makers©2011 Benchmark Education Company, LLC10

Notes

11©2011 Benchmark Education Company, LLCCraft Makers

© 2011 Benchmark Education Company, LLC

name _______________________________________________________ date __________________

Craft Makers

Craft Makers