Level Q/40 Making Great Greeting Cards & Gifts directions for making a puzzle card ... think about the information the author is presenting. ... starting the project. Making Great

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

Making Great Greeting Cards & Gifts

Social Studies

Skills & Strategies

Level Q/40

Anchor Comprehension Strategies

• Identify sequence of events

Comprehension • Summarizeandsynthesize

• Usetextfeaturestolocateinformation

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Social Studies Big Idea • Indifferentplacesaroundtheworld,

someaspectsofpeople’sdailylives—suchaswork,dress,manners,games,andfestivals—changeovertimewhileotheraspectsstaythesame.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Identifying Sequence or Steps in a Process

• Using Text Features to Locate Information

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “a pin and a needle” (Christina Rossetti)

• “Poem” (Langston Hughes)

Comprehension Strategy Assessment handbook (Grade 4)• Ongoing Assessments #19 and #20

notable Trade Books for Read Aloud• Avi. Ereth’s Birthday. HarperTrophy,

2001.

• Doney, Meryl. Papercrafts. Franklin Watts, 1998.

• Hurwitz, Johanna. Birthday Surprises: Ten Great Stories to Unwrap. Econo-Clad Books, 1999.

Web Site for Content Information • holiday Crafts

http://www.makingfriends.com/ holiday_crafts.htm

Find easy, step-by-step directions for making holiday cards and crafts.

OvERvIEW

reLated resources

nationaL content standards Social Studies Math Individual Development Measurement: a, b and Identity: h

This lesson teaches and/or reinforces the following skills and strategies:

Identify Sequence or Steps in a Process (pp. 3–9)

•Use Text Features to Locate Information (pp. 3–5, 7)

• Evaluate Author’s Purpose (p. 4)

• Use Knowledge of Word Structures to Determine Word Meaning (pp. 4, 6)

• Activate Prior Knowledge (p. 5)

• Use Context Clues to Determine Word Meaning (p. 5)

• Summarize Information (pp. 6–7)

• Use Graphic Features to Interpret Information (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsCrafts

Holidays

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1–4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 5–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 8–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents


3

BEFORE REAdInG

introduce the bookDraw 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 information. Examine the table of contents. Page through the book, looking at the photographs, illustrations, and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• Which projects do you recognize in the photographs? What do you already know about making these crafts?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategies of identifying sequence or steps in a process and using text features to locate information. Explain that the author is going to present step-by-step, numbered instructions for making a variety of different kinds of cards and gifts. To highlight important information, she will use bold text. Read pages 4 and 5 of the text. Say: Listen carefully to how the author gives directions for making a puzzle card. After reading, point out that the author uses bold text to highlight the materials needed. She uses numbers to break up the instructions into simple steps, and includes photographs to illustrate what to do in each step.

introduce the Graphic orGanizerProvide each student with a copy of the Identifying Steps in a Process 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. As they fill in the missing steps, instruct them to provide only the most important information about each step—not all the details. Point out that learning how to follow steps in a process can help strengthen their problem-solving skills.

BEFORE REAdInG

If you’re looking for great gift or greeting card ideas, look no further! In this book, author natalie Lunis encourages readers to use their creativity by making fun, money-saving, Earth-friendly cards and crafts from common household items. The step-by-step instructions that accompany each craft are so easy to follow that readers will have made everything from a pop-up card to a seashell picture frame before they know it.

Book Summary

Identifying Steps in a Process

Puzzle Card

Glue paper onto the back

of the cardboard.

Cut along the curvy outlines

to make the puzzle pieces.

© 2011 Benchmark Education Company, LLC Making Great Greeting Cards & Gifts

ChAPTERS 1–4

4

use SuffixesHave students look at the word creativity (page 3) and identify the root word (creative) and the suffix (-ity). Challenge them to figure out the meaning of the suffix and how it affects the word it’s attached to.

Then tell students to apply this strategy to other unfamiliar words they flagged. These might include:personal, p. 2

recycled, p. 3

curvy, p. 5

graduation, p. 10

permission, p. 10

carefully, p. 11

TEACHING TIPSMeaningful Activities for Rapid Readers• If you were going to make a puzzle

card for somebody, who would you make it for and what would the picture on the puzzle be?

• Read the “It’s a Fact!” sidebar on page 6. Now find Egypt on a map.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

creativity

suffix -ity (state of)

definitionthe ability to express yourself artistically and use your imagination

sentenceIt takes creativity to make your own gifts and cards.

read the text pages 2–13Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing the book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss the Author’s Purpose Explain that there are three reasons why an author writes a book: (1) to persuade or convince the reader; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this book. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose.The last sentence on page 3 made me think that the author was going to describe different cards and gifts I can make and how to make them. Then, on the next page, she gives step-by-step directions for making a puzzle card. I realized that throughout the book, she was going to inform me about how to make projects using easy-to-follow instructions. So, the author’s purpose, I decided, was to inform.

Begin the Graphic Organizer: Identifying Steps in a Process Ask students to reread or skim the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapter 2. In the first paragraph, the author gives a brief description of a puzzle card. Next, she lists what is needed to make it. On the following pages, she uses a numbered, step-by-step format to describe how to make the card. Ask: How does this format make following instructions easy for the reader? Do you think the author will repeat this format?

use Text Features: Bold TextPoint out the words in bold text on page 4. Ask students why these words are in bold. They should notice that bold text:

• identifies the materials needed to make the card.

• stands out, making those words look more important.

• makes the reader think about what she or he will need before starting the project.

Making Great Greeting Cards & Gifts © 2011 Benchmark Education Company, LLC

5

read the text pages 14–22Use the following prompt to set a purpose for the reading: As you read, think about what you already know about following directions. When else do you follow written directions? How can using prior knowledge about following directions help you read and understand new information?

Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior knowledgeInvite students to share personal connections they made to the text. Ask: When have you followed directions before? How were they helpful to you? Could you have done what you wanted to do without directions? Did using prior knowledge about following directions make reading the instructions in these chapters easier? Why and how?

Continue the Graphic Organizer: Identifying Steps in a Process

Encourage students to make their own graphic organizer to describe the sequence or steps in a process they read about in these chapters. Ask students to reread or skim and scan the text to locate information for the graphic organizer. Did students read each step carefully? Can they summarize what needs to be done in each step?

use Text Features: SidebarsPoint out the “Growing Tips” sidebar on page 16. Ask: How is this sidebar text different from the other text on the page? Students should notice that:• The sidebar has a special heading to separate it from other text.

• The text in the sidebar has a different type style and size.

• The sidebar text is in a special tinted box.

• The information provides a tip that supports the text, but it is not itself a separate step in the process.

Invite students to skim and scan the book to find other sidebars. Ask: What kinds of information are presented in the other sidebars? How does the information in these sidebars help you as you read?

use Context CluesHave students look at the word absorbs in the “Growing Tip” sidebar on page 16. The author defines this word in context using a synonym (takes in). Create a visual word web like the one below and have the class complete it.

Then tell students to apply this strategy to other unfamiliar words they flagged. These might include:

designs, p. 14

decorated, p. 17

experiment, p. 18

reposition, p. 19

imaginary, p. 21

ChAPTERS5–7

TEACHING TIPSMeaningful Activities for Rapid Readers• Read the “Growing Tip” sidebar

on page 16. Then add one more tip about how to grow plants. Think about your own experience growing plants.

• Who would you make a Milk-Carton House for? What toys would you put inside it? Why?



absorbs

synonym takes in

definitionsoaks up liquid

sentenceThe sponge absorbs all the water I spilled.


use Root Words and SuffixesHave students look at the word decorative (page 29). Ask them to identify and define the root word (decorate) and the suffix (-ive). Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include:

treasures, p. 23

design, p. 24

wrapping, p. 26

sponge, p. 26

pattern, p. 27

certificate, p. 29

6

focus on comprehensiondiscuss Summarizing InformationInvite students to summarize, or restate the key ideas of the book, in their own words. Remind them that a summary is a short statement of the most important ideas in a text. Explain that strategic readers stop every few paragraphs while reading and summarize the main points to make sure they understand what they are reading. Ask: How did summarizing help you understand what you were reading?

Complete the Graphic Organizer: Identifying Steps in a Process

Have students complete their own graphic organizer for these chap-ters. If they are having trouble, encourage them to use the Identifying Steps in a Process graphic organizer as a model. They should reread or skim and scan the text to locate information for the graphic organizer. Reinforce that when the author presents steps in a process, she is giving directions for the reader to follow.

use Graphic Features: PhotographsPoint out the photographs that accompany the steps for each project. Ask: How are these photographs helpful to you as you read the instructions? They should notice that the photographs:

• help explain exactly what needs to be done by showing each step.

• give information that supports and explains what they’re learning in the text.

• serve as a model that they can follow as they make cards and gifts on their own.

Invite students to skim and scan the book to find other graphic features that help enhance meaning or are integral to understanding the text.

ChAPTERS8–10

read the text pages 23–30Use the following prompt to set a purpose for the reading: As you reach the end of the book, think about the most important ideas in the text. How can summarizing, or restating the most important ideas, help you when you are reading a nonfiction text? How do you go about summarizing what you’ve read?

Ask students to read the chapters independently. Encourage them to use sticky notes to flag sections of the text that support their summaries. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book

TEACHING TIPSMeaningful Activities for Rapid Readers• Brainstorm and list some ideas

for gift certificates you would like to give, who you would give them to, and why.



• Look for context clues to help you define unfamiliar words.

root word decorate

definitionserving to deco-rate

sentenceThe baby’s room has a decorative border painted around the wall.

suffix -ive

decorative



7

AFTER REAdInG

sYnthesize and assessRetell and Summarize As a group, generate an oral or written retelling of the book. Select the key points to create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

use Text Features Challenge students to discuss the ways in which the text features helped them understand information.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to identify steps in a process.

Puzzle Card

Write your message on paper and

draw a picture to go with it.

Glue paper onto the back

of the cardboard.

Cut along the curvy outlines

to make the puzzle pieces.

Put the pieces in the envelope. Mail

or hand deliver your puzzle card.

Turn the picture over. Draw

about 12 jigsaw puzzle pieces.


8

mini-Lesson Writing Focus: Identifying Steps in a ProcessRemind students that throughout the book Making Great Greeting Cards & Gifts, they read about many different kinds of homemade cards and gifts, and the step-by-step instructions for making them.

Have students think about gifts and cards they’ve made for family and friends that they would like to teach someone else to make.

On chart paper or the board, create a flowchart like the one below, summarizing the steps for making a craft.

Use the reproducible Writing Model to demonstrate how the information on the flowchart can be used to write a paragraph describing how to make a craft using a step-by-step text structure. Remind students that putting the instructions in numbered steps makes reading easier.

WRITInG WORkShOP

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm how to make a homemade card or gift and create a flowchart of the directions.

2. Have students independently write a first draft.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any addi-tional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

Write a paragraph

using the steps-in-a-

process text structure

to explain how to

make a craft.

WrITING ASSigNmeNt

Step 1Gather materials: several different colors of tissue paper, ruler,

scissors, green pipe cleaner

Step 2Unfold several sheets of tissue paper and cut a bunch of 8" squares

or circles.

Step 3Choose 3 or 4 squares or circles for each flower you are making.

They can all be of one color or different colors.

Step 4Gather the shapes in a messy pile. Don’t make the edges squared.

Step 5Pinch two opposite sides toward the middle so it looks like a

piece of bow-tie pasta.

Step 6Wrap the end of one of the pipe cleaners around

the “pinch” to make a stem.

Step 7Fan out the tissue paper from the center to make a flower.

Tissue Paper Flower Bouquet


A Beautiful Bouquet

Give someone special a beautiful bouquet you made

yourself. Here’s how. First, unfold several sheets of tis-

sue paper in different colors. Then cut a bunch of 8"

squares or circles. Next, choose three or four shapes

to use for each flower. They can all be one color or

different colors. Then gather the tissue paper in a

messy pile, and, after that, pinch two opposite sides

toward the middle so it looks like a piece of bow-tie

pasta. Now, wrap the end of a pipe cleaner around

the “pinch” to make a stem. Finally, fan out the

tissue paper from the center to make a flower.

Writing Model: Identifying Steps in a Process

WrITING TIP

Signal words such as first, next, now, and finally

can help identify the steps to be done in

the correct order.

signal words for steps in a process


Name: _______________________________________________ Date:_____________________


Puzzle Card

Glue paper onto the back of the cardboard.

Cut along the curvy outlines to make the puzzle pieces.


This gift certificate is presented to:

for:

on:

because you:

Gift CertificateDesign and fill in the gift certificate below and give it to someone as a gift.

Name: _______________________________________________ Date:_____________________


Name: _______________________________________________ Date:_____________________

Going Shopping!Imagine you have $7 to spend on materials with which to make a gift or card. Decide which items you can afford within your budget, and then describe what you will make with those materials.

paintbrush: $2.00 each markers: $1.00

cardboard: 50 cents per sheet

picture frame: $3.00

glitter: $1.00

glue: 75 cents

envelope: 25 cents each

construction paper: 25 cents each

scissors: $1.00

ceramic pot: $3.00

paint: $3.00

What I’ll Buy:

What I’ll Make:


Name: _______________________________________________ Date:_____________________

Why homemade?Why do people make homemade cards and gifts? Fill in the web below with reasons, including ones you read about and others you think of on your own.


Why make homemade cards

and gifts?

Name: _______________________________________________ Date:_____________________

Cards and Gifts Feature AnalysisDid you notice that many of the cards and gifts described in the book are made using the same materials? Determine which materials are needed for each of the crafts listed by putting an x in the appropriate boxes. When you’re done, discuss the similarities and draw conclusions about making the various cards and gifts.

crayons paper glue cardboard scissors envelope acrylic paintbrushor markers paint

puzzle card

pop-up card

pressed-flower card

plant in a painted pot

seashell frame

milk-carton house

treasure box

printed gift bag

gift certificate


This gift certificate is presented to:

for:

on:

because you:

Grandma Jane

reading a story to you

Saturday

always bake my favorite cookies.

Gift Certificate Going Shopping!

Why homemade? Cards and Gifts Feature Analysis

paintbrush: $2.00 each markers: $1.00

cardboard: 50 cents per sheet

picture frame: $3.00

glitter: $1.00

glue: 75 cents

envelope: 25 cents each

construction paper: 25 cents each

ceramic pot: $3.00

paint: $3.00

What I’ll Buy: Sample answer: construction paper, envelope, glue, scissors, glitter, markers

What I’ll Make: I will make a fancy birthday card for my aunt.

scissors: $1.00

To show your creativity

To use recycled items

To show that you care

To give a one-of-a-kind

card or gift

To have fun

To save money

crayons paper glue cardboard scissors envelope acrylic paintbrush or markers paint

puzzle card

pop-up card

pressed-flower card

plant in a painted pot

seashell frame

milk-carton house

treasure box

printed gift bag

gift certificate

X X X X X X

X X X X

X X X

X X X

X X X

X X X

X X X X X

X X X

X X X


Sample answer:

A n S W E R k E y

Why make homemade cards

and gifts?


Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1–4Focus on Comprehension:√ Begin the Graphic Organizer√ Use Text Features: Bold Text

Read the Text: Ch. 5–7Focus on Comprehension:√ Continue the Graphic

Organizer√ Use Text Features:

Sidebars

Read the Text: Ch. 8–10Focus on Comprehension:√ Complete the

Graphic Organizer

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1–4 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 5–7

Select or create mini-lessons.*

Read the Text: Ch. 8–10 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Identifying Steps in a Process*

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1–4Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose*√ Begin the Graphic Organizer*√ Use Text Features: Bold Text Use Suffixes*

Read the Text: Chapters 5–7Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue the Graphic Organizer*√ Use Text Features: Sidebars Use Context Clues*

Read the Text: Chapters 8–10Focus on Comprehension Mini-Lessons: Discuss Summarizing Information*√ Complete the Graphic Organizer* Use Graphic Features: Photographs Use Root Words and Suffixes*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Use Text Features Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Identifying Steps in a Process*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Gift Certificate Going Shopping! Why homemade? Cards and Gifts Feature Analysis

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book



Read the Text: Ch. 8–10 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this 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: 978-1-59000-513-2

Level Q/40 Making Great Greeting Cards & Gifts directions for making a puzzle card ... think about the information the author is presenting. ... starting the project. Making Great

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