TCM 8142 (iw86) TG Fluent - Teacher Created Materials

iw86 ©Teacher Created Materials TCM 8142—Nonfiction Readers Teacher’s Guide 3

IntroductionAbout the ReadersThe TIME For Kids Nonfiction Readers have been designed to enhance your reading program. Theymotivate students to want to read with high-interest, nonfiction content and engaging full-colorphotographs. Moreover, the authentic, nonfiction reading experiences they provide, combined withactive literacy and audio assisted learning, can help students develop vocabulary, comprehension, andfluency skills in accordance with Reading First legislation.

The readers are divided into reading levels. The Fluent level (levels 3.0 through 3.4) is designed forstudents in the first semester of grade three. Within the kit, there are six copies of each of the fifteentitles. The titles in this kit are as follows:

level 3.0: A Day in the Life of a Cowhand, A Day in the Life of a Ballet Dancer, A Day in the Life of aFire Fighter

level 3.1: Markets Around the World, Games Around the World, Breakfast Around the World

level 3.2: Planes and How They Work, Trains and How They Work, Automobiles and How They Work

level 3.3: Mammals, Reptiles and Amphibians, Invertebrates

level 3.4: Inventions in the Clothing Industry, Inventions in the Food Industry, Inventions inCommunication

It should be noted that since third graders are becoming more independent in their reading, they areable to handle new words more easily and therefore can choose books for interest in the content asmuch as for the actual reading level.

Leveling ComponentsEach TIME For Kids Nonfiction Readers reading level includes a variety of features that delineate thatparticular level. The features per level include the following:

All Levels:• chapter formats• sidebars of information utilized regularly (on many pages, as needed and if useful)• table of contents, glossary, and index included• at least two graphic features incorporated (diagrams, maps, graphs, tables, charts, time lines)• italics used to introduce new or challenging words in text• photos used to add or create interest• photo captions utilized (single word or sentence)

Level 3.0• texts are 24 pages• approximately 800 words• often half to full page of text• increasingly complex sentence structures• increasingly sophisticated vocabulary

4 ©Teacher Created Materials TCM 8142—Nonfiction Readers Teacher’s Guide iw86

Introduction (cont.)

Leveling Components (cont.)

Level 3.1• approximately 850 words • engaging visual formats• significant use of supporting graphics• some pages are text heavy• increasingly specialized vocabulary imbedded in text

Level 3.2• approximately 880 words• complex sentences• multiple phrases in one sentence• multiple visual elements used

Level 3.3• approximately 925 words• texts are more complex• most pages are text heavy• frequent use of multiple phrases in one sentence

Level 3.4• texts are 28 pages• approximately 975 words• standard font size and type; maintains the “look” of standard reading books• highly detailed and descriptive• unusual and challenging vocabulary occasionally used

Word Counts, Guided Reading, and Early Intervention CorrelationsWord counts are an important aspect of leveling. The word counts from the TIME For Kids NonfictionReaders, Fluent level, are found in the chart below. Also included are the reading level designationsfrom Teacher Created Materials (TCM) and the corresponding Guided Reading (GR), EarlyIntervention (EI), and Developmental Reading Assessment (DRA) levels.

Fluent Title Word Count TCM Level GR Level EI Level DRA LevelA Day in the Life of a Cowhand 823 3.0 M 21 30A Day in the Life of a Ballet Dancer 819 3.0 M 21 30A Day in the Life of a Fire Fighter 820 3.0 M 21 30Markets Around the World 872 3.1 N 21 30Games Around the World 871 3.1 N 21 30Breakfast Around the World 862 3.1 N 21 30How Planes Work 892 3.2 N 21 30How Trains Work 898 3.2 N 21 30How Automobiles Work 893 3.2 N 21 30Mammals 950 3.3 N 21 30Reptiles and Amphibians 944 3.3 N 21 30Invertebrates 935 3.3 N 21 30Inventions in the Clothing Industry 1048 3.4 O 22 34Inventions in the Food Industry 1038 3.4 O 22 34Inventions in Communication 1043 3.4 O 22 34



Lesson Plan ContentWithin this Teacher’s Guide, a four-page lesson plan for each reader focuses on specific reading skills.Each lesson is correlated to a standards-based scope and sequence of these skills. The scope andsequence chart can be found in the back of this book.

Individual reader lessons include activities for each of the following components:

Word Study: vocabulary-based activities

Comprehension: activities divided into the following four categories

Introducing the Book: activities to prepare the students for reading

Reading the Book: activities to support reading and make it as successful as possible

Discussing the Book: activities to enhance and deepen the reading experience

Writing Connection: activities geared toward appropriate writing standards for third grade

Assessment: reference to the corresponding activities within the Assessment Guide

Home-School Connections: reference to the corresponding materials within the Home-SchoolConnections

Fluency: reference to the Active Literacy CD included in the kit; an original poem that correspondsthematically to the reader and activities to support reading fluency; a summary of the book to read forfluency practice.

Active Literacy CDIncluded within the kit is an Active Literacy CD which includes recordings of the readers as well assupplementary activities to support literacy. Students may listen to each reader in its entirety or chooseto hear the books read one page at a time. Phrases are highlighted as the words are read, and studentscan click on individual words to hear them spoken.

Please refer to the Start Instructions on the slipsheet of the CD-ROM jewel case for directions on howto load the Interactive CD onto your computer.

Before using the CD with your students, you may wish to log on as the teacher to set the preferencesyou desire and to enter the names of the students in your class.

At the sign-in screen, click the gray bar that reads Teacher. Type your password, which is teacher, andclick Enter.

On the next screen you can type the name of each student in your class. Be sure to click the Addbutton after entering each name, or use the Enter (return) key on your keyboard.

You may delete students’ names one name at a time or delete the entire class list from this screen.

If you want students to print a copy of their written exercises as a booklet, be sure the On button underthe word Printing is selected.

If you want to save the files of students recording their own voices for later playback (or what theyhave written in the Activities), be sure the On button is selected under the word Saving.



Active Literacy CD (cont.)

Using the Record Feature1. If you have an external microphone for your computer, a child can record his or her voice reading

the pages of the book. To do this, the child must sign in under his or her name, choose thedesired book title, and choose the Page by Page option from the Activity screen.

2. The Record button needs to be clicked for every two pages as the students move through thebook. So, after recording pages 1 and 2, then clicking the arrow to go to pages 3 and 4, thestudent will need to click Record again.

3. To hear what a student has recorded, the teacher can log in as that student, choose the book wherethe recording was made, select the Page by Page option from the Activity screen, and go to anypage to play back the student’s recording. Caution: Clicking the Record button will record overthe student’s voice, and the original recording cannot be retrieved.

Student Dictionary, Poetry Book, and SummariesWithin the lesson for each reader are references to student-made dictionaries, poetry books, and booksummaries. Pages 67, 68, and 84 can be used as covers for these three books. Additionally,reproducible copies of each of the poems and summaries have been included for this level.

Standards-Based Scope and Sequence of Nonfiction Reading SkillsThe scope and sequence chart of nonfiction reading standards is organized in an objective/benchmarkformat. Look to the objective first and you will see a listing of benchmarks. All of the objectives andbenchmarks here are within grade three reading levels; however, many of the objectives can be met atall levels of instruction. You will also find these objectives and benchmarks throughout the lessonswithin this book.

IndexesTwo indexes have been provided at the back of this book to outline how the TIME For Kids NonfictionReaders can supplement the lessons in Exploring Nonfiction: Reading in the Content Areas and WriteTime for Kids, two Teacher Created Materials and TIME For Kids literacy programs. The index linksthe themes of the books to the themes of the activity cards in both programs.

Assessment GuideWithin the accompanying Assessment Guide, activities are included to assess vocabulary,comprehension, and fluency skills. The text of each book is also provided in an easily marked formatso teachers can track students’ progress.

Home-School ConnectionsWithin the accompanying Home-School Connections book, a black-and-white version of each readerhas been provided. Each reader can be easily reproduced and given to students to take home. There isalso a corresponding letter to parents to encourage parental support.


A Day in the Life of a CowhandObjectivesScope and Sequence: Standard 1, Benchmarks B, D, and G; Standard 2, Benchmarks A and C;Standard 3, Benchmark C; Standard 4, Benchmark A; Standard 7, Benchmarks A, C and D; Standard 8,Benchmarks A, B, and C; Standard 9, Benchmarks A and B, Standard 10, Benchmark C; Standard 11Benchmark F; Standard 12, Benchmark E

Skills• making text-to-self connections

• using a glossary

• using a table of contents

• using an index

• using chapter titles to find information

• retelling important information

• reading for important facts

• extracting appropriate and significant information

• finding, organizing, and interpreting information

• using context to determine word meanings

• making interpretations

• using graphic features

Word StudyThe activities within this section may be completed before, after, or while reading the book. It is up tothe teacher’s discretion and the students’ needs. Select the activities which best suit your purposes. Inso doing, it is best to complete similar activities for all books within the kit so as to breed familiarityand, subsequently, comprehension and fluency.

1. Review the important vocabulary from the book. A long list of vocabulary can be found on theinside back cover of the reader. Here is an abbreviated list of important vocabulary:

bandana brand

buckaroo chaps

chuck wagon cowhand

gaucho herding

lariat spurs

rodeo vaquero

2. Create a chart titled “All About Cowhands” and write the vocabulary words that students think aremost important on the chart. This will become your word bank for this book. Refer to this chartoften to reinforce vocabulary and require that students spell these words correctly in their writing,since they can now easily see the words posted in the room.


3. Instruct the students to add the vocabulary words to their own dictionaries. If desired, you canuse the cover sheet on page 67 for their dictionaries. Students should each write a definition ofthe vocabulary word in their own words in this dictionary. Students may also draw a smallpicture of the word to help them remember it.

4. Play the game “Clues and Questions”. Write each content vocabulary word on a separate indexcard. Have each student choose at least one card. Students need to write questions or clueswhose answers are the words on each card. Students should try to write at least threequestions/clues for each word. Then the cards should be collected and shuffled. Have studentswork in small groups and distribute the cards to the groups. One student chooses a card and,without looking at it, shows it to the rest of the group. The group reads the questions/clues, andthe student has to guess the word. Students should rotate until all of the cards are used.

5. Teach students how to play the game “Name That Word”. First, assign a vocabulary word to eachstudent. The students need to truly understand the definition of the word. They can look it up ina dictionary, and use context clues from the book to figure out the meaning. Then, they need tocome up with all of the synonyms they can think of for that word. Students can use a thesaurus tofind synonyms if they wish. They should come up with at least 5 synonyms, and make a list ofthem. Now, students are ready to play the game. They should form two teams. A player on thefirst team should name one of the synonyms for their word. The players on the other team try toguess the actual vocabulary word. After they guess, then the second team names a synonym forthe first team to guess. The teams should score one point for each correct vocabulary wordguessed. Play continues to alternate until all of the words are correctly guessed.

ComprehensionIntroducing the Book

1. Show the students the book cover. Ask them what the subject of the book might be. How do theyknow? Ask students to state a purpose for reading the book. What do they predict they willlearn?

2. Read aloud the book title. Explain that this is a nonfiction book, and the genre, or type of text, isinformational. It is also social studies-based.

3. As a class, list all the things the students know about cowhands. Ask the students where andwhen they might see a cowhand. Write your list on the board or on chart paper.

4. Again, read aloud the book title. Read the author’s name.

5. Read the table of contents. Ask the students what it tells them about what they will find in thebook. Show them how to use it.

6. Show the students the glossary. Explain what a glossary is and how to use it when vocabulary ischallenging.

7. Show the students the index. Explain what an index is and how it is used. Ask the students for atopic about cowhands to look up in the index. Then turn to the corresponding page number in thebook, showing where that information can be found.

8. Ask the students to be aware of questions they have about the book before, during, and afterreading it.


Reading the Book1. Read the book title and author’s name.

2. Read the book aloud to the students, showing them the photographs and illustrations while youread.

3. Give each student in a small group a copy of the book and read it aloud, asking students to trackthe text. Be sure to include text features such as the title page, table of contents, chapter titles,heading, captions, summary sentences, charts, and the index in your reading. Use the glossary inthe back of the book to help with any challenging vocabulary. Point out how different types oftypeface can give clues to determine the main idea and locate information.

4. Allow each student to reread the book with a partner.

5. Finally, have the students read the book independently.

6. To reinforce the reading, read the book together several times throughout the day. You can alsoread the book chorally, dividing the students into groups to read aloud different pages.

Discussing the Book1. Ask the students to tell you in their own words what this book is about.

2. Invite the students to share one important fact from the book about cowhands. Ask why it isimportant to know that fact.

3. Ask each student to write a list of three true statements from the book and three false statements.The statements should be written in a mixed-up order. Have the students pair up and read eachother the statements. The person listening to the statements should decide whether each statementis true or false. Then have students come back to the group to discuss the different statements andsee how many different types of true statements the students were able to come up with. Make achart of these true statements.

4. Let the students explain in their own words what it means to be a cowhand. Students can closetheir eyes and think about the text, using mental images to draw conclusions and makeinterpretations about the text.

Writing ConnectionHave students write a summary about the book A Day in the Life of a Cowhand. This paragraph shouldinclude a topic sentence that tells the main idea, and also needs to include at least three supportingdetail sentences. The paragraph should end with a closing, or wrap-up sentence.

AssessmentRefer to the Assessment Guide for directions and an activity that will assess the students’comprehension of the book. You will also find an oral reading record to aid in assessing the students’reading progress.

Home-School ConnectionsSee Home-School Connections for a matching black-and-white copy of this book as well as guidelinesfor extending the students’ learning into their homes.


FluencyCD-ROMRefer to the CD within the TFK Nonfiction Readers kit so that the students can practice reading thebook to build fluency.

Poem1. Read and repeat the following poem as a class to build fluency.

2. Discuss the poem. Ask the students how the poem is like and different from the book.

3. Provide copies of the poem for the students. See page 69 for a copy of this poem. They can putthis and other poems together into their own poetry books. If desired, use the cover sheet on page68 for their poetry books.

4. Write the poem on the board or a chart or make a copy onto an overhead transparency. Rereadthe poem throughout the day. It can also be read together as a class.

5. Make a class book of the poem by having students write one line of the poem on each page.Have students make a drawing to illustrate each line of verse.

6. Challenge students to write and illustrate cowhand poems of their own. Let them share theirpoems with the class.

Summary1. Distribute copies of the summary about the book A Day in the Life of a Cowhand. See page 85

for a copy of this summary.

2. Read the summary chorally to practice building fluency.

3. Set a timer for 1 minute. Challenge the students to read the summary at a normal reading rate(not speed-reading). Tell the students to make a slash mark in pencil after the last word read.Have the students count how many words were read in one minute. Students should record thisnumber in the box on the bottom of the summary sheet, noting the date. Repeat this process dailythroughout the week. Students should see improvement in the number of words read, with thegoal being to complete the summary in less than one minute. It is important to remind thestudents not to speed-read. Practicing reading for fluency means reading accurately, withintonation, and at a normal rate of speed.

Home on the Range

Oh, give me a home where the buffalo roam,Where the deer and the antelope play,Where seldom is heard a discouraging wordAnd the skies are not cloudy all day.

Home, home on the range,Where the deer and the antelope play,Where seldom is heard a discouraging wordAnd the skies are not cloudy all day.

—John A. Lomax


Scope and Sequence of NonfictionReading Standards (cont.)

Objectives and Benchmarks1. The student can identify the main idea and supporting details of informational text.

A. The student recognizes the importance of identifying the main idea.

B. The student can retell the central ideas of the reading passage.

C. The student can find a specific theme in the reading passage.

D. The student can identify evidence that supports the main idea.

E. The student can restate facts and details in text to clarify and organize ideas.

F. The student uses graphic sources to find the main idea.

G. The student is aware of the strategies necessary to identify the main idea and can use themindependently.

2. The student summarizes and paraphrases information in nonfiction texts.

A. The student reads for important facts.

B. The student finds, understands, and organizes information.

C. The student can extract appropriate and significant information from the text.

D. The student is aware of the strategies necessary to summarize and paraphrase information innonfiction texts and can use them independently.

3. The student understands the use of vocabulary in context in nonfiction text.

A. The student can determine the correct word meaning of multiple-meaning words in context.

B. The student can use context to resolve ambiguities about word and sentence meanings.

C. The student can use sentence and word context to find the meaning of unknown words.

4. The student relates new information to prior knowledge and experiences to aidcomprehension in nonfiction texts.

A. The student can connect to life experiences the information and events in texts.

B. The student can ask questions and support answers by connecting prior knowledge withinformation found in, and inferred from, the text.

C. The student evaluates the nonfiction material being read by “testing” encounteredinformation against known information, background, experiences, and expectations.

D. The student can modify existing knowledge based on new concepts encountered innonfiction material.

E. The student can apply the nonfiction material to a real-life situation.



Objectives and Benchmarks (cont.)

5. The student understands the author’s viewpoint in informational texts.

A. The student can differentiate between fact and opinion.

B. The student understands the author’s word choice..

C. The student understands the author’s use of language structure.

D. The student uses context to determine author’s viewpoint.

E. The student understands techniques used to convey viewpoint.

6. The student understands structural patterns and organization in informational texts.

A. The students recognizes chronological, logical, or sequential order.

B. The student recognizes the use of compare and contrast.

C. The student recognizes cause and effect.

D. The student recognizes proposition and support.

E. The student recognizes the progression of ideas.

7. The student uses text organizers to determine the main idea and locate information innonfiction text.

A. The student uses the typeface to determine the main idea and locate information.

B. The student uses graphic features to determine the main idea and locate information.

C. The student uses headings, topics, and summary sentences to determine the main idea andlocate information.

D. The student uses chapter titles to determine the main idea and locate information.

8. The student uses various parts of a nonfiction book to locate information.

A. The student can use a glossary to locate information.

B. The student can use the table of contents to locate information.

C. The student can use the index to locate information.



Objectives and Benchmarks (cont.)

9. The student draws conclusions and makes inferences about nonfiction text.

A. The student raises questions.

B. The student makes interpretations.

C. The student makes speculations.

D. The student has reactions.

E. The student makes observations.

10. The student sets a purpose for reading nonfiction material.

A. The student can state the purpose for reading.

B. The student can choose appropriate materials to read.

C. The student can use appropriate reading strategies when reading for different purposes.

11. The student uses questioning strategies to enhance comprehension of nonfiction text.

A. The student is aware that good readers ask questions.

B. The student can categorize questions to promote understanding.

C. The student monitors comprehension while reading and asks questions to clarify confusion.

D. The student can differentiate between larger thought-provoking questions and smallerclarification questions.

E. The student can organize knowledge to answer a specific question.

F. The student is aware of questions he/she has about text before, during, and afterreading/listening to text.

G. The student can ask questions and support answers by connecting prior knowledge withinformation found in and inferred from text.

12. The student uses visualizing strategies to enhance comprehension of nonfiction text.

A. The student uses visualizing strategies to fill in missing information.

B. The student uses prior knowledge and the text to create visual images.

C. The student uses visualizing strategies combining all of the senses to understand text.

D. The student creates mental images to intensify comprehension by picturing the details tomake the text memorable.

E. The student uses mental images to draw conclusions and make interpretations of the text.

in46 ©Teacher Created Materials TCM 8142—Nonfiction Readers Assessment Guide 5


Marking Conventions Chart

Behavior Marking Convention Example

accurate reading ✓ above each word read This is big.

substitution word read above actual word This is big.

omission — (long dash) This is big.

insertion and the inserted word This is big.

repetition of word R (one repetition) This is big.(no error) R2 (two repetitions)

repetition of phrase R with line and arrow This is big.(no error) at point where reader returned

self-correction SC after error This is big.(no error)

appeal(student appeals Afor help eitherverbally or nonverbally)

told(student is asked totry again but ultimatelymust be told the word)

beginning sound beginning sound above wordread separately and followed by mark for correct This is big.then word read correctly

✓ ✓ ✓

✓ ✓

✓ ✓—

bag

b/✓

bag/sc

R

R

VV

very

T This is big.

This is big.

T

A

iiw85 ©Teacher Created Materials TCM 8141—Home-School Connections 3

IntroductionHome-School Connections has been designed to accompany and supplement the TIME For KidsNonfiction Readers. Each of the readers within the kit has been reproduced in a reduced, black-and-white form, so that you can create individual readers for each of the students. Also, a parent letter hasbeen provided to encourage parent support. Send a reader copy and a parent letter home with eachchild to foster the reading and learning experiences of the classroom. In this way, the students can alsocollect their own libraries of readers.

Class sets of the readers may be photocopied and assembled from the following pages. In order toassemble your readers, follow these simple instructions.

Assembly Instructions For Levels 3.0 through 3.31. To copy an individual book, make a two-sided photocopy of the relevant pages. (Each book has

been reproduced on six pages printed back-to-back.)

2. Cut along the dotted line across the center of each page.

3. To assemble the book in the correct sequence, place the half page showing the reader’s index(page 24) and title page (page 1) on top of the half showing pages 22 and 3. Place that on top ofthe half showing pages 20 and 5. Put that on top of the half showing pages 18 and 7, followed bythe half with pages 16 and 9. Pages 14 and 11 come next, on the bottom of the stack.

4. Fold the six half-sheets in half vertically so that the reader’s title page is facing up and you havemade a book.

5. The new book should read in sequence now: the title page (page 1), the table of contents (page2), pages 3–22, the glossary (page 23), and the index (page 24).

6. Staple the book along the folded edge to keep the sheets together. Your book is now assembled.

Assembly Instructions For Level 3.41. To copy an individual book, make a two-sided photocopy of the relevant pages. (Each book has

been reproduced on eight pages printed back-to-back.)

2. Cut along the dotted line across the center of each page.

3. To assemble the book in the correct sequence, place the half page showing a blank page and thetitle page (page 1) on top of the half showing a blank page and page 3. Place that on top of thehalf showing the index (page 28) and page 5. Put that on top of the half showing pages 26 and 7,followed by the half with pages 24 and 9. Pages 22 and 11 come next, then pages 20 and 13, andfinally pages 18 and 15 on the bottom of the stack.

4. Fold the eight half-sheets in half vertically so that the reader’s title page is facing up and you havemade a book. (There will be four blank pages at the end of the book.)

5. The new book should read in sequence now: the title page (page 1), the table of contents (page2), pages 3–26, the glossary (page 27), and the index (page 28).

6. Staple the book along the folded edge to keep the sheets together. Your book is now assembled.

Level 3.0Word Count 803

Reading Level CorrelationsDevelopmental Reading Assessment Level 30Early Intervention Level 21Guided Reading Level MTCM 8940ISBN 0-7439-8940-6

15

When the cowhands settle in for thenight, they care for the horses. The horseshave worked hard all day, too. Thecowhands remove their horses’ saddles,feed them, and release them onto theopen range to relax.

14

Cowhands spend the rest of theafternoon as they did the morning. Theyround up and care for the cattle.

While they work, the cowhands arecareful not to startle the cattle. If cattleget scared, they run and scatter. This iscalled a stampede. It can take hours togather and calm them and get them backon the trail.

d The cowhands’ work is tiring, soit feels good to relax at the endof the day.

g A cowhand may use a lasso or lariat to help gather strayingcattle.

TCM 8142 (iw86) TG Fluent - Teacher Created Materials

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