Teacher’s Guide - Benchmark Universe

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

Biography

anchor comprehension strategy

Identify Main Idea and •Supporting Details

Phonics Syllabication•••Variant•vowels•oo•••

Concept VocabularyWord•groups•••

Grammar/Word StudyPast-tense•verbs•••

Biography Big IdeaLouis•Pasteur•was•an•important••••scientist•who•invented•the•process•of•pasteurization.

skills & strategies

Louis PasteurLevel K/20

© 2003 Benchmark Education Company, LLC

name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________

K W L(What I know or think I know) (What I want to know) (What I learned)

Pasteur made milk safe to drink.

Bacteria can hurt you.

When and where did Pasteur live?What else did he do?How do bacteria get into our bodies?How can we kill bacteria?What are germs?

2Louis Pasteur


Day 1

Activate Prior KnowledgeShow students the cover of the book and read the title. Point out the “biography” icon at the top right of the book. Ask:

• What do you know about the kind of information you would find in a biography?

• What might you expect to find in a biography about Louis Pasteur?

Involve students in a discussion about Louis Pasteur and what they already know about him. Distribute copies of the graphic organizer K-W-L (left). Have students work in pairs to record in the K column at least one fact about Louis Pasteur and the work he did. Then have them write in the W column at least two things they would like to know about Pasteur and his work. When students have completed the first two columns of the chart, have them share their information. Tell them they will try to find the answers to their questions as they read the book.

Preview the BookGive each student a copy of the book. Have them turn to the table of contents. Ask:

• What can you learn about a book from its table of contents?

• What page would you go to if you wanted to read about bacteria? Let’s turn to that page.

• What is the purpose of the captions by the illustrations on these two pages?

Point out the word bacteria in bold type. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary prior to reading the book. You may want to read through the words and their definitions with students and answer any questions they may have.

Point out the index at the bottom of the page. Ask:

• What is the purpose of the index in this book?

• On what pages can I find out about rabies?

• On what pages can I find out about pasteurization? Let’s turn to these pages to see what we can find.

Small Group Reading Lesson

Louis Pasteur

3© 2011 Benchmark Education Company, LLC

Set a Purpose for Reading: Chapter 1, pp. 2–7 Have students turn to page 2 and read the heading. Say: Let’s read this first chapter silently to find out what we can learn about Louis Pasteur. When we finish reading, we’ll see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.

Monitor Reading StrategiesBefoRe ReADing • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.

DuRing ReADing • Observe 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.

AfteR ReADing • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying:

• I noticed, [student’s name], that you used the glossary at the end of the book to help you. That’s a good reading strategy.

• When we worked together to sound out the word getting, you chunked it into parts to sound it out. That’s what good readers do.

You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies.

Repeat this monitoring process each time students read a new section of the book.

Build ComprehensionASK AnD AnSweR QueStionS

Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• Look at your K-W-L charts. Which questions were you able to answer from reading this section? (Answers will vary.) (Locate facts)

• What have you learned about Louis Pasteur? Let’s check the text. (He was a scientist who was born in 1822 in France. He studied why people got sick. pp. 4–6) (Locate facts)

• Why do you think Pasteur wanted to be a scientist? You need to use your own ideas to answer this question. (Answers will vary.) (Make inferences)

Have students record any new information they learned on their K-W-L chart.

ViSuAl CueS• Look at the initial letters.• Break the word into syllables and sound out each part.• Look for familiar chunks

within the word.• Think about what sound the

vowel makes in the word.

StRuCtuRe CueS• Think about whether the

words in the sentence sound right.

MeAning CueS• Think about what makes

sense in the sentence.• Look at the pictures to

confirm the meaning of the word.

Remind students that they can use the glossary at the end of the book to check any words that are written in bold.

About the QuestionsThe Build Comprehension questions for each chapter reflect three of the four types used in this lesson. The fourth type of question is included in the After Reading section of Day 2, after students have read the entire book. The Teacher Tip on page 6 provides an explanation of the question types.

Louis Pasteur

Teacher Tip

Small Group Reading Lesson


name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________



name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________


4Louis Pasteur


Set a Purpose for Reading: Chapter 2, pp. 8–13 Have students turn to page 8 and read the heading. Say: Let’s read this section silently to learn about bacteria. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.


Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experi-ence to answer some or all of the following questions.

• Look at your K-W-L charts. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts)

• What have you learned about bacteria? Show me where in the text it tells you this. (Answers should reflect information throughout the section. Students should be able to support their answers with evidence from pp. 8–12.) (Locate facts)

• What do you think Louis Pasteur might do with the information he learned about bacteria? (Answers will vary.) (Make in fer ences/ Make predictions)



When and where did Pasteur live?What else did he do?How do bacteria get into our bodies?How can we kill bacteria?What are germs?

Born in France in 1822.He studied why people got sick.Bacteria get into our bodies through cuts in the skin.Bad bacteria can make us sick.Good bacteria are used to make dairy products.Germs are bad bacteria.

Louis Pasteur

Small Group Reading Lesson (continued)


name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________



name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________




When and where did Pasteur live?

What else did he do?

How do bacteria get into our bodies?

How can we kill bacteria?

What are germs?

5Louis Pasteur


Review Chapters 1 and 2Have students review what they previously read about Pasteur and his work. Encourage them to use their K-W-L charts to help them. Ask:

• What can you tell me about Louis Pasteur and the work he did?

• What did you learn about bacteria?

• What are some new words you learned from your reading so far?

Set a Purpose for Reading: Chapter 3, pp. 14–19 Have students turn to page 14 and read the heading. Say: Let’s read this section silently to learn how Pasteur helped people. When we finish reading, we will see if we can add any information to our K-W-L charts. Monitor students’ reading and provide support as necessary.


Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use background knowledge and experience, as well as information in the text, to answer questions. Ask:

• Look at your K-W-L chart. Which questions are you able to answer after reading this chapter? (Answers will vary.) (Locate facts)

• How did Pasteur help people? You need to look at several pages in the book to find the answer to this question. (His study of bacteria helped us make such things as sour cream and yogurt. He found a way to sterilize milk and to develop shots that kept people healthy. pp. 10, 15, 17) (Locate facts)

• How has Pasteur’s work affected your life? (Answers will vary.) (Draw conclusions)

• The answer to the last question is not in the book. What do you need to know in order to answer it? (Answers will vary.) (Recognize sources of information)

Day 2

Born in France in 1822.

He studied why people got sick.

Bacteria get into our bodies through cuts in the skin.

Bad bacteria can make us sick.

Good bacteria are used to make dairy products.

Germs are bad bacteria.

Pasteur made shots.

He made milk safe.

Bacteria can be killed by heat.

Louis Pasteur

Teacher Tip

6Louis Pasteur


Build Comprehension: Chapters 1–3ASK AnD AnSweR QueStionS

• What can you add to the L column after reading the whole book? (Answers will vary.) (Locate facts)

• What kind of person do you think Pasteur was? Tell me why you think this. (Answers will vary.) (Make inferences/Draw conclusions)

• What type of scientific work do you think would be most interesting? Why? (Answers will vary.) (Use creative thinking)

iDentify MAin iDeA AnD SuPPoRting DetAilS

Model Define the concept of main idea for students and explain why identifying the main idea is useful. Model how to pick out the main idea in a section. Copy the graphic organizer dealing with main ideas and supporting details on the board and show students how to record the important information. Say:

When authors write about a topic, they have key information they want their readers to understand. We call this key information the main ideas. Authors usually include one main idea in each section.

As I read each section, I ask myself, “What is the most important information here? What is the main thing the author wants me to know?” The section heading tells me that the author wants me to know about Pasteur. I know the author has provided details about the main idea to make the book useful and interesting for the reader. From my reading I learned that Pasteur asked questions about things. He was a scientist. He was born in France in 1822. At that time, no one knew what made people and animals sick. Pasteur wanted to find out. He used special tools to do this. One of these tools was the microscope. This information is important to my understanding of Pasteur’s life and work. I can write these details on the graphic organizer. I will summarize so that I write only the key facts on the chart. (Details: asked questions, scientist, born 1822 in France, used a microscope, studied why people got sick. Main idea: Pasteur was a scientist who studied diseases.)

When I look at these details, I can say that the main idea of this section is that Pasteur was a scientist who learned about sickness in people and animals.

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.


Teacher Tip

7Louis Pasteur


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 make inferences? 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 identify main idea and supporting details and condense information in the text? If they are having difficulty, provide more modeling and guided practice in these skills.

Practice and Apply Distribute copies of the graphic organizer to students. Work through the next section by having students read the heading and pick out the most important details (bacteria are tiny living things, they are found everywhere, some are good for us and some are bad). Help students decide on the main idea of the section. (Pasteur discovered that some bacteria can help people and some bacteria can make people sick). Continue with the next section, guiding students as needed.


name _______________________________________________________ Date ___________________

Main ideas and Supporting Details

topic:

Details: Main idea:

Details: Main idea:

Louis Pasteur

good bacteria used to make some dairy products

bad bacteria called germs

germs can make us sick— they enter our bodies through cuts

he used shots to keep people healthy

he found there were germs in milk

he killed germs in milk by heating the milk

he used shots to keep animals healthy

his work keeps people healthy today

Pasteur found that some bacteria are good for us, and bad bacteria can make us sick.

Pasteur found ways to keep people and animals healthy.

8Louis Pasteur


Small group writingMoDel tHe wRiting

Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on a familiar topic that doesn’t require research and record it in the appropriate place. For example, the topic might be “Dogs.” Tell students they will need to divide the topic into two parts and then decide what will be the main idea of each part. (For example, “There are many kinds of dogs” and “Dogs help people.”) Ask: What is the main idea you want the reader to know in each part? What details do you want to add to each main idea? Record students’ suggestions on the board.

Tell students they now have a plan for writing: They know what their main ideas are and they know what details to include. Working on one paragraph at a time, have students suggest sentences that expand on each main idea in the graphic organizer. Record their suggestions.

Read aloud the completed paragraph and ask students if they need to clarify any information. Show them how to edit the paragraph. Then work on the next paragraph. The completed writing might be similar to the following:

“There are many kinds of dogs in the world. Some dogs are very big and some dogs are very small. Some dogs have long hair, some dogs have short hair, and some dogs have curly hair.”

“Dogs help people. They can protect people and their homes. Some dogs help people move around. Dogs can make people feel good and keep them from feeling lonely. Dogs make good friends.”

APPly (inDePenDent wRiting)

Give each student a blank copy of the graphic organizer. Tell students they are to write two paragraphs about a member of their family, someone in their school, a friend, or a pet. They should use the graphic organizer to plan the main idea of each paragraph and list some details.

Connect to HomeHave students read the take-home version of Louis Pasteur to family members.

Reread for fluencyYou may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you.

Have students reread Louis Pasteur with a partner. Have them read the text together and then take turns reading it to each other.


name _______________________________________________________ Date ___________________


topic:

Details: Main idea:

Details: Main idea:

dogs

bigsmalllong hairshort haircurly hair

protect people and homeshelp people get around good friends

There are many kinds of dogs.

Dogs help people.


9Louis Pasteur


Phonics: SyllabicationShow students how they can sound out longer words by breaking them into parts, or syllables. Write the word different on the board. Tell students that words are usually divided between two consonants. Show them how to divide the first two syllables by drawing a line between the two fs. Tell students that when there is a vowel-consonant-vowel pattern, the word is sometimes divided before the consonant and sometimes after the consonant. In this example you are going to divide the syllable after the consonant. Draw a line between the r and the e (dif fer ent). Now show students how to decode each syllable. Say: In the first syllable, we have a vowel between two consonants. The vowel is usually short, so I will try the short sound. I can sound out the first syllable /d/ /i/ /f/. The second syllable has a vowel between two consonants but one of them is the letter r. I know that a vowel with the letter r usually has neither a long nor a short sound. I can sound this syllable /f/ /er/. The last syllable has a vowel before two consonants so I will try the short sound: /e/ /n/ /t/. I can now sound out the whole word: /d/ /i/ /f/ /f/ /er/ /e/ /n/ /t/: different. I will try the word in a sentence to see if it makes sense: “Bacteria have different shapes.”

Help students apply this model to the words bacteria and scientist (bac ter i a; sci en tist).

Phonics: Variant vowels oo (/o—o/; /oo/) Have students turn to page 10 and look for two words that have the double o digraph (good, food). Write the two words on the board. Ask students to tell you what two sounds the double o makes. Write these words on the board: foot, toot, fool, look, wood, school, book, took. Have students decide whether the oo has the sound of /oo/ or /o

_o/.

Have students look through familiar books to find other words with the double o digraph. Have them make a list to share with the group. Help them decide what sound the digraph makes in each word.

)

)

Skills Bank: Decoding

good food

foot toot

look fool

wood school

book

took

10

Concept VocabularyWrite the following words from the text on the board: scientist, sick, bacteria, microscope, germs, yogurt, shots, healthy, pasteurization, cuts, milk, sour cream. Read through the words with students and explain that all are used in the book. Give pairs of students blank word cards and have them write the words on the cards, one on each card. Have the pairs of students put the word cards into groups. Tell them it doesn’t matter how they group the words, as long as they can explain their logic. Have each pair describe how they grouped the words.

grammar: Past-tense verbsExplain that biographies and other recounts are usually written in the past tense because they describe events that have already happened. Explain that in a biography we are reading about a person’s life over time, and much of what is described has already taken place.

Have students look at the captions on pages 10 and 11 and pick out the verbs. Talk about why these verbs are written in the present tense. (These are not past actions. Swiss cheese is and always will be called Swiss cheese. We continue to use sour cream on our potatoes.)

Have students find the verbs used in the main text on page 10. Write the words on the board (worked, found, used). Highlight those verbs in which -ed has been added to make the past tense. Talk about the word found. Explain that some words are changed to form the past tense. The present tense of found is find. Instead of adding -ed, the spelling of the word is changed. Write these words from the book on the board: kept, saved, put, made, could, cooled, was. Help students recognize the present tense of each word and discuss how the past tense was created.

yogurt

milk

sour cream

worked put

found made

used could

kept cooled

saved was

Skills Bank: Decoding (continued)

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# 978-1-59000-940-6


name _______________________________________________________ Date ___________________

K-W-LTopic: _________________________

K W L (What I know or think I know) (What I want to know) (What I learned)


name _______________________________________________________ Date __________________


topic:

Details: Main idea:

Details: Main idea:

Teacher’s Guide - Benchmark Universe

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