LONumber=PC10100; CorrectionKey=A L ee s son 1 Engage ... · 2. 3. comp: please add indent to fi...
2
1 Engage/Explore 2 Explain 3 Extend/Evaluate L esso n Active Reading Active Reading Play Your Part Objects may be made of different parts. The parts go together to make the whole. Look at this bicycle. It has wheels, a frame, and other parts. These parts go together to make a bicycle. © Houghton Mifflin Harcourt Publishing Company (bkgd) ©Don Mason/Blend Images/Corbis A detail is a fact about a main idea. Draw a line under a detail. Draw an arrow to the main idea it tells about. wheel pedal seat 68 Explain 2 Generate Ideas Read the heading aloud, emphasizing the word part, as children preview the image. Ask children how the heading and picture relate. Guide them to understand that some things, like bicycles, have parts or pieces. Guide the discussion by asking questions such as What part of a bike helps you steer? the handlebar What part do you push to make a bike move? pedals Active Reading Details Explain that a detail sentence may give an example, or it may describe something. Active readers ask themselves, “What topic does this detail sentence tell about?” The answer will help readers keep the main idea in mind. Develop Science Concepts Explain that the word object is another word for “thing.” Which is bigger–a part of an object or the whole object? the whole object How do you know? Because a whole object is made up of parts, the whole object must be bigger than its parts. What has to happen before parts like a seat, handlebar, wheels, and frame can become a whole bicycle? The parts must be put together to make the whole. Look at our classroom door. What parts make up the door? Sample answer: a large piece of a wood and a metal knob What other objects in our classroom are made up of different parts? Sample answers: a clock, a desk, a chair, a computer Distinguish Whole and Part Write whole and part on the board. Point to each term, and have children repeat after you. Have each child say whole and part to describe each stage as they connect and then break apart connecting plastic blocks. English Language Learners ELPS 2C, 2E 68 Unit 2 3
Transcript of LONumber=PC10100; CorrectionKey=A L ee s son 1 Engage ... · 2. 3. comp: please add indent to fi...
1 Engage/Explore 2 Explain 3 Extend/Evaluate Lesson1 Engage/Explore 2 Explain 3 Extend/Evaluate Lesson
InCopy Notes1. comp: we need to add a do the math feature here. Please move the
interactive box so that it’s down at the bottom of the page near the bike tire. Move the 2 lozenges (basket and frame) up higher so the interactive box will fi t. The do the math box will go at the very top where the interactive box used to be. Here’s the text for the do the math box:Do the Math! Solve a ProblemYou are collecting bicycle tires to be used as mulch in the school’s new playground. You collect 4 tires each day for 5 days. How many tires have you collected in all? (anno with WOL: 20 tires) - LW Completed 09/07
2.
3. comp: please add indent to fi rst word (you) in the do the math box. Also, is there anyway to make the text measure wider in the do the math box? If you can, please make sure there are no widows or hyphenated words. cmr 9/14 - LW Completed 09/26
InCopy Notes1. This is a list
InDesign Notes1. This is a list
Active ReadingActive Reading
Play Your Pa rtObjects may be made of different
parts. The parts go together to make the whole.
Look at this bicycle. It has wheels, a frame, and other parts. These parts go together to make a bicycle.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
(bkg
d) ©
Don
Mas
on/B
lend
Imag
es/C
orb
is
A detail is a fact about a main idea. Draw a line under a detail. Draw an arrow to the main idea it tells about.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
(bkg
d) ©
Don
Mas
on/B
lend
Imag
es/C
orb
is
wheel
pedal
seat
68
DO NOT EDIT--Changes must be made through “File info”LONumber=PC10100; CorrectionKey=A
DO NOT EDIT--Changes must be made through “File info”LONumber=PC10100; CorrectionKey=A
1_CTXESE025462_U02L03S.indd 68 9/26/12 4:42 PM
Explain2
Generate IdeasRead the heading aloud, emphasizing the word part, as children preview the image. Ask children how the heading and picture relate. Guide them to understand that some things, like bicycles, have parts or pieces. Guide the discussion by asking questions such as What part of a bike helps you steer? the han dlebar What part do you push to make a bike move? pedals
Active Reading DetailsExplain that a detail sentence may give an example, or it may describe something. Active readers ask themselves, “What topic does this detail sentence tell about?” The answer will help readers keep the main idea in mind.
Develop Science ConceptsExplain that the word object is another word for “thing.” Which is bigger–a part of an object or the whole object? the whole object how do you know? Because a whole object is made up of parts, the whole object must be bigger than its parts.
What has to happen before parts like a seat, handlebar, wheels, and frame can become a whole bicycle? The parts must be put together to make the whole.
look at our classroom door. What parts make up the door? Sample answer: a large piece of a wood and a metal knob
What other objects in our classroom are made up of different parts? Sample answers: a clock, a desk, a chair, a computer
Distinguish Whole and Part Write whole and part on the board. Point to each term, and have children repeat after you.
Have each child say whole and part to describe each stage as they connect and then break apart connecting plastic blocks.
English language learners ELPS 2C, 2E
68 Unit 2
3
DO NOT EDIT--Changes must be made through “File info” LONumber=PC10100; CorrectionKey=A
1 Engage/Explore 2 Explain 3 Extend/Evaluate Lesson1 Engage/Explore 2 Explain 3 Extend/Evaluate Lesson
InCopy Notes1. comp: we need to add a do the math feature here. Please move the
interactive box so that it’s down at the bottom of the page near the bike tire. Move the 2 lozenges (basket and frame) up higher so the interactive box will fi t. The do the math box will go at the very top where the interactive box used to be. Here’s the text for the do the math box:Do the Math! Solve a ProblemYou are collecting bicycle tires to be used as mulch in the school’s new playground. You collect 4 tires each day for 5 days. How many tires have you collected in all? (anno with WOL: 20 tires) - LW Completed 09/07
2.
3. comp: please add indent to fi rst word (you) in the do the math box. Also, is there anyway to make the text measure wider in the do the math box? If you can, please make sure there are no widows or hyphenated words. cmr 9/14 - LW Completed 09/26
InDesign Notes1. This is a list
InDesign Notes1. This is a list
bicycle
Write labels for the parts of the bicycle.
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
(bkg
d) ©
Don
Mas
on/B
lend
Imag
es/C
orb
is
© H
ough
ton
Miff
lin H
arco
urt
Pub
lishi
ng C
omp
any
(bkg
d) ©
Don
Mas
on/B
lend
Imag
es/C
orb
is
Solve a Problem
You are collecting bicycle tires to be used as mulch in the school’s new playground. You collect 4 tires each day for 5 days. How many tires have you collected in all?
basket
frame
20 tires
69
DO NOT EDIT--Changes must be made through “File info”LONumber=PC10100; CorrectionKey=A
1_CTXESE025462_U02L03S.indd 69 9/26/12 4:41 PM
Differentiation—leveled Questions
Extra SupportWhat parts would you show in a picture of a clock? the numbers, the hour hand, the minute hand
ChallengeParts of an object can be made of even smaller parts. Think about a bicycle wheel. What smaller parts make up the wheel? Sample answer: spokes, rim, tire
Math!the Do Solve a ProblemEncourage children to draw a picture, use a number line, or make a model to solve the problem. Explain that children can group the tires by fours and skip-count to find the total number. If children are having difficulty, you may want to draw a number line on the board and model how to skip count.
Interpret VisualsFocus children’s attention on the labels and lines on the image. Have children trace the line from each label that points to a part on the bicycle. Ask volunteers to take turns naming bicycle parts they know, and list these parts on the board. Point out that children can refer to these words as they label the parts of the bicycle.
Develop Inquiry SkillsINFER how might having a bike made of parts make the bike easier to build? Sample answer: You can make the smaller parts and then put them together.
Why might it be better to have a bike made up of parts if something breaks? Sample answer: You can replace just the broken part rather than the whole bicycle.
Summarize IdeasRemind children that details often provide examples. Have children summarize the details in the text that provide an example of how parts can make up a whole bicycle.
MATH 1.3A, 1.5B, 1.5D
1.1C, 1.5A
69Lesson 3
DO NOT EDIT--Changes must be made through “File info” LONumber=PC10100; CorrectionKey=A
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