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Teacher’s Guide

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

science

anchor comprehension strategy• Identify Main Idea and

Supporting Details

Phonics Words with qu •Long o spelled ow •

Content Vocabulary Words associated •with matter

Grammar/Word Study Command verbs in •procedural text

Science Big Idea Everything is made of matter. •Matter exists in three states.

skills & strategies

What Is Matter?Level J/18

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2What Is Matter?

© 2011 Benchmark Education Company, LLC

Day 1

Activate Prior KnowledgeShow students the cover of the book and read the title. Then show them the title page. Ask:

• What is inside the balloons?

• What is inside the bottle and the pitcher?

• How is air different from water?

Explain to students that matter is the scientific name for everything that has weight and takes up space. Involve students in a discussion about matter and what they already know about it. Distribute copies of the K-W-L chart (left). Have students work in pairs to record in the “K” column at least one thing they know about matter. Then have them write in the “W” column at least two questions they would like to answer about matter. When they have completed the first two columns, have students share their information. Tell them that 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 students 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 changing matter from liquid to solid? Let’s turn to that page.

• How is the information organized on these two pages?

Point out the word matter in the title. Have students turn to the glossary on page 16 to find the word. Read the definition together. 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 liquids?

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

Small Group Reading Lesson

K–W–L

What I Know What I Wantto Know

What I Learned

Matter is things.

Matter is solid.

What kind of matter am I?

What is matter made of?

What are the different kinds of matter?

How can I change a liquid to a solid?

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3© 2011 Benchmark Education Company, LLC

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 word.

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

set a Purpose for reading: Chapter 1, pp. 2–3Have students turn to page 2 and read the heading. Say: Let’s read this first chapter silently to find out what matter is. 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 is a good reading strategy.

• When we worked together to sound out the word atoms, 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.

• What did you learn about matter? What can you add to the “L” column of your K-W-L charts? (Everything is matter. Matter is made of atoms. pp. 2–3) (Locate facts)

• Why do you think you do not see atoms? (They are so small they cannot be seen.) (Make inferences)

What Is Matter?

Small Group Reading Lesson

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4What Is Matter?

©2011 Benchmark Education Company, LLC

set a Purpose for reading: Chapter 2, pp. 4–9Have students turn to page 4 and read the heading. Say: Let’s read this chapter silently to learn what the different kinds of matter are. 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 experience to answer some or all of the following questions.

• What did you learn about the different kinds of matter? (There are three kinds of matter: solids, liquids, and gases. pp. 4, 6, 8) (Locate facts)

• What shape would a liquid be if you put it into a bucket? If you put it into a pitcher? (It would take the shape of the bucket, and then it would take the shape of the pitcher.) (Draw conclusions)

• What kind of matter is a car? Milk? Oxygen in the air? Explain your answers. (A car is a solid. It has a shape. Milk is a liquid. It has no shape of its own. Oxygen is a gas. It has no shape.) (Draw conclusions)

• Look at your K-W-L charts. Are there any questions you can answer after reading this chapter? (Answers will vary.) (Locate facts)

Day 2

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

• What can you tell me about matter?

• What did you learn about the three kinds of matter?

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

Small Group Reading Lesson (continued)

K–W–L

What I Know What I Wantto Know What I Learned

Matter is things.

Matter is solid.





Everything is matter.

Matter is made of atoms.

Liquid, solid, and gas are the forms of matter. Solids have a shape. Liquids pour and take the shape of their containers. Gases have no shape.

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5What Is Matter?


set a Purpose for reading: Chapters 3–4, pp. 10–15Have students read the headings on pages 10 and 14. Say: Let’s read these chapters to find out how matter changes. 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 their background experience and prior knowledge, as well as information in the text, to answer questions. Ask:

• What did you learn about how matter changes? (It changes when heat is added or taken away. Solids can melt into liquids. Liquids can boil into gases or freeze into solids.) (Summarize information)

• What causes matter to change form? (a change in temperature) (Summarize information/Identify cause and effect)

• What is water when it is a solid? When it is a gas? (ice, steam, pp. 11–12) (Locate facts)

• Why do you have to put the ice-cube tray into the freezer? (To change the liquid juice to a solid, you have to freeze it. That’s what the freezer will do.) (Draw conclusions)

• How do you know when juice has changed from a liquid to a solid? (when it will not pour but instead has a shape and can be carried) (Draw conclusions)

• Look at your K-W-L charts. Can you answer any questions after reading these chapters? (Answers will vary.) (Locate facts)

K–W–L


Matter is things.

Matter is solid.





Everything is matter.

Matter is made of atoms.

Liquid, solid, and gas are the forms of matter. Solids have a shape. Liquids pour and take the shape of their containers. Gases have no shape.

Heat and cold change the form of matter. Freeze a liquid to a solid. Heat a liquid to a gas.

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6What Is Matter?


Build Comprehension: Chapters 1–4AsK AnD AnsWer QuestIons

• What can you add to the “L” column of your K-W-L charts after reading the whole book? (Answers will vary.) (Locate facts)

• What kind of matter are the following things: book, plane, shoe? How do you know? (solids; they have a shape and they can carry or be carried) (Classify and categorize)

• How can you tell a liquid from a solid? (Solids have a shape. Liquids change shape to fit what holds them.) (Compare and contrast)

• How do you think gases get inside liquids as bubbles? (Answers will vary. Students will probably speculate that the gases were added to the liquids, as when carbonation is added to soda.) (Make inferences)

• How could you use steam from boiling water to do work? (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 chapter. Copy the graphic organizer on the board and show students how to record important information. Say:

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

As I read Chapter 1, I think, “What is the most important information? What is the main thing the author wants me to know?” The chapter heading tells me that the author wants me to know what matter is. The author has provided details that will help me understand this. From my reading I learned that matter is all the things around us. All matter is made up of tiny things called atoms. This information is important to my understanding of matter. I can write these details in a “Details” box on the graphic organizer. I will write only the key words: “things around us”; “made of atoms”; “atoms too tiny to see.” When I look at these details, I see that the main idea of this chapter is that everything around us is called matter. I’ll write that in the “Main Idea” box. Do you see how the details support that main idea? Let’s look for supporting details and identify the main idea of Chapter 2.


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 text.

• 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

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Teacher Tip

7What Is Matter?


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 the ability to identify the main idea and supporting details in chapters 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 second chapter by having students read the heading and pick out the most important details. Help students decide on the main idea of the section. Have them continue with the third chapter, providing guidance as needed.

Main Ideas/supporting Details

Details:

Details:

Main Idea:

things around usmade of atomsatoms too tiny to see

Solids can be soft or hard. Solids have shapes.A pencil and a bus are solids.Liquids f low.Liquids take the shape of their containers.Maple syrup and water are liquids.Gases have no shape.Gases f ill up open spaces.Air and bubbles in drinks are gases.

Everything around us is called matter.

Main Idea:

Matter has three forms—solid, liquid, and gas.

topic:__________________________Matter

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8What Is Matter?


small group WritingMoDeL tHe WrItIng

Show students how they can use the graphic organizer to help them plan their own writing. Copy the graphic organizer on the board again. Decide on a topic that is familiar to students, such as ice. Tell students they will need to divide the topic into two parts and decide the main idea of each part. (For example, “Water becomes ice when it is put in a very cold place” and “Ice cools food and drinks.”) Ask: What is the main idea you want your reader to find out about in each part? What details do you want to give about each main idea? Record students’ suggestions on the graphic organizer.

Tell students now they have a plan for writing: They know what their main ideas are and what details to include. Work 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:

“We make ice every day in our freezer. We fill a tray with water. Then we put it in the freezer. It is very cold in there. After a while the cold temperature freezes the water into ice.

“We use the ice to make things cold. I like ice cubes in a drink of lemonade or soda. Sometimes we put ice in a cooler to keep food cold. Over time the ice melts and turns to water again, but by then the food is cold.”

APPLY (InDePenDent WrItIng)

Give each student a blank copy of the graphic organizer. Tell students they are to write two or three paragraphs about changing a solid to a liquid or a liquid to a solid. 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 What Is Matter? 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 What Is Matter? with a partner. Have them read the text together and then take turns reading it to each other.



Main Idea:

Main Idea:

Details:

make in freezer

water in trays

water freezes to ice

ice cools drinks, lemonade, soda

ice cools food in cooler

ice melts as food cools

Water becomes ice when it is put in a very cold place.

Details:

Ice cools food and drinks.

topic:__________________________Ice

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9What Is Matter?


Phonics: Words with quAsk students to turn to page 6 and read the first sentence aloud. Point to the word liquid and ask students what sound they hear in the middle of the word. (/kw/) Write the word liquid on the board and circle the letters qu. Explain that q usually always appears with u and that together the letters make the /kw/ sound.

Have students brainstorm words that have qu, such as quiet, quick, quit, question, queen, request, and quilt. Write the words on the board as students name them. Then have students use the words to complete the following sentences:

Do you know the answer to this ___?

The king and ___ rule the country.

Please be ___ in the library.

He ___ running after five miles.

The ___ has a pattern of red and blue squares.

Phonics: Long o spelled owAsk students to find two words on page 6 with the letters ow. When students identify flow and own, write the words on the board. Say the words with students. Ask: What vowel sound do you hear in these words? (long o) Underline the letters ow in each word and point out that although ow can spell the /ou/ sound in some words, in other words it spells the long o sound.

Have pairs of students brainstorm words in which the long o sound is spelled ow and write them on their papers. Possible words include know, mow, row, blow, crow, grow, show, slow, snow, known, mown, blown, flown, grown, and shown. As the pairs take turns reading their words aloud, write the words on the board and circle the ow in each one. Then ask pairs to make up a rhyme using some of the ow words.

Skills Bank: Decoding

It’s hard to believe, I know, but every day I grow.

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10

Content Vocabulary: Words associated with matterHave students look through the book to find words that describe or define matter. They might list atoms, shape, liquid, solid, gas, flow, melts, freeze, boils, and bubbles. Refer students to the glossary on page 16 and ask them to read the definition of matter. Add the words weight and space to the list if they have not been included.

Write the words on index cards. Pair students and give each pair two or three of the cards. Tell the pairs to use each word in a sentence that explains something about matter. Ask the pairs to read their sentences as they show their words. Then display examples of different kinds of matter, such as a block, a filled balloon, and water in a bottle. Ask the pairs to tell something about each kind of matter, using words they have learned in the book.

grammar/Word study: Command verbs in procedural textHave students turn to page 14 and read the steps in the procedure. Ask: Which word in each step tells you what to do? Write the action words get, pour, put, wait, take, pop, and enjoy on the board. Ask volunteers to model how to carry out each action. Explain to students that directions for making or doing something usually begin with action words that give commands to the readers—that is, the verbs tell readers what to do.

Give a set of simple instructions to the group, such as Stand up. Turn around one time. Raise your hands over your head. Stamp your feet. After students follow the steps, read the steps again one at a time and have students identify the command verb in each sentence. Then ask volunteers to give directions and have the rest of the group identify the command verbs in the directions.

Skills Bank: Decoding (continued)

©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 978-1-4108-0183-8

melts

liquid

f low

A liquid takes

the shape of a

glass.

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name _______________________________________________________ Date ___________________

K–W–L


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name _______________________________________________________ Date __________________


Details:

Details:

Main Idea:

Main Idea:

topic:__________________________

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