Growing Up Green-
Reading Focus Connecting
text to self
Book Summary
Growing Up Green tells the story of a young girl, Samantha, who thinks she is going to get away from her family’s “green” rules about recycling and conservation by spending the summer with her grandmother. During her time with her grandmother, however, Samantha learns not only to conserve, recycle, and reuse, but also to take care of the environment and be a responsible citizen as well. Who would have thought that grandmother was the “greenest” of them all!
Growing Up Green tells the story of a young girl, Samantha, who thinks she is going to get away from her family’s “green” rules about recycling and conservation by spending the summer with her grandmother. During her time with her grandmother, however, Samantha learns not only to conserve, recycle, and reuse, but also to take care of the environment and be a responsible citizen as well. Who would have thought that grandmother was the “greenest” of them all!
Lesson Objectives
- Use the reading strategy of connecting to prior knowledge to understand text
- Analyse cause and effect
- Identify and explain the use of possessive nouns
- Arrange words in alphabetical order to the third letter
Vocabulary
Content words:
Story critical: compost (n.), contributions (n.), environment (n.), hybrid car (n.), mature (adj.), nutrients (n.)
Enrichment: fanatical (adj.), produce (n.), recycling (n.)
Story critical: compost (n.), contributions (n.), environment (n.), hybrid car (n.), mature (adj.), nutrients (n.)
Enrichment: fanatical (adj.), produce (n.), recycling (n.)
Before Reading
- Please think of ways you recycle, reduce, and reuse at home.
- What things do we do at school?
- Does anyone have a compost pile or bin at home?
Explain that it is a way to recycle food and kitchen waste (banana peels, coffee grounds, leftover vegetables, eggshells, and so on) into a nutrient-rich soil that can be used to help plants and trees grow. Composting is a way to “put back” the food we don’t eat into the soil so new plants can grow!
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Reading strategy Connecting
- Introduce the Reading Strategy: Connect to prior knowledge
- Good readers often connect what they are reading to something they already know or have read or seen somewhere before. These connections may be classified as text-to-self, text-to-text, or text-to-world connections. Connecting prior knowledge about a topic will help you understand a book.
- Think-aloud: The title of the story was a bit confusing to me at first, but after I looked at some
of the illustrations, I realised that “green” meant to be environmentally conscious. “Green” is a term I did not grow up with, but I hear it a lot now—in the news, on the radio, and so on. I made a text-to-world connection to that term. The illustrations show a girl and an older woman, so I am thinking that she is going to visit her grandmother. That reminds me of when I used to visit my grandmother and my aunt and uncle when I was young. It was always so exciting to go spend time with them in the summer! This is an example of how I made a text-to-self connection to the book. I will have to read to see if I can make any more connections to the characters or events in the book.
- Think-aloud: On page 6, I made a text-to-self connection to Samantha and her brother. The way that the two of them interact, and the illustration of her brother shooting the water bottle as if it were a basketball, reminded me of my older brother and how we used to play around. This part of the book seemed very real to me because of the personal connection I made.
Enduring Understanding
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Grammar and Punctuation
Possessive Nouns
- Samantha was being sent to her grandmother’s house in Maine. Read the sentence aloud, pointing to the word house. Ask a volunteer to explain whose house the sentence is referring to (grandmother’s). Explain that the word grandmother’s shows that the house belongs to Samantha’s grandmother.
- Review or explain that words like grandmother’s are called possessive nouns. A possessive noun is formed by adding an ’s or sometimes only an ’ (if the word already ends in s) to the end of a word to show ownership, or possession.
- Direct students to page 6. Have them find a possessive noun in the second paragraph (Nannie’s). Ask a volunteer to read aloud the sentence containing the possessive noun
Nannie’s. Ask another volunteer to explain what belongs to Nannie. (Explain to students that this is an implied possessive. From the context of the sentence, the reader understands that it is Nannie’s house that is being referred to). - Have students find another possessive further down the page (Samantha’s). Repeat the process, making sure students see that the possessive Samantha’s face is directly stated rather than implied.
- Remind students that a contraction using ’s is not the same as a possessive. For example, it’s is a contraction for it is and does not show ownership.
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