History of the Bicycle
WALT:
Objectives for the shared reading
WILF:
Modifications- Reading aloud text to Xavier, recording voice so he can listen back over the text
Orally complete the before reading checklist
TA to describe the differences between the bikes
Orally scribe the differences between the two bikes
Objectives for the shared reading
- Connect to prior knowledge to understand text
- Compare and contrast information
- Understand the use of prepositions
- Understand homophones then and than
WILF:
- Attentive listening
- Answer questions from the text using vocabulary you have learnt
Modifications- Reading aloud text to Xavier, recording voice so he can listen back over the text
Orally complete the before reading checklist
TA to describe the differences between the bikes
Orally scribe the differences between the two bikes
Firing up the brain...
Before Reading
Build Background
Build Background
- Do you have a bicycle?
- What do you know know about how bicycles work?
- What do all bicycles have in common?
- Looking at the cover of the book does your bicycle looks like the ones in the photograph?
- How long do you think bicycles have been around?
History of the Bicycle
Informational (nonfiction), 497 words, Level M
Vocabulary Tier 3: bicycles, design, frame, gear, invention, iron, materials, pedals, rods
Bicycles are popular all around the world, but did you know the bicycle has been around for almost two hundred years? History of the Bicycle discusses how this machine has changed over time. Students will also learn how the technology is continuously improving and get a glimpse into what the future may hold for this popular form of transportation, leisure, and sport.
Informational (nonfiction), 497 words, Level M
Vocabulary Tier 3: bicycles, design, frame, gear, invention, iron, materials, pedals, rods
Bicycles are popular all around the world, but did you know the bicycle has been around for almost two hundred years? History of the Bicycle discusses how this machine has changed over time. Students will also learn how the technology is continuously improving and get a glimpse into what the future may hold for this popular form of transportation, leisure, and sport.
raz_lm27_historyofbicycle_wksh.pdf | |
File Size: | 630 kb |
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raz_lm27_historyofbicycle_clr.pdf | |
File Size: | 2105 kb |
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During Reading
- Introduce the Comprehension Skill: Compare and contrast
Effective readers can look for the way an author organises information in a book one way authors do this is by telling how topics are alike and different. This is called comparing and contrasting. Write the word alike under Compare and different under the word Contrast. Encourage students to think of the terms as partner words. - Explain that one way to compare and contrast is to use a graphic organiser called a Venn diagram. Draw a Venn diagram on the board. Explain that when comparing and contrasting using a Venn diagram, details that are the same are listed in the middle where the circles overlap; details that are different are listed on the corresponding sides.
- Model how to compare and contrast using a Venn diagram. Place a pen and a pencil on the table and ask students to tell how the items are alike and how they are different.
- Think-aloud: A pen and a pencil are alike because they both are used for writing. A pencil is different from a pen because it has lead instead of ink and usually has an eraser on the end.
- A pen may write in various colours, usually cannot be erased, and usually has a lid or a cap.
- Model filling in the diagram on the board with information from the think-aloud.
Enduring understanding:
In this book, you learnt about how bicycles have changed over time and will continue to change. Now that you know this information, what will you think about the next time you get on your bike and pedal away?
Scaffolding long vowels Teacher Assistant
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Word Work: Homophones then and than
- Write the following sentences on the board. We will go to school, and then we will go home.
My dog is bigger than yours. Circle the words then and than. Ask students to explain the meaning of each word (then refers to time; than is used to compare two things). - Point out the words sound the same when pronounced but are spelled differently and have different meanings. Review or explain that these words are called homophones.
Have students find the words then and than on page 4. Ask them to underline or highlight the words, and have a volunteer read each sentence. Discuss how the words are used differently to mean different things. - Check for understanding: Write the following sentence on the board: Back ________, there were more ________ one hundred bicycle factories in America. Have students help you decide where then and than should be placed in the sentence.
- Independent practice: Introduce, explain, and have students complete the homophones worksheet. When students are finished, discuss their sentences aloud.
Extend the Reading Informational Writing Connection Have students choose an everyday object (for example, pencils, calculators, clocks, cameras, roller skates, and so on), and research the history of the object. Assist students in using search engines or library resources correctly to find accurate facts. Then, have them write three paragraphs detailing how the object has changed over time and what it might look like in the future. Ask them to title their writing “The History of ________”
- Grammar and Mechanics: Prepositions
- Review or explain that prepositions are words that show a relationship between things.
They provide information about the location (inside, outside, and so on), direction (to, under, over, and so on), and time when something happens (after, before, during, since, and so on). Prepositions also can explain the relationship between two words (about, with, and so on). - List common prepositions on the board, such as: about, after, before, below, between, during, for, in, of, out, over, through, until, and with.
- Have a volunteer draw a rabbit on the whiteboard. Have another volunteer draw a log in front of the rabbit. Write the following sentence on the board: The rabbit goes ________ the log.
- Draw a line from the rabbit over, under, through, beside, and to the log, one at a time. Have volunteers fill in the blank with the correct preposition.
- Write the following sentence on the board: People started building bicycles in the 1800s. Point to the word in. Have a volunteer explain how the preposition is used in this sentence (it explains when something happened). Turn to page 4 and read the first sentence in the second paragraph. Point out the word over, and repeat the process.
- Review or explain that prepositions are words that show a relationship between things.
Research Activity
Extend the Reading
Informational Writing Connection
Have students choose an everyday object (for example, pencils, calculators, clocks, cameras, roller skates, and so on), and research the history of the object. Assist students in using search engines or library resources correctly to find accurate facts. Then, have them write three paragraphs detailing how the object has changed over time and what it might look like in the future. Ask them to title their writing “The History of ________”