VIEWS: 20 PAGES: 4 POSTED ON: 4/23/2010
How Much Does It Weigh? Written by Katie Sharp Some things are heavy, and some are light. Let’s see how Kim and Henri use a scale to O V E RV I E W learn how much things weigh. Ma ion Teaching Focus Oral Language Development t Fic th LEVEL H • Conjunction and d ial S ci Reading Strategy Focus s • Location up/down ie nc o c e S tu e S 14: Use your strategies. 15: Does this word look like another word Comprehension Strategy EM EA EF F 1 you know? • Classifies and categorizes information 16: Are you using the punctuation as you read? 2 17: When you come to a word you don’t know, Literacy Skills 3 you can: break it into smaller parts; look for a • Recognizes and uses contents page 4 smaller part you know; cover up the part you • Understands explanation 5 know and sound out the rest; then check to see if the word makes sense. Phonics in Context Topic: Weight • Long a: a-C-e Setting the Scene Introduce Math Content Use Language • Explain that we use a scale to find out how much • After weighing objects, ask Which item is the heaviest? something weighs. Say When something weighs a lot, we Which is the lightest? say it is heavy. Heavy things are hard to pick up. When • Then talk about the weight of other things in the room. something doesn’t weigh a lot, we say it is light. Light What things in the classroom do you think are heavy? things are easy to pick up. What things are light? Is a sheet of paper heavy? Is a • Tell children that there are different kinds of scales. Ask box of paper light? children if they have ever used a scale or been weighed. The scales we use tell us how many pounds or kilograms Options for STAGES we weigh. Have these children point These children should • Show children a two-pan balance scale or a picture of to objects that they think are use complete sentences to one. Explain that when the same amount of weight is in heavy or light and respond identify items. Challenge both pans, the arm across the top is straight. with simple phrases, such as them to describe one light desk heavy. and one heavy item in a sen- tence, such as The desk is Learn by Doing heavy, but the paper is light. • Bring in a small scale of any kind and a variety of small objects. • Have children weigh the objects. Help them determine the weights. Real-World Touch • List each object and its weight on a board or easel pad. Real-world props are helpful to young language learners. If 1.1H infer meaning by associating utterances with actions, visuals, and context possible, bring in several kinds of scales for children to see. 1.24F make connections across content areas and use language and concepts in different ways On Our Way to English Grade 1 How Much Does it Weigh? 9992788372 Oral Language Development Invite children to look Location up/down at page 6. Encourage them to ask a Conjunction and question about the diagram pictures on • Have children look at the of the scale. pages 10 and 11 as • Read aloud the last sentence on page 2. Say This sen- READING STRATEGY REVIEW on page 10. Say Point you read aloud the first sentence tence tells us two things. It tells us that a feather weighs Reading that is up. Now point use strategies is down. • to the pan Strategy 14 Did youto the pan thatyou a little. It also tells us that an elephant weighs a lot. already learned to help the words up and • Tell children that we useyou as you read? down to tell • Point to the word and. The word and helps us combine • where things are. Reading Strategy 15 Did you use words you already two ideas into one sentence. Read the sentence again, know and down figure out the words? • Use upto help you to describe new location of things in emphasizing and. Reading Strategy 16 Did you remember to pause is • the classroom, such as I’m looking at something that at • Have children follow along as you read aloud the second commas and on at wall. Have question marks? round and upstopthe periods andchildren try to identify sentence on page 6. Put your finger on the word and. • the item. Strategy 17 Did you break a word into parts Reading What is the first idea that the sentence tells us? to try to figure it out? (The scale holds two pans.) What is the second idea? Options for STAGES (There’s a long arm between the pans.) Literacy Skills Have these children use These children can use • Continue the procedure with the first sentence on page 10. phrases to identify the items, complete sentences to offer Recognizes and uses contents page Ask children How canclock up the page in the bookothers to Kim and such as you find clues for where figure out Location up/down Henri weigh the toy car? Do you need to look through • Have children look at the pictures on pages 10 and 11 as the whole book, or can you use the contents page? Yes, you read aloud the first sentence on page 10. Say Point you can use the contents page. Have children turn to the to the pan that is up. Now point to the pan that is down. contents page. Ask How do we find information we want? • Tell children that we use the words up and down to tell Yes, we read the topics until we find the one we want. where things are. On which page does Weighing a Toy Car begin? (page 14) • Use up and down to describe the location of things in the classroom, such as I’m looking at something that is 1 5I recognize that explanation Tell Understandsdifferent parts of a book offer information children that the round and up on the wall. Have children try to identify book explains how to use a scale to find out how much the item. something weighs. Read page 14 with children. Help them understand that the book tells us how to put bears into the Options for STAGES pan, so we can see how many it takes to equal the weight of the toy car. Invite children to use their own words to tell Have these children use These children can use phrases to identify the items, complete sentences to offer how to weigh the car. Allow them to use the pictures in the such as clock up. clues for others to figure out. book as a reference. Encourage children to tell how this book is different from a story. Explain that How Much Does It Weigh? is nonfiction and a story is fiction. Comprehension Strategy Classifies and categorizes information Direct chil- Phonics in Context dren to look at the pictures on pages 4–5 and ask what the Long a: a-C-e You may need to review vowels before items on these pages have in common. Elicit that they are all scales, or they all weigh things. Tell children that people beginning. On page 4, read aloud the second sentence as often group (or classify) things that are alike in some way. children follow along. Point out the word scale and write it Explain that grouping items into categories helps us under- on a board or easel pad. Guide children in identifying the stand how they are alike. Provide children with items from long a vowel sound. Explain that when a consonant comes the classroom for them to classify into categories such as between the vowel and the final e, the vowel usually has a things that are heavy and things that are light. long vowel sound. Have children find two words on page 12 that have the a-C-e pattern. (places, same) Options for STAGES Use gestures to help Have these children these children sort items into classify objects as light or piles of heavy and light heavy and name them. objects. On Our Way to English Grade 1 How Much Does it Weigh? 9992788372 How Much Does It Weigh? How Much Does It Weigh? On Our Way to English Grade 1 On Our Way to English Grade 1 F/P: H F/P: H DRA: 14 DRA: 14 9992788372 9992788372 How Much Does It Weigh? How Much Does It Weigh? On Our Way to English Grade 1 On Our Way to English Grade 1 F/P: H F/P: H DRA: 14 DRA: 14 9992788372 9992788372
"How Much Does It Weigh"