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B e n c h m a r k e d u c a t i o n c o m p a n y

Teacher’s Guide

• Small Group Reading Lesson • Skills Bank • Reproducible Activities

social studies

anchor comprehension strategies

Evaluate Fact and Opinion •Summarize Information •Compare and Contrast •

Phonics Hard and soft c •Spellings for /sh/ •

Concept Vocabulary Words associated with birthdays •

Grammar/Word StudyDictionary skills •

Social Studies Big IdeaPeople around the world celebrate their •birthdays in different ways.

skills & strategies

Birthdays Around the WorldLevel M/28

2Birthdays Around the World

© 2011 Benchmark Education Company, LLC

Day 1

Activate Prior KnowledgeShow students the cover of the book and read the title. Ask:

• What are the birthday candles on? How does the title of the book help you understand the picture on the cover?

• Do you think that children in other countries celebrate their birthdays the same way you celebrate yours?

Involve students in a discussion about birthdays and birthday celebrations. Encourage them to share what they and their families do to celebrate birthdays or other occasions. Distribute copies of the prediction chart (left). Ask students to predict how they think children around the world celebrate their birthdays. Have students write their ideas in the first column of their charts. Tell them that they will return to the charts to check their predictions as they are reading 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 birthday games? Let’s turn to that page.

• What is the purpose of the captions by the illustrations on these two pages?

Point out the word piñata in bold type on page 14. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. 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 page can I find out about leap year?

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

Small Group Reading Lesson

Prediction Chart

How I think children around the world might celebrate birthdays

Before Reading

After Reading Chapters 1–2

After Reading the Whole

Book

They might have parties with family and friends.

They might wear special clothes.

They might play certain games.

They might have a cake or some other special food.

They might sing a special birthday song.

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: Chapters 1–2, pp. 2–7Have students read the headings on pages 2 and 4. Say: Let’s read these chapters silently to learn about birthday parties and celebrations. Monitor students’ reading and provide support as necessary.

Monitoring 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 to help you figure out some words you didn’t know. That is a good strategy.

• [Student’s name], I saw you sounding out the word recognized. First you broke it into syllables, then you sounded out each part. 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 these chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• Now that you have read chapters 1 and 2, do you want to revise or add to your predictions? Write in the second column of your charts. (Answers will vary.) (Make predictions)

• Why is their first birthday special for Korean children? Why is their 13th birthday special for Israeli children? (In the past, many Korean babies died before their first birthday. In addition, the children pick objects that are supposed to determine their future. Israeli children have a ceremony on their 13th birthday that says they are now grown-ups.) (Locate facts/Summarize information)

Birthdays Around the World

Small Group Reading Lesson

Prediction Chart


Before Reading



Book






Birthday parties began a long time ago in Europe as a way to scare away bad spirits.

German babies get special candles.

In Kenya, babies have a naming ceremony.

In Korea, the first birthday is special.

In Israel, the 13th birthday is the most important.



set a Purpose for Reading: Chapters 3–4, pp. 8–13Have students read the headings on pages 8 and 12. Say: Let’s read these chapters silently to learn about birthday traditions and foods. Monitor students’ reading and provide support as necessary.


Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions.

• In which country might you wake up one morning to find your bed surrounded by presents? (Denmark, p. 9) (Locate facts)

• What sort of hat do Peruvian children wear at their birthday parties? Why do you think they wear a hat like that? (a crown; a child who is having a birthday is a special or honored person, just like a king or queen.) (Locate facts/Make inferences)

• What do you think children in Ghana think about the breakfast they get on their birthdays? (Answers will vary. One possible answer: People normally get things they like on their birthdays, so children in Ghana probably enjoy their special breakfast.)

(Make inferences)

Review Chapters 1–4Have students review what they have read about birthday celebrations. Ask:

• From your reading so far, what would you say birthdays around the world have in common?

• Which birthday celebration or tradition would you most like to see people in the United States adopt?

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

Day 2

Small Group Reading Lesson (continued)



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

set a Purpose for Reading: Chapters 5–6, pp. 14–19Have students read the headings on pages 14 and 16. Say: Let’s read these chapters silently to learn about birthday games and more birthday traditions. 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 background knowledge and experience, as well as information in the text, to answer questions. Ask:

• What do piñatas and the “Pass the Parcel” game have in common? (They both involve a prize or prizes inside a package or container.) (Compare and contrast)

• According to the Asian lunar calendar, what would a child born in 2003 grow up to be like? (elegant, artistic, and fun to be around) (Interpret graphics)

• Why do you think many Latin American cultures consider a girl’s 15th birthday to be special? (Answers will vary. One possible answer: They may think that 15 is the age when a girl becomes a woman.) (Make inferences)

• How could you be 10 years old but only have had three birthdays? (You were born on February 29 during a leap year) (Draw conclusions)



Build Comprehension: Chapters 1–6AsK AnD AnsWeR QuestIons

• What can you add to your prediction chart after reading the whole book? (Answers will vary.) (Locate facts)

• What did you notice the most during your reading—the ways that birthdays are different or the ways they are the same? (Answers

will vary.) (Compare and contrast/Draw conclusions)

• Why do you suppose parents around the world organize special birthday parties for their children? (Answers will vary. One possible answer: Parents love their children and want to make them feel special on their birthdays.) (Make inferences)

• Are birthdays more important to children or to adults? Explain your answer. (Answers will vary.) (Use creative thinking)

suMMARIZe InfoRMAtIon/CoMPARe AnD ContRAst

Model Explain that being able to write a brief summary of information is an important skill. Lead students to understand that taking notes is an essential step in this process, especially when they are comparing and contrasting two or more objects, events, or ideas. Copy the graphic organizer on the board and model for students how to record important information using the chart. Say:

Imagine that someone asked you to write about two of the celebrations you read about. How could you organize the information? Here is a way to get the important facts right where you need them.

This chart is a useful way of organizing information when you have to compare and contrast two subjects. It lets you make two sets of notes so that you can tell at a glance which information is about which subject. Let’s choose two of the countries from the book and write notes about how people celebrate birthdays there. I’ll write “Celebrating Birthdays” at the top of the chart. I’m going to choose Israel and Poland as the countries I want to write about, so I’ll write their names as subjects 1 and 2. The book gives information about birthdays in Israel on page 7. Let’s read the first sentence. I don’t have room to write all those words, so I’ll shorten it to “13th birthday most important.” Let’s look at the next sentence. I’m going to write “special ceremony” next and what the ceremony is called. You’ll notice that what I’m writing is much shorter than the text. I leave out words and don’t bother with capital letters and punctuation. This is what you do when you take notes. You don’t want to copy the book! Let’s take some more notes on our two subjects.


Prediction Chart


Before Reading



Book






Birthday parties began a long time ago in Europe as a way to scare away bad spirits.

German babies get special candles.

In Kenya, babies have a naming ceremony.

In Korea, the first birthday is special. In Israel, the 13th birthday is the most important.

People mark birthdays with presents, f lags, favors, pins, hats, and other special treats.

Special foods and meals are important parts of many birthday celebrations.

Children play with a piñata in Mexico. They play “Pass the Parcel” in Nigeria.

Some people celebrate only on the day of the saint for whom they were named.

Teacher Tip



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 make inferences? 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 an ability to summarize and compare and contrast information in the text? If students are having difficulty, provide more modeling and guided practice in this skill.

Practice and Apply Distribute copies of the graphic organizer to students. Have them help you take more notes on the two subjects. Make sure that students understand the shorthand nature of note-taking. Model again if necessary how to leave out unnecessary words. Encourage students to record information from the illustrations and their captions. Students should also note any facts they know from their own knowledge and experience.

Compare and Contrast

topic: ___________________________________________________________________________________________

subject 1: ______________________________________________________________________________________

notes:

subject 2: _____________________________________________________________________________________

notes:

Celebrating Birthdays

Israel13th birthday most important

special ceremony: for boys: bar mitzvah; for girls: bat mitzvah

children prepare for months

are said to be grown up

lifted in chair decorated with streamers

guests dance around them

Yom Holedet Sameach means “happy birthday”

Israel is in the Middle East

Polandcelebrate name day, not birthday

name day: special day on calendar for your name

person with name day gives party

guests bring f lowers and gifts

birthday song: “May you live 100 years in health . . .”

Poland is in Europe



small group WritingMoDel tHe WRItIng

Show students how they can use the graphic organizer to help them plan their own writing. Once again, copy the graphic organizer on the board. Decide on two related subjects and record the topic at the top of the chart. The topic might be “Two Holidays”; the subjects might be Thanksgiving Day and Independence Day. Help students record notes about these holidays in the appropriate sections. Ask questions that can be applied to both holidays, such as Why do we celebrate these holidays? and What do we eat on these holidays? Record their suggestions on the board.

Tell students they now have the information they need to write a comparison. They know what their subjects are and what details to include. Working on one paragraph at a time, have students suggest sentences that balance information about both their subjects. Record their suggestions.

Read aloud each paragraph as it is completed and ask students if they need to clarify any information. Show them how to edit their writing. Then work on the next paragraph. The completed comparison might be similar to the following:

“Independence Day and Thanksgiving Day are two of the most important holidays in the United States. We celebrate Independence Day on July 4 and Thanksgiving on the fourth Thursday in November. People do not have to work or go to school on these two holidays.

“Independence Day is when we remember that the United States is a free country. Thanksgiving Day is a time to say ‘thank you’ for all the good things we have. On Independence Day we have barbecues and watch fireworks. On Thanksgiving Day we have a big turkey dinner with our families and friends. They are both fun days.”

APPlY (InDePenDent WRItIng)

Give each student a blank copy of the graphic organizer. Tell students they are to write a short composition comparing and contrasting two holidays, two places they have lived, two family vacations, or their experiences in two grades in school. They should use the graphic organizer to make notes about their subjects.

Connect to HomeHave students read the take-home version of Birthdays Around the World 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, expres-sion, volume, and rate as you read. Some students may ben-efit from listening to you read a portion of the text and then reading it back to you.

Have students reread Birthdays Around the World with a part-ner. Have them read the text together and then take turns reading it to each other.


topic: ___________________________________________________________________________________________

subject 1: ______________________________________________________________________________________

notes:

subject 2: _____________________________________________________________________________________

notes:

Two Holidays

Independence Day

on July 4

watch fireworks at night

barbecues

when the United States said it was a free country

lots of f lags

parades and picnics

a fun day

people don’t work or go to school

fourth Thursday in November

get together with family and friends

big turkey dinner

time to give thanks for good things

too much to eat

watch football

no school or work

Thanksgiving Day



Phonics: Hard and soft cWrite the words candles and celebrate on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of candles? (/k/) At the beginning of celebrate? (/s/) What letter makes both the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c.

Have pairs of students search through the book to find words that have either hard or soft c. (cultures, candles, cake, countries, because, calendar, candy, celebrated, ceremony, voice, parcel, except) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found in the book and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by an e, the c generally makes the /s/ sound.

Phonics: spellings for /sh/Write the word wish on the board. Read the word aloud with stu-dents. Ask: What sound do you hear at the end of wish? (/sh/) What letters make this sound? (sh) Underline sh in wish and say: This is the most common way to spell the /sh/ sound. Then write the words traditions and special on the board. Ask students where they hear the /sh/ sound in these words. (in the middle) Ask: Is the /sh/ sound spelled sh in these words? (no) Underline ti in tradition and ci in special and explain that ti and ci can also make the /sh/ sound. Have pairs of students search through the book to find other words in which /sh/ is spelled sh, ti, or ci. (she, shouts, Danish, shape, dish, mashed, nation’s, ancient) Under the headings “sh,” “ti,” and “ci,” write the words students find. Then let them brainstorm other words to add to the lists, such as crashing, sharp, washer, addition, station, action, vacation, delicious, suspicion, social, and conscious. Have volunteers add the words to the lists on the board.

Skills Bank: Decoding

Hard c Soft c

cultures celebrated

candles ceremony

cake voice

countries parcel

because except

calendar

candy

sh ti ci

she nation’s ancientshouts addition deliciousDanish station suspicionshape action socialdish vacation consciousmashed

10

Concept Vocabulary: Words associated with birthdaysWrite the word birthdays in the center circle of a word web. Ask students to think of words they associate with birthdays. Encourage them to use their own knowledge and experience as well as ideas from their reading. Write students’ suggestions in the circles of the web: for example, celebrate, candles, cake, singing, wish, happy, party, games, presents, decorations, ceremony, special, balloons, streamers, and so on. Then have students form pairs and ask the pairs to make up sentences using any two of the words in the web. Have the pairs say their sentences, omitting the web words by saying “blank” in their place. Ask the rest of the group to guess the missing words.

grammar/Word study: Dictionary skillsHave students turn to the glossary at the back of their books and look at the list of words. Ask: How are these words arranged in the glossary? (They are in alphabetical order.) Check students’ understanding of the concept of alphabetical order by asking them to put the following words in alphabetical order: orange, apple, plum, grape, banana, watermelon. Ask them to explain what they did to alphabetize the words, focusing on the idea that they had to look at the first letter in each word. (apple, banana, grape, orange, plum, watermelon) Then have students look again at the glossary. Say: The first three words—celebrated, ceremony, cultures—all begin with the letter c. What do I have to do to put these words in alphabetical order? Make sure students understand that sometimes they will have to use the second or third letters of words to put them in alphabetical order.

Have students form pairs, and ask them to turn to page 2 of the book. Read the first sentence aloud. Say: There are 11 words in this sentence. I want you to write those words in alphabetical order. When the pairs have finished writing the words on their papers, have them take turns giving the words in order as you write the list on the board. The final list should read a, are, birthday, have, live, matter, no, or, where, who, you.

Skills Bank: Decoding (continued)

Israeli boys _________

their 13th birthdays with

a _________.

Copyright © 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# 978-1-4108-0187-6


name _______________________________________________________ Date ___________________

Prediction Chart


Before Reading After ReadingChapters 1–2

After Readingthe Whole Book

Skills Bank


©2011 Benchmark Education Company, LLC

Build ComprehensioneVAluAte fACt AnD oPInIon

explain • Create an overhead transparency of the graphic organizer “Birthdays Around the World” or draw it on the board. Say: A fact is something that is true about a subject and can be proven. An opinion is what someone thinks or believes about the subject and cannot be proven true or false.

Model • Say: Let’s identify facts and opinions in Birthdays Around the World. Read the second paragraph on page 3. Say: I read that the first parties were held hundreds of years ago in Europe. I can look this up in an encyclopedia to find out if it is true or false. If something can be proven, it is a fact. Record this statement in the Fact column on the graphic organizer. Then say: I also read that the good wishes of friends and families will scare away bad spirits that surround you on your birthday. This is what people thought. It cannot be proven true or false, so it is an opinion. Record this statement in the Opinion column.

guide • Say: Now let’s find another fact and opinion. Look at pages 4 and 5. Which statement can be proven true or false? (Allow time for students to respond, assisting if needed.) Yes, people in Ethiopia shout to announce the birth of a baby. This can be proven true, so it is a fact. Record this statement in the Fact column on the graphic organizer. Then ask: Which statement is what someone thinks or believes? (Again allow time for students to respond.) Yes, people in some European countries believe that a tree planted in honor of a child’s birth can tell if the child will be strong and healthy. This is an opinion because it is what some people think or believe. It cannot be proven true or false. Record this statement in the Opinion column.

Apply • Ask students to work with a partner to find other facts and opinions in the book. Remind them that facts can be proven, while opinions cannot. After the partnerships share, record their ideas on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

name _______________________________________________________ Date __________________

Birthdays Around the WorldEvaluate Fact and Opinion


Fact Opinion

Birthdays Around the WorldEvaluate Fact and Opinion

Notes




name _______________________________________________________ Date __________________

Compare and Contrast

topic _____________________________________________________________________________________________

subject 1: _____________________________________________________________________________________

notes:

subject 2: ____________________________________________________________________________________

notes:

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