Clothes Then and Now - Amazon S3Say: We will read a book called Clothes Then and Now. We will read about clothes people wore long ago and clothes people wear today. Display the picture

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 Guidexplorers

Theme: Then and NowCommunities Then and Now (M/28) •

social studies Big idea:Readers learn how clothes have changed from long ago to today.

For students reading at Literacy Level K/20, including:

English-language learners •Students reading below grade level •Second-grade readers •First graders reading above grade level •

Metacognitive/Fix-Up StrategyDiscuss ideas with others •

VocabularyRecognize high-frequency words •Develop Tier Two vocabulary •Develop Tier Three vocabulary •

Grammar, Word Study, and Language Development

Use past tense verbs •Use antonyms •Recognize the sentence structures • ____ wore ____ and ____ used ____.

PhonicsUse word parts to solve multisyllable words •Recognize words with variant vowel • /âr/

FluencyRead with appropriate phrasing •

WritingWrite to a picture prompt •Write to a text prompt •

skills & strategiesAnchor Comprehension Strategies

Compare and contrast •Analyze text structure and organization •Use text features to locate information •

Clothes Then and NowLevel K/20

© 2011 Benchmark Education Company, LLCCLothEs thEn and now2

Introduce the Book• Give each student a copy of the book.

Remind students they will read about clothes long ago and clothes now. Preview the book, encouraging students to interact with the pictures and text on each page as you emphasize the elements from the page 3 chart that will best support their understanding of the book’s language, concepts, and organization. (Items in bold print include sample “teacher talk.”)

• Pages 2–3 Words to Discuss Ask students to point to each photograph as you say its matching label. Repeat the process, inviting students to echo-read. After students Think/Pair/Share what they know about each word, fill in any missing details. Say: We will see these words in the book.

What I Want to Find Out, and L stands for What I Learned. Say: We shared some ideas about how clothes long ago were different from clothes today. Now we will list our ideas on the chart. Write students’ responses in the K column of the chart. Then ask them what they want to find out about clothes from long ago. Write their questions in the W column. Finally, read the entries in both columns and ask students to echo-read.

Make Connections and Build Background• Use a Photograph and Realia

Ask two volunteers to stand up and tell the group about the clothes they are wearing. Say: We will read a book called Clothes Then and Now. We will read about clothes people wore long ago and clothes people wear today. Display the picture on page 4. Ask students to Think/Pair/Share how clothes long ago were different from clothes today.

• Use a Graphic Organizer Draw a KWL chart on the board. Explain that K stands for What I Know, W stands for

K W L

made of animal skins

don’t look comfortable

don’t look colorful

When did people start using cloth?

How did kids dress long ago?

How do people make clothes today?

Before Reading

Related ResourcesThe following Benchmark Education resources support this lesson.

Other Early Explorers Books• Schools Then and Now (B/2)• Clothes (C/3)• Going Faster (D/5)• Communication Then and Now (E/7)• Farther and Faster (F/9)• Getting Ready for School (G/11)• Communication (H/13)• Clothes Long Ago (I/15)

Fluency and Language Development• Clothes Then and Now Audio CD

Comprehension Resources• Clothes Then and Now question card• Power Tool Flip Chart for Teachers• Student Bookmark• Compare and Contrast poster

Assessment• Early Explorers Overview &

Assessment Handbook• Grade 2 Comprehension Strategy

Assessment Book

© 2011 Benchmark Education Company, LLC CLothEs thEn and now 3

© 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. Printed in Canada.ISBN: 978-1-60437-498-8

Pages Text and Graphic Features

Words to Discuss

English/Spanish Cognates

Sentence Structures

Cover title, author, photo, illustration

1 title, author, table of contents, photos

2–3 photos cloth, cotton, leather, linen, silk, wool

4 chapter head, illustration, caption

clothes, animal skins use/usar, different/diferente, animal/el animal

____ wore ____. ____ used ____.

5 photo, caption leather, fur

6 illustration, caption, map, flowchart

cloth, linen plant/la planta, type/el tipo


cotton

8 illustration, caption, flowchart

wool


silk, rich rich/rico

10 chapter head, photos, caption

11 photos, caption

12 photos, caption

13 photo, caption machine machine/la máquina

14chapter head, illustration, caption

15 photo, inset photo, caption

sizes

16 illustration, caption comfortable

17 photos, captions

18 illustration, photo, captions

children, dresses, adults adult/el adulto

19 photo, caption pants, shorts

20 glossary, index


• Page 4 Spanish Cognate Ask: Does use sound like a word you know in Spanish? (Allow time for students to respond.) The English word use sounds like the Spanish word usar. Use and usar mean the same thing. What are some things you use at school? (Allow time for students to respond.) Write the word used on the board and ask students to locate it on page 4 in the book.

• Page 4 Sentence Structure Write ____ wore ____ on the board. Read the sentence structure aloud and ask students to repeat it several times. Say: We use this sentence structure to tell what people wore in the past. Model using the sentence structure to tell about the photographs, such as People wore warm clothes or Some people wore leather clothes. Say: This sentence structure is in the book. Can you find the structure on page 4? Frame the sentence. Let’s read the sentence together.

• Page 6 Graphic Feature Say: This page has a flowchart. A flowchart shows how different things are connected. What does this flowchart show? (plants and cloth) How are the things on the flowchart connected? (Certain types of plants are made into linen cloth.)

Rehearse Reading Strategies• Write the word beautiful on the

board. Say: One word in this book is beautiful. Look at the word beautiful. Say the word beautiful. What parts are in beautiful? Allow time for students to respond, assisting as needed. Say: The word beautiful has two parts. The first part is the word beauty. (Write beauty on the

board.) The second part is the suffix -ful. We change the y at the end of beauty to i and add -ful to make beautiful. Ask students to find the word beautiful on page 9. Say: Use word parts to help you when you read.

• Remind students to use other reading strategies they are learning as well, such as thinking about the meanings of prefixes and suffixes or reading on to the end of the sentence to figure out a word through context clues.

Set a Purpose for Reading• Say: Now it’s time to read the book.

You may whisper-read or read silently to yourself. Assign one or more chapters, depending on available time and the needs and abilities of students in the group. Use the chart below to set a purpose for each chapter. Invite students to place self-stick notes on pages where they find information for the KWL chart and to look for opportunities to add to the chart at each stopping point. If students do not complete the book, orally summarize the previously read chapters and begin at this point in the teacher’s guide the next time you meet.

Before Reading (continued)

Pages Purpose for Reading

4–9 Read to find out what people used to make clothes long ago.

10–13 Read to find out what people use to make clothes now.

14–19 Read to find out how clothes today are different from clothes long ago.


Observe and Prompt Reading Strategies• After the supportive introduction,

students should be able to read all or most of the book on their own. Observe students as they read. Take note of the graphophonic, syntactic, and semantic cues they use to make sense of the text and self-correct. Prompt individual students who have difficulty problem-solving independently, but be careful not to prompt English-language learners too quickly. They may need more time to process the text as they rely on their first language for comprehension.

Use the Graphic Organizer to Summarize• Ask students to think about their

reading. Ask: Can you answer any questions in the W column of our chart? (Allow time for students to respond, assisting as needed.) What did you learn about clothes? Record appropriate responses in the L column of the KWL chart. Choral-read the entire chart. Then ask students to use the graphic organizer to tell a partner about the book.

During Reading After Reading

K W L

made of animal skins

don’t look comfortable

don’t look colorful

When did people start using cloth?

How did kids dress long ago?

How do people make clothes today?

People in Egypt made linen from plants.

People in India used cotton.

People in China used silk.

Now people use new types of cloth, too.

Kids did not have special clothes long ago.

Now people make clothes with machines.


After Reading (continued)

Reading Strategy Mini-Lesson: Discuss Ideas with Others • Reflect Ask: Did you understand

what you read? What parts were hard to understand? How did you help yourself?

• Model Say: I want to understand what I read. One way is to discuss my ideas with others. I can share my thoughts. I can ask for help, too. Ask students to turn to page 4. Say: I notice that people long ago made clothes from animal skins. I know that people killed animals for food, too. I think the people had plenty of animal skins, and the skins kept them warm. Allow time for students to share other ideas about wearing animal skins. Say: Discussing the page helped me. Now I better understand why people long ago made clothes out of animal skins.

• Guide Invite students to read pages 6 and 7 with you. Ask: What do you notice on these pages? Does the information make you think of something? Do you have questions? What would you like to discuss with the group? Allow time for students to share their thoughts. Then invite them to tell how the discussion helped them better understand pages 6 and 7.

• Apply Ask students to read their favorite page to a partner and conduct a discussion about it. Observe students as they read and discuss, providing assistance if needed. See the Early Explorers Overview & Assessment Handbook for an observation chart you can use to assess students’ understanding of the monitor-reading

strategy. Then say: You can discuss ideas with others after you read any text. Remember to discuss ideas to help you understand.

Answer Text-Dependent Questions• Explain Remind students they can

answer questions about books they have read. Say: We answer different types of questions in different ways. I will help you learn to answer each type. Tell students that today they will practice answering Vocabulary questions. Say: The answer to a Vocabulary question is in the book. You can define the word if you know what to look for.

• Model Use the first Vocabulary question on the question card. Say: I will read the question to find out what to do: “What does the word leather mean in this book? Let’s look for clues. Look on page 5.” This question asks me to figure out what the word leather means. I will look for the word leather on the page. I will look for leather in the photographs, too. Read the second sentence on page 5 aloud. Say: The sentence says that leather is animal skin without the fur. I know what the word leather means in this book. Leather is animal skin without the fur. This definition answers the question. The answer makes sense. I have found the answer in the book.

• Guide Ask students to answer the other questions on the question card. Use the Power Tool Flip Chart and Student Bookmark to provide additional modeling as needed.


Remind students to ask themselves: What is the question asking? How can I find the answer? Does my answer make sense? How do I know?

Build Comprehension: Compare and Contrast• Explain Create an overhead

transparency of the graphic organizer on page 12 or draw it on the board. Label the columns Clothes Then, Clothes Now, and Clothes Then and Now. Say: Nonfiction books sometimes tell and show how things are alike and different. We compare by telling how things are alike. We contrast by telling how things are different.

• Model Say: Let’s figure out how clothes long ago and clothes now are alike and different. Ask students to turn to page 4. Say: We read that people long ago used animal skins to make the first clothes. Write animal skins in the first column of the graphic organizer. Then say: On pages 5–9 we read about people using leather, linen, cotton, wool, and silk long ago. But on pages 10 and 11, we read that people still use leather, linen, cotton, wool, and silk today. I will write these words in the last column of the graphic organizer.

• Guide Say: Let’s find a way clothes today are different. Look at page 12. What types of cloth do people make today? (Allow time for students to respond, assisting if needed.) Yes, people make new types of cloth. Look at page 13. What do people use to make clothes? (Again, allow time for students to respond.)

Yes, people use machines to make clothes. I will write these two facts in the middle column of the graphic organizer.

• Apply Ask students to work with a partner to find other ways clothes long ago and clothes today are different. If more support is needed, utilize all or part of the “Guide” process by pointing out additional similarities and differences. Finally, read the completed graphic organizer aloud and invite students to echo-read.


After Reading (continued)

Home Connection• Give students the take-home version

of Clothes Then and Now to read to family members. Encourage students to work with a friend or family member to draw themselves wearing clothes from long ago. Invite them to bring their pictures to share with the group.

Reader ResponseInvite students to respond to the book in a way that is meaningful to them. Model and use think-alouds as needed to scaffold students before they try the activities on their own.• Draw and label some clothes from

long ago.• Tell what you wondered as you read

the book.• Tell about your favorite page in

the book.• Write a new caption for one of the

photographs or illustrations.• Write about a connection you made

to the book.• Write what you thought was most

important in the book.

Write to a Picture Prompt• Write a Description Tell students

they will talk about a picture from the book. Then they will write about the picture. Ask them to turn to page 4. Say: I can describe this picture in my own words: The man wears a long robe of animal fur. The man has long hair and a long beard. He carries a long stick. Now I will write my idea. Model writing your sentences on the board. Ask students to choose a picture and describe it to a partner. Allow time for students to share their descriptions, providing assistance as needed. Then say: You described a picture in the book. Now write your idea. When you finish, read your writing to a partner.

Write to a Text Prompt• Analyze the Book Ask: What do

you like best about the book? What do you dislike? Write about your likes and dislikes. When you finish, read your writing to a partner.

Phonics: Variant Vowel /âr/• Ask students to locate the word wear

on page 4. Write wear on the board and circle the letters “ear.” Say: The letters “ear” in wear sound like the word air. Slowly draw your finger under the word as you say the sounds. Then ask students to do the same in their books. Repeat the process with hair on page 8 and their on page 14.

• Ask students to brainstorm words that have /âr/. Write the words on index cards. Then spread the cards out in a pocket chart on the table. Read each word, inviting students to echo-read.

Mini-Lessonsfor Differentiating Instruction


• Say: Listen to my sentence. Find the word that finishes the sentence. Then you may pick up the matching word card. Model the process using one of the words, such as A juicy fruit similar to an apple is a ____. (pear) Then invite each student to make up a cloze sentence for one of the words.

Vocabulary• Tier Two Vocabulary Pronounce

the word different and ask students to repeat it. Say: On page 4 we read that the clothes people wear today are different than the clothes people wore long ago. Something that is different has features another thing does not have. A coat made of animal fur is different than a coat made of wool. A red shirt is different than a blue shirt. Discuss other things that are different. For example, a truck and a car are different because the truck is bigger. A desk and table are different because a desk usually has drawers. Then model a sentence, such as Crunchy apples taste different than mushy applesauce. Invite students to share their own sentences, providing assistance as needed. Ask: What word have we been talking about? Yes—different. Let’s try to use the word different many times today. We can use the word at school and at home.

• Tier Three Vocabulary Review the book with students and write the words adults, children, dresses, pants, cloth, cotton, leather, linen, silk, and wool on index cards. Ask students to read the words with you. Then mix up the cards and place them facedown on the table. Choose two cards and model an oral sentence using both words. Finally, invite students to take turns doing the same. Continue

the game until each student has had several turns with different word pairs. For additional practice, students may work as a group or in pairs to complete the vocabulary activity on page 11.

Grammar, Word Study, and Language DevelopmentPast Tense Verbs

• Model Explain that authors often write about events that have already happened. Sometimes we add the letters -ed to the end of a word to show that something happened in the past. Ask students to read the last sentence on page 4 with you: People used animal skins to make the first clothes. Then explain that sometimes we don’t add -ed to a word to show that something happened in the past. Instead, we change the spelling of the word. Ask students to read the first sentence on page 4 with you: People wore clothes long ago. Use the classroom calendar to support the concept of past tense as you model sentences with used and wore, such as: I use sunscreen at the beach. Last summer I used sunscreen almost every day. I wear jeans when I ride my bike. Last Saturday I wore jeans all day.

• Guide Invite students to turn to page 6 with you. Ask: What words end in -ed? (learned, used) What do these words tell you about the information? (The author is writing about the past.) What word does not end in -ed but still tells about something that happened in the past? (made)


• Apply Ask pairs of students to read the sentences on page 10. Invite partners to imagine that the actions happened in the past. Ask them to write the words they would use to replace the words make, wear, and use. (made, wore, used)

Antonyms

• Model Explain that authors sometimes use antonyms, or opposites, when they write. Say: I see some antonyms on page 10: “Many people wear leather and wool to stay warm. People wear linen to stay cool.” The words warm and cool are antonyms because they have opposite meanings.

• Guide Invite students to read page 18 with you. Ask: Which words are anto-nyms? (different, same) Why are different and same antonyms? (The words have opposite meanings.) Invite students to use the words different and same in oral sentences.

• Apply Pair students. Ask partners to find the antonyms on page 17. (work, play) On the board, write I work at school. I play after school. Invite a volunteer to underline the antonyms in the sentences. Then repeat the process with then and now in the book’s title. Finally, invite the partners to make up an oral sentence using an antonym pair of their own choice.

Fluency: Read with Appropriate Phrasing• Say: We do not pause or stop after

each word when we read. Instead, we look for groups of words that belong together. Words that belong together are called phrases.

• Ask students to turn to page 7. Read the page in a choppy, word-by-word manner. Discuss how this makes the listener feel. Say: Now I will read the sentences in phrases. I will look for groups of words that belong together. Read the sentences again using phrases, such as People in India / used cotton / to make cloth. / Women wore / long pieces / of the cloth. Then invite students to echo-read the page with you.

• Ask students to turn to page 8. Discuss groups of words that belong together, such as sheep’s hair and to make wool. Then choral-read the page together.

• Invite students to take turns rereading Clothes Then and Now with a partner. Remind them to watch for groups of words that belong together so they can read using phrases.

© 2011 Benchmark Education Company, LLC CLothEs thEn and now11

Name: Date:

Vocabulary

Fill in the blanks. Use the words from the box. Then read the paragraph to a partner.

cotton silk leather cloth wool linen

People long ago wore clothes made of animal skins and ________________. Then people learned to make different types of ________________. People made ________________ and ________________ from plants. They made ________________ from sheep’s hair. Rich people in China wore beautiful clothes made from ________________.


Name: Date:

Clothes Then and Now

Clothes Then Clothes Now Clothes Then and Now

Skills Bank


Build ComprehensionANALyze TexT STRUCTURe AND ORGANIzATION

Explain • Create an overhead transparency of the graphic organizer “Clothes then and now” or draw it on the board. Say: Authors give their writing a structure, or organization, that fits their ideas. A text that discusses two subjects often is written with a compare-and-contrast structure, which shows how the subjects are alike and different. Authors use cue words that suggest the text structure. Cue words that compare include same, also, like, and still. Words that contrast include different, unlike, and but. Antonyms (comfortable, uncomfortable) also show contrast. When we analyze text structure and organization, we look for cue words and the pattern of organization as we read. This helps us to know what to expect and to understand a text better.

Model Say: • Let’s analyze the text structure and organization in Clothes then and now. ask students to read pages 4–9. Say: In this part of the book, we read about materials people used to make clothes long ago. They wore animal skins first. They learned how to make animal skins into leather for clothing. People made cloth of linen, cotton, wool, and silk too. Record information about materials used to make clothes long ago in the graphic organizer.

Guide Say: • Let’s continue to analyze text structure and organization in this book. ask students to read pages 10–13. Ask: What do we learn about clothes made today in this part? How do they compare with clothes made long ago? (allow time for students to respond.) Yes, the author shows ways clothes have changed and remained the same. Still is a cue word used to compare. Clothes are still made from leather, wool, linen, cotton, and silk. However, new other kinds of cloth are made today, and machines make clothes quickly. Record information from pages 10–13 in the graphic organizer.

Apply • ask pairs of students to analyze the text structure in pages 14–19 and record details about ways of making clothes, clothing styles, and children’s clothes in the graphic organizer. after each pair shares, work together to observe ways clothes today and long ago are alike and different. You may want to ask students to circle differences. discuss reasons why compare and contrast text structure is a good organization plan for this book and invite students to complete the box at the bottom of the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

Name _______________________________________________________ Date __________________

Clothes Then and NowAnalyze Text Structure and Organization


Clothes of Long Ago Clothes of Today

Materials

Way of Making

Style

Children’s Clothes

The author uses compare and contrast text structure.

Why does the author use this text structure to organize the ideas?

Notes


Notes


Documents

Clothes Then and Now - Amazon S3Say: We will read a book called Clothes Then and Now. We will read about clothes people wore long ago and clothes people wear today. Display the picture