TIME for Kids - Teachers Manual G1

Teacher’s
Manual
Includes Blackline Masters
for Test Practice
B
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1 2 3 4 5 6 7 8 9 HES 13 12 11 10 09
Contents
Pacing Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . v
How to Use Time For Kids . . . . . . . . . . . . . . . . . . vi
ISSUE 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Retell
Photographs and Captions
Context Clues
Pond Life Model the Skills
Earth Helpers Apply the Skills
Leave it to Beavers Diagrams
ISSUE 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Main Idea and Details
Maps
Context Clues
Getting over the Hump Model the Skills
Not a Drop to Drink Apply the Skills
Bubbles Poetry
ISSUE 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Compare and Contrast
Diagrams
Context Clues
A Ladybug’s Life Model the Skills
Giving Time for the Common Good
Apply the Skills
The Caterpillar Poetry
ISSUE 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Author’s Purpose
Charts
Context Clues
Eat Well, Feel Well Model the Skills
Orange You Glad? Apply the Skills
Climb the Pyramid Diagrams
ISSUE 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Main Idea and Details
Lists
Context Clues
Sharing with Others Model the Skills
Thanks, Mom and Dad Apply the Skills
Hamster Hide-and-Seek Poetry
ISSUE 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Author’s Purpose
Photographs and Captions
Context Clues
The Forest Roof Model the Skills
Rain Forests: From Soup to Nuts
Apply the Skills
Life in the Rain Forest Diagrams
ISSUE 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Main Idea and Details
Diagrams
Context Clues
Digging for Bones Model the Skills
Animals on the Move Apply the Skills
Loose and Limber Poetry
Teacher’s Manual iii
ISSUE 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Retell
Photographs and Captions
Context Clues
Money Goes Around Model the Skills
How Money Is Made Apply the Skills
U.S. Coins Charts
ISSUE 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Compare and Contrast
Diagrams
Context Clues
Things Change Model the Skills
What a Trip! Apply the Skills
The Space Shuttle Diagrams
ISSUE 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Compare and Contrast
Signs and Symbols
Context Clues
Wild About Museums Model the Skills
A Basket Maker Apply the Skills
Sarah Enters a Painting Poetry
ISSUE 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Main Idea and Details
Photographs and Captions
Context Clues
Get Ready, Get Set, Go! Model the Skills
Play Ball! Apply the Skills
From the autograph album Poetry
Short-Answer Reading Rubric . . . . . . . . . . . . . .T1
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2
ISSUE 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Main Idea and Details
Maps
Context Clues
Wow! Wind Works! Model the Skills
Blow, Wind, Blow! Apply the Skills
Cloud Parade Poetry
ISSUE 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Main Idea and Details
Charts
Context Clues
Sunny Side Up Model the Skills
Where Does the Water Go? Apply the Skills
Sunflakes Poetry
ISSUE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
Main Idea and Details
Signs and Symbols
Context Clues
Whoo’s a Wonderful Bird? Model the Skills
Food for Whoo? Apply the Skills
Growing and Changing Charts
ISSUE 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Author’s Purpose
Charts
Context Clues
Prize Pets Model the Skills
All for America! Apply the Skills
Lady Liberty Diagrams
iv Time For Kids
Pacing Suggestions
THREE-MONTH PACING SUGGESTION
You might wish to use the Time for Kids, Student Edition as test preparation
starting in the second half of the year. At this pace, each issue corresponds to
one week of instruction in the Teacher’s Edition.
Time for Kids, Student Edition Issue Related Teacher’s Edition Lesson
Issue 1 Unit 4 Week 1
Issue 2 Unit 4 Week 2
Issue 3 Unit 4 Week 3
Issue 4 Unit 4 Week 4
Issue 5 Unit 4 Week 5
Issue 6 Unit 5 Week 1
Issue 7 Unit 5 Week 2
Issue 8 Unit 5 Week 3
Issue 9 Unit 5 Week 4
Issue 10 Unit 5 Week 5
Issue 11 Unit 6 Week 1
Issue 12 Unit 6 Week 2
Issue 13 Unit 6 Week 3
Issue 14 Unit 6 Week 4
Issue 15 Unit 6 Week 5
USING TIME FOR KIDS THROUGHOUT THE YEAR
Each issue contains 2 articles and a poem or text feature. You might wish to
use the Time for Kids, Student Edition throughout the year by assigning one
article a week. The poem or text feature can be read with the second article.
Teacher’s Manual v
How to Use Time for Kids
TIME FOR KIDS, STUDENT EDITION
Each issue in Time for Kids, Student Edition includes two
articles and a text feature, such as a chart or a diagram, or a poem.
Each issue relates to Social Studies or Science skills.
TRANSPARENCIES
A transparency is provided for the
first article in each issue. Use the
transparency to model how to
answer test questions. Questions
are provided in Blackline Masters
found in the Time for Kids
Teacher’s Manual.
TEACHER’S MANUAL
The Teacher’s Manual contains lessons for each issue of
Time for Kids.
Article 1: Model the Skills
Use the transparency and Blackline Master to model how to answer
comprehension, vocabulary, and text feature questions. Read the
questions and answers aloud to children.
Article 2: Apply the Skills
The Blackline Master for the second article offers children the
opportunity to answer questions based on the same skills and
strategies modeled with the first article. Read the questions and
answers aloud to children.
Text Feature or Poetry: Apply the Skills
A third Blackline Master is provided for children to review
previously taught skills and strategies. Read the questions and
answers aloud to children.
vi Time For Kids
COMPREHENSION AND VOCABULARY FOCUS
As noted earlier, each issue of Time for Kids relates to Social
Studies or Science skills. However, the items in the tests that
accompany each issue focus on Reading and Language Arts skills
and strategies for comprehension, vocabulary, and text features.
SHORT-ANSWER PREPARATION
The first two tests for each issue of Time for Kids provide
opportunities for children to practice responding to short-
answer items. These items will help children to begin building
the skills and confidence they will need when they are faced
with short-answer items in a testing situation.
LEVELS OF THINKING
Test questions can be broken down into four developmentally
sequenced categories, based on the different levels of thinking
required to answer them.
• A question may have an answer that is stated in the selection.
At the most basic level, children can find or locate the answer
in the selection. Words from the question and words that
answer it are often“right there”in the same sentence. At the
next level, the answers are stated in the text but cannot be
found in a single sentence. Children must “think and search,”or
combine different parts of the selection, to find the answer.
• A question may have an answer that is not stated in the
selection. For an“author and me”question at the third level
of thinking, children must find clues and text evidence in the
selection and connect them to find the inferred or implied
answer to the question. A question that addresses the fourth
level of thinking requires children to analyze the selection
and make judgments based on text evidence to determine
the author’s style or purpose for writing.
Teacher’s Manual vii
Retell
MODEL THE SKILL
Have children open to page 5 of Time for Kids, Student Edition.
Look at the cover and read the article titles aloud with the
class. Have children preview the photographs and captions. Tell
children, We will learn how to retell the information from a text
in order.
Display Transparency pp. 6–7 of the article“Pond Life”and
distribute Blackline Master 1. Ask children to turn to page 6 of
Time for Kids. Ask children to look at the title and photographs
before they read the article. Have children read the article
carefully and identify any words they do not know. Underline
these words on the transparency and review them with the class.
Then read the following question and answer choices aloud:
From Blackline Master 1
1 When does a swan swim?
A In the morning
B In the afternoon
C At night
Think Aloud This question asks when a swan swims. I can locate
the answer in the selection. First I find the part of the article that
tells about swans. Then I look for words that tell about times of
day. I see a sentence that says: In the afternoon, a swan swims.
This is the stated answer.
Elicit the correct answer (B) from children. Explain that this
choice, In the afternoon, is correct because the article says that
a swan swims in the afternoon. Work through the rest of the
answers and show that they are not correct.
For further practice with the comprehension skill, you may wish
to have children work together or independently to answer
question 2 on Blackline Master 1.
Materials
Transparency
pp. 6–7
Blackline Masters
1, 2, 3
TFK Pages 6–7
Teacher’s Manual 1
TFK Pages 6–7
Photographs and Captions
MODEL THE SKILL
Explain to children that texts often are accompanied by
photographs that can help them understand information from
a reading. Sometimes there will be text that explains what
is happening in the photograph. This kind of text is called a
caption. Invite children to look at the photographs and describe
what they see.
Then read question 3 aloud.
Think Aloud This article has photographs of different animals.
I should look for a picture of a raccoon, a swan, and a heron and
make sure to read the information that goes with the photos.
Then I can combine these details to figure out the stated answer.
Have children look at the photographs and colored captions
on pages 6 and 7. Point to the correct photograph and caption
on the transparency and read the caption aloud with the class.
Explain that the caption gives information about the animal.
Then have children select the correct answer choice (A).
Context Clues
MODEL THE SKILL
Tell children that they may not know the meaning of every
single word in a text that they read. Explain that the context, or
the other words and sentences in the paragraph, can help them
figure out what unfamiliar words mean.
Then read question 4 aloud.
Think Aloud The answer to this question is not stated in the
article. To answer it, I will have to find clues in the article and
connect them. I can start by finding the sentence that has the
word trap in it. I will see if any words or sentences near it in the
paragraph or anything in the picture can help me figure out what
trap means.
Invite children to explain what the text and the picture tell about
how and why herons trap bugs. Go through each choice and
have the class decide which answer makes the most sense in the
context of the article (C).
4 On page 7, the article
says that a heron can
trap a bug. What does
trap mean?
A Drink
B Run
C Catch
From Blackline Master 1
3 What animal stays up
at night?
A Raccoon
B Swan
C Heron
From Blackline Master 1
2 Time For Kids • Issue 1
Short Answer
MODEL WRITING A SHORT ANSWER
Remind children that short-answer questions will ask them to
write an answer in complete sentences on the lines provided.
Read the following short-answer question aloud:
From Blackline Master 1
5 Tell, in order, when you can find different animals at the
pond. Support your answer with details from the article.
Think Aloud The question asks me to tell when different
animals are at the pond. I need to find details from the article
that support the idea that different animals are at the pond at
different times. I can combine these details to write the answer.
Help children put their fingers on details from the article to
answer the question, and have a volunteer underline these
details on the transparency. Have children look for clues about
time of day, such as morning and afternoon. Remind children
that the answer should be based only on information from the
article, not on something that they read or saw somewhere else.
Tell children that they should answer in their own words and that
they should not copy sentences from the article. Write a short
answer together. Remind children to form complete sentences in
their answers.
Possible response: Dragonflies are at the pond in the morning.
Swans are there in the afternoon. Raccoons are there at night.
See page T1 of the Teacher’s Manual for a short-answer rubric.
See page T2 for answers to Blackline Master 1.
TFK Pages 6–7
Teacher’s Manual 3
Student Name
DIRECTIONS
Answer these questions about “Pond Life.”
1 When does a swan swim?
A In the morning
B In the afternoon
C At night
2 In the morning, a dragonfly looks for —
A plants
B lily pads
C bugs to eat
3 What animal stays up at night?
A Raccoon
B Swan
C Heron
Grade 1
4 Time For Kids Pond Life
Blackline Master 1
©Macmillan/McGraw-Hill
Student Name
4 On page 7, the article says that a heron can trap a bug.
What does trap mean?
A Drink
B Run
C Catch
5 Tell, in order, when you can find different animals at the
pond. Support your answer with details from the article.
Blackline Master 1
Grade 1
Pond Life Time For Kids 5
©Macmillan/McGraw-Hill
Show What You Know
APPLY THE SKILLS
Remind children that some of the questions they will see on a
test will focus on retelling, context clues, and using photographs
and captions. Introduce“Earth Helpers”by having children open
to page 8 of Time for Kids. Point out that the important ideas of
an article can often be found in the title and photographs. Have
children look at the photographs, captions, and headings and
then ask, What do you think the article is about?
Encourage children to share their ideas and explain how they
came to those conclusions. Record their ideas on the board. Tell
children to keep these ideas in mind as they read to see if their
ideas are correct.
Remind children to use context clues as they read to figure out
the meanings of unfamiliar words. Then have children read the
article independently.
Distribute Blackline Master 2 on pages 7-8 of the Teacher’s
Manual. Tell children that they will take a practice test on the
article they just read. Share these specific suggestions with
children to help them answer test questions:
Have children complete Blackline Master 2. Answers can be
found on pages T2–T3 of the Teacher’s Manual.
TFK Pages 8–9
1. Before you read, look at pictures, headings, and the title to give you an
idea of what the article is about.
2. Read“Earth Helpers”and the questions on the worksheet very carefully.
Make sure you understand what the questions are asking.
3. Make sure your answers are based on the article. If you are not sure
about the details, go back and read that part again.
4. Plan your answer carefully before you write. Make sure you answer every
part of the question and use support from the article in your answer.
5. Make sure to write complete sentences.
6 Time For Kids • Issue 1
Student Name
DIRECTIONS
Answer these questions about “Earth Helpers.”
1 Look at the chart about “Earth Helpers.”
First
Kids in green schools have lunch.
Next
Glass and plastic bottles are recycled.
Last
Which idea belongs in the bottom box?
A Bottles are made into kites.
B Bottles are thrown away in the trash.
C Bottles are made into new products.
2 Before the children go to the park, they —
A save money to help the school
B make kites from old plastic bags
C learn about animals in class
Grade 1
Earth Helpers Time For Kids 7
Blackline Master 2
©Macmillan/McGraw-Hill
Student Name
3 Brett uses a plastic bag to make a —
A kite
B bottle
C plant
4 The article says, “During class, they find ways to reuse
things.” What does the word reuse mean?
A Talk about
B Use again
C Throw away
5 What do children in a green school do to help Earth? Support
your answer with details from the article.
Blackline Master 2
Grade 1
8 Time For Kids Earth Helpers
©Macmillan/McGraw-Hill
Diagrams
APPLY THE SKILLS
Tell children that they will practice what they learned about
diagrams. Remind children that a diagram is a picture with
labels. Labels give information about what is being shown in the
picture. Have children open to“Leave It to Beavers”on page 10
of Time for Kids. Read the title“Leave It to Beavers”with children
and ask them to look at the article. Then ask them to share their
ideas on what the article is about. Write their ideas on the board.
Invite children to look at the diagram of the dam. Ask children
to think about how beavers build a dam. Ask what materials the
beavers might use and how the beavers get the materials.
Have children follow along with the text as you read it aloud. Ask
them to identify any words they do not know. After you have
finished reading, explain any unfamiliar words.
Have children look at the diagram and discuss what the beavers
do in each labeled part of the diagram. Explain that the den is a
part of the lodge.
Read aloud the question and answer choices. Tell children to
look back at the diagram to find details and facts. Then they can
combine this text evidence to determine the stated answer to
the question.
Think Aloud I need to remember that there is only one correct
answer to the question. I should look for details and facts in the
diagram that I can combine to come up with the correct answer.
Remind children that they should look for the label on the
diagram that says entrance to figure out where the entrance is.
Tell them to read each answer choice carefully.
After children have identified the correct answer (A), go back to
the diagram. Ask a volunteer to show how the arrow from the
label entrance is pointing below, or under, the water.
Have children complete Blackline Master 3 on page 10 of the
Teacher’s Manual. Answers can be found on page T3.
TFK Page 10
Teacher’s Manual 9
Student Name
DIRECTIONS
Answer these questions about “Leave It to Beavers,”
1 Where is the entrance to the lodge?
A Under the water
B Above the dam
C In the den
2 Where does a beaver find food?
A In the den
B At the dam
C In the pond
3 The article says, “Soon, the dam blocks the river and makes a
pond.” What does the word blocks mean?
A Opens
B Holds back
C Fills up
Blackline Master 3
Grade 1
10 Time For Kids Leave It to Beavers
©Macmillan/McGraw-Hill
Main Idea and Details
MODEL THE SKILL
Have children open to page 11 of Time for Kids, Student
Edition. Look at the cover and read the article titles aloud with
the class. Have children preview the photographs and captions.
Tell children, We will use these articles to learn how to identify
the main idea and important details in a text.
Display Transparency pp. 12–13 of the article“Getting over
the Hump”and distribute Blackline Master 4. Ask children to
turn to page 12 of Time for Kids. Ask children to look at the title
and photographs before they read the article. Have them read
the article carefully and identify any words they do not know.
Underline these words on the transparency and review them
with the class. Then read the following question and answer
choices aloud:
From Blackline Master 4
1 What is this article mostly about?
A What camels in Africa look like
B How children in Garissa get books
...