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1、Sugar,Sugar,EverywhereJ J1 Learning AZ All rights reserved.www.readinga-Focus Question:What happens to our bodies when we eat sugar?Book SummaryText Type:Nonfiction/InformationalMany students love eating sugar,but do they know how sugar affects their body?Sugar,Sugar Everywhere introduces readers to
2、 the not-so-sweet side of sugar.Students will learn how too much sugar can be bad for their body and how it can be hidden in everything they eat.The simple text and detailed photographs will keep students engaged while supporting emergent readers.This book can also be used to teach students the skil
3、l of distinguishing between fact and opinion,as well as asking and answering questions to better understand text.The book and lesson are also available for levels M and P.Guiding the ReadingBefore ReadingBuild Background Placeontheboardpicturesofdifferenttypesoffood,such as donuts,apples,tomato sauc
4、e,pasta,and corn.Ask students to work in groups to sort the foods into different groups.Invite volunteers to share their answers with the class.Next,ask groups if there is one group in which all the foods can be placed.Invite volunteers to share their ideas with the class.Writethewordsugar on the bo
5、ard.Explain to students that one way to place all of these foods within one group would be to label the group sugar.Explain that all of these foods contain sugar and students will be learning more about how eating sugar affects their body.Introduce the Book GivestudentstheircopyofSugar,Sugar Everywh
6、ere.Guidethemtothefrontandbackcovers and read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,au
7、thors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading
8、Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions while reading in order to better understand a text.Pass out the KWLS/ask-and-answer-questions worksheet and explain what each sectionontheKWLSchartstandsfor.Havestudentsthinkaboutsugarandfilloutthe“Wha
9、tIKnow”section on their worksheet.Then,have students think Lesson EssentialsInstructional Focus Ask and answer questions to understand text Distinguish between fact and opinion Understand and use a glossary Discriminate initial consonant gl-blend Identify consonant gl-blend Recognizeanduseadverbs Id
10、entify and use synonyms and antonymsMaterials Book:Sugar,Sugar,Everywhere (copy for each student)KWLS/askandanswerquestions,factor opinion,synonyms and antonyms worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on
11、VocabularyAZ.com.High-frequency words:have,too,with WordstoKnowStory critical:glucose(n.),homemade(adj.),ingredients(n.),naturally(adv.),strain(v.),sugary(adj.)Academicvocabulary:amount(n.),control(v.),energy(n.)Sugar,Sugar,EverywhereJ J2 Learning AZ All rights reserved.www.readinga-about what quest
12、ions they have about sugar and filloutthe“WhatIWanttoKnow”sectionontheirworksheet.Explain that students will look for the answers to these questions while reading in order to better understand the text.Introduce the Comprehension Skill:Fact or opinion Explaintostudentsthatbookscanincludebothfactsand
13、opinions.WritethewordsFact and Opinion on the board.Point out that a fact is a detail that is true and can be proven and an opinion is a belief or judgment about a subject.Explain that facts can be checked,or verified,while opinions express how a person feels or believes.Referbacktothefoodpictureson
14、theboard.Writeanexamplesentenceontheboard,suchas One food that contains sugar is pasta.Have students work in groups to determine whether this statement is a fact or an opinion.Have volunteers share their answer and justify their reasoning.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyrigh
15、t page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different model se
16、ntence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowsugaraffectsth
17、eirbody.WritetheFocusQuestionon the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent Quest
18、ionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is sugar?Why is it important for our bodies?(level 2)pages 56 Why is sugar added to some foods?(level 1)page 8 What happens to our
19、bodies when we eat too much sugar?Why can that be harmful?(level 2)pages 1011 What are some ways to avoid too much sugar?(level 2)pages 1214 How can the foods in this book be sorted into different groups?(level3)multiple pagesText Features:GlossaryExplain that a glossary helps readers define the wor
20、ds in the book.Have students work in small groups to review the glossary on page 16.Ask students:How are the vocabulary words arranged in a glossary?Can you define the word glucose?On which page can you find the word ingredients?What part of speech is sugary?Have students review other vocabulary wor
21、ds in the book and discuss in groups where they would be found and how students know.Invite volunteers to share their thoughts with the rest of the class.SkillReview Reviewwithstudentsthequestionsfromthe“WhatIWanttoKnow”sectionoftheirKWLSchart.If any questions have been answered,have studentswriteth
22、eanswersinthe“WhatILearned”section.Periodically review this chart while students are reading.Modelhowtodeterminefactoropinion.Think-aloud:This book is telling me how sugar affects my body.Some of the sentences from the book are stating facts,and some are sharing the authors opinion.For example,on pa
23、ge 5,I read:Fruitshavesugar.Vegetables have sugar,too.I know these are facts because they can be checked,or verified.Determining fact or opinion is one way for me to better understand what I read.Modelhowtocompletethefact-or-opinion worksheet.Have students determine whether each sentence is a fact o
24、r an opinion.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Ask and answer questions Have students answer all of the questions from their KWLSch
25、artinthe“WhatILearnedSection.”Ifanyquestions remained unanswered,have students circle them.Have students brainstorm a list of new questions they have based on the book and list them inthe“WhatIStillWanttoKnow”section.Encouragestudents to investigate the answers to these questions to continue learnin
26、g about this topic.Guiding the Reading(cont.)Sugar,Sugar,EverywhereJ J3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to F
27、ocus QuestionHave students cite specific evidence from the book to answer the focus question.(Answers will vary.Sample:When we eat sugar,our body breaks it down into glucose,which goes into our blood and becomes a source of energy.However,if we have too much sugar,our body cannot use it all,and the
28、excess turns into fat.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant gl-blend Saythewordglucose aloud to students,emphasizingtheinitial/gl/sound.Havestudentssaythe word aloud and then say the/gl/sound.Have students practice
29、 saying the/gl/sound to a partner.Havestudentsworkingroupstobrainstormalistofwords that begin with the/gl/sound.Invite groups to share these words with the class,and have students give the thumbs-up signal if the word does begin with the/gl/sound.Check for understanding:Say the following words one a
30、t a time,and have students clap their hands when they hear a word that begins with the gl-blend:glue,globe,giraffe,grape,grams,glad,gloomy,and go.Phonics:Initial consonant gl-blend Writethewordglucose on the board and read it aloud with students.Havestudentssaythe/gl/soundaloud.Then,runyour finger u
31、nder the letters in the word glucose as students say the whole word aloud.Ask students to identify which letters represent the/gl/sound in the word glucose.Saythewordsglove and glassaloud,emphasizingthe initial sounds,and have students write the words on a separate sheet of paper.Have students compa
32、retheirwordswithapartners,recognizingthat each word begins with the/gl/sound.Check for understanding:Writethefollowingwordson the board,leaving off the initial consonant blend:glide,glum,glow,and glare.Invite volunteers to come to the board and add the initial consonant blend.Grammar and Mechanics:A
33、dverbs Revieworexplaintostudentsthatadverbs are describing words that provide details about verbs by telling how,when,or where an action occurred.Point out that many,but not all,adverbs end in-ly.Explain that writers often use adverbs to make their writing more accurate,factual,and precise.Writethef
34、ollowingsentenceontheboard:Sugar is widely used in breakfast cereals.Have students work with a partner to identify the adverb(widely)and the verb being described(used)in this sentence.Invite volunteers to share their answers withtheclass.Repeatwithmultiplesentencesabout the information from this boo
35、k.Check for understanding:Have students work with a small group to look through the book to circle the adverbs and underline the verbs that each adverb describes.Ask them to share whether each adverb describes how,when,or where an action occurred.WordWork:Synonyms and antonyms Writethewordsugary on
36、the board.Ask students to suggest a word that means almost the same thing(sweet,sticky,and so on).Revieworexplainthat a word that means the same or almost the same as another word is called a synonym.Ask students to suggest a word that means the opposite of sugary(sour,tart,and so on).Revieworexplai
37、nthat a word that means the opposite of another word is called an antonym.Check for understanding:Have students turn to page 6 to find the word that describes the sugar called glucose(simple).Ask students to suggest a synonym(basic,uncomplicated,and so on).Ask students to suggest an antonym(complex,
38、difficult,and so on).Useathesaurustolookupthewordsimple and show how a thesaurus is used.Put students into groups and give each group a thesaurus.Ask them to find the word simple and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word.Point out that some dictionaries also list synonyms and antonyms.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)