Text Type:
Fact / Informational Text
Reading Level:
I
Word Count:
319
Pages:
14
Text Summary
Have you ever looked at a bridge and wondered how it was built? Building a Bridge is a great photo book that shows some of the amazing bridges that exist. It explains various types of bridges and details how a bridge is built.
Suggested Lesson Focus
The following skills are suggested for the lesson focus, and strategies will be provided for these skills throughout the lesson. Most likely, other skills will be addressed in the course of reading and discussing the book.
Comprehension
Inferring
Using the content of this book, help children infer information about bridges by asking some of the following questions after children have read. These questions will produce a variety of answers from children. Most of the answers are not provided in the book. Consequently, children will have to put details from the book together to infer a reasonable answer to the question(s) you ask.
Ask: Why do we have bridges? How do people decide where to put bridges? Why did bridges need to be built longer and stronger? Why did people begin building bridges of steel and concrete, rather than of wood, rope or stone? How do you think people decide what type of bridge to build? How do you think cofferdams were invented? How do you think bridges were made before cofferdams were invented? Do you think building a bridge is dangerous? Do you think building a bridge would be exciting, or scary?
Phonological Awareness
Have children listen for and identify the r sounds in words.
Phonics
r sound
Word Work
Time and order words
Mechanics
Punctuation—Commas used to establish a time frame, or to list and/or separate ideas
Visual Learning
The photographs in the book provide children with an opportunity to see bridges they may not have seen before. They help to give an idea how varied bridges can be. The table provides information that may be new to children. Go over the photos and the table, and ask questions to help children understand the importance of looking at and interpreting these various visual learning devices.
Ask: Of the bridges in the book, which bridge would you most like to see in person someday? What is a _________(Choose one of the bridges from the table)? If any of the bridges from the book, or any of the types mentioned in the table, are in your area, you can ask children if they recognize them from the book.
Targeted Vocabulary Words
High Utility Words
over, long, carry, made, under
Content Words
You should consider reviewing the following content words with children prior to having them read independently. This will help children feel prepared and more successful as they are reading. This is a review of how to say the words, as well as what they mean. These are only a few words; you may want to review the book to see if there are other words that you want to add or delete from this list.
swamps, concrete, thousands, stretched, gorge, spanned, modern, cofferdam, supports, overpass, aqueduct, viaduct, causeway, piers, girders
Before Reading
Introducing the Book
Before handing out the book, introduce it by showing the front and back covers, and the title page. Ask questions to find out what children think the book may be about.
Ask: What do you see on the covers? What does this tell you about the book’s contents? What do you think the book will be about?
There should be a lot of prediction going on at this stage.
Building Background
To find out what children know about bridges, ask questions to help elicit prior knowledge and build background.
Ask: What do you know about bridges? Where and why are bridges built? What are bridges built for? Are there any famous bridges? Have bridges changed over the years? Why would bridges have to be changed? Who builds bridges?
By asking these questions, you will find out what children know about the topic. Because you will be asking some of the same questions after children have read, you will be able to determine if their responses during this part of the lesson were guesses or previous knowledge.
Book Walk
While doing your book walk, go through as much of the book as you feel is necessary, pointing out anything you think will challenge children as they are reading. This is a time when you are reminding them of the various reading strategies discussed in class, as well as familiarizing them with the format of the book. This step is to help reduce the anxiety that some children feel when they are faced with a book that has text with unfamiliar vocabulary.
Setting the Purpose
You should include a short statement about setting the purpose before children begin reading. The purpose should relate to the comprehension skill listed under Suggested Lesson Focus.
Before children begin reading, discuss with them the various purposes or objectives they are working towards while reading this book:
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During Reading
Give a copy of the book to each child. Direct them to read silently or quietly to themselves. If some children finish before others, have them reread the book. They could also think about what they have read in order to respond to the purpose you set before the reading. Review with children any reading strategies that have been taught in class that may help them as they are reading the book. If you have a list or chart of strategies somewhere in the room, you should review it. You can also talk to children about the various strategies they use while reading. You can also ask questions such as:
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You may consider having Post-its available for children to place on pages that have difficult words. These can be reviewed after the group has finished reading and can be discussed. At this point, you can ask the other children how they knew what the word was, or what they did to help them read that word.
After Reading
After reading the book, talk to children about what they have learned. Ask questions to help you determine their level of comprehension.
Ask: What was the book about? Would you be interested in doing research and learning more about bridges and how they are built? Which bridge did you like the best? What do you think the author’s message was in this book?
You can also use this time to explore and discuss other print issues. For example: Have children turn to pages 4, 5, 6, 7, 10, 11, 12, and 14 and ask: Why do you think the author used commas on this page? (To separate sentence elements and to help to establish a time frame.)
Once again, you can look at and discuss how important the photos in this book were. Have children tell you what they liked and/or disliked about the pictures and how they helped them with their reading.
Building Skills
Phonological Awareness
Have children listen for and identify the r sounds in words.
Read a section of the book that contains words with the letter r in them. Instruct children to raise their hand any time they hear a word that has the letter r in it.
Phonics
er says /r/
Explain to children that when an -er comes at the end of a word it sounds like plain /r/. You can use the following words from the story to help teach this concept. (page 3 — rivers, over, page 4 — water, page 7 — stronger, longer, page 10 — hammer, page 12 — worker(s), page 13 — girder(s), pier.) Think of other words you might use, and list them with your class.
Word Work
Time and order words
Using the explanation of how a bridge is built, explain that there are certain words used to convey a time or order in which things happen. Have children go through pages 10–14, and have them identify the words that show an order in which things were done to build a bridge.
For example: First, next, and finally.
There are a few other words used in the book that would apply to this section. Can children find them? (today, for thousands of years, and later) Can children brainstorm any other words that would fit into this category of words?
Mechanics
Punctuation—Commas used to establish a time frame, or to list and separate sentence elements
Throughout this book, commas are used to list and separate sentence elements. This concept may be new to children. By showing and discussing how the author used commas to list and separate, you can introduce or reinforce this use of commas to children.
Expand the Reading
Writing Connection
Have children write about the longest bridge they have ever gone on, either in a car, walking, or on a bike. If they don’t think they have ever been on a bridge point out some of the bridges you have in your town. If you don’t have any bridges, have children write about what they think it might be like going over a bridge.
OR
Have children write about something they learned about building bridges. Have them write whether or not they think they would enjoy helping to build a bridge.
Science/Art Connection
Provide children with a variety of materials. Working in groups or pairs and using the materials provided, children can create their own bridge. Make sure they come up with a plan—where it will be built and how long it will need to be. What materials will they need? Give them time to discuss what is needed and how to go about the process. Once they have a plan, you may want to meet with each group and go over their idea. If you feel the planning has been completed, allow them to begin construction on their bridge. After the bridges have been constructed, display them for the rest of the class or even for the school.
Reading Independently
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice that match their reading level.
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