Text Type:
Fact / Informational Text
Reading Level:
J
Word Count:
384
Pages:
16
Text Summary
Simple Machines helps children understand how and why simple machines were invented. This book not only tells us about different simple machines, but it also tells about what some people did before these simple machines were around to help us.
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
Problem/Solution
Discuss with children how simple machines came to be. Discuss the fact that someone must have had a problem they needed to solve. In the book is says that, "Early humans probably used a wooden pole to move heavy rocks." This is how they solved the problem of how to move rocks. What other problems came up that required a simple machine to be invented?
Phonological Awareness
Consonant th sound in words
Phonics
Consonant th used in words.
Word Work
Suffixes
Visual Learning
If children are having difficulty understanding the concept of simple machines, the illustrations in this book can be extremely helpful. By allowing children the opportunity to not only see examples of the different simple machines, it also gives them the opportunity to relate the concepts to machines they themselves use on a regular basis. By looking at and discussing the illustrations in the book, you will gain an understanding of how much learning goes on through our visual senses.
Targeted Vocabulary Words
High Utility Words
there, the, these, they, this (to complement Phonological Awareness and Phonics activities)
Content Words
The following content words are words you should consider reviewing 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 and see if there are other words that you want to add or delete from this list.
simple, machines, compound, lever, inclined, plane, distance, wedge, pulley, wheel, axle, hinged, complex.
Before Reading
Introducing the Book
Before handing out the book, introduce it by showing the front and back covers, title page, and index. 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 predicting going on at this stage.
Building Background
To find out what children know about simple machines, ask questions to help elicit prior knowledge and build background which will help them once they begin reading. Ask: What do you know about simple machines? Why do you use/have simple machines? What are simple machines used for? How long have people been using simple machines? Have simple machines changed over the years? Why would simple machines change over years?
By asking these questions you will find out what children know about the topic. Because you will be asking some of the same or similar questions after children have read the book to check their level of comprehension, you will be able to see if their responses during this part of the lesson were guesses or previous knowledge. You may choose to save some of these questions to be used in the After Reading section of the lesson.
This is a good time to show students how to use the index. If something comes up in a discussion that is referred to in the index, stop and show children the word in the index and look it up on the corresponding page. This will help children understand what an index is used for. (It would be appropriate to do this during the Book Walk as well.)
Book Walk
Doing a Book Walk is not necessary at this level unless you think it will be helpful to the children you are working with. You may want to go through parts of the book pointing out things 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 text that has unfamiliar vocabulary.
Setting the Purpose
Before children begin reading, discuss with them the various purposes or objectives they are working toward while reading this book:
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During Reading
Provide a copy of the book to each child. Direct them to read silently or quietly to themselves. Tell those that finish before others to reread the book or to 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 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: How will the pictures help you read the words? What can you do when you come to a word you cannot read? What can you do if you don't understand a part you have just read?
You may consider having post-its available for children to place on pages that have words they had difficulty with. These can be reviewed and discussed after the group has finished reading. At this point, you can take suggestions from the other children as to how they knew what the word was or what they did to help them read that word, etc.
After Reading
After reading the book, talk to children about what they learned from it. Ask questions to help you understand their level of comprehension. Ask: What was this book about? What did you learn from reading this book? What did you think was the most interesting part of this book? Do you think this is a good book to read to learn about simple machines? What did you think of the illustrations? Did the illustrations in this book help you to understand what the words were teaching you? How so? Were you surprised by anything the book said about simple machines? Were there any words that were difficult for you? Is there any part of the book you would like to go back to and discuss more?
Building Skills
Phonological Awareness
Consonant digraph th sound in words
To be followed up with Phonics activity below.
Phonics
Consonant digraph th used in words
Throughout this book are words that have the consonant digraph th. Talk about the sound th makes. Brainstorm with the group all the words they can think of that have the consonant digraph th sound. If the book is consumable, have children go through and circle all the words that have the consonant digraph th. After circling all they can find, have them go through and count how many there were in the book. Discuss the number each person found to make sure all were found.
Word Work
Suffixes
Throughout Simple Machines there are many words containing suffixes. Talk to children about the fact that almost every time they see the letters er, s, es, ed, ing, ly, and en added to words in this book, they are what we call suffixes. Explain to children that this is just a short list of many different types of suffixes used. Go through the book and show them a few of the suffixes (page 3: kinds, doing, needed; page 5: wooden; page 6: opener). Have children go through the book to find other suffixes within the text. You can also have them brainstorm other suffixes they know of and create a list to put up and add to, if you have space.
Expand the Reading
Writing Connection
Have children write about the most recent simple machine they have used. Have them explain what the different parts are and how they worked as a tool to help them accomplish a task.
Science Connection
This book would be a perfect addition to your study of simple machines as part of a science unit. Simple machines are a common unit of study in science curriculum throughout classrooms worldwide. Use this book to help ease your class into the concept, to tie in the activities that you are doing in class, or to solidify the information that has been taught in class as a culminating guided reading activity. Whichever way you choose to use the book, children are sure to learn interesting facts from reading it.
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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