Text Type:
Fact / Informational Text
Reading Level:
L
Word Count:
550
Pages:
16
Text Summary
Big Machines introduces the reader to machines that are used to do heavy construction work. The book provides photos and names of the machines and describes various settings and uses.
Lesson Objectives
Reading Strategies
Children should use a variety of strategies to determine word meaning and comprehend text. The targeted strategy for this lesson is: Using logical relationships for recall and classification.
Encourage children to identify relationships between the name of the machine, what it does, how it works, and where it might be used.
Word and Print Skills
Phonics
oa as in coal, road, roadway, loader, tugboat
Word Work
Adjectives
Antonyms
Comprehension
You will likely address a number of comprehension skills as children work to understand the text. The targeted comprehension strategy for this lesson is: Classification.
Using the table of contents and section headings will facilitate the classification of the various kinds of big machines. Rereading will help children to solidify their understanding of the book.
Visual Learning
Using the pictures will help children to identify features of machines. The pictures will also provide clues to how the machines work and to the environment in which they work. By identifying and recalling smaller details in the picture, children can practice gathering information with their eyes.
Targeted Vocabulary Words
Content Words
machines, resources, excavators, shovels, buckets, bulldozer, dump trucks, concrete trucks, flatbed trucks, cranes, scrapers, loaders, graders, pavers, roller, drilling rigs, drills, tugboats, barge, ocean liners, oil tankers, container ships, 747 passenger jet, C-5 cargo plane, helicopter, sky crane, big rig, trailer, tractor
Before Reading
Introducing the Book
Before handing out the book, show the front and back covers, and title page. Ask: What do you see on the front cover? What do you think the book will be about?
Building Background
Children will be familiar with many big machines. Help them identify and articulate information that they already know about the topic. Ask: How do machines help us? What are some big machines that you know about? Where could we find big machines? Use one common example of a big machine, such as a dump truck. Ask: What kind of work does a dump truck do? Where might we see a big dump truck? Why do you think a dump truck is called a dump truck? Some of children may have toys, models, replicas, or pictures of big machines. Allow some limited time for show and tell, or create a display and bulletin board.
Book Walk
Hand out the book. For the table of contents, ask: Do you think this book has information about airplanes? Where could we check? For section headings (pages 7, 9, 10, 13, 15), ask: How many sections are in this book?
Think Aloud
Say: When we study or read, we should make a plan, so that we can finish our work. One way to do this is to decide how much time we have and then divide our work. For example, if we have one day to finish this book, we could plan to read three sections in the morning and three sections in the afternoon. Ask: If we have two days to read the book, what plan could we make to finish our work? Three days?
For visuals, ask: How will the pictures help us to understand what we have read? Show the picture on the title page. Ask: What do you see? What do you think this machine could be used for? Do you think we would see it in the city? Desert? Mountains? How do you think it works? Remind children to ask themselves these types of questions as they read the book.
Reading Strategies
Prior to beginning, review these strategies with children.
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Introduce the idea of using memory cues. Convey the idea that memory cues can be different things for different people, but cues can also be useful if shared. Say: When we read new information, it is helpful to use a memory cue. For example, look at the picture on page 5. Say: When I see this picture it reminds me of digging in the garden. So this helps me to remember that shovels are used for digging. Ask: What does this picture remind you of?
During Reading
Student Reading
Reading should be divided into two or three sessions to allow for completion of the worksheet. Hand out worksheet 1 and explain that children should fill it out section by section as they read. Have children read pages 4–7. Ask:
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Have children read pages 9–10. Ask: What kinds of machines are used for building roads?
Think Aloud
Sometimes we can use a different kind of memory cue to help us remember new information, like a silly poem or a jingle. Write the following on the board and repeat with a bouncy, rhythm several times. For fun have children repeat faster and faster.
Scrapers scrape
Loaders load
Dump trucks dump
Graders grade
Pavers pave
Rollers roll
And then we have a road
Have children read pages 11–12. Ask: What machines are used to take resources out of the earth? Why is the oil rig in the water? Have children read pages 13–14. Ask: Why is the oil tanker long and flat? Which do you think is larger, an ocean liner, or a tugboat? Why? Have children read pages 15–16. Ask: What do you see in the picture on page 15? Do you think a C-5 transport plane could carry an elephant? What does a helicopter look like? Why does the big rig need so many tires?
After Reading
Comprehending the Text
In small groups, or individually, complete the graphic flow chart. For a classroom activity on the blackboard, add an additional level to the flow chart for soliciting details about each machine. For example, ask: What do you remember about the excavator? Does it have tires? How does it work? What do you remember about the C-5 transport plane? Which kinds of machines move dirt, and rocks? Which machine is the most interesting to you and why?
Visual Learning
Ask: How can the pictures help you remember what you have read? Who thinks they are good observers?
Have children try this observation activity. Choose one of the pictures in the book. Have them look very closely at the picture for 15–20 seconds. At the end of that time, they should close their books and then close their eyes briefly, visualizing the picture they just saw. Ask: What do you remember about the picture? Encourage them to give details that go beyond naming the machine. Prompt them as necessary. Ask: Did the loader have tires? Were there any trees in the picture? How many people were in the picture? Was there a tire mark on the road? Was the water calm or were there waves? Then allow children to look at the picture again. Try this with one or two other pictures.
Building Skills
Phonics
oa as in coal, road, roadway, loader, tugboat
Read the words aloud several times and have children repeat them together and individually. Review the use of these words in the book (coal, pages 4 and 12; loader, page 9; road, pages 6 and 9; roadway, page10; tugboat, page 13). Review these sentences and have individual children read aloud. Give other examples of phonic oa words (such as foam, coach, goal, soak, toast, groan). Have children brainstorm for other oa words. Post the list for several days in the classroom and encourage children to independently add to the list. Or children may start a small phonics notebook, which encourages them to jot down words as they read. At the end of the week review all the words.
Word Work
Adjectives
Use page 8 and have children identify all the adjectives used to modify the word truck (giant dump truck, concrete truck, flatbed truck). Allow them to highlight or underline the words if you are not reusing the books, or alternatively, have them write the sentences on the board. Have them suggest a few examples of adjectives that they could use with truck (such as big truck, large truck, small truck, red truck, dirty truck, etc.).
Team competition oa
Divide the class into teams with 4–5 children per team. Instruct the teams to think of or write down as many adjectives that modify truck as they can in 5–6 minutes. To accomplish this, they may use all previous examples, the book, and a dictionary, and may talk about their ideas. The winning team has the longest list.
Antonyms
There are a number of words in the book that lend themselves to the study of antonyms:
big, work, easy, small, smaller, simple, heavy, tall, large, deep, huge, out, giant, above, up, smooth, flat,
pull, massive, high, long. You may review a few of these words in the book. The more difficult ones may be simple (page 5), deep (pages 7, 11), massive (page 14), and smooth (page 10). Explain the idea of opposites to children and use a common example with some body language to help them guess the answer. Ask: What is the opposite of tall? Fat? Other antonym possibilities: hot, inside, left, wrong, good, sweet, awake, give, happy, top, first, far, slow, poor, stop.
Antonym partner search
Give every child a slip of paper with one of the words from the antonym list (make sure the antonyms are evenly paired). Have children stand, walk around the class, and talk to classmates until they locate their antonym partner. Next, the partners sit together and each makes a sentence using his or her word. Let the partners stand up together and give words and sentences. Alternatively, the partners stand up together, say antonyms aloud, then reread the book together.
Expand the Reading
Writing Connection
Have children look at the picture on page 12. Create a name for this machine and write several sentences about how it works, where it is found and what it does.
Alternative writing assignment: Ask children to draw a picture of a big machine called the Gobbler, Water Straw, Wind Catcher, Smasher, etc. Ask them to write a short paragraph about what their machine does and where we might see it.
Art Connection
Use interpretive body movements to depict various machines included in the book. For example, one child plays the part of the tugboat and pulls three children who are holding hands (the barge). Use a whirling arm motion to depict the helicopter, or make the scooping motion of the power bucket. Ask children to make up their own interpretive movements.
The Big Human Machine
Instruct children that they are going to create one Big Human Machine. Demonstrate a sound (pop, crackle, screech, clap, boom, etc.), accompanied by an arm or hand movement (whirl, wave, scoop, sweep, etc.) and an optional leg movement (bend, lift, toe flex, etc). Repeat the sound/motion pattern over and over. Next, explain to children that everybody should decide on their own movements and sounds. One child as the leader demonstrates his/her pattern and moves very slowly to the next child who demonstrates and joins the chain. Each child demonstrates and joins the chain, as the human machine pops, snaps, and gyrates around and around the classroom.
Reading Independently
Have children read the book independently or with their antonym partner. Suggest that children choose one of the machines and look up information in the dictionary, encyclopedia, or on the Internet.
Home Connection
Send the book home to be read to or with family members. Encourage children to build a big machine at home using blocks, Legos, erector sets, or everyday materials such as straws, paper clips, and string. Children can then name their creation and explain how and where it works.
Assessment
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