Building Background

• Ask students about their favorite foods. Do they like pizza? Chocolate cake? Ice cream? Talk a bit about the national origins and histories of some of your students' favorite foods.
• Ask students to name some foods from the different continents. What do they know about Asian food, European food, African food? What kinds of dishes or cooking techniques do they think of when they imagine these places? 

Previewing the Book

• Hand out the books to students and have them look at the photographs. Do any of the foods look appetizing? Where do they think each food came from?
• Turn to the table of contents. On which page will students read about Asia? How is the food from Europe described? What kinds of things do they think they'll read about in the chapter on Europe?
• Point out the maps within the book. Using a world map in the classroom or on the comprehension worksheet, instruct students on how to position the smaller maps on the larger maps. 

Introducing the Comprehension Skill: Organizing information using a map

• Hand out the comprehension worksheet and allow students to cut out the names of the foods at the bottom. Have students place the names on the continents where they predict the foods came from.
• Model: Using a class map or globe, make a prediction about a food. Use think-aloud strategies: I see papaya listed on the worksheet. I enjoy papayas, and I live in North America. So I'm going to put papaya on North America. Tell your students that they will revise their predictions after reading 

Set the Purpose
Tell students that they will read to find out where each food comes from and to link the maps in the text with the map on the worksheet. 

Word-Attack Strategies
Remind students to use any or all of the following strategies when they come to unfamiliar words:

• Reread the sentence
• Sound out the word using what they know about letter/sound relationships
• Look for known prefixes, suffixes and roots in the word
• Keep reading and think about what might make sense