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Aboutthe

GarretMorganandtheTraffic BookPeoplefollowtrafficsignalseveryday.Didyoueverwonderwheretheideaforthetrafficsignalcamefrom?GarrettMorganandtheTrafficlsabouttheproblemsofbuggyandcardriversinthe1920sandoneman’sntohelpkeepthestreetssafe.AbouttheTargetedReading Usethereadingstrategyof lingtounderstandIdentifyelements ManipulateinitialandfinalRecognizeopenvowelUnderstandandrecognizeIdentifyandunderstandhowtocewordsinalphabeticalGreentextindicatesresourcesavailableontheBook—GarrettMorganandtheTrafficSignal(copyforeachChalkboardordryelements graphy,openvowely,verbsDiscussionIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookonin ctivewhitorcompletedwithpaperandpencilifbooksarereused.)BuildAskstudentswhattheythinkofwhentheyhearthewordtraffic.Discusstheirresponses.Askthemtoexinwhattypesofvehiclesmakeupthetrafficontheroads.Askstudentstoexinwhattheyknowabouthowpeopleandthingsweremovedfromonecetoanotherbeforecaristed.Havestudentsshareexamplesofwaysthattrafficiscontrolledandwhathappenswhenitisnotcontrolled.PreviewtheShowstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheymightreadaboutinabookcalledGarrettMorganandtheTrafficSignal.(Acceptallanswersstudentscanjustify.)nGarretMorgannGarretMorganandtheTraffic)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sHavestudentspreviewthetableofcontents.Exinthatthetableofcontentshelpsthemunderstandwhatthebookisabout.Havestudentsusethetableofcontentstohelpthempredictwhatthebookmightbeabout.Exintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnowandthenduringreadingtorelintheirmindwhatishappeninginthestory.Exinthatwhensomeonerelssomething,theyexinindetailwhathappenedinorderfrombeginningtoend.Pointoutthatpeoplerelstoriesaspartoftheirdailylives,suchasexiningwhathappenedinschooltoastudentwhowasabsent.Askstudentstoshareotherexamplesofwhenpeoplemightgiveareling.Modelrelingafamiliarstoryindetail,suchasTheThreeLittleThink-aloud:InTheThreeLittles,threeseachdecidetobuildahouse.Thefirstdecidestomakehishouseoutofstraw.Hegathersallofthematerialsandbuildshishouse.Theseconddecidestobuildhishouseoutofsticks.Hegathersallofthematerialsandbuildshishouse.Thethirdgathersthematerialstobuildhishouseoutofbricks.Onedayabigbadwolfcomestothehouseofthefirstlittle.HewantsthelittletolethiminsideandsaysI’llhuffandI’llpuff,andI’llblowyourhousedown.Continuerelingindetailto ofthestory.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Exinthatabiographylsthestoryofa ’slife.Manytimeswecanlwhata likebyhisorheractions.Forexample,ifsomeellsajokeandmakespeoplelaugh,weknow isfunny.Abiographyoftenfocusesonwhatkind someonewasandwhat Writethefollowingheadingsonth identifyingelementsography.Think-aloud:Thethingspeopledo luswhattheyarelike.SometimesIseechildrenatschoolcomfortsomeonewhoissadorhelpsomeoneupwhohasfallendown.Helsomeoneelseiswhatthe did.IwillwritethatundertheheadingWhatHe/SheDid.People’sactionsoftendescribetheircharac ndhowtheyarewithotherpeople.Iwoulddescribea whohelpssomeoneelseascaring.IwillwritecaringonthundertheheadingWhatHe/SheIsLike.WriteMakingfunofsomeoneundertheheadingWhatHe/SheisLike.Askstudentstodescribe whomakesfunofsomeoneelse(notcaring,mean,andsoon).Invitestudentstoshareotherexamplesofthingspeopledoandwhatthatlsusaboutthem.Introduceandexintheelements-ographyworksheet.HavestudentsusethecharttoidentifyinformationaboutGarretMorganastheyread.Whilepreviewingthebook,rein thevocabularywordsstudentswillencounterinthebook.Forexample,onpage5youmightsay:ThestreetsofthecityofCleveland,Ohio,werefilledwithhorses,buggies,andcars.Pointtopicturesthatprovideavisualforvocabularywords,suchasbuggies,traffic,andcorners.Remindstudentstolookatthelettersawordbeginswithorendswithtofigureoutadifficultword.Forexample,pointtothewordtrafficonpage7,andsay:Thepictureshowspeopleandbuggiesonthestreets.WhenIlookatthepartsoftheword,itstartswith/tra/andendswith/fic/.Thewordmustbetraffic.Iwillrereadthesentencetomakesuretrafficmakessenseinthesentence.HavestudentsreadthebooktofindoutwhoGarrettMorganis,whatkindof hewas,andwhathedid.Invitestudentstowriteanywords lthereaderaboutMr.Morgan’sonthebackoftheirelements-ographyworksheet.Remindthemtostopreadingnowandthentorelintheirmindwhathashappenedsofarinthestory.DuringGuidethereading:Givestudentstheircopyofthebook.Havethemreadtoofpage6andthenstoptothinkabouttheeventsthathavehappenedsofarinthebook.encouragestudentswhofinishbeforeotherstorereadthetext.ModelidentifyingelementsoThink-aloud:Istoppedaf gestore linmymindwhatIhadreadsofar.Bypage6Ilearnedthatthestreetsinthe1920swereverybusybecausetherewerelotsofcars,bikes,horses,andbuggiesonthestreets.AmannamedGarrettMorganknewthestreetswerenotsafewhenhesawacarhitahorseandbuggy.AskstudentswhattheythinkwillhappenbecausethemansawacarhitahorseandCheckforunderstanding:Havestudentsreadto ofpage8.Askthemtopracticerelingtoapartnerwhathappenednextinthestory.Listentostudents’relingsforcorrectorderanddescriptionofthestoryevents.AskstudentstoidentifywhatGarrettMorgandidafterhesawthatthestreetswerenotsafe(hemadeanforatrafficsignal).WritewhatGarrettdidonth undertheheadingWhatHe/SheDidandhavestudentsrecordthisinformationontheirworksheet.Basedonthisaction,askstudentstodescribewhatGarrettMorganwaslike(concerned,caring,andsoon).HavethemrecordthisinformationontheirworksheetundertheheadingWhatHeWasLike.sotheycanidentifywhatGarrettMorgandidandwhatthoseactions laboutwhathewaslike.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.AfterAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.ReflectontheReadingRelindetailwithstudentstheeventsofthestoryfrompage9throughofthebook.Think-aloud:AfterGarrettmadean,atrafficsignalwasmade.Ithadarmsthatwentupanddowninsteadoflightssopeopleknewwhentocrossthestreet.Theyputthesesignalsoncorners.ThenworkedandGarrettmadethestreetssafeforeverybody.Garrettalsomadeotherthings.AskstudentstoidentifywhaseGarrettMorganmade(amaskforfirefighters,aHavestudentsrelGarrettMorgan’sstorytoapartner,startingatthebeginning.Listenforwhether lude:correcteventsindetailandwhethertheylisteventsinthecorrectReflectontheComprehensionDiscussion:AskstudentswhytheythinksomeonewroteabiographyaboutGarrettMorgan.Discusswhyheisanimportant Enduringunderstanding:Inthisstory,welearnedthatsomepeopleidentifyproblemsandcreatesolutionstohelpmaketheworldabetterce.Nowthatyouknowthisinformation,whatwillyoudothenexttimeyouseeaproblem?Whatwouldyouexpe aresult?BuildExinthatwecanlistentothebeginningandendingpartsofwordsandbreakthemapart.Forexample,say:Streetwithoutthe/str/is/eet/,andstopwithoutthe/st/is/op/.IneachwordIleftoffthebeginningsoundandsaidonlyingsound.Saythefollowingwordsandhavestudentsrespondorally:Sawwithoutthe/s/is?(/aw/)NewMadewithoutthe/ade/is?(/m/)Thingswithoutthe/ings/is?(/th/)Checkforunderstanding:Repeattheprocessabove,manipulatingboththeinitialandfinalconsonantsounds.Usethefollowingwords:showed,n,keep,andsafe.Writethewordsbusyandmyonth .Saythewordsaloudandhavestudentsrepeatthemwithyou. heletteryineachword.Readthewordsagainwithstudents,emphasizingthesoundtheletterymakes.Askstudentstoexinthedifferenc weenthesounds.Exinthattheletteryat ofawordcanstandformorethanonesound.Discussthattheletterycanmakethelong/e/vowelsoundasinbusyorthelong/i/vowelsoundasinmy.Checkforunderstanding:Writethefollowingwordsonth andsaythemoneatatimewithstudents:happy,sunny,fly,buy,funny,sky,andbuggy.Havestudentsgivethethumbs-upsignalifawordstandsforthelong/e/vowelsoundandthethumbs-downsignalifawordstandsforthelong/i/vowelsound.Writethefollowingsentenceonth :Manythingssharedthestreets.UnderlhewordsManythings.Askstudentstoexinwhatthesemanythingsdid(shared).Circlethewordsharedandexinthatwordsthatshowactionarecalledverbs.Writethefollowingsentenceonth :Carswereonthestreets.UnderlhewordCars.Askstudentstoidentifywhatthecarsdid.Circlethewordwereandexinthatwordssuchaswereandwasalsoareverbsusedtoexinwhatsomethingisng.Invitestudentstothinkofverbstheyknow.Writethesewordsonthandhavevolunteersuseeachwordinasentence.Checkforunderstanding:Havestudentsworkwithapartnertolocateandcircletheverbsinthebook.Whenstudentshavefinished,discusstheiranswers.WritethewordsClevelandandbuggiesonth .Underl hefirstletterineachword.Askstudentswhatlettercomesfirstinthealphabet:corb.RevieworexinthatwordsaresometimescedinalistbyABC,oralphabetical,order.Wordsarecedinalphabeticalorderbylookingfirstattheinitialletterineachwordanddecidingwhichlettercomesfirstinthealphabet.Writethewordsbuggiesandbusyonth .Havestudentsidentifytheinitialletterineachword(b).Askstudentshowtheymightdecidewhichwordcomesfirstinalphabeticalorder. henextletterinbothwords(u).Exinthats ethesecondletterineachwordisthesame,theyneedtolookatthethirdletterineachword(g,s).Askstudentstoidentifywhichlettercomesfirstinthealphabet(g).ExinthatthebuggieswouldcomefirstinalistofwordsinalphabeticalCheckforunderstanding:Listthecontentvocabularywordsoutoforderonth.Havestudentswritethewordsinalphabeticalorderonaseparatepieceofpaper.Whentheyhavefinished,discusstheiranswers.BuildtAllowstudentstoreadtheirbooktlyorwithapartner.Encouragerepeatedtimedreadingsofaspecificsectioninthebook.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.HomeGivestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentslsomeoneathometheelementsographyusingthisbook.WritingandArtHavestudentsthinkofaproblemtheyhaveseenandwhattheymightinventtosolvetheproblem.Havestudentsmakeadrawingoftheinventiontheywouldmake.Thenhavethemwriteabriefparagraphthatexinstheproblemandhowtheirinventionwouldsolvethatproblem.SocialStudiesHavestudentsidentifysomethingtheyuseorseeeveryday,suchasacomputerorephone.HavethemusetheIntetofindoutwhoinventedtheobject.Havestudentspresenttheirinformationinanoralpresentation.SkillDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersfor tureHavestudentschoos