History of the Bicycle
WALT:
Objectives for the shared reading
Objectives for the shared reading
- Connect to prior knowledge to understand text
- Compare and contrast information
- Identify vowel pattern VCe
- Understand the use of prepositions
- Understand homophones then and than
Before Reading
Build Background
- Ask students if they have a bicycle. Ask them what they know about how bicycles work, what all bicycles have in common, and so on.
- Show students the cover of the book, and ask them if their bicycle looks like the ones in the photograph. Ask them how long they think bicycles have been around. Explain to them this book will explain the history of the bicycle.
HISTORY OF THE BICYCLE
Informational (nonfiction), 497 words, Level M (Grade 2)
Bicycles are popular all around the world, but did you know the bicycle has been around for almost two hundred years? History of the Bicycle discusses how this machine has changed over time. Students will also learn how the technology is continuously improving and get a glimpse into what the future may hold for this popular form of transportation, leisure, and sport.
Informational (nonfiction), 497 words, Level M (Grade 2)
Bicycles are popular all around the world, but did you know the bicycle has been around for almost two hundred years? History of the Bicycle discusses how this machine has changed over time. Students will also learn how the technology is continuously improving and get a glimpse into what the future may hold for this popular form of transportation, leisure, and sport.
Preteach the Vocabulary
Story Words
bicycles, design, frame, gear, invention, iron, materials, pedals, rods
Story Words
bicycles, design, frame, gear, invention, iron, materials, pedals, rods
- Introduce the Reading Strategy: Connect to prior knowledge
- Explain to students that effective readers use what they already know about a topic to
understand and remember new information as they read a book. Discuss with students how connecting to prior knowledge will help them understand and remember what they read. - Model how to make connections.
Think-aloud: As I read this book, I am going to look at the photographs and think about what I have read. Then, I will think about what I already know about bicycles. This is called prior knowledge. After thinking about what I know, I will read the story and use my prior knowledge about bicycles to help me figure out new information in the book. As I read and think about things I already know, it may spark further curiosity and questions that I would like to have answered.
- Explain to students that effective readers use what they already know about a topic to
- Enduring understanding: In this book, you learned how bicycles have changed over time and will continue to change. Now that you know this information, what will you think about the next time you get on your bike and pedal away?
Word Work
- Build Skills
Phonics: Vowel pattern VCe- Write the word bike on the board, and have students read it with you. Ask students what
sound the vowel makes in the word bike. Circle the e at the end of the word, and explain that often when a word ends with an e, the vowel sound is long. Write the letters CVCe over the corresponding letters in the word. - Have students turn to page 4 and read the last sentence of the first paragraph aloud. Ask them which word in the sentence has the long /i/ sound in the middle of the word and an e on the end (ride). Write the word on the board. Circle the ide letter combination and remind students that this is the CVCe pattern (a vowel between two consonants followed by a silent e).
- Check for understanding: Have students find another word that has a CVCe pattern with a long vowel sound in the second paragraph (time). Write the word on the board, write the letters CVCe over the corresponding letters, and ask students to identify the long vowel sound in the word.
- Write the word bike on the board, and have students read it with you. Ask students what
- Independent practice: Have students locate and circle other CVCe long vowel words in the book. Remind them that not all words that end in e have long vowel sounds. If time allows, discuss their answers.
Grammar
- Grammar and Mechanics: Prepositions
- Review or explain that prepositions are words that show a relationship between things.
They provide information about the location (inside, outside, and so on), direction (to, under, over, and so on), and time when something happens (after, before, during, since, and so on). Prepositions also can explain the relationship between two words (about, with, and so on). - List common prepositions on the board, such as: about, after, before, below, between, during, for, in, of, out, over, through, until, and with.
- Have a volunteer draw a rabbit on the chalkboard. Have another volunteer draw a log in front of the rabbit. Write the following sentence on the board: The rabbit goes ________ the log.
- Draw a line from the rabbit over, under, through, beside, and to the log, one at a time. Have volunteers fill in the blank with the correct preposition.
- Write the following sentence on the board: People started building bicycles in the 1800s. Point to the word in. Have a volunteer explain how the preposition is used in this sentence (it explains when something happened). Have students turn to page 4 and read the first sentence in the second paragraph. Point out the word over, and repeat the process.
- Review or explain that prepositions are words that show a relationship between things.
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