Ancient Greece - Amazon S3

1 Be n c h m a r k ed u c a t i o n co m p a n yScience Metacognitive StrategyAsk questions VocabularyDevelop academic content vocabulary Phonics/Word StudyRecognize comparatives Grammar and UsageUse the possessive pronoun theirFluencyRead smoothly with minimal breaks Comprehension StrategiesIdentify Main Idea and Supporting Details Summarize Information Use Graphic Features to Interpret InformationUse Text Features To Locate Information Skills & StrategiesFor students reading at Literacy Level R/40, including:Grade 4 readers Grade 5 8+ students reading below level English-language learners at TESOL Level 5 Bridges Theme: Ancient CivilizationsAlexander the Great (Level R/40) Ancient Greece (Level R/40) Ancient Rome (Level Q/40) Social Studies Big IdeaReaders will learn about the Mycenaean culture, the growth of the city-states, and the Golden Age and fall of Ancient GreeceLevel 11/14/11 12:33:26 PMCopyright 2011 Benchmark education Company, LLC.

2 All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the : 978-1-4108-8685-9 Use the sample chart below to help them fill in any missing information. Invite students to find each photograph in the book and read its caption. Words To Think About Have students turn to the Words To Think About spread.

3 Ask them to study the word map for architecture and think of other characteristics and examples to add. Then read the third paragraph on page 4 and ask: What characteristics and examples can you add now? What do you think the word architecture means? (different styles or ways of building) Ask students to study the word bench for democracy. Explain that this word is made up of two word parts from the Greek language. Read the word parts aloud for students. Say: Put the word parts together: people rule, or rule by people. Then read the first paragraph on page 2 and ask: What do you think the word democracy means?

4 (rule, or government, by the people) Ask students to study the word pedestal for citizen and think of other answers. Then read the second paragraph on page 10 and ask: What information can we add now? What do you think the word citizen means? (a person born in a city or country who has certain rights) Remind students that good readers use their own knowledge and the text to figure out the meanings of to ReadBuild ComprehensionPictures To Think About Hand out books. Read the title aloud. Ask students to tell what they see on the cover.

5 Tell students that the Ancient Greeks developed ideas and ways of living that still affect us today. Have students turn to the page titled Pictures To Think About. Tell them they will use information on these pages to help recall and add to what they already know about Ancient Greece . Use the map in the center to remind students that Greece is a peninsula with seas and many islands around it. On the board, create a chart with two columns labeled What is it? and What do I know about it? Have students make a copy on paper.

6 Ask partners to study each photograph, starting with the top picture on the left-hand page and moving clockwise. Have students complete as much of the chart as they can on their own and then share their ideas with the To Think AboutPhotographWhat is it?What do I know about it?1athletesancient Greece had Olympic games2giant wooden horseTrojan soldiers hid inside3public gathering placepeople could talk, read, and relax4ancient soldiersmarched to war 2011 Benchmark education Company, LLCAnCiEnt 21/14/11 12:33:27 PMBefore ReadingPreview the Book Turn to the Table of Contents.

7 Explain that in years , the numbers get smaller, not larger, as years go by, so these chapter headings are in chronological order. Ask student partners to discuss what they think they will learn while reading this book. Turn to the Index. Explain that an index lists the topics in alphabetical order and the pages they are found on. Ask students to find the word Minotaur in the Index and then again on the correct page in the book. Set Learning Goals Pair students and ask them to generate a learning-goal statement about the book s topic, such as I want to learn what life was like in Ancient Greece .

8 Have pairs share their statements with the group. Post the learning-goal statements on the board in the Vocabulary for Comprehension Write the words architecture, democracy, and citizen on the board. Remind students they have already discussed these three important words. Tell them you will now share additional words they will need to know, adding acropolis, agora, archaeologist, city-state, civilization, culture, epic, gymnasium, historian, noble, philosophy, ruins, and temple to the list on the board. Read each word and ask students to pronounce it.

9 Model how to sort the words on a three- column chart labeled Know, Think I Know, and Do Not Know. Say: I know the word temple. I will write temple in the first column. I do not know the word agora. I will write agora in the last column. I have heard of the word culture, but I do not know much about the word. I will write culture in the center column. Ask students to make their own charts and sort the words according to their current understanding of each one. Explain that as they learn more about the words, they can move them to different Ask students to turn to the Introduction on pages 2 and 3.

10 Explain that an introduction tells what a book is about. Ask students to discuss what they see in the photographs and why they think the author put these here. Invite students to read the Introduction silently. Then say: Page 3 lists four things you will learn about Ancient Greece . Which of the four items interests you more? Why? Turn to a partner and discuss your answers. After partners confer, invite them to share their thinking with the group. Know Think I Know Do Not Know temple culture agoraText and Graphic Features Use this table to help students see how text and graphic features provide extra information to (p.)