Lights Out! by Maxine Peters Fiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Background Read the title, and demonstrate the meaning of lights out by turning the lights off Ask: When you or your family members turn off the lights? Tell children this book tells the history of the light bulb Answers to the Reader’s Inside Back Cover: Preview/Use Text Features Preview the reader by talking about the illustrations together and naming the labeled items Write About It Possible responses: at home, in stores, in movie theaters, in flashlights Support writers at various English proficiency levels Beginning Have children dictate their answers for someone else to record Encourage children to read back their answers Intermediate Have pairs of children brainstorm names of buildings and rooms to use in their list Advanced Ask children to name at least five places where light bulbs are used Have them write a sentence with one of their places Preteach Vocabulary Review the highfrequency words that appear in this book: answered and different Introduce these key words from the book: dark (p 2), invented (p 3), and smart (p 3) Discuss these words and add them to a Word Wall READ THE BOOK Choose among these options for reading to support children at all English proficiency levels Read Aloud Read the book aloud as children follow along Pause to verify comprehension and to explain unfamiliar concepts Monitored Reading Have children silently read a few pages at a time Use the following questions to support comprehension: • Pages 2–3 What happened to the light? (The light bulb went out It needs to be changed.) • Pages 4–5 What was wrong with the first light bulb? (It stopped working too soon.) • Pages 6–7 What did Thomas Edison to make a better light bulb? (He tried many experiments He worked a long time He never gave up.) • Page What the girls learn from the story of Thomas Edison? (They learn it is good to work hard and be smart.) © Scott Foresman ELL Reader 1.5.6 Talk About It They helped him in his work (Main Idea) They think he works hard and is smart (Draw Conclusions) Extend Language The antonyms are: in, short, dry Encourage children to say the antonyms of these words: first (last), new (old), and stop (start) Answers to page 60: Children should draw a picture of a light bulb Possible response: Thomas Edison invented the light bulb Family Link Read aloud the Family Link activity on page 60 before sending copies of the Study Guide home with children Later, have them tell what their families know about Thomas Edison Reread Have children reread the book with a partner, in small groups, or independently Have them complete the Study Guide on page 60 ELL Readers Teaching Guide Unit 5, Week Lights Out! 59 Study Guide Lights Out! Name • Read Lights Out! again • Draw a picture that shows what the book is about • Write a sentence that goes with your picture © Scott Foresman Family Link Ask family members what they know about Thomas Edison 60 Lights Out! Unit 5, Week ELL Readers Teaching Guide ...Study Guide Lights Out! Name • Read Lights Out! again • Draw a picture that shows what the book is about • Write a sentence that goes with your picture... your picture © Scott Foresman Family Link Ask family members what they know about Thomas Edison 60 Lights Out! Unit 5, Week ELL Readers Teaching Guide