Honey Bees at Work: Read, Check and Write in Chunks

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Study Skills and Advisory · Resource / Support Class
SP-SPED-004  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Honey Bees at Work: Read, Check and Write in
Chunks
Study Skills and Advisory · Resource / Support Class · Grades 6-10 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No board work needed.
Technology
None.
Student
independence
Medium. Reading is done in short chunks with checks after each one.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Optional: highlighters or colored pencils
Goal for today: Students will define four key words, read a text in short chunks, identify the main idea and a detail for
each chunk, and write two sentences using frames.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Optional: set out highlighters or colored pencils.
☐ Keep the answer key on your desk. Questions 1–8 have one correct answer.
Say this to start
Good morning! Today you will read a short article about honey bees. We will read in small chunks, stop to check our
understanding, and then write about what we learned. Reading in chunks helps everyone remember more. You may
read aloud quietly with a partner or silently, whichever helps you most.


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Study Skills and Advisory · Resource / Support Class
SP-SPED-004  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and ask
students to read the four key words and their meanings.
Look over the word box.
5–12
Tell students to complete the matching section, questions
1–4. Walk the room and help with any word they cannot
read.
Match each word to its meaning.
12–30
Tell students to read Chunk 1 and answer question 5, then
read Chunk 2 and answer question 6, then read Chunk 3
and answer questions 7 and 8. You may read each chunk
aloud first for the class.
Read one chunk at a time and fill in the
blank after each.
30–38
Tell students to complete the Main Idea Organizer. Each
row has a sentence frame. They add one more detail of
their own.
Fill in the frames and write one detail per
chunk.
38–44
Tell students to write their two sentences using the frames
in question 9, and finish with question 10.
Write two sentences and one reflection.
44–45
Collect the worksheets.
Hand in the worksheet.
If things go wrong
• If a student has trouble reading a word, let them skip it and use the other words in the sentence, or read it
quietly to them.
• If a student writes a long detail, tell them one short phrase is enough.
• If a student finishes early, use the early finisher list.
• If students ask whether bees sting, say that they can, and that today’s lesson is a reading lesson only.
Early finishers
• Draw and label a simple picture of a flower and a bee on the back of the page.
• Write one question you still have about bees.
Support and challenge
• Support: Read each chunk aloud to the student or the class, and let them point to the answer in the text.
Allow a partner to help with the organizer.
• Challenge: Ask students to write a paragraph of four sentences explaining how bees help people.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:


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Study Skills and Advisory · Resource / Support Class
SP-SPED-004  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Anything the teacher should know: