Mixing, Kneading, and Baking: The Baker’s Art SUMMARY This book describes the process of baking a variety of bread products and follows a day in the life of a baker named Claudia. On this particular day, she arrives at 2:00 A.M. and bakes rosemary bread and muffins. Soon she is ready to greet her first customer of the day! LESSON VOCABULARY baker’s dozen carbon dioxide fermentation knead recipe 3.5.4 DRAW CONCLUSIONS SUMMARIZE READ THE BOOK SET PURPOSE Have students set a purpose for reading Mixing, Kneading, and Baking: The Baker’s Art. Remind students that setting a purpose helps guide their reading. They could think about the science of baking, or a particular baked good that they enjoy. STRATEGY SUPPORT: SUMMARIZE Draw students’ bakery dough ingredients professional yeast INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and author of Mixing, Kneading, and Baking: The Baker’s Art. Ask students what they think the book will be about. Do they think baking could be considered an art? BUILD BACKGROUND Discuss students’ interest in baking. Ask if any of them have ever baked bread or watched bread being made. Have them describe the process. PREVIEW/USE TEXT FEATURES Encourage stu- dents to look at the captions, photos, charts, and the map on page 19. How many of the international breads listed on page 19 have they eaten? attention to the two tables on pages 6 and 11. Point out that tables are graphic ways of organizing lists or steps. Students may want to make their own lists as they read. Alternatively, they can summarize the details for a section after reading it. Remind students that a good summary leaves out unimportant details. COMPREHENSION QUESTIONS PAGE 4 What would happen if Claudia got to work at 4:00 A.M. instead of 2:00 A.M.? (She would be late getting started baking and wouldn’t be ready to serve her customers.) PAGE 5 Why do bakers wear white? (to keep the food clean) PAGE 6 Why do bakers use such large ovens?