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The World 3.5.4 of Bread! DRAW CONCLUSIONS SUMMARIZE SUMMARY This book is all about bread. The R EAD TH E BOO K author describes the different types of bread SET PURPOSE Have students set a purpose for that are made in countries across the globe. reading The World of Bread! Have them think The author also discusses the history of about the different kinds of bread they have bread, how bread is made, and how pizza was eaten. Suggest that they take notes as they invented in Italy. read on the types of bread that were new to LESSON VOCABULARY them. bakery batch STRATEGY SUPPORT: SUMMARIZE Remind stu- boils braided dents that in order to draw conclusions accu- dough ingredients rately, good readers check their understanding knead mixture of what they read. A good way to do this is to summarize a section, or a whole book. For an INTRO D UCE TH E BOO K article, such as The World of Bread!, students INTRODUCE THE TITLE AND AUTHOR Discuss with should be able to tell the main idea and impor- students the title and author of The World of tant details. Suggest rereading parts if students Bread! Based on the book’s title, ask students don’t understand terms or a section’s meaning. what kind of information they think this book Students also may use information from the will provide. photographs to help them organize their ideas into a summary. BUILD BACKGROUND Ask students to name as many different kinds of bread as they can COMPREHENSION QUESTIONS think of. Ask them if they have ever made or PAGE 4 What is unusual about the process of helped make bread. What was the process? making a bagel? (It is first boiled, and then it is What is their favorite kind of bread? What baked.) would the world be like without bread? PAGES 5–6 What do the tortilla and chapati PREVIEW/SIDEBARS Have students read all the have in common? (Both are round and flat.) sidebars in the story. What kinds of informa- tion are usually given in sidebars? PAGE 7 Why is pita bread also called “pocket bread”? (When cut in half, it forms a pocket Have students describe the type of that can be filled.) bread made in their native country. What is the word for bread in their native language? PAGE 8 What is the smallest grain in the world? Where is it used to make bread? (teff, comes from Ethiopia) PAGE 9 What is special about challah? (It is eaten by Jewish people on the Sabbath or holidays; it is braided.) PAGE 10 Summarize the story of how pizza was invented. (A baker in Italy made it as a treat for the queen. He made it on flat bread with the colors of the Italian flag: tomatoes (red), cheese (white), and basil (green).) 104 The World of Bread!
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. It is an important food around the world. TEACH/REVIEW VOCABULARY 2. Possible response: tortilla, chapati, pita, To reinforce the contextual meaning of challah the word knead on page 3, discuss how 3. flour, water, dough, poppy seeds, sesame the phrase “and shapes it into a batch of seeds loaves” gives a clue about the meaning. Do 4. People have been making bread for thou- the same exercise for the other vocabulary sands of years. words. EXTEND UNDERSTANDING Have students TARGET SKILL AND STRATEGY research how flour is produced. They can use DRAW CONCLUSIONS Remind students that the Internet or library resources to gather infor- drawing conclusions means making a deci- mation. Is flour produced differently in different sion that makes sense after thinking about countries? Is flour always made out of wheat? facts or details. Have students think about How was wheat harvested before harvesting the following question while they read to see machines were invented? if they can draw any conclusions from the text to answer it: Why are there so many dif- RESPONSE OPTIONS ferent types of bread in the United States? WRITING Suggest that students write about a memory they have of making bread, watching SUMMARIZE Remind students that sum- a family member make bread, or eating freshly marizing is boiling down a story to its main baked bread. Have them describe the sights, points. Ask students to summarize a familiar tastes, and smells. Or have them describe a story, such as Jack and the Beanstalk, or a memory of a trip to a bakery. familiar movie, such as Finding Nemo. SCIENCE CONNECTIONS ADDITIONAL SKILL INSTRUCTION Have students research MAIN IDEA Remind students that every story yeast either on the Internet has one or more main ideas. Ask students or in the library. How does yeast to take notes as they read, listing the main make bread rise? What kinds of bread is it points and supporting details. Ask students possible to make without using yeast? How is to think about what the main idea of this yeast produced? When did people start mak- book is. ing bread with yeast? The World of Bread! 105
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Name The World of Bread! Draw Conclusions • To draw a conclusion is to think about facts and details and decide something about them. Directions Read the following passage about chapati. Insert one fact about chapati in each fact box, and then see what conclusion you can draw. In India, children eat chapati. This is a held above an open flame for less than a flat, round, chewy bread. The dough is second. This causes the chapati to puff up shaped into a circle and browned on both with steam, like a balloon. sides in a very hot frying pan. Then it is Fact Fact Conclusion © Pearson Education 3 106
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Name The World of Bread! Vocabulary Directions Complete each sentence with the word from the word box that fits best. Check the Words You Know bakery batch boils braided dough ingredients knead mixture 1. Challah, which is eaten in many Jewish homes on the Sabbath, is often . 2. To make bread, you have to get the right of flour and water. 3. Before bread can be baked, the baker first has to the dough. 4. Before baking bagels, the baker first them. 5. Only the baker knew the proper to make his famous brownies. 6. During Christmas week, the baker always made an extra of Santa Claus cookies. 7. We buy our bread and rolls from a . 8. One has to be patient while the is rising. Directions Write a paragraph about different kinds of bread, using as many vocabulary words as possible. © Pearson Education 3 107
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