Common use of Ask Clause in Contracts

Ask. “What’s an x-ray? How did the x-ray help the doctor?” (Elicit: X-rays are photos of our bones. An x-ray can show the doctor exactly where the bone is broken.) PAGES 16 AND 17  Read the text on page 16. “What does it mean that your bones grow longer as you grow taller?” (Elicit: When we were babies our bones were shorter than they are now. And our bones are shorter now than they will be when we are grown up.) “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18  Read the entire page. “So, some foods have something called calcium in them and those foods are very important to eat because they help our bones get strong.” Do not show the picture on page 19.  Read the sentence “The butcher cut up a big soup bone for my mother.” “A butcher is someone who cuts up meat and works behind a meat counter at the grocery store.” Finish reading page 20 and to read page 21. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow.  Read the text on page 21. STOP “So this illustration shows the inside of a bone. Does anyone remember what the inside of a bone is called? (Elicit: Core—the inside of the bone is called its core. Teacher note: If the students cannot recall, reread the sentence and ask again.) “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24

Ask. “What’s an x-ray? How did Why might the x-ray help illustrator have chosen to show the doctorgirl cutting out a picture of a mouth?” (Elicit: X-rays are photos of The brain controls the muscles in our boneshands that allow her to use the scissors. An x-ray can show Note to teacher: Do not add blood to the doctor exactly where the bone chart: “Body Parts We Are Learning.” Technically it is brokena fluid not a part.)  Show the illustrations on pages 12 and 13 while you read the text on page 13. STOP “There is lots of new information on this page. Let’s start a new chart called “What We Learned About Blood” and some details about blood we just learned.” “Who can remember one detail from this page?” Chart the response. “Can someone else add to what’s on our chart?” Elicit:  Our body needs lots of energy.  We get energy from our blood.  Blood contains something called oxygen from the air and from the food we eat.  Blood travels through veins and arteries.  Our body always makes more blood.” “Why did the illustrator decide to show a picture of the girl falling?” (Elicit: I wonder if it is because she wanted to show some blood.) “What did the text tell us about bleeding?” (Elicit: We don’t’ have to worry when we bleed. Our bodies always make more blood. Add this to the chart.)  Read the text on page 15 to the end of “My blood can’t move through my body all by itself. It needs my heart—a group of strong muscles in my chest—to move it.” STOP “Hmmm. So my heart is a group of strong muscles in my chest. We learned on another page that muscles help us move. What does the heart move?” (Elicit: Blood. Add the word heart to the chart: “Body Parts We Are Learning.”) “On this page the author compared our heart to an engine.” “What do we know about engines that might help us to understand the job the heart muscle plays in our body?” (Elicit: Engines help things move. Our heart is like an engine. It helps move the blood in our body.) Note: Follow up if students cannot answer this question. “Car engines make the car go. Train engines pull the passenger or freight cars. A plane engine helps the plane fly in the air. So the author is telling us that our heart is like an engine because it helps move blood throughout our body.” PAGES 16 AND 16, 17  Read the text on page 16. “What does it mean that your bones grow longer as you grow taller?” (Elicit: When we were babies our bones were shorter than they are now. And our bones are shorter now than they will be when we are grown up.) “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very idea.” PAGE 18  Read the entire page. “So, some foods have something called calcium in them pages 16 and those foods are very important to eat because they help our bones get strong.” Do not show the picture on page 19.  Read the sentence “The butcher cut up a big soup bone for my mother.” “A butcher is someone who cuts up meat and works behind a meat counter at the grocery store.” Finish reading page 20 and to read page 2117. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow.  Read the text on page 21. STOP “So this illustration shows the inside of a bone. Does anyone remember what the inside of a bone is called? (Elicit: Core—the inside of the bone is called its core. Teacher note: If Have the students cannot recall, reread the sentence inhale and ask againexhale.) “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24

Ask. “What’s an x-rayWhat does a joint allow our body to do? How did the x-ray help the doctor?” (Elicit: X-rays are photos of our bones. An x-ray can show the doctor exactly where the bone is broken.Move or bend) PAGES 16 AND 17 28 and 29  Read the text on page 1628. STOP “What does it mean This illustration shows the joints in our hand. Let’s look at our hands. Can you locate a joint in your hand? (Give the students time to look at their hand and locate the joint). We learned that there are 200 joints in our skeleton and 56 joints in your hands. Does anyone remember how many bones grow longer as are in our body? Do you grow tallerremember how many bones are in our hands?” (Elicit: When On pages 10-11 we were babies our learned the skeleton has 206 bones. There are 64 bones were shorter than they are now. And our bones are shorter now than they will be when we are grown upin your two hands and arms.) (Optional: Compare the number of joints and bones. Ask students: “Yes! You are right! The illustrator has drawn us four pictures to communicate/show us this very ideaWhich do we have more of—bones or joints?” Chart the relationship, then ask, “What do you notice about our numbers?”) (Elicit: We have more bones then joints.” PAGE 18  Read the entire page. ) Bones Joints 64 bones in hands and arms 56 joints in hands “So, some foods have something called calcium in them and those foods are very important to eat because they help our bones get strong.” Do not show the picture on Let me read page 19.  Read the sentence “The butcher cut up a big soup bone for my mother29 again.” “A butcher is someone who cuts up meat What does the author want us to know on this page?” “What does the author want us to know about ligaments? How do they move?” (Elicit: Bones are held together by joints and works behind a meat counter at ligaments. Ligaments are like strong pieces of string. Ligaments slide back and forth and sideways to let the grocery storebones move.” Finish reading page 20 and to read page 21. STOP Optional: Show the children a bone that you collected from a butcher. You can have the butcher slice the bone so children can see the spongy core and marrow. )  Read the text on page 2130. STOP “So this illustration shows the inside of a boneWow! Our backbone helps us move. Does anyone remember what the inside of a bone is called? Let’s all get up and twist and turn. How does our back help us move?” (Elicit: Core—Our back has bones and joints that allow us to move. Students might talk about the inside of difference between having only one bone in our back versus 34 bones that fit with 33 joints.)  Reread the bone is called its coretext on page 30 and continue reading on page 32. Teacher noteSTOP “We have learned so much about our skeleton.” Turn and Talk: If “Turn and talk to your partner and talk about something new you learned about your skeleton.” “Well! Wasn’t that an interesting book?” “Who can help us think together about the things this book has helped us learn about our skeletons?” (Accept any ideas the students cannot recall, reread . Find the sentence page in the book where each idea was discussed and ask againshow it to the class.) “This is called the apple’s core. The core is the inside of the apple. It contains seeds. In the same way, the core is what we call the inside of our bones. The core has something called marrow.” PAGES 22 TO 24)