Unit 2 - Animals and Habitats Read Aloud

25 Pages·2013·0.3 MB·English

Unit 2 - Animals and Habitats Read Aloud
Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS
Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
Students will integrate and evaluate content presented in the story through considering the relationship between the
illustrations and the narrative. Then, students will communicate, through drawing, dictation, and writing, to create an
opinion piece about the story and/or the research collected about Leo Lionni.
Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
With support and guidance, students will integrate and evaluate information confirming understanding of the read
aloud. Students will then use the information to ask and answer questions about key details, requesting clarification if
necessary. Finally, students will think critically about the information learned by using drawings and other visual displays
to describe their thoughts.
Accomodations: (IEP/504) Use appropriate accommodations Materials: Fish is Fish by Leo Lionni
as designated in students’ IEPs and in response to students’ needs.

ELA/Literacy Standards: Content Area Standards:
RL.2, RL.3, RL. 4, RL. 7, W. 1, W. 7, LS. 1, LS. 2, LS. 3, LS. 5, L.1, L.4, L.5, L.6 SS.5, LS1.1, ESS2.2, VA.5
INSTRUCTIONS:
First Whole Group Read: Students will actively listen to the story for enjoyment, attending to key details and
vocabulary. They will make connections to previous stories or experiences, eg. “This reminds me of . . .”
Second Whole Group Read: Think aloud: The teacher models through a think aloud how she/he visualizes in her/
his head as she is reading, “Today, while I read “Fish is Fish” I am going to try and picture how what I am reading in
my head.” The teacher models a visualization she/he had at a natural place in the reading, for example: Following
the statement “In the weeks that followed, the tadpole grew tiny front legs and his tail got smaller and smaller.”
The teacher says, “I picture in my head an animal that looks a little like a fish and a little like a frog, the tadpole is
starting to become a frog in the life cycle so it looks like both a fish and frog.” The teacher asks the students to try
the strategy as she continues reading. The teacher stops reading after the frog’s journey and asks the children to
describe what they saw in their head as she/he was reading. The teacher reads on until the part, “Ah, if he could
only jump about like his friend and see that wonderful world.” After he/she finishes reading, the students should
discuss the artwork that Leo Lionni designed for his illustrations (focus on the pictures that portrayed the way the
fish envisioned what the frog described about what he saw on his journey.) “What do you notice in the illustrations?
Why did the fish envision birds, cows, and people to look like similar to fish? What details helped you know this
information?”
Third Whole Group Read: Students will compare and contrast Fish is Fish with another Leo Lionni story as chosen
through the Author/Illustrator/Artist study on Leo Lionni and evaluate the stories and artwork. Then students will
synthesize their learning by discussing and charting as a group what they learned about imagery, friendship, and
fish and tadpoles.
Culminating Writing Tasks: Students will design their own writing piece (using dictation, drawing, and writing)
about their favorite aspect of the book, using Leo Lionni’s artistic style. Students will develop a shared piece of
writing to communicate the findings from their research on Leo Lionni.
Read-Aloud Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS
Building Academic Vocabulary:
Embedded Instruction (Tier 3 & Tier 2) Extended Instruction (Tier 2)
Identify vocabulary words that require some attention in Identify vocabulary words that build academic language
order for students to comprehend the text. Define these and are essential to comprehending the text. These
words quickly in context, using a student friendly words may be defined quickly in context, but will be
definition. revisited for students to integrate into their vocabulary.
minnow – baby fish tadpole – baby frog discovered – found out
nonsense – silly feebly – weak extraordinary – special
triumphantly – proudly stunned – surprised/out of it mysteriously –
bank – the land at the edge of the water impatiently – growing tired and frustrated
grazing – slowly walking and eating grass marvelous – wonderful
gills – part of the fishes body that helps the fish breath in water gasping – trying to breathe
sunrays – warmth from the sun
inseparable – stayed together all the time
Teacher overview:
Essential Question: How does Leo Lionni help us use our imagination?
Big Ideas and Key Understanding: As the author and the illustrator, Leo Leonni uses imagery through his
words and artwork to describe the events in a story focused on friendship, the life cycle, and a journey.
Implementation process:
Introduction/Opening: Today we are reading our first book by Leo Lionni, Fish is Fish. Leo Lionni is the
author and illustrator of this book. Remember that good readers always think about what the words of the story mean
(what you notice about the story). While I read, ask yourself: what are you wondering about the story and how can
you use the information learned from the story in your life?
process instructional support strategy
1st Read: • It reminds me of… (Prior Knowledge)
The purpose of the first read • Model: “Frog and fish are inseparable. This reminds me of my friend________. He/
is for the students’ she and I were inseparable.”
enjoyment, to gather the • Turn and Talk: Students turn to a friend to talk about what the story reminds them of.
main idea, and attend to key • The child’s language should also be: “It reminds me of….”
vocabulary.
2nd Read: • I wondered about… (Questioning)
The purpose of the second • Use a B/D/A chart (Questions before the reading, during the reading and after the
read is to model through reading)
a think-a-loud how good • I think the author was trying to say… (Inferring)
• Turn & Talk: Compare your thinking with your partner regarding the
readers use strategies such
reading. (Students)
as questioning, inferring,
• I could see, hear, taste, touch, smell _______ in my mind when I read.... (visualizing)
visualizing and summarizing
• Can you See It?
to understand the story.
1. Shut your eyes.
2. Listen to the poem/story/sentence.
3. Create a picture in your mind.
4. Sketch/draw the picture.
• The most important events or ideas are… (Summarizing)
Lesson: Fish is Fish by Leo Lionni Subject(s): ELA, SCI, SS
process instructional support strategy
3rd Read: • I give it __________stars because… (Evaluating)
The purpose of the third read • Book Review: Children dictate/write/illustrate their review of the book. First
is to deepen students’ provide the main idea of the story, then provide reasons for their recommendation.
understanding of the content • My thinking is changing because… (Synthesizing)
and to connect these
understandings to other
aspects of the Unit of Study.
By evaluating and
synthesizing the text students
can apply their understanding
to their work and play.
center extensions:
Center activities allow students to independently and collaboratively practice reading strategies and use concepts from
the text. In order for students to engage in higher order thinking they need to remember, understand, apply, analyze,
evaluate and create with these concepts.
See center activity guide. Dramatization, Writing and Drawing, and the Library centers directly link to the content in
the story. The other center activities allow children to engage in the themes related to the story but not necessarily
specifically the text.
Guided Practice: See instructional strategies process for Gradually Releasing Responsibility
(Gradual release leading to
students independently
completing culminating task):
CULMINATING When introducing the Writing and Drawing area during Planning for Centers, the
QUESTION: teacher should allow children to brainstorm ideas to answer this question either
How do the author and the through a turn and talk or as a whole group on chart paper.
illustrator help us use our
imagination?
Closing:
Highlight key skills and strategies students used while making meaning of the text. Highlight skills children use to relate
text to self, text to text, and text to world. Example: “I noticed while John and Sara were listening to stories in the
Library, that they were drawing pictures of what they were hearing in the story. Good readers picture what they are
reading to help them understand the story.
Assessment:
obsevation checklist, written response to the culminating question completed at the Writing and Drawing area during
centers
Unit 2 - Animals and Habitats Read Aloud
Lesson: From Tadpole to Frog Subject(s): ELA, SCI
Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
Students will be able to read (listen) closely to determine the explicit message of the text, then make logical inferences
from it, using specific evidence when writing/drawing/dictating and speaking to support conclusions drawn from the
text.
Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
With support and guidance from the teacher, students will produce and expand complete sentences as they discuss and
write/draw/dictate about the story
Accomodations: (IEP/504) Use appropriate accommodations Materials: From Tadpole to Frog
as designated in students’ IEPs and in response to students’ needs. written by Wendy Pfeffer, illustrated
by Holly Keller

ELA/Literacy Standards: Content Area Standards:
RI.1, RI. 2, RI.4, RI. 7, W.1, W.8, SL. 1 a & b, SL. 2 & SL. 3, L.6 LS1.1, ESS2.3, ESS3.3
INSTRUCTIONS:
First Whole Group Read: During the first reading students will read the entire text for enjoyment and understand
the main idea. Pause naturally during certain pages to discuss or respond to students’ questions, but take caution
not to interrupt the flow of the first read. Have students “turn and talk” with neighbor to retell the story including
key details. Sweep around the group to “eavesdrop” on discussions. Pull out key details to share with the whole
group.
Second Whole Group Read: Lead students in a whole group retelling of the text (focusing on beginning, middle, and
end), including defined tier 2 & 3 vocabulary. Then have students determine key details by answering text
dependent questions. Have children “turn and talk” to discuss specific answers to text dependent questions.
Reread the sets of pages within this chunk of text. Pause between sections to discuss. The teacher should carefully
choose 2 or 3 text dependent questions depending on children’s interest, misconceptions, or needs as evaluated
through the 1st read and during center time engaging in concepts relating to the text.
Third Whole Group Read: Students will analyze the text to understand the author’s purpose and determine if the
story is fiction or non-fiction by comparing and contrasting this book with the previous book they read “Fish is Fish.”
Culminating Writing Tasks: Students write about (through drawing/writing/dictation) the most important true as-
pects of a Frog when it is a tadpole and when it is an adult frog. Students will share their culminating writing task.
Teacher overview:
synopsis: The life cycle of a frog. First the frog lays an egg, then a tadpole hatches from the egg, and over time it
changes into a frog.
Big Ideas and Key Understanding: The stages of the life cycle of a frog. Compare and contrast fiction and
non-fiction.
Read-Aloud Lesson: From Tadpole to Frog Subject(s): ELA, SCI
Building Academic Vocabulary:
Embedded Instruction (Tier 3 & Tier 2) Extended Instruction (Tier 2)
Identify vocabulary words that require some attention in Identify vocabulary words that build academic language
order for students to comprehend the text. Define these and are essential to comprehending the text. These
words quickly in context, using a student friendly words may be defined quickly in context, but will be
definition. revisited for students to integrate into their vocabulary.
whistle (pg. 6) – sound the wind makes as the air moves hibernate (pg. 6, 29) – remaining still and resting all winter
melts (pg. 8) – ice turns to water appear (pg. 8) – show up
return (pg. 8) – return cling (pg. 10) –stick together
mate (pg. 8) – two people that have babies together carefully – paying close attention
gills (pg. 11) – part of the tadpoles body that allows them to
breath underwater
hatch (pg. 11) – tadpole comes out of the egg
burrow ( pg. 18) - buries
hind (pg. 21) – back
flick (pg. 26) – stick out quickly
Implementation process:
Introduction/Opening: Today we will read From Tadpole to Frog by Wendy Pfeffer. All good readers pay close
attention to the text. As we read today, think about the text and its meaning
TEXT DEPENDENT RESPONSES
QUESTIONS
• Begin with a “winnable” • Answers that reference the text.
question that will help orient • Multiple responses may be provided using different pieces of evidence
students to the text. • Inferences must be grounded logically in the text
• The sequence of questions
should build a gradual
understanding of the key
meanings.
• Questions should focus on
a word/phrase, sentence or
paragraph.
How do the author and • The title tells us that the books is about a tadpole changing into a frog
illustrator help us • The illustrator drew a frog and tadpoles in a pond on the cover
know what this book is about • On the first page the author says that it is a Frog Pond
and where it takes place?
What happens when the (pg. 10) The male hugs the female and fertilizes the eggs so that tadpoles can hatch
female lays her eggs? from the eggs
(pg. 10) Thousands of soft jelly-covered eggs cling together in cool water
(pg 10 & 11) The eggs cling together for 10 days and then hatch
(pg 10 & 11) Thousands of tiny tadpoles hatch from the egg after 10 days of clinging
together
How do the tadpoles live (pg 12) They eat water plants
between their first summer (pg 13) In the picture they hide from the water beetles, snakes, and birds so they don’t
and first fall? get eaten
(page 14, 15, 16) They hid under wet leaves so they don’t get eaten.
(page 16 & 17) They eat and swim growing fat and bigger
Why do the tadpoles burrow (pg. 18) They are hibernating just like the frogs in the beginning of the story refer to
under the mud at the bottom pg. 6
of the pond in the winter? (pg. 18 & 19) They hide from the fish as they sleep
What changes happen to the (Pg. 20) it grows back legs
tadpole between its second (Pg. 21) it’s tail gets shorter
spring and second fall? (Pg. 22) it grows tiny front legs and it starts to look like a frog with a tail
(pg. 23) It lungs develop and its mouth and eyes grow bigger
(pg. 24 & 25) it turns into a frog when it’s tail disappears completely
Why does a frog need strong (pg. 25) A frog needs strong legs and webbed feet so it can swim because it doesn’t
legs and webbed feet? have a tail any longer to help it wiggle through the water (reference to pg. 11)
What is the same and what Differences: Doesn’t have a tail any longer, grows 4 legs and feet, as a frog it can live
is different about the tadpole out of the water
when it changes into a frog? Same: it hibernates in the winter as a tadpole and as a frog, it still has a mouth and
eyes but they are bigger as a frog, it swims in the water as a tadpole and as frog. It lives
by a pond
How is this book similar and In both books there is a tadpole that turns into a frog when it no longer has a tail. In
different to the book Fish is both books the tadpole grows legs.
Fish by Leo Lionni? Fish is Fish is not a true book because the frog talks, sot his is different than From
Tadpole to Frog because it is true and all factual.
GUIDED PRACTICE (Gradual release leading to students independently completing task): Text dependent task
includes text dependent questions leading to a culminating question. The culmiatin task allows students to
demonstrate understanding of the big ideas and key understanding by citing evidence from multiple places in the text.
TEXT BASED QUESTIONS (Taken from close reading):
1. How does the author and illustrator help us know what the book is about and where it takes place?
2. What changes happen to the tadpole between each spring and fall?
3. How is this book similar and different to the book Fish is Fish by Leo Lionni?
CULMINATING QUESTION: What is the most important information to know about the frog when it is a
tadpole and when it is an adult frog?
Sample responses: The children demonstrate knowledge by sequencing the process of the life cycle of the tadpole to
becoming an adult frog including the specific changes in the body and what they need to live.
CLOSING: Highlight key skills and strategies students used while making meaning of the text.
For example: I noticed that Maria’s work describes how the Frog was first a tadpole and then became a frog when it
no longer had a tail. I noticed that Bill had his frog hibernate in the winter and then lay eggs that hatched as tadpoles.
ASSESSMENT: observation checklist, written response
Unit 2 - Animals and Habitats Read Aloud
Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS
Content Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
Students will determine the central ideas from the text, assess how points of view or purpose shape the content and
style of the text, and identify the reasons an author gives to support points in the text.
Language Objectives: *Teachers can write or adjust objectives to meet the needs of their students.
Students will participate in collaborative conversations with classmates about “The Life Cycle of a Salmon”, confirming
understandings, clarifying confusion, and asking and answering questions about key details.
Accomodations: (IEP/504) Use appropriate accommodations Materials: The Life Cycle of a Salmon
as designated in students’ IEPs and in response to students’ needs. by Bobbie Kalman

ELA/Literacy Standards: Content Area Standards:
RI.2, RI. 4, RI.5, RI.6, RI.7, RI. 8, W.2, W.8, LS. 1, LS. 2, LS. 3, LS.5, L.4, L.6 SS. 5, LS1.1, ESS2.2, ESS3.
INSTRUCTIONS:
First Whole Group Read: Students will actively listen to pages 4 – 11 to build their background knowledge to
understand the content of the text, key vocabulary and understand the structure of a non-fiction Book. After
reading part 1, develop a class chart that highlights the key details of the text and any other details that the
students know about fish (self-text, text-text) “I remember . . . or The author said . . .”
Second Whole Group Read: Students will actively listen to pages 12 – 21: Life Cycle. Before and during reading,
model, through a “think aloud”, how a good reader makes predictions prior to reading, then continues to reflect
on the text, anticipate, and make predictions” (all about the life cycle of the salmon) during reading. After reading,
model reflecting on whether predictions about the life cycle were correct and then chart with the students the
sequence of the life cycle of a fish. (text-text).
Third Whole Group Read: Students will actively listen to pages 22 – 27: The Adult Salmon – Lead by saying, “Good
readers determine the most important information from the reading. so after I finish reading the sections of the
book about an adult salmon, we will make a web of the most important information.” reread the section entitled
“On the Run”, then pause to allow children to discuss what they think is important in the text, encouraging them to
turn and talk. Then finish reading the full section, pausing naturally to ask questions that promote students thinking
about the most important details. Use a web graphic organizer to chart the most important information that the
students heard in the text. (text-text)
Fourth Whole Group Read: Students will actively listen to pages 28 – 31: Endangered. Before reading, say, “Good
readers are always asking themselves questions to help them understand and evaluate the information in the
book. Some questions that might help you think about what we are reading are: What do I think will happen
next? Why is the author telling us this? What was the most exciting part? What part was most puzzling or con-
fusing? After we read the section of the book on the safety of salmon we will answer some of these questions
together.” After reading, lead a discussion where children discuss the most exciting and most confusing parts of
this section. (evaluating) (text-world)
Fifth Whole Group Read: Students will participate in a “Book Club” to discuss the whole book “The Life Cycle of
a Salmon” in small groups. Together with the children, quickly summarize the charts, webs, and discussion of
exciting and confusing parts of the book and then the students break into small groups in the circle. Book groups
should discuss the following prompt: “The most important thing I heard was . . .”
Read-Aloud Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS
Fifth Whole Group Read: After this, come back together as a large group and ask, “How did the author and illus-
trators help you learn the most important thing in the book?” Brainstorm with children, charting their answers
to the question.
Culminating Writing Task: Students will share their expertise about the most important thing they learned by
writing/dictating/drawing a page for a class expert book about salmon.
Building Academic Vocabulary:
Embedded Instruction (Tier 3 & Tier 2)
Identify vocabulary words that require some attention in order for students to comprehend the text. Define these
words quickly in context, using a student friendly definition.
Vertebrates (pg. 4) – an animal that has a backbone Blend (pg. 14) – Mix with something different to hide
Backbone (pg. 4) – row of bones in the middle of an animal’s Embryo (pg. 15) – Is in each egg and starts growing in the egg
back Yolk sac (pg. 15) – Attaches to the embryo in each egg
Bony fish (pg. 4) – hard skeletons Yolk (pg. 15) – The embryo’s food
Skeletons (pg. 4) – bones that make up the body Alevines (pg. 16) – Baby salmon when it hatches from the egg
Temperature (pg. 5) – how hot or cold something is Predators (pg. 16) – Animals that hunt and eat other animals
Cold-blooded animals (pg. 5) – temperatures of the animal Fry (pg. 18) – A young salmon that can swim out of the redd
changes with the temperature of their surrounding area Plankton (pg. 18) – Tiny plants and animals floating in the water
Saltwater (pg. 6) – oceans contains a lot of salt School (pg. 18) – A group of fish that swim together
Freshwater (pg. 6) – rivers and lakes contains little salt Camouflage (pg. 19) – Have colors, patterns, or textures on their
Survive (pg. 6) – to live bodies that help them blend in with their surroundings
Estuaries (pg. 7) – where rivers meet the ocean – it is a mixture Textures (pg. 19) – The different ways things feel
of salt water and freshwater Parr (pg. 19)– A salmon that is a few months old with dark oval
Species (pg. 8) – different types of animals in the same family marks on their body
Fins (pg. 10) – Part of the fishes body that helps it swim Smolts (pg. 20) – Small adult salmon that are ready to leave the
Muscles (pg. 10) – Part of the body that control other parts of freshwater
the body Inches (pg. 20) – Measure of length
Hatches (pg. 12) – baby animal breaks out of the egg Ounces (pg. 20) – Measure of weight
Mature (pg. 12) – grown animal Faded (pg. 20) – Disappear
Reproduce (pg. 12) – Have babies Pale (pg. 20) – Light in color
Life span (pg. 12) – Length of time an animal is alive Migrate (pg. 20) – Travel from one place to another for a specific
Redd (pg. 14) – Nest purpose
Gravel (pg. 14)– Little rocks at the bottom of the ocean Current (pg. 21) – Natural movement of water in a certain
Spawning grounds (pg. 26) – places where they began their lives direction
Variety (pg. 26) – differently Miles (pg. 22) – Measure distance
Attract (pg. 27) – come together Prey (pg. 22) – Animals that predators hunt and eat
Decay (pg. 27) – body breaks down when something has died Crustaceans (pg. 22) – An animal that has a hard shell and at
Populations (pg. 28) – total number of one species living in an least four pairs of legs and two pairs of antennae
area Rapidly (pg. 22) – quickly
Overfish (pg. 28) – people take too many of one species of fish Avoid (pg. 22)– stay away from
from an area Countershading (pg. 23) – dark backs and light bellies on a fish
Clear land (pg. 29) – when people remove trees and other plants that make them hard to see in the deep ocean
from the water; this destroys the habitat of the Salmon Salmon Run (pg.24) – the journey between the ocean
Dams (pg. 29) – control the flow of water along rivers (saltwater) back to where the salmon hatched in freshwater
Conservation groups (pg. 30) – groups of people working Autumn (pg. 24) – another word for the season Fall
together to protect salmon Upstream (pg. 25) – against the current – it is harder to swim
Convinced (pg. 30) – get some to agree to what you want them against
to do Government (pg. 30) – people elected to pass laws and create
Fish hatcheries (pg. 31) – human-made places where fish eggs programs
develop and hatch Increase (pg. 31) – make bigger
Read-Aloud Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS
Extended Instruction (Tier 2)
Identify vocabulary words that build academic language and are essential to comprehending the text. These words
may be defined quickly in context, but will be revisited for students to integrate into their vocabulary
Habitat (pg. 6) – where an animal lives Fantastic (pg. 6) – wonderful
Life cycle (pg. 12) – series of changes that every animal goes through Journey (pg. 24) – travel
Nutrients (pg. 17) – what an animal needs to grow bigger and survive Pollute – make dirty
Protect (pg.30) – keep safe
Teacher overview:
Essential Question: How do Bobbie Kalman and his coworkers (author, illustrator and photographer) help us learn
about Salmon and their habitats?
Big Ideas and Key Understanding: Bobbie Kalman and his coworkers organized this book to help readers learn,
through words and pictures, a great deal about the life cycle and life span of the salmon. This information helps us become
experts on salmon.
Implementation process:
Introduction/Opening: Today we are reading our first non-fiction book. Non-fiction books have true
information and can help us learn, or research, about a topic. Non-fiction books are often structured differently than
story books. In this book, the authors use different sections to help us best learn information about salmon.
Remember that good readers always think about what the words mean (what you notice about the information), what
are you wondering about the information? How can you use the information learned from the book and continue to
investigate to become a salmon expert?
Process instructional support strategies
1st Read: • It reminds me of… (Prior Knowledge)
The purpose of the first read • KWLM Chart: What I know…What I Wonder…What I learned…What I want to learn
is for the students’ more….
enjoyment & to gather the • Question…What we think we know…New Learning
main idea – self to text (Prior
Knowledge)
2nd Read: • I wondered about… (Questioning)
The purpose of the second • Make a list of questions
read is to model, through • I learned….I wonder chart
a think aloud, how to use • I think the author was trying to say… (Inferring)
questions and inferences to
understand the content and
purpose of the text – text to
text (questioning and
inferring)
3rd Read: • The most important information or ideas are… (Summarizing)
The purpose of the third read • Graphic Organizer: Web
is to support students as they Center the word salmon, Habitat, Food, Physical characteristics, Dangers, Ways to help
deepen their understanding • “Become the Expert”: Turn & Talk
of the text by combining 1. Teach your partner about salmon
strategies that help them 2. Provide 3 facts about the physical characteristics
understand the content and 3. Tell about the life cycle
purpose of the text - text to 4. Provide 3 facts about the habitat of a salmon
self and text to text (visualize 5. Provide a fact about the food the salmon eats
and summarizing) 6. Tell about one danger the salmon faces
7. Tell one way to save the salmon
Lesson: The Life Cycle of a Salmon Subject(s): ELA, SCI, SS
process instructional support strategy
4th Read: • I give it __________stars because… (Evaluating)
The purpose of the fourth
read is to continue to support • Book Review:
students in deepening their 1. Provide the main idea of the text
understanding of content by 2. Would you recommend the text
relating back to other aspects 3. Why?
of the Unit of Study – text to
world (evaluating)
5th Read: • My thinking is changing because… (Synthesizing)
The purpose of the fifth read • Anticipation Guide: (Small Groups)
is to extend their 1. Select four to six statements from the text you will read to students.
understandings and use their 2. Have students agree or disagree on the statements
new learning – (Synthesizing) 3. Have students provide evidence to support their opinion. Children can
revise their thinking based on new information from their partner.
4. Share responses in large group.
5. Reread text as children listen and discuss. Children can confirm their thinking
or revise their thinking based on the evidence from the text.
center extensions:
Center activities allow students to independently and collaboratively practice reading strategies and use concepts from
the text. In order for students to engage in higher order thinking they need to remember, understand, apply, analyze,
evaluate and create with these concepts.
See center activity guide. Dramatization, Writing and Drawing, and the Library centers directly link to the content in
the story. The other center activities allow children to engage in the themes related to the story but not necessarily
specifically the text.
Guided Practice: See instructional strategies process for Gradually Releasing Responsibility
(Gradual release leading to
students independently
completing culminating task):
CULMINATING Prior to centers, review with children the brainstormed list of answers to the question
QUESTION: from the 5th read aloud. This will help spark their thoughts for the Writing and Draw-
How do the author and the ing area.
illustrator help us use our
imagination?
Closing: Highlight key skills and strategies students used while making meaning of the text. Highlight skills children
use to relate text to self, text to text, and text to world. Example: “I noticed while children were developing their page
in the expert book about salmon that they took ideas from the list we brainstormed and expanded the information.
Good readers use information learned through reading text and apply this information to other activities.”
Assessment:
obsevation checklist, written response to the culminating question completed at the Writing and Drawing area during
centers