Samantha Mullins 5500:440:401 Mrs.

Judith Hendershot Summer 2013 Animals, 3rd Grade, Science, Harcourt School Pu lishers, 200!

Topics: "ist to#ics and su to#ics o$ %our cha#ter here: Animals "i$e &%cles 1. Animals Gro' and &han(e a. )ncom#lete Metamor#hoses

Nonfiction Books Nonfiction Book One: Mc(a*in, G. +200,-. Incredible insects Q&A. .e' /or0: 12 Pu lishin(. 3his oo0 tells man% interestin( $acts a out insects throu(h 4uestion and ans'er $ormat. 3hese 4uestion and ans'ers $acts are strate(icall% accom#anied % *i*id #hoto(ra#h% o$ the insects that are sure to catch %our e%e. )nsects are usuall% a (ood su 5ect to hel# attract %oun( male readers to a oo0. 3his oo0 'ould hel# stru((lin( readers in a 'a% ecause to#ics are $ormatted into 4uestion and ans'er $ormat 'hich hel#s to chun0 the te6t into more mana(ea le sections. 3he us% #a(es $illed 'ith man% 4uestions, ans'ers and illustrations mi(ht also sh% the reader a'a% $rom this oo0 at the same time thou(h. 3his oo0 is literall% #ac0ed $ull o$ in$ormation, 'hich is also (ood $or students to read durin( silent readin( time or 'hen sta%in( occu#ied i$ the%7*e $inished another acti*it% earl%. 8*er all it is a (reat resource $or learnin(, and accom#anies the cha#ter 'ell ecause it relates 'ith man% o$ the su 5ects inside. Such as animal homes and ha itats, animal7s needs, as 'ell as com#lete and incom#lete metamor#hosis. 3his is 'h% ) chose this oo0 to use as a resource. 3his (oes into (reat detail a out all di$$erent 0inds o$ insects and there are sure to e some that students 'ill reco(ni9e. 3his all hel#s to uild ac0(round 0no'led(e and $urther com#rehension o$ the su 5ect in (eneral. 3he oo0 is $illed 'ith random $acts and in$ormation that is eas% to read in smaller #ara(ra#hs or(ani9ed into 4uestions and ans'ers. :hen $irst o#enin( this oo0 %ou are in*ited % a *er% detailed and close u# ima(e o$ a cater#illar. 3hese *i*id #hoto(ra#hs continue throu(hout the entire oo0. 3here is a ta le o$ contents #ro*ided to ma0e $indin( in$ormation easier $or %oun( readers. 3here is

also an inde6 at the ac0 o$ the oo0 to narro' do'n a to#ic %ou ma% e searchin( $or. At the e(innin( o$ each cha#ter there is a ta le o$ contents $or the su 5ect matter in the cha#ter accom#anied % a t'o #a(e s#read #hoto(ra#h relatin( to the cha#ter. ;or e6am#le, the cha#ter titled Ha itat and Homes has an u# close #hoto o$ t'o 'or0er ees on a hi*e 'ith an inde6 o$ the su 5ect matter in the u##er ri(ht corner as the $irst #a(e o$ the cha#ter. 3his o#enin( #a(e #ro*ides a (reat 'a% to introduce the oo0 to students. /ou could ha*e %our class o#en to the #a(e 'hile #rom#tin( an introductor% discussion 'ith o#en ended 4uestions that #romotes critical thin0in( and ma0in( #redictions. 3hese discussions also hel# to increase com#rehension s0ills 'hich are *er% im#ortant to learn $or stru((lin( readers and students 'ho are learnin( <n(lish as their second lan(ua(e, oth 'ho use #hoto(ra#hs as a lar(e 'a% to understand te6ts. 3his oo0 can e used man% 'a%s in the classroom to accom#an% the te6t. 3he 4uestion and ans'er $ormat ma0e it a (ood inde#endent readin( resource, ut also allo' the o#tion o$ usin( the 4uestions as 4uic0 mini lessons or an introductor% discussion $or an acti*it% related to insects. ) thou(ht this oo0 'ould e a (reat resource $or 'hen students ma% $inish acti*ities or lessons earl% and could read this silentl% at their des0s. 3his oo0 hel#s students to ma0e te6t=to='orld connections % sho'in( them insects the% ma% see outside in their area, and also #ro*ides e6am#les $or te6t=to=sel$ and te6t=to='orld connections % sho'in( ho' insects see, $eel, communicate, eat, and li*e. 3his all directl% ties into the Animals cha#ter ) am usin( $or m% lesson #lan 'hich tal0s a out animal li$e c%cles, com#lete metamor#hosis, incom#lete metamor#hosis, ha itats, and man% other animal needs. ) $eel this oo0 is also set u# #er$ectl% to hold a (rand con*ersation or discussion 'ith %our students a out the oo0. 3he 4uestion and ans'er $ormat allo' $or to#ics to alread% e ro0en u# and

could also hel# %ou to come u# 'ith o#en ended 4uestions that #romote critical thin0in( and com#rehension. 3his is somethin( ) 'ould do 'ith students as a #re readin( acti*it% and ha*e them tell me i$ the% thin0 insects are animals. 3his 'ill later e ans'ered 'hen readin( the Animals cha#ter in the te6t oo0 and 'ill e addressed in a closin( con*ersation a$ter the cha#ter. Nonfiction Book Two: Gi ons, G. +1,,,-. Bats. .e' /or0: Scholastic.

3his oo0 is tells %ou almost e*er%thin( %ou could thin0 o$ a out >ats. )t tells %ou a out their #ersonalit%, t%#es o$ ats, 'in(s#an o$ most ats, as 'ell as la eled #ictures o$ the ats od%. )t tells %ou a out ats mi(ration, as 'ell as the man% sources o$ $ood ats consume. Such as moths, other insects, nectar and $ish. 3he ni(ht time illustrations a##ear to e done in 'atercolor and eauti$ull% #ortra% the dar0 s0%. ) thou(ht this 'as oo0 'as a (ood choice ecause e*en thou(h the% are *er% similar to irds, ats are in $act the onl% mammal 'ith the a ilit% to $l%. 3his directl% relates to the cha#ter. 3here is a section 'here students 'ill read a out mammals as 'ell as one 'here the% 'ould read a out irds. ) thou(ht ats ma% e a con$usin( to most students at $irst 'hen the% $ind out it is not a ird. 3his oo0 hel#s to e6#lain this to %oun( readers in an entertainin( and $actual 'a%. 3his oo0 also teaches students a out ats ein( an endan(ered s#ecies and 'hat e$$ects that has on our en*ironment, such as 0ee#in( do'n num er o$ insect #ests and #ollinatin( $lo'ers. )t tal0s a out reasons 'h% their ha itats are ein( destro%ed and other $actors that #la% a role in the at #o#ulation. ;or e6am#le, the uses o$ #esticides to 0ill certain cro# dama(in( insects and other sources o$ #ollution. )t is trade oo0s li0e this, that teach a student a out an animal, hel#s to .teach com#assion

$or certain animals, and tells a out ho' 'e can hel# them, that ser*e as a (reat tool to #romote a #ositi*e chan(e $or our $uture (enerations. 3he illustrations in this oo0 are *er% detailed and e%e catchin( $or %oun( students. 3he dra'in(s o$ each 0ind o$ at 'ere *er% accurate and detailed 'ith $eatures that ma0e de#ictin( each s#ecies sur#risin(l% eas% to notice $or not ein( actual #hoto(ra#hs. 3he illustrations are also la eled 'ith 4uite a it o$ in$ormation a out ats, such as ho' the% use sound 'a*es to catch #re%, as 'ell as the anatom% o$ ats. <ach #icture hel#s to communicate the messa(e that the te6t at the ottom o$ the #a(e is tr%in( to in$orm. 3he ac0 o$ this oo0 has a #a(e that i$ $illed 'ith tons o$ random $acts a out ats that also ha*e small illustrations to accom#an% these $acts. 3his #a(e is a (reat 'a% to rein$orce some o$ the in$ormation that students ha*e 5ust read as 'ell as uild ne' in$ormation onto that 0no'led(e to hel# assure a (ood amount o$ o*er=all 0no'led(e o$ ats. 3his oo0 is somethin( that ) 'ould use as a (uided readin( acti*it% $or a$ter the cha#ter. As 'e are readin( this oo0 as a class, students 'ill raise their hands and hel# to $ill in a *enn dia(ram statin( 'hat ats and irds ha*e in common as 'ell as 'a%s that the% are di$$erent. 3hrou(h this acti*it% students 'ill e encoura(ed to ma0e te6t=to= 'orld connections and 'ill ha*e multi#le sources to sho' them the di$$erences et'een a at and a ird, and 'h% a at is not considered to e a ird. 3his oo0 'ould also e a (reat re$erence oo0 to ha*e a*aila le in %our classroom on %our shel$. )t is $illed 'ith short and $actual in$ormation that accom#an% 'onder$ul illustrations that are sure to catch the reader7s e%e. >ecause the te6t is chun0ed into smaller sections 'ith rein$orcement throu(h dia(rams, illustrations, and other *isual aids, it is also a (ood oo0 to use $or inde#endent readin(. 3his oo0 is actuall% su((ested $or second (rade so it 'ould e an easier read $or most. All o$ these $actors ma0e this oo0 more

a##roacha le $or stru((lin( readers. Nonfiction Book Three: Gi ons, G. +2011- Frogs. .e' /or0: "i*e 8a0 Media

3his oo0 tells the reader almost an%thin( %ou can thin0 o$ a out a $ro(. Startin( $rom an e((, to a a % tad#ole, u# until adulthood, this oo0 tells a out the #laces $ro(s li*e, 'hat the% need to sur*i*e, and e*er%thin( else a out their ha itat. )t e*en tal0s a out $un $acts li0e the noises that $ro(s ma0e. 3here are lar(e and color$ul illustrations throu(hout the entire oo0. 3here are also la eled dia(rams sho'in( the anatom% and structure o$ $ro(s, all o$ 'hich are *er% e%e catchin( and *isuall% a##ealin(. 3here is e*en a dou le #a(e s#read that hel#s to e6#lain the di$$erences et'een a toad and $ro(, 'hich can e *er% con$usin( $or man% #eo#le o$ all a(es. 3he #a(es aren7t too te6t hea*% %et mana(e to communicate the in$ormation accuratel% 'hich ma0es this oo0 ideal $or %oun( readers. All o$ these $eatures ma0e this oo0 *er% use$ul $or teachin( students 'ho are learnin( <n(lish as a second lan(ua(e. 3his oo0 is su((ested $or second (rade readers, so it 'ould also e a (reat resource $or stru((lin( readers. 8ne thin( that is 'onder$ul a out this oo0, and almost all o$ Gail Gi on7s oo0s, are the *i*id and color$ul illustrations that are #ac0ed into e*er% #a(e. ?eadin( man% o$ her oo0s, %ou can almost understand 'hat it is that she is tr%in( to communicate throu(h te6t % sim#l% loo0in( at man% o$ the illustrations and dia(rams. 3hese are the 0inds o$ oo0s that are *ital $or teachers to #ro*ide $or stru((lin( readers to hel# ensure com#rehension. 3hese are also 'onder$ul *isual aids $or students 'ho are culturall% and ethnicall% di*erse and ma% not s#ea0 $luent <n(lish %et. 3his oo0 is $ull o$ dia(rams sho'in( the anatom% o$ $ro(s as 'ell as their li$e c%cle. 3his ma0es it eas% $or

readers to see the chan(es $ro(s (o throu(h. Almost all o$ the illustrations are la eled 'ith side ars to $urther e6#lain and rein$orce the in$ormation. 3hese short te6ts su##ort the chan(es the learner is seein( throu(hout the c%cle 'ith reasonin( and e6#lanations to hel# #romote com#rehension. All o$ this is 'hat ma0es it a (reat resource $or %oun( students. 3his is a oo0 that is 'ould 'or0 'ell $or a re$erence oo0 or $or inde#endent readin( ecause it has so man% illustrations and dia(rams to hel# aid com#rehension. 3his oo0 is a (reat resource to hel# teach students a out am#hi ians, 'hich directl% relates to our cha#ter. 8ur cha#ter also teaches a out animal7s homes and needs. 3his oo0 sho's multi#le ha itats $or $ro(s as 'ell as their needs $or sur*i*al, such as $ood, 'ater, o6%(en, etc. ) thou(ht this oo0 'ould e a (reat tool to hel# students to distin(uish the di$$erence et'een am#hi ians and re#tiles, 'hich can e con$usin( $or some students. ) 'ould use this oo0 $or an acti*it% 'here students com#leted a (rou# 2:" chart and ha*e the students read this inde#endentl%. ) thou(ht it 'ould e *er% a##ro#riate to use a 2:" chart acti*it% $or an% o$ Gail Gi ons oo0s ecause the% are so $actual a out

*arious su 5ects. 3his means that there is a (reat chance that most o$ 'hat students 'ant to 0no' a out the su 5ect 'ill e ans'ered some'here throu(hout the oo0. Fiction Books Fiction Book One: :hite, <.>. +1,52-. Charlottes Web. .e' /or0: Har#er >rothers. 3his is a stor% a out a s#ider, a #i(, and other $arm animals and their li*es on the $arm. ) chose this stor% ecause it is a (reat 'a% to hel# students ma0e te6t=to='orld connections et'een this stor% and the cha#ter. ) 'ould li0e to hel# students understand

a s#ider7s ha itat as 'ell as the other animals throu(h this oo0. 3his oo0 also hel#s to sho' other animal needs, 'hile still entertainin( %oun( readers 'ith a 'onder$ul stor% a out $riendshi#. 1e#endin( on the *ersion o$ the oo0 %ou u%, there are illustrations that seem to e s0etched in colored #encils that are adora le and attracti*e to %oun( readers. >ecause this oo0 is rather te6t hea*% com#ared to some o$ the other oo0s ) chose, ) 'ould #ro a l% use this as a (uided readin(. 3his oo0 is recommended $or a 3rd and 4th (rade le*el, and ma% e a di$$icult read $or stru((lin( readers. 3his 'ill re4uire much sca$$oldin( and modelin( o$ com#rehension strate(ies. ) thou(ht it 'ould e a (ood resource to use ecause it hel#s #ut students in the shoes o$ a #i( 'hile learnin( a out $arm animals and &harlotte the s#ider. ?ather than readin( somethin( that is com#letel% $actual, this #romotes critical thin0in( and re4uires students to di( into their ac0(round 0no'led(e to ma0e these connections. 3his oo0 is somethin( ) 'ould use as a resource a$ter readin( the Animals cha#ter in the science te6t. +Harcourt School Pu lishers, Science, 200!- Students 'ill use this to ma0e connections et'een the stor% and the cha#ter on animals. 3his 'ill #rom#t a 'ritin( acti*it% 'here ) 'ill ha*e students choose a character in the stor% and 'rite a out their ha itat and animals needs ased on 'hat the% 0no' $rom readin( the cha#ter and this stor%. ;or e6am#le, &harlotte the s#ider li*es in her 'e 'hich is a ha itat she creates. She uses this to catch u(s $or her meal. She also la%s e((s in an e(( sac in the stor%, 'hich ties into the cha#ter as 'ell. Students could re$er to the section on heredit% and li$e c%cles. 3his stor% ma% e di$$icult $or stru((lin( readers and 'ill most li0el% ha*e to e used as a (uided readin(. Some *oca ular% 'ords, such as salutations, ma% need to e introduced e$ore the stor% is read. 3his could e done % a 'ord sort acti*it% that hel#s e6#lain 0e% 'ords to students e$ore readin( the stor%, and

'ords could e added to the 'ord sort as the stor% (oes on i$ there are an% 'ords students $ind un$amiliar. Fiction Book Two: 2i#lin(, ?. +200,-. The Jungle Book. .e' /or0: Sterlin(. 3his is a miraculous stor% o$ a %oun( o% 'ho (ro's u# in the 5un(le, li*in( 'ild 'ith the animals. ) selected this oo0 ecause it hel#s students to use their ima(ination 'hile ima(inin( 5un(le animals and their ha itats throu(h the e%es o$ this %oun( o%. ) thin0 this stor% is a (reat 'a% to sho' students a out a 5un(le ha itat, e*en thou(h it ma% e a di$$icult read $or stru((lin( readers. 3he #a(es are 5ust *er% te6t hea*% 'ith little to no illustrations. 3his is a (reat stor%, ut is one that 'ill more than li0el% e most use$ul as a (uided 'hole class readin(, 'ith man% discussions and mini lessons conducted throu(hout the stor%. 3his is a (reat 'a% to model com#rehension strate(ies to %our students in a 'a% that is more a##ealin( than readin( a *er% content hea*% and $actual te6t oo0. 3his oo0 'ould e *er% use$ul to use 'ith the cha#ter ecause it hel#s students to ma0e connections 'ith the te6t and a stor% that hel#s descri e a ha itat and all o$ its inha itants. As 'e are readin( this oo0 as a 'hole class (uided readin(, students 'ill #ic0 out thin(s the% notice to hel# descri e the 5un(le ha itat. :e 'ill create a list o$ 'ords that the class comes u# 'ith throu(hout the stor%, then 'hen $inished readin( the stor% students 'ill #artici#ate in a 'hole class list=(rou#=la el acti*it% 'here students 'ill cate(ori9e these 'ords into smaller sections. ;or e6am#le@ #lants, animals, and 'ater sources, etc. )$ #ossi le, it 'ould e ideal to ha*e students do this in small (rou#s and come u# 'ith the smaller cate(ories themsel*es to allo' them to use critical thin0in(

s0ills. 3his acti*it% 'ill hel# to uild *oca ular% as 'ell as ac0(round 0no'led(e. >oth 'hich (o hand in hand in #romotin( com#rehension.

Name of strategy: :ord Sorts English Language Arts Standards and standard statements that relate to the strategy:

<"A&&S. ?). 3. 4. 1etermine the meanin( o$ (eneral academic and domain=s#eci$ic 'ords and #hrases in a te6t rele*ant to a (rade 3 to#ic or su 5ect area.

<"A&&S.:. A. ?ecall in$ormation $rom e6#eriences or (ather in$ormation $rom #rint and di(ital sources@ ta0e rie$ notes on sources and sort e*idence into #ro*ided cate(ories. B:hat Are Some "i$e &%cles o$ AnimalsC #. 114=11A

) chose this strate(% ecause ) $elt that at the e(innin( o$ the cha#ter there 'as *oca ular% that man% third (rade students 'ould $ind un$amiliar. 1oin( an acti*it% li0e this e$ore readin( the te6t 'ould hel# students to understand the lan(ua(e and ma0e te6t=to=sel$ and te6t=to='orld connections a out these terms as the% re$er to and uild ac0(round 0no'led(e. )t 'ould also hel# to #romote com#rehension o$ the te6t $rom the cha#ter 'hen readin( it a$ter the acti*it%. 3his acti*it% also hel#s students to learn $rom their #eer7s #ers#ecti*es as the% share their ans'ers, or 4uestion their o'n

choices a$ter the% read the cha#ter.

;or this acti*it% m% (oal is to ha*e students $amiliari9e themsel*es 'ith the technical lan(ua(e and terms in the cha#ter. :ords such as li$e c%cle, metamor#hosis, lar*a, and #u#a can are more than li0el% *er% un$amiliar terms $or third (raders. 8ne (oal ) 'ould li0e students to understand is the relation these terms ha*e to one another and ho' that is, as 'ell as success$ull% ma0in( #redictions a out 'hat the% mean.

:ord sorts re4uire students to ma0e connection ased on ac0(round 0no'led(e and sort 'ords into cate(ories ased on certain similarities. 3he teacher identi$ies the 0e% 'ords $rom a lesson and re4uires students to sort these technical terms in small (rou#s or indi*iduall%. ;or m% lesson, ) 'ill #ro*ide a list o$ 0e% terms $rom the te6t and ha*e students 'or0 in small (rou#s o$ t'o or three and sort these 'ords into cate(ories alread% #ro*ided ased on similarities the% $ind in the list o$ 'ords or $eatures the% $ind shared amon( the terms. :hen students come u# 'ith the cate(ories on their o'n ased on their understandin(s this is called an o#en 'ord sort. .o criterion or cate(ories are 0no'n in ad*ance e$ore the acti*it%. Students must disco*er the relationshi#s amon( the technical terms and search $or the meanin(s ased solel% on ac0(round 0no'led(e. >ecause some o$ these 'ords 'ill #ro a l% e di$$icult and students ma% ha*e little ac0(round 0no'led(e a out these ) 'ill #ro*ide the cate(ories $or students to sort these 'ords into. :hen students alread% ha*e the cate(ories or (rou#s #ro*ided this is called a closed sort. 3his is somethin( ) 'ill use as an

introduction e$ore readin( the te6t to see 'hat students alread% 0no' and 'here ) should $ocus m% time throu(hout the cha#ter to ene$it the students est. 3his 'ill also acti*ate students to ma0e #redicti*e connections amon( the 'ords 'hile also learnin( connections $rom #eers in their (rou#s. ) also thin0 this 'ould e a (reat 'hole class acti*it% to continue a$ter readin( the te6t too. ;irst each (rou# 'ould share the cate(ories or (rou#s the% came u# 'ith and the teacher 'ould 'rite these on the oard. 3hen $ocusin( on each (rou# indi*iduall% students could all share 'hat terms the% $elt $it under that cate(or% a$ter readin( the te6t. Students ma% 4uestion ans'ers the% #re*iousl% #ut do'n or $ind ne' 'ords that could $it and this 'ould e an en(a(in( acti*it% to hel# rein$orce those disco*eries. aterials: Pa#er Pencils Pro*ided 3e6t :ord Sort 3em#late :or0sheet Teacher e!ample of strategy: :ord >an0: "i$e &%cle Metamor#hosis "ar*a Pu#a )nherit

Animals Go 3hrou(h or

Sta(es durin( a li$e c%cle:

e6#erience: "i$e &%cle Metamor#hosis )nherit

"ar*a Pu#a

Student e!ample of strategy: :ord >an0: "i$e &%cle Metamor#hosis "ar*a Pu#a )nherit Animals Go 3hrou(h or e6#erience: Sta(es durin( a li$e c%cle:

Name of strategy:

Antici#ation Guide

<"A&&S. ?). 3. 4. 1etermine the meanin( o$ (eneral academic and domain=s#eci$ic

'ords and #hrases in a te6t rele*ant to a (rade 3 to#ic or su 5ect area

<"A&&S. ?). 3. 1. As0 and ans'er 4uestions to demonstrate understandin( o$ a te6t, re$errin( e6#licitl% to the te6t as the asis $or the ans'ers.

BHo' 1o Animals Meet 3heir needsDC #. 120=12E ) chose this strate(% ecause ) thou(ht it 'ould e a (reat acti*it% to (et students thin0in( e$ore readin( the cha#ter, and to rein$orce in$ormation a$ter readin(. 3his also #ro*ides o##ortunities $or students to see 'hat the% ha*e learned a$ter readin( and to as0 4uestions i$ there is an% con$usion. &om#letin( these also #ro*ides 'a%s $or teachers to e*aluate student7s ac0(round 0no'led(e e$ore this section o$ the te6t so %ou can $ocus on areas 'here students ma% stru((le. 1urin( this #re readin( acti*it% ) 'ant students to thin0 a out 'hat animals ma% need to sur*i*e. 3his 'ill #romote students to ma0e te6t=to=sel$ and te6t=to='orld connections as the% thin0 a out their o'n sur*i*al needs as 'ell. Students 'ill thin0 a out i$ animals need o6%(en, $ood, 'ater, and shelter. All o$ 'hich ein( *ital to sur*i*al $or all animals and directl% ali(ns 'ith t lesson three in the cha#ter on Animals. 1urin( an antici#ation (uide acti*it% students 'ill res#ond to a series o$ statements indi*iduall% e$ore readin( a te6t. M% role as the teacher 'ill e to acti*ate thou(ht and ac0(round 0no'led(e as students ma0e #redictions and connections. 3his 'ill re4uire me to read the material, #ic0 out im#ortant in$ormation and to summari9e or $ormat these into short #hrases in 'hich students 'ill res#ond to 'ith statements such as li0el% or unli0el%. 1iscussin( the student7s #redictions e$ore the% read the te6t holds much

*alue in this acti*it%. 1urin( this time it is hi(hl% recommended that %ou as0 o#en ended 4uestions to acti*ate students thin0in( as the% are readin(. 1irect students to consider and e*aluate their 'or0sheets as the% read the te6t and to ma0e corrections i$ needed. 3his 'ill e 'hat students discuss a$ter the te6t as the% contrast their #redictions 'ith 'hat the author o$ the te6t communicated. 3his is 'ill lead students to $urther com#rehension o$ the material and ho#e$ull% correct an% mista0es or con$usion on the material. aterials:

Pencil Antici#ation Guide :or0sheet Science 3e6t oo0 Teacher e!ample of strategy:

"i0el%

Fnli0el%

Animals can sur*i*e 'ithout o6%(en. A ear can7t sur*i*e 'ithout 'ater. An o'l does not need shelter. A 'hale does not reathe o6%(en. All animals need 'ater. All animals eat other animals. A #lant can ser*e as shelter or $ood $or animals.

Student e!ample of strategy:

"i0el%

Fnli0el% Animals can sur*i*e 'ithout o6%(en. A ear can7t sur*i*e 'ithout 'ater. An o'l does not need shelter. A 'hale does not reathe o6%(en. All animals need 'ater. All animals eat other animals. A #lant can ser*e as shelter or $ood $or animals.

Name of strategy: 2:" <"A&&S. ?). 3. 4. 1etermine the meanin( o$ (eneral academic and domain=s#eci$ic 'ords and #hrases in a te6t rele*ant to a (rade 3 to#ic or su 5ect area

<"A&&S. ?). 3. 1. As0 and ans'er 4uestions to demonstrate understandin( o$ a te6t, re$errin( e6#licitl% to the te6t as the asis $or the ans'ers. B>irdsC #. 133=134 3his strate(% hel#s students to learn and com#rehend the te6t oo0 ecause this acti*it% starts e$ore and continues a$ter the readin(. Students recall ac0(round 0no'led(e to(ether e$ore readin( the te6t. 3his also hel#s to uild ac0(round

0no'led(e $or most students as the% all 0no' and share di$$erent thin(s. Students also thin0 o$ thin(s the% 'ant to 0no' e$ore the readin( 'hich hel#s to (uide them to read 'ith a #ur#ose. 3his also hel#s to moti*ate students to read thorou(hl%. A$ter the readin( students 'ill recall 'hat the% ha*e learned and share it 'ith the class. 3his hel#s students to see ne' #ers#ecti*e as each student has (athered di$$erent in$ormation the% ha*e learned or $ound im#ortant. )t also sho's the teachers 'hat students ha*e learned and ta0en $rom the te6t. )t ma% also indicate that more time must e s#ent on a su 5ect. 3hrou(h this strate(% ) 'ant students to recall their ac0(round 0no'led(e o$ irds and thin0 o$ thin(s the% are curious a out re(ardin( irds. 3his 'ill encoura(e students to read 'ith a #ur#ose 'hile readin( the te6t. )t also creates o##ortunities $or students to share 'hat the% ha*e learned 'hile readin( the te6t as 'ell as learn thin(s the% ma% ha*e missed as $ello' students also share their $indin(s. ) 'ill encoura(e students to thin0 o$ t%#es o$ irds the% 0no' o$ e$ore, and see i$ the% ha*e learned a out ird s#ecies ne' to them a$ter readin(. ;irst the teacher 'ill introduce the strate(% to students e6#lainin( 'hat the 2, :, and " stand $or and ho' %ou 'ill $ill out the chart. 3he 2 section %ou $ill in 'ith 'hat %ou 0no'. 3he : section 'ill e $illed in 'ith 'hat the students 'ant to 0no', and lastl% the " section 'ill e $illed in a$ter readin( the te6t 'ith 'hat the% ha*e learned. 3his 'ill e done as an entire class acti*it% 'here students 'ill ha*e their o'n #ersonal co#% ut 'ill also e encoura(ed $or students to share their ans'ers $or the class chart on the oard. 3his (i*es students to o##ortunit% to recall ac0(round 0no'led(e and share 'hat the% 0no', as 'ell as (eneratin( a list o$ 4uestions the% ma% ha*e. A$ter the readin( students 'ill en(a(e in a $ollo' u# discussion acti*it% to clari$% and e6tend the learnin(. aterials:

Animals cha#ter 2:" chart &hal0 or 1r% <rase >oard Teacher e!ample of strategy: 2 What do we alread know! : What do we want to know! " What did we learn!

Student e!ample of strategy: 2 What do we alread know! >irds can $l% >irds ha*e ea0s A ro in is a ird An o'l is a ird >irds eat 'orms >irds ha*e $eathers 1o irds onl% eat 'ormsD :here do irds li*eD :hat is the i((est irdD 1o irds ha*e $ur tooD >irds do not onl% eat 'orms, ut eat $ish, insects, and small rodents as 'ell. 3he ostrich is one o$ the lar(est irds. >irds do not ha*e $ur, ut are $eathers that co*er most o$ the ird7s od%. .ot all irds $l%. >irds such as #en(uins cannot $l% e*en thou(h the% ha*e $eathers and 'in(s. : What do we want to know! " What did we learn!

Name of strategy: 1ou le=<ntr% Journal <"A&&S. ?). 3. 4. 1etermine the meanin( o$ (eneral academic and domain=s#eci$ic 'ords and #hrases in a te6t rele*ant to a (rade 3 to#ic or su 5ect area

<"A&&S. ?). 3. 1. As0 and ans'er 4uestions to demonstrate understandin( o$ a te6t, re$errin( e6#licitl% to the te6t as the asis $or the ans'ers.

<"A&&S. :. 3. 2 . 1e*elo# the to#ic 'ith $acts, de$initions, and details. BMammalsC #. 130=132 ) chose this strate(% ecause it 'ill hel# #rom#t students to read 'ith a #ur#ose and #ic0 out im#ortant ideas and $acts in the te6t 'hen ans'erin( the 4uestions #ro*ided % the dou le entr% 5ournal tem#late. Students 'ill rein$orce in$ormation the% ha*e 5ust read a out % 'ritin( a out it in 5ournal $orm. Students ma% also see 'hat other students ha*e learned % sharin( their res#onses amon(st one another.

) 'ant students to read a out mammals 'ith a #ur#ose, to identi$% the distinct traits mammals ha*e and 'hat ma0es an animal a mammal. 3his 'ill re4uire students to

acti*el% read instead o$ 5ust memori9in( 'ords on a #a#er. 3his also 'ill hel# encoura(e students critical thin0in( a out 'hat the% are readin(, instead o$ 5ust readin( and memori9in( a out a to#ic. 3his acti*it% is a res#onse to readin( the te6t on mammals. ) 'ill #ro*ide students 'ith the dou le=entr% 5ournal 'or0sheets #rior to readin( the section on mammals so the% ha*e an idea o$ 'hat to loo0 $or and 'hat the% 'ill need to ans'er $ollo'in( the readin(. ) 'ill ha*e to create a t'o column 'or0sheet 'ith 4uestion ) thin0 'ill #rom#t students to $ocus on the most im#ortant #arts o$ the te6t. ;or e6am#le, ) 'ill #rom#t students to loo0 $or traits that mammals ha*e 'hile the% are readin( the te6t, then ha*e them 'rite a out 'hat traits the% thin0 mammals ha*e a$ter readin(. 3his 'ill hel# to rein$orce students7 0no'led(e and #romote com#rehension o$ the material. aterials: Science 3e6t >oo0 1ou le=<ntr% Journal :or0sheet Pencil Teacher e!ample of strategy: "hat traits do mammals ha#e$ %o mammals lay eggs$

Student e!ample of strategy: "hat traits do mammals ha#e$ %o mammals lay eggs$

Mammals ha*e hair or $ur. 3he% also ha*e lun(s 'hich the% use to reathe o6%(en. Some mammals ha*e traits that hel# them to sur*i*e such as trun0s, #ouches, 'in(s, and 'his0ers. 3he% are considered mammals ecause o$ these traits the% share.

Most mammals (i*e li*e irth to their %oun(. Mammals can also (i*e irth to man% a ies at once, and sometimes onl% one. >e$ore the a ies are orn, the mother carries the a % inside her. 3he mother must also hel# care $or the a % 'hen it is ne'l% orn ecause it cannot care $or itsel$. Most mammals learn $rom their #arents. 3his sounds a lot li0e humans. :e must e mammals too.

Name of strategy:

Selecti*e ?eadin( Guide <"A&&S. ?). 3. 4. 1etermine the meanin( o$ (eneral academic and domain=s#eci$ic 'ords and #hrases in a te6t rele*ant to a (rade 3 to#ic or su 5ect area

<"A&&S. ?). 3. 1. As0 and ans'er 4uestions to demonstrate understandin( o$ a te6t, re$errin( e6#licitl% to the te6t as the asis $or the ans'ers.

<"A&&S. :. 3. 2 . 1e*elo# the to#ic 'ith $acts, de$initions, and details. B:hat Are ?e#tiles, Am#hi ians, and ;ishDC #. 13!=143 ) chose this strate(% ecause it sho's students 'hat to $ocus on 'hile readin( the te6t. 3his #rom#ts students to read 'ith a #ur#ose and hel#s to model ho' readers should interact 'ith the te6t 'hile readin( or stud%in( the section. 3his also hel#s to 'eed out an% in$ormation that ma% not e as im#ortant $or the reader to $ocus on, lea*in( more time and s#ace $or more im#ortant sections o$ the te6t. 3his is a (reat strate(% $or stru((lin( readers ecause it rea0s do'n 'hat the% should $ocus on into more mana(ea le sections. ) 'ant students to $ocus on certain #arts o$ the te6t and to thin0 criticall% a out the 4uestions ) ha*e as0ed them. ) 'ould li0e to #romote critical thin0in( and hel# students to ma0e connections % ha*in( them $ocus on di$$erences and similarities et'een re#tiles, am#hi ians, $ish, and mammals. Mainl% discussin( 'hat these di$$erences are and 'h% the% are (rou#ed this 'a%. ) also 'ant students to understand a $ro(7s li$e c%cle and the #h%sical chan(es it (oes throu(h. 3his 'ill tie in 'ith metamor#hosis, a 0e% *oca ular% 'ord discussed earlier in the cha#ter.

Students 'ill recei*e a selecti*e readin( (uide handout that 'ill instruct them to $ocus on certain #a(es and sections o$ the te6t. 3he% 'ill then e (i*en inde#endent readin( time to $ocus on these sections. As0in( students these 'ritten 4uestions in the selecti*e readin( (uide 'ill hel# students #rocess the material. ;or e6am#le, B:hat are traits that re#tiles ha*eDC aterials: Science te6t oo0 Selecti*e ?eadin( Guide Handout Pa#er Pencil Teacher e!ample of strategy: Pa(e 13A=13,: ?ead the section on re#tiles. ;ocus on the animals traits and needs in this #assa(e. :here are re#tiles not $oundD

Pa(e 140: :hat is an am#hi ianD 1o not 5ust (i*e e6am#les o$ an am#hi ian.

Pa(e 141: :hat are the sta(es o$ a $ro(7s li$e c%cleD "oo0 closel% at the dia(ram and notice the #h%sical chan(es it (oes throu(h.

Pa(e 142: :hat ma0es a $ish di$$erent $rom an am#hi ianD 1o %ou notice similarities that a $ish also has 'ith mammalsD Student e!ample of strategy:

Pa(e 13A=13,: ?ead the section on re#tiles. ;ocus on the animals traits and needs in this #assa(e. :here are re#tiles not $oundD

Pa(e 140: :hat is an am#hi ianD 1o not 5ust (i*e e6am#les o$ an am#hi ian.

Pa(e 141: :hat are the sta(es o$ a $ro(7s li$e c%cleD "oo0 closel% at the dia(ram and notice the #h%sical chan(es it (oes throu(h.

Pa(e 142: :hat ma0es a $ish di$$erent $rom an am#hi ianD 1o %ou notice similarities that a $ish also has 'ith mammalsD Technology "e&site '(: htt#:GG'''.0ids iolo(%.comGanimals=$or=children.#h#

)ey Features: 3his 'e site #ro*ides a 'onder$ul animal data ase 'here students can easil% na*i(ate and research in$ormation a out an% o$ the animals listed. .ot onl% does is ha*e 4uite a

lar(e list o$ animals to choose $rom, ut it also narro's %our search to di$$erent t%#es o$ each s#ecies. ;or e6am#le, there are #olar ears, (ri99l% ears, and man% more to loo0 at. 8nce %ou re$ine %our search to a s#eci$ic s#ecies it then tells %ou all a out the animal is a short, ut in$ormin( #assa(e that is ideal $or %oun( learners. Fnder the in$ormation section there is also a small ta le titled Banimal $acts.C 3his tells the reader all 0inds o$ $acts a out each animal that directl% ties into the main themes o$ the Animals cha#ter in our science te6t oo0, 'hich are li$e c%cles, animal homes and their needs, mammals, irds, re#tiles, am#hi ians, and $ish. *ationale: ) chose this 'e site ecause it 'as $airl% eas% to na*i(ate $or %oun( learners 'ho need eas% to $ind in$ormation. 3he te6t in this 'e site is set u# in small #ara(ra#hs that ma0e it more mana(ea le $or stru((lin( readers. )t also has a small chart o$ animal $acts $or the reader to easil% $ind 0e% in$ormation. Accom#anied % these charts are *er% accurate #hoto(ra#hs o$ each animal. All o$ the in$ormation on the ta le directl% ties into the main themes and lessons $rom the Animals cha#ter in our science te6t oo0. 3he ma5or lessons ein( a out animal li$e c%cles, animals sur*i*al needs, and 0inds o$ animals such as mammals, irds, re#tiles, am#hi ians, and $ish. "oo0in( at the #ara(ra#hs that tell a out each animal, there doesn7t seem to e an% *oca ular% that 'ould e much di$$erent than the *oca ular% in the te6t oo0. 3his 'e site (rou#s t%#es o$ animals into one s#ecies, ut then ranches o$$ into di$$erent t%#es o$ the s#ecies. ) reall% en5o%ed this 'e site ecause it hel#ed students to *isuall% see ho' di$$erent t%#es o$ an animal s#ecies can e (rou#ed to(ether in the same $amil% ut 'ere still di$$erent t%#es 'ith di$$erent ha itats and needs.

Acti#ity: 3his 'e site can e ene$icial to use in man% 'a%s. ) 'ould #ersonall% ha*e students use this 'e site to research a certain s#ecies o$ animals that 'as discussed in the te6t oo0. Students 'ould then choose three di$$erent t%#es o$ the s#ecies o$ animal and 'rite three $acts a out each animal that the% $ind on the 'e site. 3his (i*es students the o##ortunit% to learn more a out an animal s#ecies that interests them, 'hile also allo'in( them to learn in 'a%s that are more hands on then 5ust readin( out o$ a te6t oo0. ) 'ould #ro*ide a semantic ma# $or each student to use to hel# students or(ani9e their thou(hts and in$ormation into a *isuall% a##ealin( $ormat that aids com#rehension o$ the su 5ect. ;or this acti*it% students 'ould choose their core $ocus, the s#ecies o$ animal, and then #ic0 out their strands the% 'ant to ranch o$$ o$ them. ;or e6am#le, i$ a student is researchin( ti(ers, t'o o$ his strands ma% e the >en(al ti(er and the Si erian ti(er. Students 'ill then $ind 3 su##orts or $acts a out this t%#e o$ animal s#ecies that hel# the students to com#are and contrast in$ormation a out each. 3his acti*it% almost (i*es them a ma# to see similarities and di$$erences et'een each, 'hich 'ill ho#e$ull% hel# them to understand 'h% the% are considered to e in the same $amil%. "e&site '+: htt#:GG0ids.national(eo(ra#hic.comG0idsGanimalsGcreature$eatureG

)ey Features: 3here are man% 'onder$ul thin(s a out this 'e site that ) $ound (reat $or %oun( learners. Students are a le to choose an animal to learn a out 'hile ein( a le to match a #icture 'ith the animal. Scrollin( throu(h these animals alone is enou(h to hel#s students to learn a out more animal s#ecies. 8nce %ou clic0 an animal %ou7*e chosen, it ta0es %ou to a #a(e all a out that animal. Students are #ro*ided 'ith numerous #hoto(ra#hs o$ the animal to scroll throu(h. 3he 'e site e*en has #hotos o$ the animal throu(hout di$$erent sta(es o$ its li$e $or most o$ the animals. 3he #hoto(ra#hs also sho' action shots o$ the animals in their ha itats that dis#la% accurate eha*ior $or each animal too. 3he% are *i*id and o$ (reat 4ualit%. Alon( 'ith these are *arious short #assa(es o$ in$ormation the reader can scroll throu(h 'ith *arious $acts a out each animal. 8ne o$ these #assa(es contains B$ast $actsC a out the animal that hel# the reader learn $un $acts at ease. *ationale:

) chose this 'e site ecause it 'as so *isuall% a##ealin( that ) 0ne' it 'ould e *er% attracti*e and moti*atin( $or %oun( students. 3hese also hel# to ma0e the 'e site *er% eas% to na*i(ate. 3here are eas% to use na*i(ation ta s that %ou can choose $rom to ta0e %ou to the di$$erent cate(ories o$ animals such as mammals, re#tiles, irds, and $ish. /ou can then choose et'een di$$erent s#ecies and it ta0es %ou to a #a(e all a out that animal. 3here are multi#le #hotos and $acts to scroll throu(h that aid $ull com#rehension o$ the selected animal. 3his all seemed to e $airl% eas% to na*i(ate ecause there are #ictures la eled 'ith each animal to hel# students choose. 3his is a $eature that ) reall% li$e. 3here are also *ideos o$ the animal that are sure to e attention (ra in( $or students 'hile researchin(. 3here is e*en a ma# o$ 'here each animal

li*es. 8ne thin( ) 'as disa##ointed in is that %ou had to ha*e a mem ershi# or account to #la% the (ames on the 'e site. ) thou(ht these 'ould e *er% ene$icial to students i$ the% 'ere a*aila le. Acti#ity: ;or this 'e site ) thou(ht it 'ould e ene$icial $or students to #artici#ate in a io #oem acti*it% 'here students 'ill create a #oem a out an animal7s #h%sical $eatures, traits, and ha itat ased on the in$ormation #ro*ided in the 'e site. ) 'ill #ro*ide an outline o$ the #oem so each student 'ill 5ust $ill in 'ords o$ short #hrases s#eci$ic to the animal the% chose. Students 'ill then read their #oems aloud to the classroom. 1urin( this #art o$ the acti*it% students 'ill 'or0 on s#ea0in( and listenin( s0ills as the% sca$$old their classmates into a etter understandin( o$ the animals the% chose. >elo' is an e6am#le o$ the e(innin( o$ a io #oem the students 'ould create.

) am a "ion

;ast. ;ierce. "oud. Stron(. ?elati*e o$ cats. :ho $eels he is 0in(. :ho $ears noone. ?esident o$ A$rica. "e&site ',: htt#:GG0ids.sandie(o9oo.or(Ganimals

)ey Features: 3he main content o$ this 'e site is *er% similar to the last t'o ecause it is all a out animal s#ecies and t%#es. ) reall% en5o%ed this site ecause o$ the *isual $eatures and li$e li0e sounds that #la% in the ac0(round o$ the site. Students can choose a classi$ication o$ animal, such as a am#hi ians and then students are rou(ht to a #a(e that directl% tells them 'hat ma0es an animal classi$% under this cate(or%. 3his is somethin( that could e di$$icult $or %oun( learners to learns im#l% throu(h readin( a

te6t, 'hich is 'h% ) $ound this 'e site to e *er% ene$icial. 3his 'e site e*en has multi#le $ree (ames $or students to #la% that hel#s to increase their 0no'led(e o$ animals. Such as, Sa$ari Par0 Ad*enture, <le#hant 8d%sse%, and Polar >ear Plun(e. 3here is e*en an acti*ities and cra$ts section that #ro*ides more hands on acti*ities $or students to do on their $ree time. 8ne $eature that reall% stood out to me a out this site is the li*e animal cams the% allo' %ou to *ie'. 3hese cams allo' %ou to 'atch animals in their enclosure at the San 1ie(o Hoo. 3his 'ill hel# students to *isuali9e animal7s acti*it% and traits. *ationale: ) chose this 'e site ecause it 'as so action #ac0ed 'ith in$ormation and acti*ities that it 'as sure to e attention (ra in( and use$ul $or %oun( students. 3here are *er%

color$ul (ra#hics, illustrations and #hoto(ra#hs o$ content related directl% to our science te6t oo0 cha#ter on animals. 3hese *isual aids are (reat $or students 'ho are learnin( <n(lish as a second lan(ua(e. All o$ the material on this 'e site is directed to'ards 0ids and the content is #resented in 'a%s that is a(e le*el a##ro#riate. 3e6t on the 'e site is $airl% eas% and #resented in small sections. 3here are e*en ulleted #oints o$ $acts $or the animals that ma0e $indin( in$ormation easier $or stru((lin( readers or students 'ith disa ilities. Acti#ity: >ecause this 'e site is so action #ac0ed 'ith in$ormation and acti*ities ) thou(ht it 'as e a (ood site to let students use their o'n curiosities and ro'se the site as the% 'ish $or a short #eriod o$ time. Students 'ill e instructed to $ind out a out an animal or multi#le animals and 'rite a short stor% $rom the #oint o$ *ie' o$ one o$ the animals. 3he student 'ill e encoura(ed to incor#orate their 0no'led(e o$ the animal into the stor%.

Students 'ill e told to accuratel% state 'here the animal li*es and 'hat the% eat in the stor%. :hen students are $inished 'ritin( the% 'ill e encoura(ed to create illustrations to accom#an% their stor%. All o$ this 'ill hel# to uild ac0(round 0no'led(e, ma0e connections, and $urther com#rehension $or students. Students 'ill also ha*e the o##ortunit% to share their short stories 'ith their classmates. 3his hel#s students to #ractice readin(, and is (reat $or stru((lin( readers ecause the% 'rote the stor% themsel*es so the% alread% ha*e a (eneral idea o$ 'hat it sa%s.