Animal Coverings
Animal Coverings
Level E/7
Science
Teacher’s Guide Skills-at-a-Glance
Anchor Comprehension Strategy •• Compare and Contrast Phonemic Awareness
•• Counting syllables in words
Phonics
•• CVCe pattern •• s-family blends
High-Frequency Words •• away, from, some
Content Vocabulary
•• Words for animal coverings
Grammar/Word Study •• Describing words
Science Big Idea
•• A nimals have adapted to their environment with protective coverings that help them survive.
B
09796_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/12/10 11:32:04 AM
Small Group Reading Lesson Before Reading Activate Prior Knowledge
fur scales
shell
Animal Coverings feathers
skin
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Animal Coverings” (left) or copy the organizer on chart paper, leaving the outer circles blank. Ask students to think about what kinds of coverings are on animals. If necessary, prompt with such questions as What is a dog covered with? What does a fish have on its outside? Write students’ suggestions in the circles of the web. Tell students they will return to the web after they read the book.
fuzz
Preview the Book Read the title and names of the authors to students. Ask: • What do you see in the picture on the cover? What is the peacock covered with? Show students the title page. Ask: Visual Cues • Look at the beginning letter or letters. (p in penguin; sk in skunk) • Look for familiar chunks within the word. (pine in porcupine; pea in peacock)
• What animal is this? What kind of covering does it have?
Structure Cues • Look for repeated language patterns. (“It has . . .”; “It will use . . .”)
Set a Purpose for Reading
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. Say: I see a skunk. What is a skunk covered with? Look at the next page. What is another animal that is black and white? A penguin has feathers. How does a fox use its fur? How does an otter use its fur?
Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about the coverings that different kinds of animals have. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Animal Coverings
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© 2011 Benchmark Education Company, LLC
11/12/10 11:32:04 AM
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • [Student’s name], I noticed that when you came to a word you were unsure of, you looked at the picture to confirm its meaning. Did this help you figure out the word? • I noticed, [student’s name], that when you came to the word porcupine, you divided the word into chunks. You were able to sound out the first syllable. Then you looked at the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • How are the coverings of a penguin and a fox different? How are they alike? (A penguin has feathers. A fox has fur. Both coverings keep the animals warm. pp. 4–5) (Locate facts/Compare and contrast) • How does the frog use its covering to hide in the pond? The book doesn’t answer this question, but we can figure it out for ourselves. (First the book says that the lizard uses the brown color of its scales to hide in the rocks. Then the book says, “Look at the frog. ... It can hide, too!” This means it can hide just like the lizard can. The picture shows that the frog is green. So it uses its green color to hide in the green pond.) (Make inferences) • What kind of covering do we have on our bodies? How does it help us? (Answers will vary. One possible answer: Our skin protects the inner parts of our bodies. It helps keep us warm and dry.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
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Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Animal Coverings
3
11/12/10 11:32:04 AM
Small Group Reading Lesson
(continued)
Build Comprehension Compare and Contrast
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to compare and contrast information in the text? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer on page 8 or copy the chart on the board. Explain to students that they can use the chart to compare and contrast the animal coverings described in the book. Model for students how to identify similarities and differences and how to record the information on the chart. Use the following think-aloud. This book gives me a lot of information about animals, their coverings, and what those coverings are used for. I will better remember this information if I put it on a graphic organizer like this one. In the first column, the chart lists the animals that are described in the book. In the other two columns, I will fill in the kind of covering each animal has and what the animal uses its covering for. When I have completed the chart, I can use it to review the information and to compare and contrast the animal coverings. Let’s look at the first animal: “skunk.” What kind of covering does a skunk have? I will look on page 2. The text tells me that a skunk has fur. So I will write “fur” in the second column. How does a skunk use its fur? The book doesn’t say, but I know that the colors of its fur warn other animals about its smell. So in the third column I will write “to keep other animals away.” Let’s do the next animal together. Practice and Apply Guide students as they read the name of the next animal on the chart and identify its covering and the purpose of its covering. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.
Compare and Contrast Animal
Kind of Covering
Used For
skunk
fur
to keep other animals away
penguin
feathers
to stay warm
fox
fur
to stay warm
porcupine
spines
to keep other animals away
otter
fur
to stay warm in the water
lizard
scales
to hide from animals
frog
skin
to hide
snake
scales
to slide along the ground
peacock
feathers
for show
tortoise
shell
to hide
Animal Coverings
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© 2011 Benchmark Education Company, LLC
11/12/10 11:32:05 AM
Interactive Writing Have students use the information from the graphic organizer to write sentences that make comparisons. Say: By looking at the chart, we can compare and contrast the coverings that animals have. For example, we can see that the coverings of many of the animals protect them or keep them warm. We can see that the penguin, the fox, and the otter have coverings that keep them warm. Let’s think of a sentence we can write about this fact. (Possible sentences include “The penguin, the fox, and the otter have coverings that keep them warm.” and “Fur and feathers are coverings that keep animals warm.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of the word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
√√√
√ √ √ √√
√ √√
√√
Mny
anmls
hav
fr
√ √ √√ √ √ √ √ √ √ √
√√√
that keps thm
wrm.
Many animals have fur
Write Independently
that keeps them warm.
Have students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their messages, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip Modeling Fluency
Ask students to reread Animal Coverings independently. Then have them ask and answer questions about the book with a partner.
• Read sections of the book aloud to students to model fluent reading of the text.
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Animal Coverings to family members. Suggest that students and family members discuss other animals and the kinds of coverings they have.
• Have students listen to you read a portion of the text and then read it back to you.
Animal Coverings © 2011 Benchmark Education Company, LLC
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5
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Skills Bank Phonemic Awareness: Counting syllables in words
CVC e h id e [C] V C e u s e C VCe sp i n es
Say the word penguin. Ask students to clap once for each syllable they hear. Remind them that a syllable is a part of a word that has a vowel sound. Tell students that you will say some words. After you say each word, they are to repeat the word slowly and clap to show how many syllables the word has. Say these words: animals, coverings, impossible, feathers, porcupine, protection, otter, lizard, peacock, tortoise.
Phonics: CVCe pattern Write the word hide on the board. Ask students to identify each letter in the word as a consonant or a vowel. Write C, V, C, V above the letters. Erase the last V and circle the final e. Point out that many words have this pattern, CVCe, and that CVCe words usually have a long vowel sound. Ask students what long vowel sound they hear in hide. (long i) Write the following words on the board: use, spines, scales, white, snake, slide. Have volunteers identify the CVCe pattern and the long vowel sound in each word.
Phonics: s-family blends Write the word skunk on the board. Circle the letters sk and explain that these letters make the beginning sound in skunk, /sk/. Point out that /s/ and /k/ blend to make one sound, /sk/. Explain that /s/ often combines with other consonant sounds to make blends. Write the letters sc, sk, sl, sm, sn, sp, st, and sw in a row on the board. Ask students to brainstorm words that begin with these blends. Have them begin by looking for suitable words in their book, such as smell, stay, spines, scales, snake, and slide. Then have them think of other words. Write students’ suggestions in the appropriate columns on the board.
6
sc scales score scare
sk skin skirt skill
sl slide slim slam
sm smell smoke smile
sn snake snore snow
sp spines spill spoon
st stay still stand
sw swim sweat swan
Animal Coverings
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© 2011 Benchmark Education Company, LLC
11/12/10 11:32:05 AM
High-Frequency Word Vocabulary Write the words some, away, and from on the board. Say the words together. Have students find each word in the book and read aloud the sentences in which it appears. Write the following sentences on the board:
I have some carrots in my lunch.
The rabbit ran away from me.
I got a letter from my friend.
Ask students to read each sentence aloud. Have them explain, in their own words, the meanings of the underlined words. Then have them write sentences of their own, using each word.
some away from
Concept Vocabulary: Words for animal coverings Have students review their pre-reading semantic web and look through the book to find words that name animal coverings, such as fur, feathers, skin, shell, scales, and spines. Write students’ suggestions on the board. Have students draw a picture of one of the animals in the book and label the animal’s covering with one of the words on the board.
Grammar/Word Study: Describing words Say: A skunk has a stripe on its back. A skunk has a thick white stripe on its back. Ask students which sentence gives them a more detailed picture of the animal. Underline the words thick and white. Explain that these are describing words; they describe, or tell, about the skunk’s stripe. Have students find other describing words in the book, such as black, some, and big. Explain that describing words tell what kind (black, big) and how many (some). Have students write a sentence about one of the animal coverings in the book. Encourage them to use at least two describing words in their sentence. Have students take turns reading their sentences aloud. Ask the other students to identify the describing words.
A penguin has a white front and a black back. The peacock’s tail has orange and blue dots on it.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-979-6
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Name _______________________________________________________ Date __________________
Compare and Contrast Kind of Covering
Animal skunk
Used For
penguin fox porcupine otter lizard frog snake peacock tortoise
© 2011 Benchmark Education Company, LLC
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11/12/10 11:32:05 AM
Level E/7
Science
Teacher’s Guide Skills-at-a-Glance
Anchor Comprehension Strategy •• Compare and Contrast Phonemic Awareness
•• Counting syllables in words
Phonics
•• CVCe pattern •• s-family blends
High-Frequency Words •• away, from, some
Content Vocabulary
•• Words for animal coverings
Grammar/Word Study •• Describing words
Science Big Idea
•• A nimals have adapted to their environment with protective coverings that help them survive.
B
09796_TG.indd 1
• Small Group Reading Lesson • Skills Bank • Reproducible Activity
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/12/10 11:32:04 AM
Small Group Reading Lesson Before Reading Activate Prior Knowledge
fur scales
shell
Animal Coverings feathers
skin
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Animal Coverings” (left) or copy the organizer on chart paper, leaving the outer circles blank. Ask students to think about what kinds of coverings are on animals. If necessary, prompt with such questions as What is a dog covered with? What does a fish have on its outside? Write students’ suggestions in the circles of the web. Tell students they will return to the web after they read the book.
fuzz
Preview the Book Read the title and names of the authors to students. Ask: • What do you see in the picture on the cover? What is the peacock covered with? Show students the title page. Ask: Visual Cues • Look at the beginning letter or letters. (p in penguin; sk in skunk) • Look for familiar chunks within the word. (pine in porcupine; pea in peacock)
• What animal is this? What kind of covering does it have?
Structure Cues • Look for repeated language patterns. (“It has . . .”; “It will use . . .”)
Set a Purpose for Reading
Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
2
Preview the photographs with students, reinforcing the language used in the text. Say: I see a skunk. What is a skunk covered with? Look at the next page. What is another animal that is black and white? A penguin has feathers. How does a fox use its fur? How does an otter use its fur?
Have students turn to page 2 and whisper-read the book. Say: I want you to read the book to find out about the coverings that different kinds of animals have. Monitor students’ reading and provide support when necessary.
Review Reading Strategies Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words.
Animal Coverings
09796_TG.indd 2
© 2011 Benchmark Education Company, LLC
11/12/10 11:32:04 AM
During Reading Observe and Prompt Reading Strategies Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently.
After Reading Reflect on Reading Strategies Once students have completed their reading, encourage them to discuss the reading strategies they used. Reinforce the good reading behaviors you noticed by saying: • [Student’s name], I noticed that when you came to a word you were unsure of, you looked at the picture to confirm its meaning. Did this help you figure out the word? • I noticed, [student’s name], that when you came to the word porcupine, you divided the word into chunks. You were able to sound out the first syllable. Then you looked at the picture. That was good reading.
Build Comprehension Ask and Answer Questions Help students review text content and relate it to what they already know by asking some or all of the following questions. • How are the coverings of a penguin and a fox different? How are they alike? (A penguin has feathers. A fox has fur. Both coverings keep the animals warm. pp. 4–5) (Locate facts/Compare and contrast) • How does the frog use its covering to hide in the pond? The book doesn’t answer this question, but we can figure it out for ourselves. (First the book says that the lizard uses the brown color of its scales to hide in the rocks. Then the book says, “Look at the frog. ... It can hide, too!” This means it can hide just like the lizard can. The picture shows that the frog is green. So it uses its green color to hide in the green pond.) (Make inferences) • What kind of covering do we have on our bodies? How does it help us? (Answers will vary. One possible answer: Our skin protects the inner parts of our bodies. It helps keep us warm and dry.) (Use creative thinking)
© 2011 Benchmark Education Company, LLC
09796_TG.indd 3
Teacher Tip Using the Skills Bank Based on your observations of students’ reading behaviors, you may wish to select activities from the Skills Bank (pp. 6–7) that will develop students’ reading strategies.
Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the book. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine background knowledge with information from the book. • Questions that relate to the book topic but require students to use only background knowledge and experience, not information from the book.
Animal Coverings
3
11/12/10 11:32:04 AM
Small Group Reading Lesson
(continued)
Build Comprehension Compare and Contrast
Teacher Tip Monitoring Comprehension •A re students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text. •A re students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. •C an students combine their background knowledge with information from the text to make inferences? If they are having difficulty, model how you would answer the question. •A re students’ answers to creative questions logical and relevant to the topic? •D o students’ completed graphic organizers reflect an ability to compare and contrast information in the text? If students are having difficulty, provide more modeling.
4
Model Create an overhead transparency of the graphic organizer on page 8 or copy the chart on the board. Explain to students that they can use the chart to compare and contrast the animal coverings described in the book. Model for students how to identify similarities and differences and how to record the information on the chart. Use the following think-aloud. This book gives me a lot of information about animals, their coverings, and what those coverings are used for. I will better remember this information if I put it on a graphic organizer like this one. In the first column, the chart lists the animals that are described in the book. In the other two columns, I will fill in the kind of covering each animal has and what the animal uses its covering for. When I have completed the chart, I can use it to review the information and to compare and contrast the animal coverings. Let’s look at the first animal: “skunk.” What kind of covering does a skunk have? I will look on page 2. The text tells me that a skunk has fur. So I will write “fur” in the second column. How does a skunk use its fur? The book doesn’t say, but I know that the colors of its fur warn other animals about its smell. So in the third column I will write “to keep other animals away.” Let’s do the next animal together. Practice and Apply Guide students as they read the name of the next animal on the chart and identify its covering and the purpose of its covering. If you think students can complete the chart independently, distribute copies and monitor their work. Allow time for them to share their recorded information.
Compare and Contrast Animal
Kind of Covering
Used For
skunk
fur
to keep other animals away
penguin
feathers
to stay warm
fox
fur
to stay warm
porcupine
spines
to keep other animals away
otter
fur
to stay warm in the water
lizard
scales
to hide from animals
frog
skin
to hide
snake
scales
to slide along the ground
peacock
feathers
for show
tortoise
shell
to hide
Animal Coverings
09796_TG.indd 4
© 2011 Benchmark Education Company, LLC
11/12/10 11:32:05 AM
Interactive Writing Have students use the information from the graphic organizer to write sentences that make comparisons. Say: By looking at the chart, we can compare and contrast the coverings that animals have. For example, we can see that the coverings of many of the animals protect them or keep them warm. We can see that the penguin, the fox, and the otter have coverings that keep them warm. Let’s think of a sentence we can write about this fact. (Possible sentences include “The penguin, the fox, and the otter have coverings that keep them warm.” and “Fur and feathers are coverings that keep animals warm.”) Repeat the sentence aloud several times with students so they can internalize the language pattern. Collaborate with them to write the sentence on chart paper or the board one word at a time. Start by saying the first word slowly. Ask: What sound do you hear at the beginning of the word? What other sounds do you hear? Let students write the known sounds in each word, then fill in the remaining letters for them. Continue until the sentence is completed.
√√√
√ √ √ √√
√ √√
√√
Mny
anmls
hav
fr
√ √ √√ √ √ √ √ √ √ √
√√√
that keps thm
wrm.
Many animals have fur
Write Independently
that keeps them warm.
Have students write their own sentences based on the text. Encourage them to articulate words slowly, use spaces between words, and write known words fluently. When students have completed their messages, conference with them individually. Validate their knowledge of known words and letter/sound correspondences by placing a light check mark above students’ contributions. Provide explicit praise as you write the message conventionally for students to see.
Reread for Fluency
Teacher Tip Modeling Fluency
Ask students to reread Animal Coverings independently. Then have them ask and answer questions about the book with a partner.
• Read sections of the book aloud to students to model fluent reading of the text.
Connect to Home
• Model using appropriate phrasing, intonation, volume, expression, and rate.
Have students read the take-home version of Animal Coverings to family members. Suggest that students and family members discuss other animals and the kinds of coverings they have.
• Have students listen to you read a portion of the text and then read it back to you.
Animal Coverings © 2011 Benchmark Education Company, LLC
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5
11/12/10 11:32:05 AM
Skills Bank Phonemic Awareness: Counting syllables in words
CVC e h id e [C] V C e u s e C VCe sp i n es
Say the word penguin. Ask students to clap once for each syllable they hear. Remind them that a syllable is a part of a word that has a vowel sound. Tell students that you will say some words. After you say each word, they are to repeat the word slowly and clap to show how many syllables the word has. Say these words: animals, coverings, impossible, feathers, porcupine, protection, otter, lizard, peacock, tortoise.
Phonics: CVCe pattern Write the word hide on the board. Ask students to identify each letter in the word as a consonant or a vowel. Write C, V, C, V above the letters. Erase the last V and circle the final e. Point out that many words have this pattern, CVCe, and that CVCe words usually have a long vowel sound. Ask students what long vowel sound they hear in hide. (long i) Write the following words on the board: use, spines, scales, white, snake, slide. Have volunteers identify the CVCe pattern and the long vowel sound in each word.
Phonics: s-family blends Write the word skunk on the board. Circle the letters sk and explain that these letters make the beginning sound in skunk, /sk/. Point out that /s/ and /k/ blend to make one sound, /sk/. Explain that /s/ often combines with other consonant sounds to make blends. Write the letters sc, sk, sl, sm, sn, sp, st, and sw in a row on the board. Ask students to brainstorm words that begin with these blends. Have them begin by looking for suitable words in their book, such as smell, stay, spines, scales, snake, and slide. Then have them think of other words. Write students’ suggestions in the appropriate columns on the board.
6
sc scales score scare
sk skin skirt skill
sl slide slim slam
sm smell smoke smile
sn snake snore snow
sp spines spill spoon
st stay still stand
sw swim sweat swan
Animal Coverings
09796_TG.indd 6
© 2011 Benchmark Education Company, LLC
11/12/10 11:32:05 AM
High-Frequency Word Vocabulary Write the words some, away, and from on the board. Say the words together. Have students find each word in the book and read aloud the sentences in which it appears. Write the following sentences on the board:
I have some carrots in my lunch.
The rabbit ran away from me.
I got a letter from my friend.
Ask students to read each sentence aloud. Have them explain, in their own words, the meanings of the underlined words. Then have them write sentences of their own, using each word.
some away from
Concept Vocabulary: Words for animal coverings Have students review their pre-reading semantic web and look through the book to find words that name animal coverings, such as fur, feathers, skin, shell, scales, and spines. Write students’ suggestions on the board. Have students draw a picture of one of the animals in the book and label the animal’s covering with one of the words on the board.
Grammar/Word Study: Describing words Say: A skunk has a stripe on its back. A skunk has a thick white stripe on its back. Ask students which sentence gives them a more detailed picture of the animal. Underline the words thick and white. Explain that these are describing words; they describe, or tell, about the skunk’s stripe. Have students find other describing words in the book, such as black, some, and big. Explain that describing words tell what kind (black, big) and how many (some). Have students write a sentence about one of the animal coverings in the book. Encourage them to use at least two describing words in their sentence. Have students take turns reading their sentences aloud. Ask the other students to identify the describing words.
A penguin has a white front and a black back. The peacock’s tail has orange and blue dots on it.
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-979-6
09796_TG.indd 7
7
11/12/10 11:32:05 AM
Name _______________________________________________________ Date __________________
Compare and Contrast Kind of Covering
Animal skunk
Used For
penguin fox porcupine otter lizard frog snake peacock tortoise
© 2011 Benchmark Education Company, LLC
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