Ocean Animals
Level F/9
Ocean Animals Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Make Predictions Phonemic Awareness
•• Segmenting onset and rime
Phonics
•• Open vowel pattern •• Digraph sh
High-Frequency Words •• help, some, water
Content Vocabulary •• Ocean words
Grammar/Word Study •• -s ending (plurals)
Science Big Idea
•• There is a great variety of underwater life.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading shark starfish
sea gull
Ocean Animals crab
dolphin
During Reading
Activate Prior Knowledge
Observe and Prompt Reading Strategies
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Ocean Animals” (left) or copy the organizer on chart paper, leaving the outer circles blank. Read the title aloud and ask students what animals they know that live in or near the ocean. Record their suggestions in the circles. Add circles if necessary. You may wish to have students tell what they know about each animal. Explain to students that they will come back to the graphic organizer when they have finished reading the book.
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.
whale
Preview the Book Read the title and namea of the authors to students. Ask: • Where was this photograph taken? How can you tell? Visual Cues • Look at the initial consonant or consonant blend. (b in beside; fl in flippers) • Break the word into syllables and sound out each part. (an/i/mals) • Look for familiar chunks within the word. (sand in sandpiper) • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the sentence sounds right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Show students the title page. Ask: • Where are the people in the photograph? What do you think they are doing? Preview the photographs with students, reinforcing the language used in the text and highlighting important concept. Point out the diagrams on pages 9 and 15. Discuss with students what diagrams are used to show and why they are useful in this kind of book. Make sure students recognize the difference between the photographs and the illustrations. Ask them why they think the book uses mostly photographs. Call attention to the captions, which appear in blue type. Explain that captions are important because they usually contain additional information.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out about animals that live in or near the ocean. 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.
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: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the word flippers. I heard you divide the word into chunks. You used the double consonants to help you divide the word. 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. • Why do some ocean animals have flippers? Did you notice how you can match some of the words in the question to the words in the book to help you find the answer? (Flippers help some animals swim. p. 10) (Locate facts) • What animals live near the ocean? (The pelican, sandpiper, and some animals in shells live beside the ocean. pp. 12–15) (Locate facts/Summarize information) • How are ocean animals different from land animals? How are they similar? (Answers will vary. Possible answers: Ocean animals swim a lot. They have fins or flippers. Some can breathe underwater. Land animals breathe air. They may be able to swim a little. They have legs, not fins.) (Compare and contrast) • If you could change shape for a day, what sort of an ocean animal would you most want to be? Why? (Answers will vary.) (Use creative thinking)
Ocean Animals
2
After Reading
© 2011 Benchmark Education Company, LLC
© 2011 Benchmark Education Company, LLC
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. 6–9) 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. Ocean Animals
3
Small Group Reading Lesson
Teacher Tip Monitoring Comprehension
• Are 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 of the text. • Are 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. • Can 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. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to answer questions about the text by looking for answers in the text and from their own experience and knowledge? If students are having difficulty, provide more modeling on how to find answers both ways.
(continued)
Build Comprehension
Small Group Writing
Ask and Answer Questions
Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a summary paragraph about ocean animals. Use the following writing steps.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Help students say the names of the three animals listed that are pictured in the book but not identified in the book. (dolphin, turtle, lobster, pp. 6, 10, 11) Explain that when we answer questions, we look for answers in the book or use our knowledge and experience. Model for students how to fill in the graphic organizer by using both what the book says and what you know. Use the following think-aloud. A graphic organizer, such as this chart, can help me organize the information I read in a book. This will help me remember and understand the information. This chart lists ocean animals I read about. Across the top it lists features animals can have. I’m going to fill in the chart to show which animals have which features. I will use the information in the book, but I will also use what I already know. The first animal is the octopus. Does it have eyes? The book doesn’t say, the picture doesn’t help me, and I’m not sure. I’ll put a question mark. Then I will look for more information in an encyclopedia or other reference book. Does an octopus have fins? I don’t see any fins in the picture, so I’ll write “no” in that box. Does an octopus have a tail, flippers, or a beak? I don’t see a tail or flippers in the picture, so I’ll write “no” in those boxes. I’m not sure about the beak, so I’ll put a question mark and come back to that question later. Help me answer the questions about the next animal. Practice and Apply Guide students as they answer the same questions about the dolphin. Each time the book doesn’t answer a question and students do not know the answer, put a question mark and plan to return to that question later. If you think students know what to do, distribute copies of the graphic organizer and let them complete it independently. Allow students time to share their recorded information. Have volunteers look up the information needed to fill the boxes that have question marks.
• Have students refer to the graphic organizer to review information about ocean animals. • Help them use these details to create sentences that you record on the board. • Ask students to think of a topic sentence for the paragraph. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Did we order the details in a logical fashion? How can we make the details easier for a reader to understand? Should we add details? Should we take out details? • Remind students that the visual information in the book is very important in helping them understand ocean animals. Have them suggest a visual feature they could add to the group summary.
Write Independently • Have students use the book and their completed graphic organizers to write their own summaries of the book. • Encourage them to use specific details and descriptive language in their writing. • Tell them they need a topic sentence to begin their paragraphs.
Ask and Answer Questions Eyes
Fins
Tails
Flippers
Beaks
Octopus
?
no
no
no
?
Dolphin
yes
no
yes
yes
no
Fish
yes
yes
yes
no
no
Turtle
yes
no
?
yes
?
Lobster
?
no
yes
no
no
Pelican
yes
no
yes
no
yes
Sandpiper
yes
no
yes
no
yes
You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have partners take turns reading alternate pages of Ocean Animals to each other. Encourage the student who is listening to ask his or her partner questions about the text.
Connect to Home Have students read the take-home version of Ocean Animals to family members. Encourage students to share their summary paragraphs.
Ocean Animals
Ocean Animals
4
Reread for Fluency
© 2011 Benchmark Education Company, LLC
© 2011 Benchmark Education Company, LLC
5
Skills Bank
we go my me so by
Phonemic Awareness: Segmenting onset and rime
High-Frequency Word Vocabulary
Say the word fish and separate it into its onset and rime: /f/ /ish/. Then repeat the word and have students separate it into its onset and rime. Tell them that you are going to say some words and that you want them to tell you the onset and rime for each word: like, live, deep, light, jump, swim.
Write the words some, water, and help on the board. Tell students that you are thinking of one of these words. Give them a clue for the word: for example, This word rhymes with come. Ask a volunteer to point to the correct word, say it, and spell it. Then give a clue for another word: for example, This word begins with the same sound as wash. Continue giving clues until all students have had a chance to identify a word.
Phonics: Open vowel pattern Write the words we and me in a column on the board. Ask students what vowel sound they hear in both words. (long e) Ask them what letter makes the long e sound and where they see the e in both words. (e, at the end) Circle the e in each word. Then write the words go and so on the board and have students identify the vowel sound, the letter that makes the vowel sound, and the location of that letter. (long o, the letter o, at the end of the words) Circle the o in each word. Finally, write the words my and by on the board. Repeat the procedure for long i and the letter y. Circle the y in each word. Then ask: What kind of vowel sound do all these words have? (a long vowel sound) Where is the long vowel sound in all these words? (at the end) Help students conclude that when e, o, or y appears at the end of a word, the letter often makes a long vowel sound.
Phonics: Digraph sh Write the words fish and shells on the board. Ask students what consonant sound they hear in both words (/sh/) and what letters make that sound (sh). Ask a volunteer to circle sh in each word. Tell students that you are going to ask them some questions and that the answers are words with /sh/. • What do you usually wear on your feet? (shoes) • What animal is covered with wool? (sheep) • What is the opposite of pull? (push) • What do people often wear with a pair of pants? (shirt) • What is an ocean animal with lots of teeth? (shark) • What do you make on a star? (wish)
Concept Vocabulary: Ocean words
help some water
Brainstorm with students words that they associate with the ocean. Suggest that they look in their books or at the web they created before reading the book. Write students’ ideas on the board. Have students form groups of two or three, and give each group a card with one of the ocean words from the list. Ask the group to decide how one member is going to act out the group’s word for the class. Then have the actors take turns performing in front of the class, while the audience guesses what word he or she is miming.
Grammar/Word Study: -s ending (plurals) On the board, draw a simple picture of a fish with several fins. Draw an arrow pointing to one of the fins and label it fin. Ask: Does this fish have only one fin? When students answer “no,” ask them how you can change the word fin to show that the fish has more than one fin. Students should tell you to add an s to fin, making the word fins. Write fins on the board next to fin. Explain that adding an s to the end is the most common way of making a word mean more than one (plural). Ask pairs of students to find words in the book that end in s and mean more than one. (animals, kinds, tails, flippers, shells, homes) Point out that not all words that end in s are plural words. Students can test their words by asking Can you have two animals? (or kinds, tails, and so on) Ask partners to write their plural words in a column on the board. Have volunteers write the singular forms of the words in a column in front of the plurals.
Singular Plural animal animals kind kinds tail tails f lipper f lippers shell shells home homes
As students answer each question, write the word on the board and circle the letters sh.
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.
Ocean Animals
6
© 2011 Benchmark Education Company, LLC
ISBN# 978-1-4108-0112-8
7
Name _______________________________________________________ Date ___________________
Ask and Answer Questions Eyes
Fins
Tails
Flippers
Beaks
Octopus
Dolphin
Fish
Turtle
Lobster
Pelican
Sandpiper
© 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Make Predictions ••Explain Create an overhead transparency of the graphic organizer “Ocean Animals” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. ••Model Say: Let’s think about a prediction someone might make before reading Ocean Animals. Look at the title page. The title tells us the book is about ocean animals. The picture on the cover shows seagulls. I know they live near the ocean, so I think the book will be about animals that live near the ocean. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the book. Say: We can’t mark Yes because the prediction is not entirely correct. The book is about animals that live in and near the ocean. Write this statement in the first No box on the graphic organizer. ••Guide Say: Now let’s think about another prediction. What might someone predict about the photograph on page 5? (Allow time for students to respond, assisting if needed.) Yes, I see that this animal looks like an octopus. It is on a rocky floor. Readers might think that octopuses live on the ocean floor. Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read page 4 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. ••Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
9
Ocean Animals ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Notes
Ocean Animals Make Predictions Prediction
Yes
No
Before reading the book someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
10
Ocean Animals
Ocean Animals ©2011 Benchmark Education Company, LLC
©2011 Benchmark Education Company, LLC
11
Notes
12
Ocean Animals ©2011 Benchmark Education Company, LLC
Ocean Animals Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Make Predictions Phonemic Awareness
•• Segmenting onset and rime
Phonics
•• Open vowel pattern •• Digraph sh
High-Frequency Words •• help, some, water
Content Vocabulary •• Ocean words
Grammar/Word Study •• -s ending (plurals)
Science Big Idea
•• There is a great variety of underwater life.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Before Reading shark starfish
sea gull
Ocean Animals crab
dolphin
During Reading
Activate Prior Knowledge
Observe and Prompt Reading Strategies
Encourage students to draw on prior knowledge and build background for reading the text. Create an overhead transparency of the graphic organizer “Ocean Animals” (left) or copy the organizer on chart paper, leaving the outer circles blank. Read the title aloud and ask students what animals they know that live in or near the ocean. Record their suggestions in the circles. Add circles if necessary. You may wish to have students tell what they know about each animal. Explain to students that they will come back to the graphic organizer when they have finished reading the book.
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.
whale
Preview the Book Read the title and namea of the authors to students. Ask: • Where was this photograph taken? How can you tell? Visual Cues • Look at the initial consonant or consonant blend. (b in beside; fl in flippers) • Break the word into syllables and sound out each part. (an/i/mals) • Look for familiar chunks within the word. (sand in sandpiper) • Think about what sound the vowel makes in the word. Structure Cues • Think about whether the sentence sounds right. Meaning Cues • Think about what makes sense in the sentence. • Look at the pictures to confirm the meaning of the word.
Show students the title page. Ask: • Where are the people in the photograph? What do you think they are doing? Preview the photographs with students, reinforcing the language used in the text and highlighting important concept. Point out the diagrams on pages 9 and 15. Discuss with students what diagrams are used to show and why they are useful in this kind of book. Make sure students recognize the difference between the photographs and the illustrations. Ask them why they think the book uses mostly photographs. Call attention to the captions, which appear in blue type. Explain that captions are important because they usually contain additional information.
Set a Purpose for Reading Have students turn to page 2 and read the book silently. Say: I want you to find out about animals that live in or near the ocean. 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.
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: • I noticed, [student’s name], that when you came to a word you didn’t know, you went back and reread the sentence. Did this help you figure out the word? • [Student’s name], I noticed that you tried to sound out the word flippers. I heard you divide the word into chunks. You used the double consonants to help you divide the word. 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. • Why do some ocean animals have flippers? Did you notice how you can match some of the words in the question to the words in the book to help you find the answer? (Flippers help some animals swim. p. 10) (Locate facts) • What animals live near the ocean? (The pelican, sandpiper, and some animals in shells live beside the ocean. pp. 12–15) (Locate facts/Summarize information) • How are ocean animals different from land animals? How are they similar? (Answers will vary. Possible answers: Ocean animals swim a lot. They have fins or flippers. Some can breathe underwater. Land animals breathe air. They may be able to swim a little. They have legs, not fins.) (Compare and contrast) • If you could change shape for a day, what sort of an ocean animal would you most want to be? Why? (Answers will vary.) (Use creative thinking)
Ocean Animals
2
After Reading
© 2011 Benchmark Education Company, LLC
© 2011 Benchmark Education Company, LLC
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. 6–9) 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. Ocean Animals
3
Small Group Reading Lesson
Teacher Tip Monitoring Comprehension
• Are 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 of the text. • Are 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. • Can 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. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect an ability to answer questions about the text by looking for answers in the text and from their own experience and knowledge? If students are having difficulty, provide more modeling on how to find answers both ways.
(continued)
Build Comprehension
Small Group Writing
Ask and Answer Questions
Use the information from the graphic organizer completed during the Build Comprehension segment of the lesson to help students write a summary paragraph about ocean animals. Use the following writing steps.
Model Create an overhead transparency of the graphic organizer on page 8 or copy it on the board. Help students say the names of the three animals listed that are pictured in the book but not identified in the book. (dolphin, turtle, lobster, pp. 6, 10, 11) Explain that when we answer questions, we look for answers in the book or use our knowledge and experience. Model for students how to fill in the graphic organizer by using both what the book says and what you know. Use the following think-aloud. A graphic organizer, such as this chart, can help me organize the information I read in a book. This will help me remember and understand the information. This chart lists ocean animals I read about. Across the top it lists features animals can have. I’m going to fill in the chart to show which animals have which features. I will use the information in the book, but I will also use what I already know. The first animal is the octopus. Does it have eyes? The book doesn’t say, the picture doesn’t help me, and I’m not sure. I’ll put a question mark. Then I will look for more information in an encyclopedia or other reference book. Does an octopus have fins? I don’t see any fins in the picture, so I’ll write “no” in that box. Does an octopus have a tail, flippers, or a beak? I don’t see a tail or flippers in the picture, so I’ll write “no” in those boxes. I’m not sure about the beak, so I’ll put a question mark and come back to that question later. Help me answer the questions about the next animal. Practice and Apply Guide students as they answer the same questions about the dolphin. Each time the book doesn’t answer a question and students do not know the answer, put a question mark and plan to return to that question later. If you think students know what to do, distribute copies of the graphic organizer and let them complete it independently. Allow students time to share their recorded information. Have volunteers look up the information needed to fill the boxes that have question marks.
• Have students refer to the graphic organizer to review information about ocean animals. • Help them use these details to create sentences that you record on the board. • Ask students to think of a topic sentence for the paragraph. • Read through the sentences with students, inviting them to suggest ways the sentences can be improved. Ask: Did we order the details in a logical fashion? How can we make the details easier for a reader to understand? Should we add details? Should we take out details? • Remind students that the visual information in the book is very important in helping them understand ocean animals. Have them suggest a visual feature they could add to the group summary.
Write Independently • Have students use the book and their completed graphic organizers to write their own summaries of the book. • Encourage them to use specific details and descriptive language in their writing. • Tell them they need a topic sentence to begin their paragraphs.
Ask and Answer Questions Eyes
Fins
Tails
Flippers
Beaks
Octopus
?
no
no
no
?
Dolphin
yes
no
yes
yes
no
Fish
yes
yes
yes
no
no
Turtle
yes
no
?
yes
?
Lobster
?
no
yes
no
no
Pelican
yes
no
yes
no
yes
Sandpiper
yes
no
yes
no
yes
You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have partners take turns reading alternate pages of Ocean Animals to each other. Encourage the student who is listening to ask his or her partner questions about the text.
Connect to Home Have students read the take-home version of Ocean Animals to family members. Encourage students to share their summary paragraphs.
Ocean Animals
Ocean Animals
4
Reread for Fluency
© 2011 Benchmark Education Company, LLC
© 2011 Benchmark Education Company, LLC
5
Skills Bank
we go my me so by
Phonemic Awareness: Segmenting onset and rime
High-Frequency Word Vocabulary
Say the word fish and separate it into its onset and rime: /f/ /ish/. Then repeat the word and have students separate it into its onset and rime. Tell them that you are going to say some words and that you want them to tell you the onset and rime for each word: like, live, deep, light, jump, swim.
Write the words some, water, and help on the board. Tell students that you are thinking of one of these words. Give them a clue for the word: for example, This word rhymes with come. Ask a volunteer to point to the correct word, say it, and spell it. Then give a clue for another word: for example, This word begins with the same sound as wash. Continue giving clues until all students have had a chance to identify a word.
Phonics: Open vowel pattern Write the words we and me in a column on the board. Ask students what vowel sound they hear in both words. (long e) Ask them what letter makes the long e sound and where they see the e in both words. (e, at the end) Circle the e in each word. Then write the words go and so on the board and have students identify the vowel sound, the letter that makes the vowel sound, and the location of that letter. (long o, the letter o, at the end of the words) Circle the o in each word. Finally, write the words my and by on the board. Repeat the procedure for long i and the letter y. Circle the y in each word. Then ask: What kind of vowel sound do all these words have? (a long vowel sound) Where is the long vowel sound in all these words? (at the end) Help students conclude that when e, o, or y appears at the end of a word, the letter often makes a long vowel sound.
Phonics: Digraph sh Write the words fish and shells on the board. Ask students what consonant sound they hear in both words (/sh/) and what letters make that sound (sh). Ask a volunteer to circle sh in each word. Tell students that you are going to ask them some questions and that the answers are words with /sh/. • What do you usually wear on your feet? (shoes) • What animal is covered with wool? (sheep) • What is the opposite of pull? (push) • What do people often wear with a pair of pants? (shirt) • What is an ocean animal with lots of teeth? (shark) • What do you make on a star? (wish)
Concept Vocabulary: Ocean words
help some water
Brainstorm with students words that they associate with the ocean. Suggest that they look in their books or at the web they created before reading the book. Write students’ ideas on the board. Have students form groups of two or three, and give each group a card with one of the ocean words from the list. Ask the group to decide how one member is going to act out the group’s word for the class. Then have the actors take turns performing in front of the class, while the audience guesses what word he or she is miming.
Grammar/Word Study: -s ending (plurals) On the board, draw a simple picture of a fish with several fins. Draw an arrow pointing to one of the fins and label it fin. Ask: Does this fish have only one fin? When students answer “no,” ask them how you can change the word fin to show that the fish has more than one fin. Students should tell you to add an s to fin, making the word fins. Write fins on the board next to fin. Explain that adding an s to the end is the most common way of making a word mean more than one (plural). Ask pairs of students to find words in the book that end in s and mean more than one. (animals, kinds, tails, flippers, shells, homes) Point out that not all words that end in s are plural words. Students can test their words by asking Can you have two animals? (or kinds, tails, and so on) Ask partners to write their plural words in a column on the board. Have volunteers write the singular forms of the words in a column in front of the plurals.
Singular Plural animal animals kind kinds tail tails f lipper f lippers shell shells home homes
As students answer each question, write the word on the board and circle the letters sh.
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.
Ocean Animals
6
© 2011 Benchmark Education Company, LLC
ISBN# 978-1-4108-0112-8
7
Name _______________________________________________________ Date ___________________
Ask and Answer Questions Eyes
Fins
Tails
Flippers
Beaks
Octopus
Dolphin
Fish
Turtle
Lobster
Pelican
Sandpiper
© 2011 Benchmark Education Company, LLC
Skills Bank Build Comprehension Make Predictions ••Explain Create an overhead transparency of the graphic organizer “Ocean Animals” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading. ••Model Say: Let’s think about a prediction someone might make before reading Ocean Animals. Look at the title page. The title tells us the book is about ocean animals. The picture on the cover shows seagulls. I know they live near the ocean, so I think the book will be about animals that live near the ocean. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Take a picture walk through the book. Say: We can’t mark Yes because the prediction is not entirely correct. The book is about animals that live in and near the ocean. Write this statement in the first No box on the graphic organizer. ••Guide Say: Now let’s think about another prediction. What might someone predict about the photograph on page 5? (Allow time for students to respond, assisting if needed.) Yes, I see that this animal looks like an octopus. It is on a rocky floor. Readers might think that octopuses live on the ocean floor. Write the page number and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read page 4 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column. ••Apply Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.
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Ocean Animals ©2011 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Notes
Ocean Animals Make Predictions Prediction
Yes
No
Before reading the book someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
On page _____, someone might predict …
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Ocean Animals
Ocean Animals ©2011 Benchmark Education Company, LLC
©2011 Benchmark Education Company, LLC
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Notes
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Ocean Animals ©2011 Benchmark Education Company, LLC
