Caring For Animals

Activity card

Graphic Organizer: Knowing your text types Name/s:

WorldWise

™

Text type

Text features

Information

What does it look like?

What did you learn?

Report: Interview (pp. 6–7)

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

Caring for Animals explores the work done by people who care for wild animals in a range of settings such as aquariums, zoos, and conservation centers. The book explains the need for conservation and how qualified people care for sick, injured, or endangered animals.

Informational text types: Report/Interview/Description/Argument/Explanation/ Procedure

Description (p. 9)

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning, and resilience • LS4.A Evidence of common ancestry and diversity • LS4.B Natural selection • LS4.D Biodiversity and humans

Argument (pp. 12 &13)

Key concepts

• People care for captive, sick, or endangered animals in a variety of settings • Some animals are rehabilitated and released back into the wild • Conservation programs are important to ensure the survival of some species Content vocabulary aquarium, conservation, enclosure, endangered, extinct, global network, habitat, humane society, national parks, population, radio transmitter, rehabilitate, reintroduced, sanctuary, species, wildlife refuge

Procedure (p. 22)

Text features

• Text boxes, sidebars, table, map, diagram, captions, glossary Reading strategy

• Using knowledge of text structure Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Caring for Animals © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Reading with teacher support

Support the students in activating their prior knowledge.

Ask: What do you know about how and why people care for wild animals? Give each student a copy of the book Caring for Animals. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.

Say: Get yourself ready to read by thinking about what you have already read about caring for wild animals. Have the students read chapter 2 to themselves. Invite the students to ask questions about what they have read.

Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking.

Where appropriate, have the students lead the discussion.

Have the students write write about their opinion using the prompt: Should animals be kept in captivity? Provide the students with a template detailing how to plan and write an argument.

Say: Read chapter 3 to yourself. When you have finished, discuss your thinking with your partner. Ask: What is the message of the argument on pages 12 and 13? How is the plight of Asian elephants and red wolves similar?

Why do some wild animals need to be kept in captivity? Why does the topic of keeping wild animals in captivity often cause discussion and debate? Why have zoos changed over time? Do you think zoos need to keep changing? If so, why and how? (Inferential)

Exploring vocabulary

Have the students add to their Graphic Organizer. Say: Talk with your partner about the description on page 9. What is the purpose of a description? What is this text describing? Then talk about the argument on pages 12 and 13. What is this argument in favor of? What reasons has the author given to convince you that zoos are important?

Do you think it is important to save wild animals from extinction? Why? How can you help animals in the wild? What is your view on conservation?

(Synthesizing)

Ask: What words or phrases would you expect to see in a book about caring for wild animals? Have the students work with a partner and record a list of words on sticky notes. Say: When you are finished, read your list aloud and we will add your words to our group chart. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.

Introducing the reading strategy focus

Independent and partner work Have the students read chapter 4 without your support.

Say: The author of this book has used different text types to present information. What do I mean by a text type? Discuss and draw out examples of text types and the concept that different text types have a different purpose and present information in a distinct way.

Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.

Say: Knowing what text type you are reading can help you to read and fully understand each text.

Reflecting on the reading strategy

Reading with teacher support Say: Read chapter 1 to yourself. As you read, think about what sort of text you are reading, how you know this, and what its purpose is.

When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What was the purpose of this text? What was the author’s message?

Guide the students in filling out their Graphic Organizer.

Say: This Graphic Organizer will help you with your thinking. First, think about the features of a report that is written as an interview.

Then, think about the information you learned by reading this interview. Finally, fill in the first row on your Graphic Organizer.

Encourage the students to talk about what they did to help themselves as readers. Ask: How did the author present the information in the book? How did this help you to understand what you were reading?

What are the purposes of zoos? How are people helping wild animals to survive? What should you do if you find an injured wild animal? (Literal)

What was the author’s message/s? Do you agree with this message?

Explain your thinking. Why might the author have used different text types in this book? Do you think this made the information easier to understand? Did it make the book better? If so, why? (Critical) Invite students to ask their own questions.

Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.

Speaking and listening Have students reread the interview on pages 6–7 and the description on page 9. Have them work in groups of three to role-play a mock talk-show-style interview with a presenter, David Donnelly (aquarium worker) and Naomi Sharp (zookeeper). Encourage the students to think of interesting questions and answers, practice these, and then present their role-play to the group.

Vocabulary Have students create an “animal word find” using the names of seven to ten animals from the book. Students then swap their word find with a classmate to complete.

Visual literacy Have students use images and music to create a slide show that promotes the positive aspects of caring for animals in captivity.

Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to give your opinion on this topic and your reasons for having this opinion.

Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of an argument. Say: Clearly state your opinion on the topic and your reasons for having this opinion. Include evidence to support your reasons. Remember, the purpose of an argument is to convince readers that your opinion is right, so use “strong” language that will persuade others.

Activity card

Graphic Organizer: Knowing your text types Name/s:

WorldWise

™

Text type

Text features

Information

What does it look like?

What did you learn?

Report: Interview (pp. 6–7)

Lesson Plan

Content-based Learning

Xx

Level N (30)

Xxxxxxxxx

Caring for Animals explores the work done by people who care for wild animals in a range of settings such as aquariums, zoos, and conservation centers. The book explains the need for conservation and how qualified people care for sick, injured, or endangered animals.

Informational text types: Report/Interview/Description/Argument/Explanation/ Procedure

Description (p. 9)

WorldWise

Content-based Learning

Next Generation Science Curriculum links

• LS1.B Growth and development of organisms • LS2.C Ecosystem dynamics, functioning, and resilience • LS4.A Evidence of common ancestry and diversity • LS4.B Natural selection • LS4.D Biodiversity and humans

Argument (pp. 12 &13)

Key concepts

• People care for captive, sick, or endangered animals in a variety of settings • Some animals are rehabilitated and released back into the wild • Conservation programs are important to ensure the survival of some species Content vocabulary aquarium, conservation, enclosure, endangered, extinct, global network, habitat, humane society, national parks, population, radio transmitter, rehabilitate, reintroduced, sanctuary, species, wildlife refuge

Procedure (p. 22)

Text features

• Text boxes, sidebars, table, map, diagram, captions, glossary Reading strategy

• Using knowledge of text structure Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Caring for Animals © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published.

The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com

Reading 3(6) (F) Make inferences and use evidence to support understanding.

3(9) (D) (i) Recognize characteristics and structures of informational text, including the central idea with supporting evidence.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.