Talented Animals

Activity card

Graphic Organizer: Turning the tables Name/s:

Part 1: View each table. Think about the information and what it means. List three factual statements about that information.

How fast can they run?

How far can they jump?

Table on page 8

Table on page 11

1.

1.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

Talented Animals explains the ways that some animals use their specific tools and talents to move, communicate, and find food. The animals described in this book have individual features that help them live in their distinct habitats.

Informational text types: Report/Explanation

2.

2.

3.

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WorldWise

Content-based Learning

Next Generation Science Curriculum links

Fast flyers

How fast can they swim?

Table on page 13

Table on page 15

1.

1.

• LS1.A Structure and function • LS1.D Information processing • ESS2.E Biogeology • PS3.A Definition of energy Key concepts

• Animals come in many different shapes and sizes, and they have different talents and skills • Animals’ special characteristics help them survive in their environment 2.

2.

Content vocabulary adapted, chisel, colonies, echolocation, heat sensors, hind limbs, larvae, mating ritual, migrate, paralyze, prey, reproduce, senses, snout, species, survival, swim bladder, vertebrae

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3.

Text features

• Tables, map, text boxes, sidebars, glossary Reading strategy

• Interpreting tables Part 2: On a piece of paper, create a table using information in the “A bird’s-eye view” box on page 17. Hint: use the headings “Birds” and “Sight facts.”

Part 3: On another piece of paper, create a table using the information about birds’ beaks and their purposes on pages 26 and 27.

WorldWise Lesson Plan Talented 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

Correlations with Texas Essential Knowledge and Skills Reading 4(6) (F) Make inferences and use evidence to support understanding.

4(7) (C) Use text evidence to support an appropriate response.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes

Writing 4(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.

First reading session

Second reading session

Final reading session

Writing

Getting started

Building understanding

Bringing it all together

Introducing the book

Choose to ask students to either read independently or, if they need more support, to meet with you in a small group.

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 a report, using the prompt: Choose an animal that has special talents, skills, or behaviors that help it to survive. Provide the students with a template detailing how to plan and write a report. Remind them to include an introduction about the animal followed by paragraphs about different aspects of how it survives.

Give each student a copy of the book Talented Animals. Have the students browse through the book. Say: As you browse through the book, think about a wild animal that has a specific skill or talent, for example a giraffe or a hawk. What connections are you making? Have the students discuss their thinking with the group.

Exploring vocabulary Ask: What words or phrases would you expect to see in a book about animals and their talents, skills, and characteristics? Have students work with a partner to record a list of words. Say: When you are finished, you can share your lists with the group.

If some words or phrases are not known, have the student who recorded the word explain what it means. Compare the students’ vocabulary words with the words in the glossary.

Introducing the reading strategy focus Say: Sometimes factual information is presented in a table. Model drawing up a basic table (e.g. student name/favorite food).

Ask: What are the advantages of presenting information in this way?

Discuss that it is a quick, clear way to access facts.

Say: Talented Animals has various tables in it. When you read, I want you to interpret the information in the tables.

Reading with teacher support Say: Read chapters 1 and 2 to yourselves. As you read, be sure to access all the information on the pages, including the text boxes, map, and tables. Have the students discuss their thinking with their partner, and then have a group discussion. Ask: Why are the animals in chapter 2 called “masters?” Have the students record their ideas on the Graphic Organizer and compare it with their partner’s. Say: Be ready to talk about what you noticed with the whole group.

Independent and partner work Have the students read chapter 3 independently. Say: As you read, use the same process we used for chapters 1 and 2. Read the chapter to yourself, and keep track of your thinking by completing part 2 of your Graphic Organizer, and then meet with your partner to discuss and compare the tables you drew.

Have the students meet as a group to share and talk about what they have read and what they recorded on their Graphic Organizer. Monitor the group’s progress and support them, if necessary.

Have the students read the rest of the book and complete part 3 of their Graphic Organizer. 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.

Reading with teacher support Ask: What have we learned so far about the animals you have read about? Share your ideas with a partner. Have the students read chapter 3 to themselves. Review what the students have read. Ask: Why do some animals have better developed senses than humans? Invite the students to talk about their understandings. Have read chapter 4 to themselves. Then have them add to their Graphic Organizer. Say: Why do some animals have specially adapted body parts? How do these features help the animals survive? 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.

Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Say: Find a table that you used when you were reading. How did it help you make sense of the information? Why did the author use a table?

Why are there only a few animals that are able to use tools? Why do some animals have some senses that are more developed than other senses? (Inferential) What animal talent, skill, or behavior did you find the most impressive? Why? Why do animals look so varied and different from each other? (Synthesizing) How has the author organized the information in chapter 2? Does it make it easier to read and understand? What text features do you think improve this book? Why? How could you use them in your own writing? (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 play a game of “Who am I?” One student (the “guesser”) is assigned an animal from the book (write the animal’s name where the guesser cannot see it but the audience can). The guesser asks questions about the mystery animal, to which the audience can answer only “Yes” or “No” (e.g. Can I fly?). Continue until the guesser names the animal correctly. Students take turns to be the guesser.

Vocabulary Have students choose an animal from the book and write five words related to this animal. Students swap their list with a classmate who tries to guess which animal the words relate to.

Visual literacy Have students create a “Talented animals” slide show using images and music.

Download the template at www.worldwise-reading.com/teacherresources Say: You will need to research to find out how the animal uses its talents to find food, stay safe, and move. Encourage the students to talk about their ideas with a partner, then write their report.

Alternatively, the students could choose to write a report that focuses on a type of skill (e.g. hiding from prey, hunting, building homes).

Activity card

Graphic Organizer: Turning the tables Name/s:

Part 1: View each table. Think about the information and what it means. List three factual statements about that information.

How fast can they run?

How far can they jump?

Table on page 8

Table on page 11

1.

1.

WorldWise

™

Lesson Plan Xx

Content-based Learning

Level Q (40)

Xxxxxxxxx

Talented Animals explains the ways that some animals use their specific tools and talents to move, communicate, and find food. The animals described in this book have individual features that help them live in their distinct habitats.

Informational text types: Report/Explanation

2.

2.

3.

3.

WorldWise

Content-based Learning

Next Generation Science Curriculum links

Fast flyers

How fast can they swim?

Table on page 13

Table on page 15

1.

1.

• LS1.A Structure and function • LS1.D Information processing • ESS2.E Biogeology • PS3.A Definition of energy Key concepts

• Animals come in many different shapes and sizes, and they have different talents and skills • Animals’ special characteristics help them survive in their environment 2.

2.

Content vocabulary adapted, chisel, colonies, echolocation, heat sensors, hind limbs, larvae, mating ritual, migrate, paralyze, prey, reproduce, senses, snout, species, survival, swim bladder, vertebrae

3.

3.

Text features

• Tables, map, text boxes, sidebars, glossary Reading strategy

• Interpreting tables Part 2: On a piece of paper, create a table using information in the “A bird’s-eye view” box on page 17. Hint: use the headings “Birds” and “Sight facts.”

Part 3: On another piece of paper, create a table using the information about birds’ beaks and their purposes on pages 26 and 27.

WorldWise Lesson Plan Talented 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

Correlations with Texas Essential Knowledge and Skills Reading 4(6) (F) Make inferences and use evidence to support understanding.

4(7) (C) Use text evidence to support an appropriate response.

4(10) (C) Analyze the author’s use of print and graphic features to achieve specific purposes

Writing 4(12) (B) Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

Speaking and Listening 4(1) (A) Listen actively, ask relevant questions to clarify information, and make pertinent comments.