animal mothers and babies
TRANSCRIPT
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153 Teacher Created Materials #14580EmergentTeachers Guide
Lesson 15: Animal Mothers and Babies
Word Work High-Frequency Words:take, find,
many
Word Study:word chunk patterns
uband en
Know Your Wordsactivity sheet(page 159)
Academic Vocabulary baby
feed
food
keep
mothers
Comprehension Skills Understanding Main Idea andSupporting Details
Monitoring Comprehension
Things Mothers Doactivity sheet
(page 160)
WritingTrace and practice high-frequency and
vocabulary words.
Cross-curricular Connections
Social Science: Students know theroles of parents and the extended
family in supporting a strong family
and promoting the health of children.
Science:Students know that animals
closely resemble their parents.
Building Fluency Reading the book:repeated readings
with audio support; choral reading
Reading the poem:poetry folder;repeated readings
Animal Mothers poem (page 158)
Focus ObjectivesStudents will be able to:
understand the main idea and supporting details
of simple expository information
use self-correction strategies to monitor
comprehension
TESOL Objective
Students will use English to interact in the classroom.
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154 #14580EmergentTeachers Guide Teacher Created Materials
Academic Vocabulary
1. Develop students vocabulary by naming
animal babies. Write the headingAnimal
Babieson the board or chart paper. Under
it, list all the words that students canprovide. Your chart may look similar to
the chart on the right.
2. Instruct students to add the academic
vocabulary words to their dictionaries.
Encourage them to write a word, phrase,
or sentence for each word and to include
a picture.
Animal Babies
kittens puppies
chicks cubs
goslings foal
calf hatchling
Word Work
1. High-Frequency WordsWrite the
words take, find, and manyon the board.Read each word aloud. Depending
on students abilities, you may wish to
introduce the high-frequency words one
at a time.
Give students lined paper and a variety
of colored pencils. Say and point to the
featured high-frequency word. Have
students repeat the word and write it
on their papers using a different color
for each letter. If you have a classroom word wall, have
students add the high-frequency words
to it. As time permits, read the word
wall together to reinforce mastery of
high-frequency words.
2. Word StudyWrite the ubword chunk
on a sheet of chart paper using a redmarker.
Have students brainstorm other words
that end with ub. Write these words
on the chart paper. The list of words
may include cub, dub, hub, and rub.
Repeat the process above for the en
word chunk.
For additional practice with the words
in this lesson, have students complete
the Know Your Wordsactivity sheet(page 159).
Lesson 15: Animal Mothers and Babies (cont.)
Tip:When adding wordsto the list, use a blackmarker for the beginning sound and
a red marker for the ubword chunk.
For example, the cin cubwould be
black and the ubwould be red.
This will help students identify the
beginning (onset) and featured word
chunk (rime).
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155 Teacher Created Materials #14580EmergentTeachers Guide
During Reading
1. Monitoring ComprehensionRead the title of the book, pointing to each word as you
read it. Read the book with students, showing them photographs prior to reading the text. For
example, on page 8, cover the text. Ask students to describe what is happening in the
picture. Encourage all responses such as eating or feeding. Then look at the text and
determine what guesses, if any, fit with the text. Lead students to the idea that making
predictions from the pictures can help them when they come to text they dont know.
Read pages 48 of the book with students, pausing to discuss the photographs and to
comment on what they see and think.
2. Understanding Main Idea and Supporting DetailsUsing the choral-reading strategy,
read the title aloud with students.
Ask students whether the title tells what the book is about. Ask them to explain how thetitle can help you understand the important parts of the text.
After reading each page, ask students to make comparisons between the animal on the
page and human mothers. Ask them if thinking about people they know helps them to
better understand the text of the book. Encourage students to add sentences to the text.
Now have students read the book independently. Monitor and check for understanding.
Assessment OpportunityMonitor students as they read the
high-frequency words.
Comprehension
Before Reading1. Introducing the BookTell students the title of the book.
Ask students, What do you think this book will be about? Ask if
they have ever seen other books about this same topic.
Ask students to imagine that there is more to the cover picture.
Ask them to tell you what they think might be around the
elephants.
2. Monitoring ComprehensionDisplay the cover of the book. Ask
students to name some things they already know about elephants
from looking at the picture. Praise them for using the picture clues. Read the title aloud. As students offer suggestions, ask if they
think it is an important fact about the elephants. For example,
if someone says the elephants are playing, ask students if they
think that fact is important now that they know the title.
Ask students to name important things about animal mothers and babies that might be
included in the book.
Lesson 15: Animal Mothers and Babies (cont.)
English Language
SupportBuild prior knowledge
and vocabulary before
introducing the book.
Discuss ways in which
human mothers take care
of their children. Discuss
ways in which animal
mothers might be similar
to and different from
human mothers using a
Venn diagram.
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Cross-curricular Connections
Social ScienceIn groups, look for magazine pictures of families with
children. Use these pictures to create a class book about how familymembers help each other. For a picture of a mother handing a child food,
students may write, Moms help kids eat healthy.
ScienceProvide students with a variety of pictures of animal and human
babies. Have students match the baby with the mother. Discuss how
babies often resemble their parents, but not always.
Comprehension (cont.)
After Reading
1. Building Oral LanguageDiscuss whether or not students
think animal mothers love their babies. Can animals love? Let
this be an open discussion with no right or wrong answers.
Encourage students to use real-life examples to explain their
opinions.
2. Understanding Main Idea and Supporting DetailsAsk
students to tell you what the book is about in as few words
as they can (such as families or how moms take care of
babies). Inform them that telling about the book in as fewwords as possible can help them identify the authors main
idea. Then ask students to provide some details from the
book. Explain that these details help the reader better understand the book but are not the
authors main reason for writing the text. For additional practice with the comprehension
skill in this lesson, have students complete the Things Mothers Doactivity sheet (page 160).
Lesson 15: Animal Mothers and Babies (cont.)
Writing
Create a cloze activity. Write each sentence from the book on chart paper, deleting a key word
from each. For example, Animal mothers take _______ of their babies. Have students take turns
filling in the blanks.
Allow below-grade-level students to use a word bank when writing the words.
Have on-grade-level students write the high-frequency words several times until they can
write the words fluently.
Encourage above-grade-level students to write the words and then additional sentences
that include additional high-frequency and vocabulary words.
English Language
SupportAssign a partner to each
student. Ask each pair
to select an animal to
portray. One will be the
mother (or father) and one
will be the baby. Each
team can show the class
something that the animal
parent does for the baby.
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157 Teacher Created Materials #14580EmergentTeachers Guide
Building Fluency
1. Reading the BookUse one or all of the following methods for fluency practice: Use a copy of the book (provided on the Teacher Resource CD) along with the professional
audio recording (provided on the Audio CD) so students can practice reading the book to
build fluency. Listening to the book being read aloud will give students an idea of how to
use proper intonation, expression, and pacing when reading.
Use the choral-reading strategy to read the book several times with students and allow
students to practice reading the book silently and in pairs.
2. Reading the PoemUse one or all of the following methods for fluency practice:
Discuss the Animal Mothers poem (page 158). Compare and contrast the book and the
poem by asking students questions, such as How is the poem similar to or different from
the book? Provide copies of the poem for students to keep in a poetry folder. They can practice
reading the poems in this folder during free-choice time and independent or paired
reading time.
Write the poem on a sheet of chart paper. Take time to reread it throughout the day.
Choral and repeated readings are effective strategies for building fluency. Encourage
students to create actions and gestures or a tune to go along with the poem.
You may wish to use the professional recording of the poem provided on the Audio CD to
support fluency development.
Assessment OpportunitiesUse the oral reading record and the fluency
rubric provided in the Assessment Guide to assess students ability to readthe book and poem fluently and accurately.
Lesson 15: Animal Mothers and Babies (cont.)
158 #14580Emergen
tTeachers Guide
TeacherCreatedMaterials
AnimalMothers
Amotherlovesherbabies
Andkeepsthemsnugand
warm.
Shebringsthemfoodand
water
Andkeepsthemsafe
fromharm.
Shecleansthemupatbathtime
Andtuckstheminatnight.
Amotherlovesherbabies.
Shelovesthemwithallher
might.
159TeacherCreated Materials #14580EmergentTeachers Guide
Name: _____________________________________
Know Your Words
Directions: Think about the bookAnimal Mothers and Babies.Complete each sentence below by writing motherorbabyonthe line.
1. A mother finds water for her .
2. A brings food.
3. A takes care of her baby.
4. A lion picks up her cub.
5. A hen teaches her chicks how to peck.
6. A needs its mother.
160 #14580EmergentTeachersGuideTeacherCreatedMaterials
Name:_____________________________________
ThingsMothersDoDirections:Lookatthepicturesbelow. Writethewordfromthewordbankthatgoeswitheachpictureofananimalmotherhelpingananimalbaby.
WordBankcarry bathe teach feed
1.4.
2.5.
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158 #14580EmergentTeachers Guide Teacher Created Materials
Animal Mothers
A mother loves her babies
And keeps them snug and warm.
She brings them food and water
And keeps them safe from harm.
She cleans them up at bath time
And tucks them in at night.
A mother loves her babies.
She loves them with all her might.
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159 Teacher Created Materials #14580EmergentTeachers Guide
Name: _____________________________________
Know Your Words
Directions: Think about the bookAnimal Mothers and Babies.Complete each sentence below by writing motherorbabyonthe line.
1. A mother finds water for her .
2. A brings food.
3. A takes care of her baby.
4. A lion picks up her cub.
5. A hen teaches her chicks how to peck.
6. A needs its mother.
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160 #14580EmergentTeachers Guide Teacher Created Materials
Name: _____________________________________
Things Mothers Do
Directions: Look at the pictures below. Write the wordfrom the word bank that goes with each picture of ananimal mother helping an animal baby.
Word Bank
carry bathe teach feed
1. 4.
2. 5.
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Oral Reading Record
Name _______________________________ Date __________
Assessor _____________________________________________
Word Count Codes
75 E = errors SC = self-corrections M = meaning S = structure V = visual
Page Text E SCCues Used
E SC
3Animal mothers take care of their babies.
M S V M S V
4A mother cat feeds her kittens.
M S V M S V
5A mother hen teaches her chicks to peck.
M S V M S V
6 A mother lion picks up her cub by the fur
on its neck.
M S V M S V
7A mother elephant finds water for her baby.
M S V M S V
8A mother bird brings food to her babies.
M S V M S V
9A mother whale swims with her baby.
M S V M S V
10 A mother gorilla keeps her baby close for a
long time.
M S V M S V
11Animal mothers take care of their babies.
M S V M S V
TOTALS
ErrorRate:
Self-CorrectionRate:
AccuracyPercentage:
Time:
Lesson 15: Animal Mothers and Babies
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Multiple-Choice Test
Name ____________________________________ Date ___________
Directions:Read each question. Choose the best answer.Fill in the bubble for the answer you have chosen.
1A baby cat is called
a _____. A chick
B gorilla
C kitten
D cub
3Which animal mother
swims with herbaby?
A cat
B gorilla
C lion
D whale
2A mother _____ picks
up her baby by the
fur on its neck.
A lion B gorilla
C whale
D bird
4Which baby rides on
its mothers back?
A a kitten
B a gorilla
C an elephant
D a chick
44 # 14581Emergent Assessment Guide Teacher Created Materials
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