“animals of the gu ided african savanna” · pdf file“animals of the african...

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Mondo Bookshop Grade k 1

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78-1

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89-3

26-7

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GuIdedreadInG

By Tracy stigers

“animals of the african savanna”

LIteRACY StANDARDS ADDReSSeD IN tHIS pLAN

KeY IDeA Many kinds of animals live on the african savanna. some travel far to find plants and grass to eat. others hunt for animals to eat.

RI.K.1* MAIN FoCUS Key Ideas & Details Sessions 1, 2, 3, and Additional Instruction With prompting and support, ask and answer questions about key details in a text, referring to what is explicitly stated in the text and using details to support basic inferences. *standard adapted from another grade

RI.K.6 MAIN FoCUS Craft & Structure Sessions 2, 3, and Additional Instruction Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.8 MAIN FoCUS Integration of Knowledge & Ideas Sessions 2, 3 With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9 MAIN FoCUS Integration of Knowledge & Ideas Session 3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10 Range of Reading & Level of text Complexity session 2, additional Instruction actively engage in group reading activities with

purpose and understanding.

RF.K.3a phonics & Word Recognition additional Instruction demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

RF.K.4 Fluency session 2 read emergent-reader texts with purpose and understanding.

SL.K.6 presentation of Knowledge and Ideas sessions 1, 2, 3 speak audibly and express thoughts, feelings, and ideas clearly.

L.K.4 Vocabulary Acquisition & Use session 1 determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on kindergarten reading and content.

L.K.4a Vocabulary Acquisition & Use additional Instruction Identify new meanings for familiar words and apply them accurately (e.g., knowing a duck is a bird and learning the verb to duck).

L.K.5a Vocabulary Acquisition & Use session 2 sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

W.K.2 text types & purposes Writing Connection use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.8 Research to Build and present Knowledge sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

GRC_GK_SRC_K.3_AnimalsoftheAfricanSavanna_LP_NEW4.indd 1 12/16/14 1:43 PM

2 AnimAls of the AfricAn sAvAnnA

Session 1 “animals of the african savanna”

PrevIeWINg the text 5 minutesread the title and subtitle with students.

Today’s selection is “Animals of the African Savanna” by Tracy Stigers. I’m curious to find out what this text is about. Who wants to share what they think we will read about based on the title?

We will read about animals that live in a part of Africa called a savanna.

Look carefully at the photograph on page 17. Who wants to share what they see?

I see animals that look like horses with black and white stripes. They are zebras.

Who wants to add to what we will learn?

We might learn that zebras live on the African savanna.

Let’s read to find out.

reAdINg the text CLOSeLY 10 minutesexplain the learning focus. have students read page 17. Check on their application of the focus. Provide support if needed.

Good readers ask and answer questions to make sure they understand what they read. As we read page 17, let’s remember to pause to ask and answer questions. . . . Who has a question about what we read?

What is a savanna?

Does the report help you answer the question?

Yes. The subtitle says a savanna is a grassland.

How does the picture help you answer your question?

The picture helps me see what a savanna looks like.

We can use both the words and the photographs to ask and answer questions.

If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment and work with a partner to ask and answer questions.

Our work today is to pause as we read to ask and answer questions about details in the words and photographs. We’ll also talk about how we can use photographs to help us understand the report. Now let’s read to the end.

dISCuSSINg the text 10 minutesInvite students to share some of the questions they had as they read the report. guide them to use the photographs to help them understand key details in the text.

Let’s look the other pages. Who can share a question that they had as they read? Remember to speak clearly so that everyone can hear you.

Do all the animals on the savanna eat grass and plants?

LeARNINg FoCUS RI.K.1*

With prompting and support, students ask and answer questions about key details in a text, citing text evidence for what is explicitly stated in the text and using details to support basic inferences.

eLL SUppoRt

L.K.4 Vocabulary Support vocabulary such as savanna, travel, zebra in context using the ELL vocabulary strategies in Getting Started.

SL.K.6DISCUSSIoN

presentation of Ideas

Corrective FeedbackHave students closely reread the title, subtitle, and the first sentences to find the author’s key idea. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings.



Can anyone answer the question?

No. Lions eat other animals.

How did you know the answer?

It says, “Lions eat other animals.”

What else did you learn about animals that live on the savanna?

I learned that elephants and ostriches live on the savanna. They both travel far to find food.

Let’s talk about what the photographs on these pages show.

The photographs on these pages show animals that live on the African savanna. They go with the text on the page.

I like the way you asked thoughtful questions about the words and photographs. We should do that often as we read. If a question is not answered in the report, you might be able to use the words and photographs to make an inference or come to a conclusion.

draw attention to the names of animals in the text: zebras, elephants, lions, and ostriches.

Similar words can be put into groups, or categories. For example, the words blue and green are both color words. Let’s look at page 17. What word on this page is an animal word?

The word zebras is an animal word.

Let’s see what other words in this report fit into the “animal word” category. Who can share words they found?

Lions, elephants, and ostriches are animal words.

The words lions, elephants, zebras, and ostriches can all be put in the same category because they are all animal words.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read to ask and answer questions to learn about key details in the text and pictures.

Today we worked on pausing to ask and answer questions about details in the words and the pictures. We saw that each photograph went with the words it was near. The photographs helped you see what was talked about in the text. Think about the work we’ve done when you read other reports with photographs.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COmPreheNSION: ASk ANd ANSWer QueStIONS E-RESOURCEE-RESOURCE Formative Assessment have students use the blackline masters on pages 10–11 to practice comprehension skills in this lesson plan. Students should complete page 11 as practice at the end of Session 2. review students’ answers as you evaluate their mastery of the learning focus.

CoMpReHeNSIoN SHARe

If you don’t understand something, raise your hand. Ask a question.

L.K.5a VoCABULARY Sort Words

DISCUSSIoN tIp

Remind students to speak only about the topic that is being discussed.

RI.K.1*, RI.K.8 CoMpReHeNSIoN Ask & Answer Questions



Session 2 “animals of the african savanna”

returNINg tO the text 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s quickly review our discussion from the last session.

We talked about asking and answering questions as we read. We also talked about how the words told about the pictures, and how the pictures helped us read the words.

Several of you asked questions about the words and the pictures. Many of you found the answers as we read and looked at the photographs.

reAdINg the text CLOSeLY 10 minutesexplain the learning focuses. Invite students to reread pages 17 and 18. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan.

Today we are going to talk about how the author gives us some information in the words and the photographer gives us other information in the pictures. We will also talk about the reasons authors include certain information. Reread pages 17 and 18 silently. Remember to pause to ask and answer questions. . . . Have students point to the name of the author. Who will share the name of the author?

The author’s name is Tracy Stigers.

Did the author also take the photographs?

Probably not. Someone else probably took the pictures.

That’s right. The author wrote the report and a photographer took the pictures. What animals did we learn about on these pages?

We learned about zebras and elephants.

How do you know which animal each page talks about?

The words tell you. The photographs tell you, too.

Focus on how the text and the pictures present different information that support each other.

We agree that page 18 tells us about elephants. Let’s look at the text first. Why does the author say elephants travel?

The author says that elephants travel to find grass and plants.

Now let’s focus on the picture. Who will describe where the elephants live?

I see lots of dirt or sand and rocks. I also see some green plants. It looks dry.

Why do you think elephants have to travel far to find their food?

There is not a lot of grass and plants where they live.

So, we learned some information from the words and different information from the picture. Then, we used what we learned from both the words and the pictures to make an inference, or answer a question we had.

CoMpReHeNSIoN SHARe

Look at the words below or above the photo. This is called a caption. Use the caption to learn more about the photo or picture.

LeARNINg FoCUSeS RI.K.1*, RI.K.6, RI.K.8

With prompting and support, students name the author and illustrator of a text, defining the role of each in presenting the ideas or information in a text, and identifying the reasons an author gives to support points in a text. They also continue to ask and answer questions about key details, citing text evidence for what is explicitly stated and using details to support basic inferences.



Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session.

dISCuSSINg the text 10 minutesguide a discussion in which students study the text and photographs to identify key information in the text. As they ask and answer questions, have them identify if they learned key information from the text, the pictures, or both. remind them to speak clearly so that everyone can hear what they say.

We’ve talked about how in reports like this one, we might learn certain information from the words and other information from the pictures. As we read, let’s pay attention to how we learn information. Who wants to share something they learned in the article?

I learned that zebras, elephants, lions, and ostriches live on the African savanna.

Did you learn that from the words or the photos?

I learned it from the words.

What can you learn from the photos?

I can learn what these animals look like. I can also see where they live.

What do you learn about lions from the words that you do not learn in the picture?

I learned that lions eat other animals. They hunt.

Continue the discussion, focusing on the details the author gives to support points in the text.

We agree that the author says all these animals live on the savanna. Who remembers what a savanna is?

A savanna is a grassland.

What did we learn many animals that live on the savanna eat?

We learned that many animals that live on the savanna eat grass and plants.

Do you think the savanna is a good place for these animals to live? Remember to use both the words and the pictures to answer.

It could be a good place for them to live because it is a grassland and they eat grass. But the words tell me the animals travel far for food. And the pictures don’t show a lot of grass. That could mean it is not a good place for them to live.

Focus on the captions of the photographs.

Let’s look at the captions of the photographs in this article. Captions are the words next to a photograph or illustration. They often tell you new information about what is in the picture. Who can say what these captions tell about?

The captions tell about what groups of animals are called.

What is a group of elephants called?

A group of elephants is called a herd.

SL.K.6 DISCUSSIoN presentation of Ideas

L.K.5a VoCABULARY Sort Words

eLL SUppoRt

RI.K.1* Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses:I found an answer to ______ question.The answer is _____.I found it on page ______.



What is a group of zebras called?

A group of zebras is also called a herd.

What is a group of lions called?

A group of lions is called a pride.

What is a group of ostriches called?

A group of ostriches is called a flock.

So, who can name three words that belong in a category of words that describe groups of animals?

The words herd, pride, and flock belong in the “groups of animals” category of words.

help students understand the benefits of linking their comments to the remarks of others.

We’ve shared our thoughts about how the author described the animals and presented information using both text and pictures. When you discuss texts like this one, it can be helpful to link what you have to say to something someone else has said. Why do you think it’s helpful?

It means we’re talking about the same thing and not different stuff. It means we get to think about what other people think.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this lesson’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE FLueNCY FOLLOW-uPFluency practice Before beginning to read, guide students in identifying any words or phrases repeated often throughout the text, such as live on the savanna or to look for. read the examples aloud and have students echo read.

TEACHER’SCHOICE CONStruCted reSPONSe: COLLeCt text evIdeNCe E-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 12 to collect evidence that helps them answer the following question: What did you learn about animals that live in the African savanna? review students’ collected evidence as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE CrOSS-text reAdINg: INdePeNdeNt Or guIdedIn preparation for Session 3 (teacher’s choice), have students read the short text selection “Pond Animals” on page 21 of the themed text Collection. remind students to think about the learning focuses from prior sessions as they read.

Before our next session together, I would like you to read “Pond Animals” on your own. As you’ve done before, pay close attention to the text and illustrations and ask and answer questions as you read.

CoMpReHeNSIoN SHARe

Authors give reasons to explain what they write. As you read, look for these reasons. You will learn more about the topic.

RF.K.4 FLUeNCY

purpose and Understanding

W.K.8, RI.K.1*WRItINg

gather Information

RI.K.10ReADINg

Independent



Key Idea Animals live in different places.

reFLeCtINg ON the textS 5 minutesAsk students to reflect on what they learned over the past sessions. Invite them to review and reflect on both stories.

We have learned a lot about different kinds of animals in these two reports. Why do you think it’s important to remember to pause as you read to ask and answer questions about the words and pictures in a report?

Pausing to ask and answer questions helps you make sure you understand what you read.

Who will share a question they had as they read “Pond Animals”?

What animals live by the pond?

Did you find the answer to your question in the words or the picture?

I found the answer in the words.

CrOSS-text ANALYSIS 10 minutesguide students to compare and contrast the two reports.

Let’s think about the two reports we read and the information we learned. Remember to speak clearly so that we can hear you. Who will share animal words from each article?

The animal words in the first report are zebras, elephants, lions, and ostriches. The animal words from the second report are fish, ducks, frogs, and insects.

So it sounds like both articles are about animals. Who will share how the articles are different?

The first one is about animals living in the African savanna. The second one is about animals that live in or by a pond.

Who will tell how they learned about the animals in these reports?

I learned about the animals from the words and the pictures.

It’s helpful to think about how the information in two reports is the same and different. This helps you understand the information in each report better. It is also helpful to know that you can learn information from the words or the pictures.

guide students to synthesize key details across both reports. the analysis should lead to connections and new understandings based on both reports.

Let’s think about how discussing the two reports together helps you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who’d like to share?

Both reports are about animals that live in certain places.

I also noticed a theme across both stories. Both reports are about what these animals eat.

LeARNINg FoCUSeS RI.K.1*, RI.K.6, RI.K.8, RI.K.9

With prompting and support, students compare and contrast texts to identify basic similarities in and differences between two texts on the same topic (e.g., in pictures, descriptions, or procedures). Students continue to define the role of the author and the illustrator in presenting the ideas or information in a text, and identify the reasons an author gives to support points in a text. They also continue to ask and answer questions about key details in a text, citing text evidence for what is explicitly stated and using details to support basic inferences.

SL.K.6 DISCUSSIoN presentation of Ideas

Session 3 “animals of the african savanna” and “pond animals”



INtegrAtINg the LeArNINg 10 minutesInvite students to integrate the information from both stories and concisely state the big ideas across both texts.

Often when we read, we try to say what a text was mostly about—the big idea—in one sentence. Now we’re going to think through key parts of these two reports to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both reports. . . . Who would like to start?

Animals live in different places.

have students reflect on the strategies they learned for comparing two reports with a similar theme.

Let’s recap what strategies we used to deepen our understanding of both reports.

We took time to pause to ask and answer questions about things we read. We also paid attention to whether we learned information from the words or the pictures. We said paying close attention like this helps us to understand what we read better and to make inferences, or come up with answers for questions that are not answered in the words.

TEACHER’SCHOICE CONStruCted reSPONSe: WrIte tO SOurCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 12 as they finish reading the texts. then invite them to write a response to the questions: What did you learn about animals that live in the African savanna? or What did you learn about animals that live in the pond? remind students to make good use of text evidence they’ve collected to support their main points.

W.K.8, RI.K.1* WRItINg

Respond to Question

TEACHER’SCHOICE Writing Connection

WrItINg AN INFOrmAtIve textE-RESOURCEE-RESOURCE Summative Assessment Students will use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. guide them to use the planner on page 12 as they organize text evidence for their writing task. Students may wish to share their paragraphs.

You have done great thinking about the different places animals live. Now let’s do some writing of our own. I want you to think of a place you have seen animals. Write the place in the title. Draw pictures of three animals you have seen in that place. Then I will help you write a detail about each one.

W.K.2WRItINg

Informative/explanatory



OPtIONAL guIded reAdINg: “PONd ANImALS” Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, “Pond Animals.” use the learning focuses from Sessions 1 and 2 to reinforce both practice with the standards and the learning.

Today we’ll spend some time practicing the reading skills we worked on with our first selection. We will pause to ask and answer questions. We’ll pay close attention to the words and the pictures in the report. Try to notice these aspects of the text as you read to the middle of the page. Then we’ll pause to see what questions we have and how we can answer them.

INdePeNdeNt reAdINg: “POLAr BeArS IN the ArCtIC” ANd/Or “PONd ANImALS”If you have not done guided reading with “Pond Animals,” send students off with instructions for independent reading of the report before they do their cross-text constructed responses. Alternatively, you might send students off to read “Polar Bears in the Arctic” independently after a review of the learning focuses.

vOCABuLArYNew Meanings Point out the words fish and duck. guide students to understand new meanings of the words and apply them accurately in sentences.

Who will share what they know about the words fish and duck?

They are both animals. A fish has scales and lives in the water. A duck has feathers and swims on top of the water.

So, we agree that both of the words describe animals. They also can both be verbs. When you fish for something, you look for it. If you duck, it means you bend your head down. Who can finish this sentence with the word duck or fish? Bill had to _____ or the ball would have hit his head.

The word duck finishes the sentence.

Who can finish this sentence with the word duck or fish? I had to _____ around for the answer to my question.

The word fish finishes the sentence.

PhONICSNew Sound Practice letter-sound correspondence by having students help create word lists from their reading. For example, students might go through the text and find words that end with the /d/ sound. have students help you make a list of all the words they find. use the New Sound routine to practice.

Let’s continue to practice letters and sounds. We’re going to find all the words in the text in which d makes the /d/ sound (write the letter and say the letter sound). Listen as I say the sound for this letter (say the sound for the consonant). Say the sound (students say the sound). Let’s go through our text and find more words that have this letter sound. Who has found a word? (Student says word.) Listen for the sound in this word (say the word). Say the word (students say the word). Say the sound again (students say the sound). Repeat with other words.

RI.K.1*, RI.K.6, RI.K.8 Ask and Answer Questions

RI.K.10 ReADINg Independent

L.K.4a VoCABULARY New Meanings

VoCABULARY tIp

After learning the meaning of fish and duck as verbs and practicing using them with sentence frames, ask students to use each word in a sentence of their own. Remind them that the sentence should show the meaning of the word.

RF.K.3a pHoNICS New Sound

TEACHER’SCHOICE Additional Instruction


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Comprehension: Ask and Answer QuestionsThink about what you learned in “animals of the african savanna.” Match the question to the answer.

Questions answers

What is the african savanna?

Zebras, elephants, and ostriches eat grass and

plants.

Which animals hunt for food?

Lions hunt for their food.

Which animals eat grass and

plants?

a group of lions is called a

pride.

What is a group of lions

called?

The african savanna is a

grassland.

Score:


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Comprehension: Author’s reasonsFinish the title with a place where animals live. draw a picture of three animals. Write a fact about each animal.

Animals that Live

Score:


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Constructed response: Write to Source

put a check next to the question you are answering. use details from the text and illustrations in your answer. use your sticky notes to help you find details.

What did you learn about animals that live in the african savanna?

I learned that animals that live in the african

What did you learn about animals that live in the pond?

I learned that animals that live in the pond

Score:


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