level r/40 a voice for the animals - amazon s3 · 2012-12-21 · a voice for the animals skills...

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

Social Studies

A Voice for the Animals

Skills & Strategies

Level R/40

Anchor Comprehension Strategies

• Evaluate author's purpose

Comprehension • Summarizeandsynthesize

• Drawconclusions

• Makejudgments

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Social Studies Big Idea • Inademocraticsociety,many

organizationsservethecommongood.

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

•DrawingConclusions

•MakingJudgments

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

•“OneGuess”(RobertFrost)

•“OntheGrasshopperandCricket”(JohnKeats)

Comprehension Strategy Assessment handbook (Grade 4)•OngoingAssessments#9and#10

notable Trade Books for Read Aloud

•Martin,JacquelineBriggs.Washing the Willow Tree Loon.Simon&Schuster,1995.

•Wright,Alexandra.Will We Miss Them?: Endangered Species. CharlesbridgePublishing,1993.

Web Site for Content Information

•TheAmericanSocietyforthePreventionofCrueltytoAnimalshttp://www.aspca.orgFindguidesaboutpetcareandadoptinganimalsattheASPCA’sofficialWebsite.


BeforeReading . . . . . . . . . . ............................... 3

Introduction,Chapters1&2. . . . ......................... 4

Chapters3&4. . . . . . . . . . . ............................... 5

Chapters5&6 . . . . . . . . . . . ............................... 6

AfterReading . . . . . . . . . . . . ............................... 7

WritingWorkshopandWritingModel . . . . . . . . . . . . . . . . . 8,9

ReproducibleGraphicOrganizer....................... 10

Content-AreaExtensionActivities(BLMs). . . . . . . . . . . . . . . . . 11

AnswerKey . . . . . . . . . . . . . . ...............................15

tabLe of contents

OVERVIEW

reLated resources

Thislessonteachesand/orreinforcesthefollowingskillsandstrategies:

DrawConclusions(pp. 3–7)

• MakeJudgments(pp. 3–9)

• EvaluateAuthor’sPurpose(p. 4)

• UseContextCluestoDetermineWordMeaning(pp. 4–5)

• AnalyzeTextStructureandOrganization(p. 5)

• UseGraphicFeaturestoInterpretInformation(p. 6)

• UseKnowledgeofWordStructurestoDetermineWordMeaning(p. 6)

theme connections

Animal Rights

Endangered Species

Leadership

nationaL content standards

Thisskill/strategyisthefocusoftheOngoingAssessmentsfor

thistitle.

SocialStudiesTime,Continuity,&Change:bIndividuals,Groups,&Institutions:b,g

Power,Authority,&Governance:hGlobalConnections:fCivicIdeals&Practices:c

introduce the bookDrawstudents’attentiontothefrontcoverofthebook.Readthetitletogether.Turntothebackofthebookandreadtheblurbandauthorinformation.Examinethetableofcontentsandreadtheintroductiontogether.Pagethroughthebooklookingatthephotographsandcaptions.Whilepreviewing,posethefollowingquestionstoencouragestudentstothinkaboutthetextbeforereading.

• Basedonyourpreviewofthisbook,whatdoyoupredictitisabout?

• Isthisbookfictionornonfiction?Explain.

• Whatfeaturesdoyouexpecttofindinanonfictionbook?

• Rereadthetitleofthebook.Whatdoestheauthormeanby“avoicefortheanimals?”Whodoyouthinkisthevoicefortheanimals?

• Describesomeoftheresponsibilitiespeoplehaveaspetowners.

• Whatdoyoupredictyouwilllearnfromthisbook?

set a purpose for readinGThistextprovidesanexcellentopportunityforstudentstofocusonthestrategiesofdrawing conclusionsandmaking judgments.ExplaintostudentsthattheauthorisgoingtopresentinformationaboutthefoundinganddevelopmentoftheSPCA.StudentswilldrawtheirownconclusionsabouttheimportanceoftheSPCA,aswellasmakejudgmentsaboutissuesrelatingtothetreatmentofanimals.Readthe“ThinkitOver!”onpage2.Say:What is the author asking you to think about here? Afterdiscussingabandonedanimals,ask:What do you know about caring for animals? Do you believe that animals have rights? Should there be laws to protect animals? Explain.

introduce the Graphic orGanizerProvideeachstudentwithacopyofthedrawing Conclusions About Animal Rightsgraphicorganizer.Explainthatasstudentsread,theywillbelookingforpartsofthetextthathelpthemdrawconclusionsaboutthetreatmentofanimalsandtheroleofSPCAs.Theleftcolumncontainscluesfromthetextthatthestudentswillusetodrawtheirconclusions.Pointoutthatdrawingconclusionshelpsreadersunderstandtheunderlyingthemesandmeaningofthebook.

BEFORE REAdInG

This story gives readers a chronological view of the treatment of animals over the past 200 years and the laws that have been established to protect their rights. The author gives short biographies of the people who founded the SPCA in America and other parts of the world. Readers learn the important role of SPCAs in our society and the many jobs of SPCA workers.

Book Summary

3©2011BenchmarkEducationCompany,LLC A Voice for the Animals

Many SPCA workers are volunteers.

Many important people, including the queen of England, supported this society.

Animals finally had a voice in this country.

Henry Bergh inspired people in other cities to form local groups to protect animals.

The ASPCA began going to schools to teach students how to care for and respect animals.

The society began to hold classes in obedience training for dogs and their owners.

drawing Conclusions About Animal Rights Story Clue My Conclusions

InTROduCTIOnChAPTERS 1 & 2

read the text pages2–13Usethefollowingprompttosetapurposeforthereading:As you read this story, think about the author’s purpose for writing the book. Why do you think the author wants you to know about the SPCA? How can this book help you be more compassionate toward animals?

Askstudentstoreadthechaptersindependently.Invitethemtousestickynotestoflagsectionsofthetextthatsupporttheirideasabouttheauthor’spurpose.Alsoaskthemtoflagpartsofthetextthatencouragethemtodrawconclusionsaboutthetreatmentofanimals,aswellasanyunfamiliarwordstheyencounter.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

focus on comprehensiondiscuss the Author’s PurposeInvitestudentstosharetheirideasabouttheauthor’spurpose.Ask:What information does the author give you about animals and the people who care for them? Why do you think the author asks questions about your personal feelings toward animals? What do you expect to learn from this book?

Begin the Graphic Organizer: drawing Conclusions Askstudentstorereadorskimandscanthetexttolocateinformationforthegraphicorganizer.Explainthatreadersusecluesfromthestoryaswellaspriorknowledgetodrawconclusionsaboutnewideasintroducedbytheauthor.Usethefollowingthinkaloudtohelpstudentsconnecttheirpriorknowledgewithnewideas:I know that volunteers are people who spend time helping others because they care and want to improve a situation. The volunteers at the SPCA must really care about animals because they give their time without getting paid for it. That kind of dedication to a cause is rare.

Make JudgmentsPointstudentstothesidebar“ScientificResearchUsingAnimals”onpage8.Askthemtoconsidertheauthor’squestion,“Howdoyoufeelaboutthisimportantissue?”Helpthemidentifytheprosandconsoftheargumentbylistingthemonchartpaperortheboard.Finally,askeachstudenttowritetheirownjudgmentstatementontheissue.Givethefollowingexample:While I do not believe that animals should be used for testing products like eye shadow, I do support the use of lab animals in medical research, because the results can lead to cures that may save thousands of lives.

use Context CluesHavestudentslookatthewordabandoned(page2).Theauthordefinesthiswordusingcontextclues.

Thentellstudentstoapplythisandotherstrategiestounfamiliarwordstheyflagged.Thesemightinclude:prevention, p.4adoption, p.4humane, p.5veterinary services, p.5nonprofit, p.6cattle, p.10domestic animals, p.12founded, p.13

abandoned

context clueleft on the streets

explains what happens to thousands

of pets

definitiongave up responsibility for

TEACHING TIPSMeaningful Activities for Rapid Readers• Trythe“AnimalProtection

Percentages”puzzleonpage5.Howdidyousolvethismathproblem?

• Makeabargraphofthedatafromthepiechartin“AnimalProtectionPercentages.”

Prompts to help Readers Monitor Comprehension

• Ifyoulosethemeaning,gobackandrereadthesection.

• Ifyoucomeacrossanideathatyoudonotfullyunderstand,readontoseeiftheauthorexplainsitinthefollowingsentences.

4

context clueabandonedis used

in a list with the words lostand

injured

A Voice for the Animals ©2011BenchmarkEducationCompany,LLC

read the text pages14–25Usethefollowingprompttosetapurposeforthereading:As you read, think of how the information in the book is organized. Is there a certain order the author is following to tell the story? How does the text’s structure help you understand the text?

Askstudentstoreadthechaptersindependently.Invitethemtoflagsectionsthatsuggestthetextiswritteninchronologicalorder.Alsoaskstudentstoflagunfamiliarwordsandrecordideasinthegraphicorganizer.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

focus on comprehensiondiscuss Text Structure and OrganizationInvitestudentstoidentifyaseriesofexamplesfromthetextthathelpthemconcludethatthebookiswritteninchronologicalorder.Havethemexplainhowthisorderhelpsdescribetheeventsofthestory.Ifstudentshavedifficulty,useathinkaloudtomodelhowagoodreaderdeterminestextstructure.When I was reading the first two chapters, I noticed that the author started to talk about the very first SPCA and used a lot of dates to tell us about the different laws that were made to protect animals. As I read on, the chronological order helped me follow the stories of the people who started the SPCA and to compare the way animals were treated a long time ago to the way they are cared for today.

Continue the Graphic Organizer: drawing ConclusionsAskstudentstorereadorskimandscanthetexttolocateinformationtocompletethegraphicorganizer.Ifstudentsarehavingtrouble,discussanyquestionstheymayhaveaboutthestoryclues.Askstudentstoshareexamplesoftheconclusionsthey’vewrittenandtoexplaintheirthinkingprocess.

Make Judgments PointstudentstothebiographicalinformationaboutHenryBerghinChapter3.Ask:What kind of person is Henry Bergh?Havestudentsmakealistofleadershipqualitiesontheboard.TheninstructthemtowriteajudgmentstatementonHenryBergh’sleadershipqualities.Usethefollowingstatementasanexample:Henry Bergh is a good leader because he established the SPCA in America. He spoke out about animal rights when no one else did, and changed the way people viewed animals in our society.

Analyze AcronymsExplaintostudentsthatthewordSPCAisanacronym,awordformedfromtheinitiallettersofamulti-wordname.Giveexamplesofacronymstheymayalreadyknow:

unitedStatesofAmerica(uSA)

FederalBureauofInvestigation(FBI)

Furtherexplainthatwritersuseacronymstoabbreviatelongnames.Goodwritersalwayswritetheentirenamewiththeacronymthefirsttimeitismentionedinatext.

Tellstudentstodefinethefollowingacronyms:

RSPCA,p.13

ASPCA,p.16

ChAPTERS3 & 4

TEACHING TIPSMeaningful Activities for Rapid Readers• HenryBerghledthewayfor

animalrightsinAmerica.CanyouthinkofanotherAmericanleaderwhostoodupforsomeoneorsomethingthatneededavoice?

• WhatdidHenryBerghmeanwhenhesaid,“Mankindisservedbyanimals,andinturntheyreceivenoprotection.”

Prompts to help Readers Monitor Comprehension

• Analyzethepicturesinthesechapterstohelpyoubetterunderstandtheinformation.Whatdothepicturestellyou?


read the textpages26–30Usethefollowingprompttosetapurposeforthereading:As you read, think about the photographs the author has included with the text. What do the pictures say? What emotions do these images make you feel toward animals? How do graphic features, such as photographs, help you interpret the author’s meaning?

Askstudentstoreadthechaptersindependently.Invitethemtousestickynotestowritetheirresponsestothephotographs.Alsoaskthemtoflagunfamiliarwordsandrecordideasinthegraphicorganizer.Whenthegrouphasfinished,usetheactivitiesbelowtofocusonskills,strategies,andtextandgraphicfeaturesofthebook.

focus on comprehensionuse Graphic Features to Interpret InformationInvitestudentstosharetheirresponsestothephotographs.Explainthatauthorssometimesusephotographstohelpthereadervisualizeathing,place,orevent.Theyalsousethemtoconveyafeelingormood.Ask:What do you see in the photographs in these chapters? Why do you think the author included them? What does the author want you to understand about these animals?

Complete the Graphic Organizer: drawing ConclusionsAskstudentstorereadorskimandscanthetexttolocateinformationforthegraphicorganizer.Whenthey’vecompletedit,askstudentstoreflectontheinformationthey’velearned.Ask:Did you know about the SPCA before you read this book? Has this book influenced your thinking about the treatment of animals?

Make JudgmentsDrawstudents’attentiontothetextonpage28andreadthefirstsentencealoud.Helpstudentsunderstandthemeaningofthewordsspayandneuter.Thenstartaclassdiscussionabouttheissueofpopulationcontrolfordogsandcats.Onchartpaperortheboard,listreasonsforandagainstit.Askstudentstoformajudgmentstatementabouttheirview.Ask:Do you think it is right to spay or neuter animals?

use Root WordsHavestudentslookatthewordveterinarian(page26).Tellstudentsthatthewordcontainstherootwordveterinary.Createawordwebliketheonebelowasanexample.

Thentellstudentstoapplythisandotherstrategiestounfamiliarwordstheyflagged.Thesemightinclude:examining, p.26vaccinations, p.28technicians, p.29medicines, p.29

TEACHING TIPSMeaningful Activities for Rapid Readers• Rereadthesidebaronpage29.

Haveyoueverseenalostpet,orfoundaninjuredanimalinyourneighborhood?WhydoyouthinktheSPCAwarnspeopleto“neverattempttocatchastrayorawildanimalbyyourself?”

Prompts to help Readers Monitor Comprehension• Longsentencescansometimes

causeyoutolosemeaning.Rereadthesentenceandseeifthepunctuationhelpsyoubetterunderstandthemeaning.

ChAPTERS5 & 6

6 A Voice for the Animals ©2011BenchmarkEducationCompany,LLC

root word: suffix: veterinary -ianrelating to the belonging prevention or or relating or cure of disease to something of animals

word parts

definitiona doctor who takes

care of animals

veterinarian

AFTER REAdInG

sYnthesize and assessRetell and Summarize Asagroup,generateanoralorwrittenretellingofthebook.Selectthekeypointstocreateasummary.

Respond Askstudentswhattheyfoundmostinterestingaboutthebook.Whattheydidnotlikeandwhy.Whatquestionstheystillhave.Whataddi-tionalinformationtheymighthaveincludediftheyhadbeentheauthors.

draw Conclusions Askstudentstoformulateconclusionstatementsbasedontheirreadingandtheinformationtheycharted.Recordtheseideas.

Make Judgments AskstudentstoreviewthetextinChapters5and6andexplaintheroleoftheSPCAtoday.HavethemwriteajudgmentstatementabouttheSPCA’simportancetoanimals.

The completed graphic organizer below can serve as a model for assessing students’ ability to draw conclusions.









The volunteers love animals so much that they will work for free.

Important people can influence others to accept new ideas.

The SPCA will help change the way people think of and treat animals.

Bergh was a good leader. He was influential and knew how important it was to reach all groups of people.

If children learn at a young age, they will grow up to be responsible and compassionate towards animals.

Knowing how to care for your dog and train it to be good is important. This way, the dog and the owner are happy.

mini-Lesson Writing Focus: Making Judgments RemindstudentsthatthroughoutthebookA Voice for the Animals,theyreadabouttheroleofSPCAsandtheirworktoimprovethetreat-mentofanimals.Askstudentstothinkabouttheiroverallopinionofthebookandexpresstheirreasons.

Onchartpaperortheboard,helpstudentscreateacharttoorganizetheirthoughts.Guidetheprocessbyfillingintheleftcolumn.Asagrouporindependently,studentsshouldfillintherightcolumn.Allowstudentstogobacktothebookifnecessary.

UsethereproducibleWriting Model todemonstratehowinformationinthechartcanbeusedtowriteabookreview.Remindstudentsthatcertainsignalwordscanhelpthemconveyapositiveornegativeevalu-ationofthebook.

WRITInG WORkShOP

I d E A C h A RT

Book Title

Author

Main Idea Book Critique WhatIlike(and/or)

WhatIdislike.

My Opinion and Rating

A Voice for the Animals EvelynBrooks

AnimalsinoursocietyhaveavoicethroughtheSPCA,whichteachespeoplehowtorespectandcareforanimals.• Ithoughtthestorywastoldinagoodway.

Thechronologicalorderhelpedmefollowalong.

• Ilikedtheoldphotographs.• Idislikedhearingthesadstoriesabout

mistreatinganimals.Ithinkthisisagoodbookbecauseanimalsinoursocietyneedtobeprotected.Readingitteachespeopletorespectandcareforanimals.Iratethebook4stars.

Write a book review

about a book you

have read recently.

wrITING ASSigNmeNt

TEACHING TIPSProcess wrItINg Steps

1. Havestudentschooseabooktoreview,andcreateacharttoorganizetheirthoughtsaboutit.

2. Havestudentsindependentlywriteafirstdraftoftheirbookreview.

3. Afterstudentscompletetheirfirstdraft,theyshouldreviseandeditit.

4. Conferencewitheachstudentfollowingthefirstrevisionandediting.

5. Havestudentsmakeanyadditionalchangesandcreateafinalcopyoftheirparagraph.

6. Finally,invitestudentstosharetheirbookreviewwithagroupofotherstudents.

8A Voice for the Animals ©2011BenchmarkEducationCompany,LLC

A Four-Star Book

A Voice for the Animals,byEvelynBrooks,isan

importantbookforallpeople.Ifyouhaveapetor

workwithanimalsforaliving,youshouldbeaware

oftheworktheSPCAisdoing.Thisbookisorganized

inchronologicalorderandiseasytofollow.Ilike

thisbookbecauseithelpsspreadthewordabout

animalrights.Thestoriesaboutthemistreatmentof

animalsmightmakeyousad.Thebookteaches

peoplethatanimalshavefeelingstoo,andthat

weshouldrespectandcareforanimals.Iratethe

book4stars.

wrITING TIP

Whenwritingareview,providereasonsforyour

evaluation.Giveexamplesfromthebookthat

supportyourstatements.

signal words for making judgments

©2011BenchmarkEducationCompany,LLC A Voice for the Animals

Writing Model: Making Judgments








Name: __________________________________________ Date: ________________


My Position on Animal RightsRead the animal rights issues presented in the first column. Then read the ASPCA’s position and supporting reasons. Finally, in your own words, write a statement explaining your position on the issue. List reasons to support your position.

Name: _________________________________________ _ Date: ____________________

Companion Animals

declawing of Cats

Pet Identification

Show dogs and Cats

Animals in the Classroom

It is okay for humans to have companion animals.

It is not okay to declaw cats.

Pets should have proper identification tags that are filed with a central computer system.

The ASPCA supports only shows run by registered organizations.

The ASPCA does not support the use of animals as classroom pets.

Pet owners care for animals by feeding, exercising, and grooming them.

Declawing is a painful surgery.

If a pet is lost, authorities can find the owner quickly.

Champion dogs and their owners are good models for the proper way to care for and train a pet dog.

Some animals are left without care during vacations.

Issue ASPCA’s Supporting My Position Reasons Position


Animal ExpressionsMatch each expression with the correct meaning by drawing a line connecting the two.

____ A bookworm A. Gobble down a large amount of food

____ Crocodile tears B. A person devoted to reading and studying

____ Horseplay C. Rough or rowdy play

____ A whale of a time d. A wonderful time

____ Eat like a horse E. False tears or sorrow

Now, in your own words, write a meaning for each of the following expressions.

Teacher’s pet _______________________________________________________

___________________________________________________________________

The dog ate my homework. ________________________________________

___________________________________________________________________

You can lead a horse to water but you can’t make it drink. ___________

________________________________________________________

___________________________________________________________________

Just for Fun!

Most expressions are not meant to be taken literally. Pick one of the phrases listed in this exercise and illustrate it. Write the phrase underneath.

___________________________________________

___________________________________________

Name: __________________________________________ Date: _________________


Name: __________________________________________ Date: ________________

dog YearsDid you know that dogs age faster than people? It’s true. Some veterinarians believe that a one-year-old small or medium sized dog is about 15 human years old. By the age of two, the dog is about the same age as a 24-year-old person. After that, each year is equal to about four human years. So, a seven-year-old dog is about the same age as a 44-year-old person!

How old is a three-year-old dog in people years? ____________________

Write your equation here. __________________________________________

Explain how you solved this problem. ______________________________

___________________________________________________________________

_________________________________________________________________

If you were a dog, how old would you be in people years? ___________________________________

Write your equation here: ________________________________________

Explain how you solved this problem.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


Pet diaryAnimalType: ________________________ Identification: _________________

Pet’sName: _________________________ AgeofPet: __________________

DescriptionFeedings:_____________ ofFood:___________________________________(howmanymealsperday)

Foodsthatarebadformypet:_____________________________________Exercise:_________________________________ (howoftenandwhattype)

Does your pet talk to you? What special information List the ways it behaves when should we know about your pet? happy, sad, or angry. ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

Name: __________________________________________ Date: ________________

Pet diaryOwning a pet is big responsibility. In order for your pet to live a long and happy life, you need to know what your pet needs to be healthy and safe. In this activity you will find information to help you take better care of your pet. If you don’t have a pet at home, then you can use this activity to research one you that would like to have.

Go to the Web site below. Click on one of the colored circles at the top to read about the animal you’ve chosen: Dog, Cat, Bird, Hamster, Rabbit, Gerbil, Fish, and Guinea Pig. http://www.animaland.org/petcare/index.html

Now imagine you have this animal as a new pet. Using the information you have found, complete the Daily Diary for your pet.


My Position on Animal Rights

Companion Animals

declawing of Cats

Pet Identification

Show dogs and Cats

Animals in the Classroom

People should have pets. Pets with good care are happy and healthy and bring happiness to their owners.

Cats should not be declawed. They should have scratching posts so they will not tear the furniture.

Pets should wear collars with their names and addresses so they can be returned to their owners if lost.

Dogs and cats should only be in shows if they enjoy it. They should not be harshly trained or groomed.

Classroom pets teach students responsibility. The teacher or parent volunteers can care for the pet during vacations.

Issue ASPCA’s Supporting My Position Reasons Position

Animal Expressions

____ A bookworm A. Gobble down a large amount of food

____ Crocodile tears B. A person devoted to reading and studying

____ Horseplay C. Rough or rowdy play

____ A whale of a time d. A wonderful time

____ Eat like a horse E. False tears or sorrow

Now, in your own words, write a meaning for each of the following expressions.

Teacher’s pet ______________________________________________________

___________________________________________________________________

The dog ate my homework. ________________________________________

___________________________________________________________________

You can lead a horse to water but you can’t make it drink. ___________

________________________________________________________

_________________________ _

_________________________ _

_______________

Just for Fun!

Most expressions are not meant to be taken literally. Pick one of the phrases listed in this exercise and

B

E

C

D

A

The teacher’s favorite student

An excuse for not having

homework finished

You can’t force someone to make a good choice.

dog Years

How old is a three-year-old dog in people years?_____________________

Write you equation here. __________________________________________

Explain how you solved this problem. _____________________________

_________________________________________________________________

_________________________________________________________________

If you were a dog, how old would you be in people years? ___________________________________

Write your equation here: ________________________________________

Explain how you solved this problem.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

28 years old

24 + 4 = 28

A two-year-old dog equals 24

people years. The next year equals 4 people years.

52 years old

24 + (7x4) = 52

I am nine. A two-year-old dog equals 24 people years.

The next seven years each add 4 people years.

Pet diaryAnimalType: ________________________ Identification: _________________

Pet’sName: _________________________ AgeofPet: __________________

DescriptionFeedings:_____________ ofFood:___________________________________(howmanymealsperday)

Foodsthatarebadformypet:______________________________________Exercise:_________________________________ (howoftenandwhattype)

Does your pet talk to you? What special information List the ways it behaves when should we know about your pet? happy, sad, or angry. ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

Pet diary

Fantail Goldfish Orange with a rounded body and two tail fins Goldie 1 year old

3 small meals Flake fish food and tubifex worms

Any foods besides regular fish food; too much fish food

She exercies when she swims.

She usually swims slowly, but sometimes

she darts around like she is playing. Other

times she stays still and rests.

Goldie can live to be 10 to 20 years old!


It is okay for humans to have companion animals.

It is not okay to declaw cats.

Pets should have proper identification tags that are filed with a central computer system.

The ASPCA supports only shows run by registered organizations.

The ASPCA does not support the use of animals as classroom pets.

Pet owners care for animals by feeding, exercising, and grooming them.

Declawing is a painful surgery.

If a pet is lost, authorities can find the owner quickly.

Champion dogs and their owners are good models for the proper way to care for and train a pet dog.

Some animals are left without care during vacations.

Students’ answers will vary.

A n S W E R k E Y


Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ CheckmarkedskillsmaybeassessedbyusingthetestsprovidedintheComprehensionStrategyAssessmentHandbook.

* PreassessmentsareavailableintheComprehensionStrategyAssessmentHandbook.

Copyright©2011BenchmarkEducationCompany,LLC.Allrightsreserved.Teachersmayphotocopythereproduciblepagesforclassroomuse.Nootherpartofthisguidemaybereproducedortransmittedinwholeorinpartinanyformorbyanymeans,electronicormechanical,includingphotocopy,recording,oranyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublisher.ISBN:978-1-59000-509-5

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√BegintheGraphicOrganizer√MakeJudgments

Read the Text: Ch. 3 & 4Focus on Comprehension:√ContinuetheGraphic

Organizer√MakeJudgments

Read the Text: Ch. 5 & 6Focus on Comprehension:√Completethe

GraphicOrganizer√MakeJudgmentsSynthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities(BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2Select or create mini-lessons by using the comprehension pre-assessments to deter-mine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p.3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

drawing Conclusions*

duRInG REAdInG (pp.4–6)Read the Text: Introduction, Chapters 1 & 2Focus on Comprehension Mini-Lessons: DiscusstheAuthor’sPurpose*√ BegintheGraphicOrganizer*√ MakeJudgments* UseContextClues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: DiscussTextStructureandOrganization*√ ContinuetheGraphicOrganizer*√ MakeJudgments* AnalyzeAcronyms*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: UseGraphicFeaturestoInterpretInformation√ CompletetheGraphicOrganizer*√ MakeJudgments* UseRootWords*

AFTER REAdInG (p.7)Synthesize and Assess Activities: RetellandSummarize* Respond√ DrawConclusions*√ MakeJudgments*

WRITInG WORkShOP(pp.8–9)Mini-Lesson√Assignment: Making Judgments*

COnTEnT-AREA ExTEnSIOn ACTIVITIES on Blackline Masters(pp.11–14) My Position on Animal Rights Animal Expressions dog Years Pet diary

Lesson-at-a-GLance

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

day

Introduce the Book




Synthesize and Assess

level r/40 a voice for the animals - amazon s3 · 2012-12-21 · a voice for the animals skills...

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