teacher’s guide animal bodies - pittsburgh public schools · pdf filecreature features...

Teacher’s Guide for

Animal BodiesEarly ScienceIncludes:• Lesson Plans• Learning Masters• Pre- and Post-Test Assessments• Take-Home Book Masters

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Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.com

Printed in the United States of America.

ISBN 978-07362-57268

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Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

Animal Bodies Lessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

What I Learned . . . . . . . . . . . . 22

How I Learned . . . . . . . . . . . . . 23

Theme Song . . . . . . . . . . . . . . . 24

Learning Masters . . . . . . . . . . . 25

Family Focus . . . . . . . . . . . . . . 29

Pre- and Post-TestAssessments

Instructions . . . . . . . . . . . . . . . 32

Answer Key . . . . . . . . . . . . . . . 33

Student Profile . . . . . . . . . . . . . 34

Class Profile . . . . . . . . . . . . . . 35

Pre-Test . . . . . . . . . . . . . . . . . . 36

Post-Test . . . . . . . . . . . . . . . . . 38

Take-Home Book Masters

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PROGRAM OVERVIEWAbout the Program

2

Content and Literacy Development for Diverse Language Learners

National Geographic’s Windows on Literacy: Language, Literacy & Vocabularyprogram is designed for today’s classroom—diverse, challenging, and complex.Many children come to school without the basic background knowledge andoral language development needed for academic success. Language, Literacy & Vocabulary provides the extra support young learners need to experience success from the start.

National Geographic’s Language, Literacy & Vocabulary program offers richopportunities for beginning learners to build background knowledge, developvocabulary and oral language, and learn grade-level content. Throughout the nation, teachers told us they needed materials that scaffolded the learning so that children from diverse language backgrounds, at-risk readers, and children with learning challenges would have opportunities to achieve theirfull potential. The Language, Literacy & Vocabulary program meets this need through:

• Thematic units built around essential key concepts in science, social studies, and math

• Academic vocabulary development

• Age-appropriate and engaging nonfiction texts

• Considerate text with strong picture-text match

• Scaffolded, multilevel instruction for students at different levels of language proficiency

• Springboards to related reading and writing

• Customized instruction for English language learners (ELLs)

• Research-based instructional strategies

• Rich and varied teacher support and tools


3

Abou

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Pro

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Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strives to help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging from classroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the author of numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe country.

Program Advisor: Mary Hawley

Mary Hawley is an educational consultant who has worked with teachers, educators, and publishers to implement best practices for teaching students withdiverse language backgrounds. She has taught English as a Second Language in Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish reading programs and products for English language learners.

Program Reviewers

Susan Brandt, Director of Staff Development and Support Programs,Arlington Heights School District 25, Arlington Heights, Illinois

Theresa Castelan, English Language Development Resource Teacher, Clovis Unified School District, Clovis, California

Dr. Beverly Ann Chin, Professor of English, University of Montana

Danielle Clayton, Director of English Learners, Kings Canyon Unified School District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


4

Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K–2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the start andprevent them from falling behind, Windows on Literacy: Language, Literacy & Vocabulary gives children access to the core grade-level content they needfor standards-based academic success through these features:

• Explicit instruction in core academic content and vocabulary to build a foundation for future success

• Focused, targeted, standards-based content

• Alignment with TESOL standards

• Multiple exposures to and applications of academic vocabulary

• Carefully leveled developmental texts

• Picture glossaries of key content vocabulary

• Simple, engaging, and visually striking student book pages

• Strong picture-text match

• Familiar language and simple sentence structures

• Multiple opportunities for oral language development

• Theme Builders for building background and developing oral language

• Opportunities for writing and related reading

PROGRAM OVERVIEW


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Con

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One Program for Your Diverse Classroom

Windows on Literacy: Language, Literacy & Vocabulary recognizes that every classroom includes diverse language learners as well as children whose background knowledge and oral language require development. Teachers told us they wanted one program that they could use with English languagelearners, children with reading and vocabulary challenges, and children withlearning issues that affect their ability to acquire and process language. Withappropriate modifications for different needs, Language, Literacy & Vocabularygives teachers a sound, research-based instructional plan to meet the commonneeds among diverse language learners.


PROGRAM OVERVIEW

6

Flexible Use

Windows on Literacy: Language, Literacy & Vocabulary is designed to be usedin a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs.

Regular Classrooms

The chart below shows the suggested pacing for use in the regular classroom.Each theme can be completed in five days.

Day 5 • Lesson 5

Day 1 • Lesson 1

Day 3 • Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading

Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 • Lesson 2 Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group Reading Modeled Writing

Day 4 • Lesson 4 Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyGuided Writing

Pacing Guide:One Week for One Theme


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Flex

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UseAfter-School Programs

Language, Literacy & Vocabulary works within a variety of after-school programs.Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs.

• For programs that meet every day, one theme can be completed each week of the program.Use the Pacing Guide on page 6.

• For programs that meet three times per week, one theme can be completed every two weeks. Use the suggested plan shown below.

Summer School Programs

Language, Literacy & Vocabulary is the perfect fit for your summer school program.When time is short and results matter, your class time must be productive. The five-daylesson plan allows you to complete one theme during each week of your summerschool program. Whether your summer school plan includes a four-, five-, or six-week program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program

Choose four themes.

Five-Week Program

Choose five themes.

Six-Week Program

Choose six themes.

Week 1 • Day 1 • Lesson 1

Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading


Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 • Day 3 • Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 • Day 2 • Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


Overview Animal Bodies

8

<None>

ACADEMIC LANGUAGE/ELD•Use academic vocabulary related to

the study of animals’ body parts

•Use appropriate language forms todescribe things and to ask questions

•Develop fluency in reading, writing,listening to, and speaking English

SCIENCE• Identify the unique physical features of

different animals

•Compare animals according to theirphysical features

• Identify animals’ features that helpthem live in unique environments

READING/LANGUAGE ARTS• Learn and apply the comprehension

strategy: Asking Questions

•Use the text features:Highlighted Vocabulary and Captions

•Write about animal bodies

• Learn and use vocabulary related toanimal bodies

To compare progress before and afterteaching this theme, use the Pre-Test andPost-Test Assessments, pages 32–39.

Before Theme Assessment

STANDARDS Theme Materials

Optional Reading

Windows on LiteracyContent-Based FictionJenna’s Pet Level 9

Creature Features Level 10

Windows on LiteracyNonfictionThe Baby Snake Level 3

An Elephant’s Trunk Level 4

Animal Armor Level 12

A Cat’s Whiskers Level 15


Audiolesson on CD

Theme Builder Learning Masters

Concept Book Nonfiction Books

✁

Animal Bodies

by

Level 9 Level 9


Instructional HighlightsKey Concepts

• Different animals have uniquephysical features.

• Animals can be compared bytheir physical features.

• Animals’ features help them livein unique environments.

Comprehension StrategyAsking Questions

Key Concept Wordsbeak tailbody teethclaw tonguefeet wingflipper

Text FeaturesHighlighted VocabularyCaptions

Lesson 1*

Teacher’s Guide pp. 10–11

Read Animal Bodies

• Administer Pre-Test, p. 36

• Introduce Concepts and Vocabulary

• Model the Reading

Lesson 2Teacher’s Guide pp. 12–13

Reread Animal Bodies

• Develop Concepts and Vocabulary

• Introduce theComprehension Strategy:Asking Questions

• Small Group Reading

• Modeled Writing


Read A Frog Has a StickyTongue

• Develop Concepts and Vocabulary


• Practice the Comprehension Strategy:Asking Questions

• Shared Writing


Read Marks in the Sand

• Review Concepts and Vocabulary


• Apply the Comprehension Strategy:Asking Questions

• Guided Writing


Assessand Extend

• Administer Post-Test, p. 38

• Rereading

• Guided Writing

• Assessment Tools

• Optional Reading

• Home Connection

Theme Planner

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•Understand that different animals haveunique physical features that helpthem live in unique environments

•Use animals’ physical features tocompare animals

• Learn and use vocabulary related toanimal bodies

•Use photos to predict vocabulary

•Use text features, such as highlightedvocabulary and captions, tocomprehend text

Realia: a variety of toy animals, such asa dog, a monkey, and a bird

Theme Builder

Animal Bodies

Learning Masters page 24

Audiolesson 5

Materials

OBJECTIVES

Introduce Theme QuestionAsk children: How would you talkabout a monkey’s body? How would youtalk about a bird’s body? What parts dothese animals have? Explain thatthey will learn about differentanimals’ bodies and learn thelanguage to use when describinganimals’ bodies and their parts.Provide children with toy animals.Have partners point out and namethe parts of their animal. Givechildren sticky notes and havethem make labels for the differentanimal body parts.

Develop Oral LanguageDisplay a toy dog or other animal.Ask children what body parts theynotice. Then model: The animal hasfour feet. It has a tail. All its parts makeup its body.

Next, display a toy bird. Askchildren what body parts theynotice. Then model: The animal hastwo feet. It has wings. It has a beak.

Continue to display other toyanimals and model sentences abouttheir body parts.Tell children that they saw thatanimals have different body parts.Explain that children can use thebody parts to tell how animals arealike and how they are different.

Introduce the Theme SongDisplay the Theme Song on theTheme Builder (tune: “She’ll BeComing Round the Mountain”).Sing the song, pointing to placeson your body as each part is namedand then pointing to the beak in

the picture. Repeat, invitingchildren to sing, to point to bodyparts, and to imitate a beak. Havepairs of children use LearningMasters page 24 to practice usingthe language forms as they identifyanimals’ body parts.

Introduce Key VocabularyUse the Think and Discuss sceneto teach Key Concept Words andmodel language forms.I see a red bird. The bird has two wings.I see a monkey. It is hanging by its tail.

Repeat with other animals and thebody parts that are labeled. As youintroduce words, jot them down onchart paper. Display this WordBank throughout the theme. Invitepartners to practice using thewords and the language forms fordescribing.

Build BackgroundDisplay the Think and Discussscene on the Theme Builder again.Ask children what they notice. Aschildren share observations, guidethem to use natural languageforms. Have children work withconversation partners to talk about the scene and practice usingthe language forms to describeanimal bodies. For example:The (monkey) is (brown).

The (sloth) has (long claws).

Introduce Concepts and Vocabulary

Theme Builder (Scene)

Theme Builder (Song)

Lesson 1 Read Animal Bodies

beak feet teeth

body flipper tongue

claw tail wing


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Model the Reading

Newcomers/Beginning Have children respond to simple commands, suchas: “Point to the animal’s tail.” “Point to the animal’s beak.”

Developing Ask questions that elicit the use of language forms, such as:“What animal has wings?” (“A bird has wings.”)

Expanding/Bridging Have children use Key Concept Words and languageforms to describe an animal in Animal Bodies.

Customize Instruction for ELLs

Customize the ReadingChildren read and talk about AnimalBodies on their own to build fluency.

• Children who are not yet able toread the book can look at photosof animals and point to body partslike eyes, ears, and noses.

• Children who need extra supportcan reread the book whilelistening to the audiolesson.

• Children who can read the bookmight read independently or aloudwith partners.

Learning Masters/page 24

Name

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Some animals have very special parts.

Yes, some animals have very special parts.

I have fingers, I have toes, and on my face I have a nose.

But some animals have special parts

like .

Sing to the tune of“She’ll Be Coming Round the Mountain.”

beaks claws

tails wings

✁

Preview the BookDistribute copies of Animal Bodies.Read aloud the title and theauthor’s name. As you pagethrough the book, point out:• The pictures show animals and

their bodies.

• Each label names a special featureof an animal and a body part.

• The captions tell how the bodyparts help the animals.

Predict VocabularyEncourage children to use picturesto predict vocabulary: Which wordsdo you expect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

Children may mention animals andanimal body parts they see on thepage—such as birds, bats, andwings for page 10. Add these wordsto the Word Bank and promptchildren to use words in the WordBank to describe animals and theirbody parts in the picture. Continuewith other pages as time allows.

Read AloudInvite children to follow along asyou read Animal Bodies aloud. Asyou read, pause to think aloud.Encourage children to askquestions and make observations.

Pages 4–5Think Aloud This is like the Think andDiscuss scene on the Theme Builder.

Look at the labels. They tell me thenames of the animals. They also tell methe names of the body parts the animalsare using.

Pages 6–7Think Aloud I see the owl’s big eyes, therabbit’s big ears, and the polar bear’s bignose. These body parts help animals findout about the world.

Pages 10–11Think Aloud The pictures show animalswith wings. I see that they also havelegs. The other page shows aninteresting body part: flippers. Thecaptions explain how these parts helpthe animals.

Pages 14–15Think Aloud The labels tell me thenames of the animals in the pictures. Thelist of words tells me what body parts arein the pictures. I can match the bodypart to the animal it belongs to.

Page 16Think Aloud The Picture Glossary helpsme remember the names of the bodyparts. Labels tell me the names of theparts. A line points from each label tothe body part in a picture. It helps meremember what the word means.

Reread for FluencyHave children reread the entirebook independently to buildfluency. See Customize the Reading.


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•Understand that animals have uniquephysical features that help them live inunique environments

•Use physical features to compareanimals

•Use vocabulary to name parts ofdifferent animals’ bodies

• Learn the comprehension strategy:Asking Questions

•Write about the parts of an animal’sbody

Photos: magazine pictures of animals

Theme Builder

Animal Bodies

Learning Masters pages 25 and 26

Audiolesson 5

Materials

OBJECTIVES

Lesson 2

Develop Oral LanguageDisplay pictures of differentanimals. Point to different bodyparts and ask children to name thebody parts. Then have partnerstake turns pointing to animal bodyparts in the pictures and namingthem. Encourage them to use theselanguage forms:Sloths have (claws).

Seals have (flippers).

Encourage children to compare thebody parts of different animals. Revisit the Theme Song Display thesong on the Theme Builder. Thistime, replace beaks with claws.Invite children to imitate havingclaws as they sing with you. Repeatthe song, replacing beaks with tails

and imitating having tails.Build BackgroundDisplay the graphic organizer onthe Theme Builder with all but thefirst picture covered. Read theword and use it in a sentence.Then uncover the next picture,keeping the word covered. Havechildren predict the word namingthe part in the picture. Uncoverthe word and encourage childrento read it. Invite them to suggestother animals with the same bodypart. Continue in this way with theother pictures on the organizer.Encourage children to talk topartners, using the language formsfor describing.Some birds have (huge wings).

Dogs have (long tongues).

Develop Concepts and Vocabulary

Introduce Asking QuestionsWhen children ask questions, theygenerate questions as they read,look for answers that may or maynot be in the text, and monitortheir own comprehension.Think Aloud When I read, I oftenwonder about things I am reading andseeing in the pictures. That’s calledasking questions. I ask myselfquestions about what the words mean,what is happening in the story, how wellI understand the information, and otherthings I want to learn. I look for answersto my questions in the text and makesure I understand before I keep reading.

Model Asking QuestionsTurn to page 8 and model thecomprehension strategy andlanguage forms for askingquestions.Before I read, I wondered whetheranimals’ teeth and tongues are thesame or different from mine.

While I read, I wondered how long thegiraffe’s tongue is.

After I read, I wondered what otherways teeth and tongues help animals.

For additional practice in askingquestions, children can useLearning Masters page 25.

Introduce the Comprehension Strategy

Theme Builder (Graphic Organizer)

Reread Animal Bodies


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Modeled Writing

Display the graphic organizer onthe Theme Builder with thesecond and third rows covered.Begin by modeling how to use thenames of body parts in sentences.Children can observe as you modelthe writing process. First, decidewhat to write.Think Aloud I’m going to write aboutspecial features of an animal’s body. Thegraphic organizer shows the words I canuse. I’ll write sentences about an owl.

An owl has a beak.

Think Aloud An owl has a beak. Iwonder what other animal has a beak.

A robin also has a beak.

Think Aloud I wonder what other bodyparts a robin and an owl have incommon.

An owl and a robin both have wings.

Customize the ReadingChildren reread and talk aboutAnimal Bodies using one of thefollowing options:

• Look through the pages, namingand pointing to different animals’body parts.

• Reread the book while followingalong with the audiolesson.

• Read independently or read aloudwith a partner.

Small Group ReadingLearning Masters/page 25

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Asking Questions

Turn to pages 10 and 11 in Animal Bodies.Look at the pictures. Then complete the first sentence.

Before I read, I wondered

While you are reading, write more questions you have.

While I read, I wondered

What else do you wonder about?

After I read, I wondered


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Animal Bodies

Draw a picture for each word.Write a sentence about one of the body parts.

beak claw

flipper tail

teeth wing

As children read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 4–5Support Comprehension Invitechildren to talk to partners abouthow each animal could use theanimal part that is named. Pointout that to write about more thanone body, children would changethe y to i and add -es to make theplural bodies.

Pages 6 –7Support Comprehension Explain themeaning of the word informationby giving examples, such as: Animalsuse their eyes to see, ears to hear, andnoses to smell. They might see, hear, orsmell food. Food nearby is an importantpiece of information.

Pages 8–9Support Comprehension Invitechildren to name the animal partsin the pictures and tell how theanimals are using each part.Check Understanding What do birdshave instead of teeth? (beaks)

Pages 10–11Support Comprehension Point outthe captions under the pictures.

Then guide children to askquestions they have about wings,flippers, or how animals move.Encourage them to use thelanguage forms:Before I read, I wondered .

While I read, I wondered .

After I read, I wondered .

Pages 12–13Support Comprehension Encouragechildren to describe how theanimals in the pictures are usingtheir feet, claws, and tails. Childrenmight describe feet, claws, and tailsthat other animals have and tellhow animals use them.

Discuss the BookInvite children to share what theylearned. Can they name differentanimals’ body parts? Can they tellhow animals use these parts?Encourage children to use wordsin the Word Bank to retell whatthey read in Animal Bodies.Children can complete LearningMasters page 26.



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•Read to gain fluency in oral and silent reading

• Practice the comprehension strategy:Asking Questions

•Understand that different animals haveunique physical features

•Use highlighted vocabulary and othertext features to comprehend text

•Make and confirm predictions while reading

Realia: toy animals that have a beak,feet, tongue, or wings

Photos: animals with beaks, feet,tongues, and wings

Theme Builder

A Frog Has a Sticky Tongue


Audiolesson 5

Materials

OBJECTIVES

Lesson 3

Develop Oral LanguageDisplay pictures of differentanimals. Model the Key ConceptWords beak, body, feet, tongue, andwing. For example, name animalsthat have different body parts.A bird has a beak.

An animal has a body.

A frog has a tongue.

Have learning partners continue inthis way. Encourage partners topoint to the body parts in thepictures as they use the languageforms for describing.Revisit the Theme Song Display thesong on the Theme Builder. This

time replace beaks with wings.Invite children to move their armslike wings as they sing with you.

Build BackgroundDistribute copies of A Frog Has aSticky Tongue. Invite children topoint to the frog’s tongue on thecover of the book. Then havechildren describe other parts of thefrog’s body.Invite children to think of otheranimals that have interestingtongues, such as giraffes oranteaters. Can children figure outwhy the animals need the kinds oftongues they have?

Develop Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: A ladybug has spots.What else has spots? Page throughthe book and do the following:

• Point out text features, such ashighlighted vocabulary and therecurring question on each page.

• Talk about the photos. Invitechildren to describe the animalparts they see.

• Ask children to predict what theywill learn.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary: Which words do youexpect to see in this book?


List words that children mention.Add Key Concept Words in thebook that children do not mention.

Text Feature: Highlighted Vocabulary

Introduce Display the text on pages 2–3 and point to thehighlighted word frog on page 2:This is a highlighted word. Words are highlighted to show that they are important.

Model Point to the highlightedword on page 3: This highlighted wordtells me the photo shows a frog. The froglooks different than it did on page 2, butit is still a frog. I can’t see its tonguebecause its mouth is closed.

Practice Children can point to thehighlighted word on each page andtell what animal is shown.

Read A Frog Has a Sticky Tongue


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Shared Writing

Continue the writing from Lesson 2. Have children lookthrough A Frog Has a Sticky Tongueand name pairs of animals that havethe same feature. Model sentenceswith input from the children.

You might model how to:

• Refer to the Word Bank and thetheme book for ideas, words andspellings.

• Include questions in writing.

Newcomers/Beginning Encourage children to draw animals’ bodies andto label the parts.

Developing Have children provide adjectives to add more detail. Givechildren a list of adjectives to choose from.

Expanding/Bridging Have children draw an animal. Then have them writeseveral sentences about it using language forms and Key Concept Words.


Customize the ReadingChildren reread and talk about AFrog Has a Sticky Tongue using oneof the following options:

• Look through the pages, pointing to and naming the animals’ body parts.


• Read independently or aloud witha partner.


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Look at the pictures.Then answer the questions.

1. Which two animals have sticky tongues?

2. Which two animals have whiskers?

3. Which two animals have webbed feet?

frog tigerotter

penguinotter

echidna

Read the BookAs children read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 2–3

Key Concept Word tongueSupport Comprehension Havechildren point to the frog’s stickytongue. Ask children to study thephoto and tell how they think the frog uses its sticky tongue. (to catch food)

Pages 4–5Support Comprehension Havechildren point to the highlightedword. (tiger) Then have them point to the tiger’s eyes. Invitethem to compare the frog’s and the tiger’s eyes.

Pages 6–7

Key Concept Word feetSupport Comprehension Havechildren point to the otter’s whiskersand webbed feet. Explain whatwebbed feet are. Have children usethe pattern of the text to predictwhat feature the animal on the nextpage will have. (webbed feet)

Pages 8–9

Key Concept Word beak

Practice the Comprehension Strategy

Encourage children to AskQuestions to help themunderstand pages 8–9.As you read, ask yourself: What bodyparts do I see in the photos? What arethe important words? What else do Iwant to know?

Lead children to understand thatasking questions as they read willhelp them understand the text.

Discuss the BookInvite children to share what theylearned. Were children surprisedby some of the animals’ features?Children might enjoy describingthe features of their favoriteanimals. Encourage children to use the words in the Word Bank to discuss what they read.Use Learning Masters page 27.



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•Read to gain fluency in oral and silent reading

• Apply the comprehension strategy:Asking Questions

•Understand that animals can becompared by their physical features

•Use captions and other text features tocomprehend text

•Observe and compare animal tracksand the body parts that made them

Realia: toys or pictures of a snake, a birdwith webbed feet, and an animal withflippers, such as a seal

Theme Builder

Marks in the Sand


Take-Home Book Masters: Animal Bodies

Audiolesson 5

Materials

OBJECTIVES

Lesson 4

Develop Oral LanguageModel the Key Concept Wordsbody, feet, flipper, and tail. Forexample, display a toy snake andsay: The snake has a long body.

Then display a bird with webbedfeet and an animal with flippers.Say: The bird has webbed feet. The sealhas flippers. They both have a tail.

Have partners describe andcompare the animals. Encouragethem to use the words body, feet,flipper, and tail. Invite them toshare their descriptions. Encouragethem to use the language forms for describing.

Revisit the Theme Song Display thesong on the Theme Builder. Thistime replace beaks with tails. Invitechildren to imitate having tails asthey sing with you.

Build BackgroundDistribute copies of Marks in theSand. Point out that the marks inthe sand are animal tracks. Invitechildren to talk about animal tracksthey have seen in sand, snow, dirt,or other surfaces. Ask what animalsthey think made the tracks.

Review Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: Who made these marksin the sand? A seal, a gull, or achild? Page through the book anddo the following:

• Point out the captions. Also pointout the photos of the animals.

• Talk about the photos of animaltracks. Invite children to describethe tracks.

• Ask children to predict what theywill learn.

Predict Vocabulary Encouragechildren to use photos to predictvocabulary: Which words do youexpect to see in this book?


List words that children mention.Add Key Concept Words in thebook that children do not mention.

Text Feature: Captions

Introduce Point to the caption onpage 3: This is a caption. A caption is aword or sentence that explains what is ina photo. This caption tells about theanimal in the photo. It says the animalis a gull. It says a gull has webbed feet.

Model Point to the photos on page 7: I don’t know what this animalis. Here is the caption. It says the animalis a turtle and has flippers. The captionpoints to a flipper.

Practice Have children pagethrough the book and use thecaptions to identify the animalsand their body parts.

Read Marks in the Sand


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Guided Writing

Distribute copies of the Take-HomeBook Masters. Read the title andpage through the book. Explain thatthe children are the authors. Theywill write about animal bodies.Work with children to:

• Read the Contents and the page headings.

• Name the animal parts featuredon the pages.

• Share writing ideas for each setof pages.

Record children’s writing ideas for the pages of their books onchart paper. For example, childrenmay want to draw and write aboutthe tracks some animals make.Then have children begin writing.Display the Word Bank forspelling reference. Provideadditional support as needed.


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Marks in the Sand

Draw a picture of animal marks in the sand.

1. Write a sentence that tells what animal made the marks in the sand.

2. Write a sentence that tells what parts of the animal’s body made the marks.

Customize the ReadingChildren reread and talk about Marksin the Sand using one of the followingoptions:

• Look through the pages, pointing toand naming the body parts thatmade marks in the sand.


• Read independently or aloud witha partner.

Read the BookAs children read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 2–3

Key Concept Word feetSupport Comprehension Point outthe marks in the sand and thehighlighted word in the caption.Think Aloud I wonder what made thesemarks in the sand. They look like ananimal made them. I see a picture of a bird. Maybe it made the marks. Thecaption tells me the animal is a gull andit made the marks.

Pages 4–5

Key Concept Word bodySupport Comprehension Havechildren answer the question onpage 4 and then read page 5 to check their answers. Invite children to share descriptions ofhow snakes move.

Pages 6–9

Key Concept Word flippersSupport Comprehension Encouragechildren to try to picture themoving turtles in their minds. Tellthem that turtles can move on landand in water.

Pages 10–11

Apply the Comprehension Strategy

Encourage children to AskQuestions and use these languageforms:Before I read, I wondered .

While I read, I wondered .

After I read, I wondered .

Page 12Support Comprehension Havechildren make an inference byanswering the question.Check Understanding What body partmade these marks in the sand?

Discuss the BookInvite children to share what they learned. What body partsmake marks in the sand? Whatanimals have similar body parts?Encourage children to use wordsin the Word Bank to retell whatthey read in Marks in the Sand.Use Learning Masters page 28.



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•Use Key Concepts and Key ConceptWords in writing

•Demonstrate oral language proficiency

•Demonstrate comprehension of theme selections

•Read related titles to reinforce KeyConcepts and vocabulary

Take-Home Book Masters: Animal Bodies

Learning Masters pages 22–23, 29–30

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Children continue writing theTake-Home Books they began inLesson 4. Review the group list ofwriting ideas. Also display theWord Bank. Page through the theme books toreview the text features, includinghighlighted vocabulary andcaptions. Talk about text featuresthat children could add to theirTake-Home Books. For instance,they might highlight the names ofanimals’ body parts.Point out that good writers:

• Include details. Remind childrenthat they can tell how animals’body parts help them. They cancompare different animals.

• Check their spellings carefully.Remind children to use theWord Bank to check spellings.

• Use the correct punctuation atthe end of each sentence.

Have children complete thePicture Glossary and About theAuthor last. Remind children thatthey are the authors. For help withwriting this page, ask suchquestions as:

• What is your favorite animal?

• What special body parts doesyour favorite kind of animalhave?

• How do the special body partshelp the animal?

As children write, circulate tocoach and support individuals.Then have partners share theirfinished books. Challenge them toidentify text features and facts ineach other’s books.

Newcomers/Beginning Have children write or dictate labels for the photos.Children can also draw additional pictures and write labels for them.

Developing Provide sentence frames to help children describe animals’bodies, such as: The (bear) has (sharp claws). It is (brown).

Expanding/Bridging Have children write complete sentences on their own.Challenge them to name and describe animals that can be groupedbecause they share the same special features.



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Allow time for children toindependently reread the themeselections. Display the Word Bankfor children’s reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 38–39 to evaluate children’sprogress and to update theirrecords.

Rereading and Assessments


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Assessment ToolsSelf-AssessmentAllow children to reflect and assesstheir own learning by completingLearning Masters pages 22–23.

• What I Learned, page 22

• How I Learned, page 23

ReadingIn addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record children’sprogress in reading.

• Retelling Guide and Scoring Rubric

• Fluency Scoring Guide

• Oral Reading Record

WritingUse the completed Take-HomeBooks available online and thefollowing tools to assess children’sdevelopment as writers.

• Writing Rubric

• Developmental Checklist,

Content AssessmentProvide children with pictures ofanimals. Have partners groupanimals that have the same specialfeature, such as long ears orwebbed feet. They can use theWord Bank to create labels for thevarious features. Have partnerslabel their groupings and explainhow each animal in a groupinguses that feature.

Vocabulary and Oral LanguageUse the following resources,available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

• Content Vocabulary Checklist

• Oral Language DevelopmentalChecklist

Optional ReadingReading related titles allowschildren to explore concepts andvocabulary at different levels. Italso allows them to use readingstrategies in different types oftexts. Encourage children tocompare the theme books to thebooks listed in the next column.

Optional TitlesThese related Windows on Literacytitles reinforce Key Concepts ofthe Animal Bodies theme.

Nonfiction Titles

The Baby Snake Level 3

An Elephant’s Trunk Level 4

Animal Armor Level 12

A Cat’s Whiskers Level 15

Fiction Titles

Jenna’s Pet Level 9

Creature Features Level 10

Home ConnectionThe Family Focus letters onLearning Masters pages 29–30summarize key concepts aboutanimal bodies. In the Share and

Learn activity, family memberslook at animals and name anddescribe their body parts.

Learning Masters/pages 22–23

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How I Learned

Good readers do these things when they read.Draw an X by the things you did when you read this text.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Give advice to another reader.

Name

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What important things did you learn in this theme?

I learned that

I learned that

I learned that

Learning Masters/pages 29–30

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Enfoque en la familia

Estimada familia,Su escolar ha estado leyendo los libros Animal Bodies (Loscuerpos de los animales), A Frog Has a Sticky Tongue (Unarana tiene una lengua pegajosa) y Marks in the Sand (Huellasen la arena) en nuestra unidad de estudio sobre los cuerposde los animales. Favor de usar esta página para hablar con suescolar sobre los cuerpos de los animales.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. Use estas preguntas para discutirel libro juntos.

•¿Qué tipos de animales tienen alas?•¿Qué tipos de animales tienen una cola?•¿Tienen las personas algunas de la partes mostradas

debajo?

Ideas claveSu escolar ha estado aprendiendo estas ideas importantes:

•Diferentes animales tienen distintas características físicas.• Los animales pueden ser comparados por sus características

físicas.• Las características de los animales les ayudan a vivir en

ambientes distintos.

Compartir y aprenderHable con su escolar sobre los animales en estapaginación. Pida: ¿Cuáles son las diferentes partesdel cuerpo que ves? ¿Cuáles son algunos animalesque tienen partes del cuerpo similares?

Vocabulario

• ala (wing)

• aleta(flipper)

• cola (tail)

• cuerpo(body)

• dientes(teeth)

• lengua(tongue)

• patas (feet)

• pico (beak)

• zarpa(claw)

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Family Focus

Dear Family,Your child has been reading the books Animal Bodies, A FrogHas a Sticky Tongue, and Marks in the Sand in our unit ofstudy on animal bodies. Please use this page to talk withyour child about animal bodies.

Your child has written a take-home book. Invite your child toread the book to you. Use these questions to discuss thebook together.

•What kinds of animals have wings?•What kinds of animals have tails?•Do people have any of the parts shown below?

Key ConceptsYour child has been learning these important ideas:

•Different animals have unique physical features.•Animals can be compared by their physical features.•Animals’ features help them live in unique environments.

Share and Learn Talk about the animals on this page with yourchild. Ask: What different body parts do yousee? What are some animals that have similarbody parts?

Words to Know

• beak

• body

• claw

• feet

• flipper

• tail

• teeth

• tongue

• wing

Related Fiction Titles


Learning MastersEarly: Animal Bodies


22 Animal Bodies | Learning Masters

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What I Learned

What important things did you learn in this theme?

I learned that

I learned that

I learned that


Learning Masters | Animal Bodies 23

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How I Learned

Good readers do these things when they read.Draw an X by the things you did when you read this text.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Give advice to another reader.


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Theme Song

Some animals have very special parts.

Yes, some animals have very special parts.

I have fingers, I have toes, and on my face I have a nose.

But some animals have special parts

like .

Sing to the tune of“She’ll Be Coming Round the Mountain.”

beaks claws

tails wings

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Asking Questions

Turn to pages 10 and 11 in Animal Bodies.Look at the pictures. Then complete the first sentence.

Before I read, I wondered

While you are reading, write more questions you have.

While I read, I wondered

What else do you wonder about?

After I read, I wondered


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Animal Bodies

Draw a picture for each word.Write a sentence about one of the body parts.

beak claw

flipper tail

teeth wing


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Look at the pictures.Then answer the questions.

1. Which two animals have sticky tongues?

2. Which two animals have whiskers?

3. Which two animals have webbed feet?

frog tigerotter

penguinotter

echidna


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Marks in the Sand

Draw a picture of animal marks in the sand.

1. Write a sentence that tells what animal made the marks in the sand.

2. Write a sentence that tells what parts of the animal’s body made the marks.


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Family Focus

Dear Family,Your child has been reading the books Animal Bodies, A FrogHas a Sticky Tongue, and Marks in the Sand in our unit ofstudy on animal bodies. Please use this page to talk withyour child about animal bodies.

Your child has written a take-home book. Invite your child toread the book to you. Use these questions to discuss thebook together.

• What kinds of animals have wings?• What kinds of animals have tails?• Do people have any of the parts shown below?

Key ConceptsYour child has been learning these important ideas:

• Different animals have unique physical features.• Animals can be compared by their physical features.• Animals’ features help them live in unique environments.

Share and Learn Talk about the animals on this page with yourchild. Ask: What different body parts do yousee? What are some animals that have similarbody parts?

Words to Know

• beak

• body

• claw

• feet

• flipper

• tail

• teeth

• tongue

• wing


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Enfoque en la familia

Estimada familia,Su escolar ha estado leyendo los libros Animal Bodies (Loscuerpos de los animales), A Frog Has a Sticky Tongue (Unarana tiene una lengua pegajosa) y Marks in the Sand (Huellasen la arena) en nuestra unidad de estudio sobre los cuerposde los animales. Favor de usar esta página para hablar con suescolar sobre los cuerpos de los animales.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. Use estas preguntas para discutirel libro juntos.

• ¿Qué tipos de animales tienen alas?• ¿Qué tipos de animales tienen una cola?• ¿Tienen las personas algunas de la partes mostradas

debajo?

Ideas claveSu escolar ha estado aprendiendo estas ideas importantes:

• Diferentes animales tienen distintas características físicas.• Los animales pueden ser comparados por sus características

físicas.• Las características de los animales les ayudan a vivir en

ambientes distintos.

Compartir y aprenderHable con su escolar sobre los animales en estapaginación. Pida: ¿Cuáles son las diferentes partesdel cuerpo que ves? ¿Cuáles son algunos animalesque tienen partes del cuerpo similares?

Vocabulario

• ala (wing)

• aleta(flipper)

• cola (tail)

• cuerpo(body)

• dientes(teeth)

• lengua(tongue)

• patas (feet)

• pico (beak)

• zarpa(claw)


AssessmentsEarly: Animal Bodies


32 Animal Bodies | Assessments

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About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students’ performance in four skilldomains:

• Concept Words• Key Concepts• Comprehension Strategies• Text Features

The Pre-Test gives information about each student’s baseline proficiencywith the theme of study. Analyzing student results will help you selectappropriate teaching strategies and target areas of need. The Post-Test,when compared with the Pre-Test data, captures students’ gains andserves as a useful tool in documenting student progress.

Administering the Test Before distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred toin both the Pre- and Post-Tests.

Distribute the test.

Look to make sure that each student is working on the correct page.Read all directions and test items out loud to students. Have studentswork individually on sections and allow a reasonable amount of timefor them to complete each item.

Collect all tests and score them using the Answer Key on page 33. 4

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Administering the Tests


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Answer Key

Scoring the Pre-Test and Post-TestEach item is worth one point. There are ten points total. Open-ended answers such asa drawing need to show an understanding of the key word or concept to receive thepoint. Do not penalize students for incorrect spelling or grammar.

Pre-Test

Post-TestConcept Words

(1–4)Key Concepts

(5 & 6)Comprehension

Strategy (7 & 8)Text Features

(9 & 10)1 point each 1 point each 1 point each 1 point each

1. (b) 5. (a) 7. Answers will vary. 9. (a)

2. (d) 6. (a) 8. Answers will vary. 10. (b)

3. (a)

4. (c)

Concept Words (1–4)

Key Concepts (5 & 6)

ComprehensionStrategy (7 & 8)

Text Features(9 & 10)

1 point each 1 point each 1 point each 1 point each

1. (b) 5. (b) 7. Answers will vary. 9. marks

2. (a) 6. (a) 8. Answers will vary. 10. (b)

3. (d)

4. (c)



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Student Profile for Pre-Test and Post-Test

Name

Test & Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /4 /2 /2 /2 /10 %

Post-Test

Date: ___ /4 /2 /2 /2 /10 %


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Class Profile

Teacher Name

Student Name

Pre-TestDate:

Post-TestDate:

PointScore

PercentScore

PointScore

PercentScore

/10 % /10 %



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Pre-Test

Listen to the words. Draw a line to the correct picture.

1. beak a.

2. tail b.

3. flipper c.

4. tongue d.

Circle the correct picture.

5. This animal has paws. a. b.

6. This animal has a a. b.sticky tongue.

Key Concepts

Concept Words

Name ___________________________________________________ Date ____________________



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Pre-Test

Turn to page 12 in Animal Bodies. What questions do you have about animal feet and claws?

7. I wonder

Turn to page 13 in Animal Bodies. What questions do you have aboutanimal tails?

8. I wonder

9. Read the text. Circle the highlighted word.

A gull made these marks in the sand. A gull has webbed feet.

10. Read the text. Circle the correct answer.

Teeth and tongues help animals eat and drink.

Why do you think the two words are highlighted?

a. Because every animal has knees and elbows.b. Because the words “teeth” and “tongues” are

body parts of animals.c. Because “teeth” and “tongues” begin with the same letter.

Text Features

Comprehension Strategy

Name ___________________________________________________ Date ____________________



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Post-Test

Name ___________________________________________________ Date ____________________

Listen to the words. Draw a line to the correct picture.

1. flipper a.

2. feet b.

3. wing c.

4. claw d.

Listen to the questions. Circle the correct picture.

5. This animal has wings. a. b.

6. This animal has a hairy body. a. b.

Key Concepts

Concept Words

Name ___________________________________________________ Date ____________________

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Post-Test

Turn to page 8 in Animal Bodies. What questions do you have about animal teeth and tongues?

7. I wonder

Turn to page 9 in Animal Bodies. What questions do you have about animal beaks?

8. I wonder

Look at the pictures. Listen to the sentences. Match the correct caption to the picture. Circle the correct answer.

9. a. An otter has whiskers.b. A tiger has whiskers.c. An otter has webbed feet.

10. a. Some animals have flippers.b. Birds and bats have wings.c. This rabbit is using its ears.

Text Features

Comprehension Strategy

Name ___________________________________________________ Date ____________________


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Contents

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Eyes, Ears, and Noses 4

Tongues, Teeth, and Beaks 6

Wings and Flippers 8

Feet, Claws, and Tails 10

Picture Glossary 12

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EarlyThemes


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