L14 Big Cats Gatefold - Capstone Library...Ask children to talk about the features of the big cats....
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Transcript of L14 Big Cats Gatefold - Capstone Library...Ask children to talk about the features of the big cats....
L14 Big Cats Gatefold.indd 5-1 4/03/12 11:58 AM
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall:Havechildrentalkaboutthedifferentbigcatsthatwereinthetext.Turnthroughthebookandlookatthepictures.Askchildrentotalkaboutthefeaturesofthebigcats.Onapieceofpaper,writetheheadings:‘Tigers’,‘Lions’,‘Cheetahs’,and‘SnowLeopards’.Havechildrenrecordthingsabouteachofthebigcatsundertheheadings.HavechildrencompleteBLM 1(page3),recordingdetailsofeachbigcatonthechart.
• Compare and contrast: Turntopages6–7andlookatthepicturesofthetigers.Havechildrenrecallwhattheylearnedabouttigers.Repeatforlions,cheetahs,andsnowleopards.Discusssimilaritiesanddifferencesbetweenlionsandtigers.Ask,How are they the same? How are they different?Repeatforcheetahsandsnowleopards.HavechildrencompleteBLM 2 (page4),usingaVenndiagramtocompareandcontrastthebigcats.
Phonological awareness/Graphophonics• Find‘soft’inthetext.Talkabouttheconsonantblend‘ft’andhowtheselettersareblendedtomakeonesound.Askchildrentothinkofotherwordsthatendwith‘ft’.Repeatwithotherfinalconsonantblendsinthetext(‘mp’,‘lp’,‘st’,and‘ng’).Askchildrentopracticereadingthewords.
• Asagroup,talkaboutthevoweldigraph‘ow’.Modelthesoundtheselettersmake.Askchildrentofind‘now’inthetextandthenpointtothe‘ow’digraph.Askchildrentobrainstormandrecordother‘ow’words.
• Find‘playful’inthetextandtalkaboutthesoundthe‘ay’digraphmakes.Havechildrenthinkofandrecordother‘ay’wordsandaskthemtocirclethe‘ay’.
• Asagroup,findandtalkaboutthewords‘teeth’and‘cheetah’.Discussthevoweldigraph‘ee’andmodeltochildrenthesoundthattheselettersmake.Brainstormandrecordother‘ee’wordsandhavechildrencirclethe‘ee’ineachword.Repeatforthevoweldiagraph‘ea’and‘meat’.
• Talkabouttheconsonantdigraph‘th’.Discusshowwesoundtheseletterstogethertomakeonesoundratherthansoundingthemseparatelyas‘t-h’.Havechildrenfindwordsinthetextthatcontain‘th’.Discusshow‘th’canbeatthebeginning,middle,orendofwords.
Vocabulary • Visual recognition of high frequency words:‘hidden’,‘orange’,‘playful’,‘sharp’,‘strong’,‘their’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Theme words—big cats: Drawapictureofaliononalargesheetofpaper.Pointtodifferentpartsofthelionandask,What is this part of the big cat called? Havechildrenidentify
thetail,teeth,fur,legs,whiskers,eyes,ears,claws,andnose.HavechildrencompleteBLM 3(page5),labelingthepartsofthelion.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingpagesofthetexttoeachother.
Text conventions • Exclamation points:Talkabouthowexclamationpointsinfluencethewaythetextisread.Havechildrenfindexclamationpointsinthetext.Practicereadingsentenceswithexclamationpointsandcomparewithhowtheywouldbereadiftherewerenoexclamationpoints.
• Text emphasis/italic font:Talkabouthowsomewordsinthetextareshowninitalics.Discussthatthisisbecausetheyarewordsthatthechildrenmightnotrecognize,andthattheyareintheglossary.Showchildrenhowwecanfindthemeaningofthewordsbylookingattheglossaryonpage16.
Writing• Havechildrenchoosetheirfavoritebigcatfromthetext.Askthemtotalktoapartneraboutwhattheylearnedaboutthatbigcatfromreadingthetext.Havechildrenwriteareportabouttheirfavoritebigcatwhichincludeswhereitlives,whatitlookslike,andotherinterestingfacts.
English Language Learners• Lookatpicturesofdomesticcatsandthenlookatpicturesofbigcats.Ask,Why do you think big cats are a called ‘big cats’? Comparethefeaturesofdomesticcatsandbigcats.Ask,How are they the same? How are they different? Havechildrenwritealistofwhatthesetwotypesofcatshaveincommonandhowtheyaredifferent.Supportchildreninusinguppercaselettersandperiodsintheirwriting.
• ShowchildrenamapoftheworldoraglobeandhelpthemidentifyAfricaandIndia.Ask,What other animals do you know that come from Africa or India? Havechildrendrawpicturesoftheanimals.Usethediscussionsasanopportunitytoextendandenhancechildren’svocabulary.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Recallingfactsfromthetext.
Other teaching focusComprehension:Comparingandcontrasting.
Teacher’s noteChildrenrecallinformationaboutbigcatsfromthetext.Inthechart,childrenwritethename,adescription,andaninterestingfactabouteachbigcat.
Rec
all f
acts
•Writethena
meofeac
hbigca
t.
•Writewha
titlook
slike.
•Writean
interestingfactabo
utit.
Nam
eApp
earanc
eInterestingfact
Main teaching focusComprehension:Comparingandcontrasting.
Other teaching focusComprehension:Recallingfactsfromthetext.
Teacher’s noteChildrenrecallfactsaboutlions,tigers,cheetahs,andsnowleopardsandcompareandcontrastthem.TheywritehowtheyarethesameanddifferentintheVenndiagram.
Comparing and contrasting• Lookatthepicturesofthebigcats.
• Writehowtheanimalsarethesameandhowtheyaredifferent.
L14 Big Cats Gatefold.indd 2-4 4/03/12 11:58 AM
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall:Havechildrentalkaboutthedifferentbigcatsthatwereinthetext.Turnthroughthebookandlookatthepictures.Askchildrentotalkaboutthefeaturesofthebigcats.Onapieceofpaper,writetheheadings:‘Tigers’,‘Lions’,‘Cheetahs’,and‘SnowLeopards’.Havechildrenrecordthingsabouteachofthebigcatsundertheheadings.HavechildrencompleteBLM 1(page3),recordingdetailsofeachbigcatonthechart.
• Compare and contrast: Turntopages6–7andlookatthepicturesofthetigers.Havechildrenrecallwhattheylearnedabouttigers.Repeatforlions,cheetahs,andsnowleopards.Discusssimilaritiesanddifferencesbetweenlionsandtigers.Ask,How are they the same? How are they different?Repeatforcheetahsandsnowleopards.HavechildrencompleteBLM 2 (page4),usingaVenndiagramtocompareandcontrastthebigcats.
Phonological awareness/Graphophonics• Find‘soft’inthetext.Talkabouttheconsonantblend‘ft’andhowtheselettersareblendedtomakeonesound.Askchildrentothinkofotherwordsthatendwith‘ft’.Repeatwithotherfinalconsonantblendsinthetext(‘mp’,‘lp’,‘st’,and‘ng’).Askchildrentopracticereadingthewords.
• Asagroup,talkaboutthevoweldigraph‘ow’.Modelthesoundtheselettersmake.Askchildrentofind‘now’inthetextandthenpointtothe‘ow’digraph.Askchildrentobrainstormandrecordother‘ow’words.
• Find‘playful’inthetextandtalkaboutthesoundthe‘ay’digraphmakes.Havechildrenthinkofandrecordother‘ay’wordsandaskthemtocirclethe‘ay’.
• Asagroup,findandtalkaboutthewords‘teeth’and‘cheetah’.Discussthevoweldigraph‘ee’andmodeltochildrenthesoundthattheselettersmake.Brainstormandrecordother‘ee’wordsandhavechildrencirclethe‘ee’ineachword.Repeatforthevoweldiagraph‘ea’and‘meat’.
• Talkabouttheconsonantdigraph‘th’.Discusshowwesoundtheseletterstogethertomakeonesoundratherthansoundingthemseparatelyas‘t-h’.Havechildrenfindwordsinthetextthatcontain‘th’.Discusshow‘th’canbeatthebeginning,middle,orendofwords.
Vocabulary • Visual recognition of high frequency words:‘hidden’,‘orange’,‘playful’,‘sharp’,‘strong’,‘their’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Theme words—big cats: Drawapictureofaliononalargesheetofpaper.Pointtodifferentpartsofthelionandask,What is this part of the big cat called? Havechildrenidentify
thetail,teeth,fur,legs,whiskers,eyes,ears,claws,andnose.HavechildrencompleteBLM 3(page5),labelingthepartsofthelion.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingpagesofthetexttoeachother.
Text conventions • Exclamation points:Talkabouthowexclamationpointsinfluencethewaythetextisread.Havechildrenfindexclamationpointsinthetext.Practicereadingsentenceswithexclamationpointsandcomparewithhowtheywouldbereadiftherewerenoexclamationpoints.
• Text emphasis/italic font:Talkabouthowsomewordsinthetextareshowninitalics.Discussthatthisisbecausetheyarewordsthatthechildrenmightnotrecognize,andthattheyareintheglossary.Showchildrenhowwecanfindthemeaningofthewordsbylookingattheglossaryonpage16.
Writing• Havechildrenchoosetheirfavoritebigcatfromthetext.Askthemtotalktoapartneraboutwhattheylearnedaboutthatbigcatfromreadingthetext.Havechildrenwriteareportabouttheirfavoritebigcatwhichincludeswhereitlives,whatitlookslike,andotherinterestingfacts.
English Language Learners• Lookatpicturesofdomesticcatsandthenlookatpicturesofbigcats.Ask,Why do you think big cats are a called ‘big cats’? Comparethefeaturesofdomesticcatsandbigcats.Ask,How are they the same? How are they different? Havechildrenwritealistofwhatthesetwotypesofcatshaveincommonandhowtheyaredifferent.Supportchildreninusinguppercaselettersandperiodsintheirwriting.
• ShowchildrenamapoftheworldoraglobeandhelpthemidentifyAfricaandIndia.Ask,What other animals do you know that come from Africa or India? Havechildrendrawpicturesoftheanimals.Usethediscussionsasanopportunitytoextendandenhancechildren’svocabulary.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Recallingfactsfromthetext.
Other teaching focusComprehension:Comparingandcontrasting.
Teacher’s noteChildrenrecallinformationaboutbigcatsfromthetext.Inthechart,childrenwritethename,adescription,andaninterestingfactabouteachbigcat.
Rec
all f
acts
•Writethena
meofeac
hbigca
t.
•Writewha
titlook
slike.
•Writean
interestingfactabo
utit.
Nam
eApp
earanc
eInterestingfact
Main teaching focusComprehension:Comparingandcontrasting.
Other teaching focusComprehension:Recallingfactsfromthetext.
Teacher’s noteChildrenrecallfactsaboutlions,tigers,cheetahs,andsnowleopardsandcompareandcontrastthem.TheywritehowtheyarethesameanddifferentintheVenndiagram.
Comparing and contrasting• Lookatthepicturesofthebigcats.
• Writehowtheanimalsarethesameandhowtheyaredifferent.
L14 Big Cats Gatefold.indd 2-4 4/03/12 11:58 AM
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2012 by Capstone Classroom, a division of Capstone • Big Cats, EIL: 14 GRL: H This page may be photocopied for educational use within the purchasing institution.
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall:Havechildrentalkaboutthedifferentbigcatsthatwereinthetext.Turnthroughthebookandlookatthepictures.Askchildrentotalkaboutthefeaturesofthebigcats.Onapieceofpaper,writetheheadings:‘Tigers’,‘Lions’,‘Cheetahs’,and‘SnowLeopards’.Havechildrenrecordthingsabouteachofthebigcatsundertheheadings.HavechildrencompleteBLM 1(page3),recordingdetailsofeachbigcatonthechart.
• Compare and contrast: Turntopages6–7andlookatthepicturesofthetigers.Havechildrenrecallwhattheylearnedabouttigers.Repeatforlions,cheetahs,andsnowleopards.Discusssimilaritiesanddifferencesbetweenlionsandtigers.Ask,How are they the same? How are they different?Repeatforcheetahsandsnowleopards.HavechildrencompleteBLM 2 (page4),usingaVenndiagramtocompareandcontrastthebigcats.
Phonological awareness/Graphophonics• Find‘soft’inthetext.Talkabouttheconsonantblend‘ft’andhowtheselettersareblendedtomakeonesound.Askchildrentothinkofotherwordsthatendwith‘ft’.Repeatwithotherfinalconsonantblendsinthetext(‘mp’,‘lp’,‘st’,and‘ng’).Askchildrentopracticereadingthewords.
• Asagroup,talkaboutthevoweldigraph‘ow’.Modelthesoundtheselettersmake.Askchildrentofind‘now’inthetextandthenpointtothe‘ow’digraph.Askchildrentobrainstormandrecordother‘ow’words.
• Find‘playful’inthetextandtalkaboutthesoundthe‘ay’digraphmakes.Havechildrenthinkofandrecordother‘ay’wordsandaskthemtocirclethe‘ay’.
• Asagroup,findandtalkaboutthewords‘teeth’and‘cheetah’.Discussthevoweldigraph‘ee’andmodeltochildrenthesoundthattheselettersmake.Brainstormandrecordother‘ee’wordsandhavechildrencirclethe‘ee’ineachword.Repeatforthevoweldiagraph‘ea’and‘meat’.
• Talkabouttheconsonantdigraph‘th’.Discusshowwesoundtheseletterstogethertomakeonesoundratherthansoundingthemseparatelyas‘t-h’.Havechildrenfindwordsinthetextthatcontain‘th’.Discusshow‘th’canbeatthebeginning,middle,orendofwords.
Vocabulary • Visual recognition of high frequency words:‘hidden’,‘orange’,‘playful’,‘sharp’,‘strong’,‘their’.Askchildrentofindthesewordsinthetext.Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Theme words—big cats: Drawapictureofaliononalargesheetofpaper.Pointtodifferentpartsofthelionandask,What is this part of the big cat called? Havechildrenidentify
thetail,teeth,fur,legs,whiskers,eyes,ears,claws,andnose.HavechildrencompleteBLM 3(page5),labelingthepartsofthelion.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingpagesofthetexttoeachother.
Text conventions • Exclamation points:Talkabouthowexclamationpointsinfluencethewaythetextisread.Havechildrenfindexclamationpointsinthetext.Practicereadingsentenceswithexclamationpointsandcomparewithhowtheywouldbereadiftherewerenoexclamationpoints.
• Text emphasis/italic font:Talkabouthowsomewordsinthetextareshowninitalics.Discussthatthisisbecausetheyarewordsthatthechildrenmightnotrecognize,andthattheyareintheglossary.Showchildrenhowwecanfindthemeaningofthewordsbylookingattheglossaryonpage16.
Writing• Havechildrenchoosetheirfavoritebigcatfromthetext.Askthemtotalktoapartneraboutwhattheylearnedaboutthatbigcatfromreadingthetext.Havechildrenwriteareportabouttheirfavoritebigcatwhichincludeswhereitlives,whatitlookslike,andotherinterestingfacts.
English Language Learners• Lookatpicturesofdomesticcatsandthenlookatpicturesofbigcats.Ask,Why do you think big cats are a called ‘big cats’? Comparethefeaturesofdomesticcatsandbigcats.Ask,How are they the same? How are they different? Havechildrenwritealistofwhatthesetwotypesofcatshaveincommonandhowtheyaredifferent.Supportchildreninusinguppercaselettersandperiodsintheirwriting.
• ShowchildrenamapoftheworldoraglobeandhelpthemidentifyAfricaandIndia.Ask,What other animals do you know that come from Africa or India? Havechildrendrawpicturesoftheanimals.Usethediscussionsasanopportunitytoextendandenhancechildren’svocabulary.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Recallingfactsfromthetext.
Other teaching focusComprehension:Comparingandcontrasting.
Teacher’s noteChildrenrecallinformationaboutbigcatsfromthetext.Inthechart,childrenwritethename,adescription,andaninterestingfactabouteachbigcat.
Rec
all f
acts
•Writethena
meofeac
hbigca
t.
•Writewha
titlook
slike.
•Writean
interestingfactabo
utit.
Nam
eApp
earanc
eInterestingfact
Main teaching focusComprehension:Comparingandcontrasting.
Other teaching focusComprehension:Recallingfactsfromthetext.
Teacher’s noteChildrenrecallfactsaboutlions,tigers,cheetahs,andsnowleopardsandcompareandcontrastthem.TheywritehowtheyarethesameanddifferentintheVenndiagram.
Comparing and contrasting• Lookatthepicturesofthebigcats.
• Writehowtheanimalsarethesameandhowtheyaredifferent.
L14 Big Cats Gatefold.indd 2-4 4/03/12 11:58 AM
L14 Big Cats Gatefold.indd 5-1 4/03/12 11:58 AM
L14 Big Cats Gatefold.indd 5-1 4/03/12 11:58 AM
