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¡Olinguito, de la A a la Z! / Olinguito, from A to Z!...Pinto knew the area in Ecuador from which...
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TEACHER’S GUIDE LEE & LOW BOOKS Teacher’s Guide copyright © 2016 LEE & LOW BOOKS. All rights reserved. Permission is granted to share and adapt for personal and educational use. For questions, comments, and/or more information, please contact us at [email protected]. Visit us online at leeandlow.com. [Issue] :: [Title] SYNOPSIS Alto, allá arriba en los Andes brilla un bosque bordado de bromelias… High, high up in the Andes blooms a brilliant forest embroidered with bromeliads . . . Come, explore the unique world of the cloud forest. Follow the alphabet to discover the amazing plants and animals that live there. Help a zoologist look for the furry olinguito, an animal discovered not long ago in South America. And more.... With lyrical text in both Spanish and English, we travel to the magical world of a cloud forest in the Andes of Ecuador. We discover the bounty of plants, animals, and other organisms that live there as we help a zoologist look for the elusive olinguito, the first new mammal species identified in the Americas since 1978. Not your usual ABC book, the alphabet is an organizing feature to introduce children to rich vocabulary as they learn about a unique environment. Filled with luminous illustrations and a lyrical text, ¡Olinguito, de la A a la Z! / Olinguito, from A to Z! is a fascinating reading adventure for all ages. Thoroughly researched and exquisitely illustrated with colorful, realistic images, the book is a visual delight while it provides a wealth of information. Backmatter includes articles about cloud forests and the discovery of the olinguito in 2013, and an extensive glossary with the scientific names of the species pictured. This is a unique book to treasure on many levels. ¡Olinguito, de la A a la Z! / Olinguito, from A to Z! by Lulu Delacre About the Book Genre: Nonfiction *Reading Level: Grade 6 Interest Level: Grades K–6 Guided Reading: Q Accelerated Reader ® Level/ Points: 3.0/0.5 Lexile ™: AD730L * Reading level based on the Spache Readability Formula Themes: Biodiversity, Animal and Plant Adaptations, Ecosystems, Interdependence, New Animal Species (Olinguito), Environments and Habitats (Cloud Forests and Mountains), Spanish and English Alphabets, Bilingual Books, Conservation and Species Protection, Ecuador, Latino/Hispanic Interest
Transcript of ¡Olinguito, de la A a la Z! / Olinguito, from A to Z!...Pinto knew the area in Ecuador from which...
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[Issue]::[Title]SYNOPSISAlto,alláarribaenlosAndesbrillaunbosquebordadodebromelias…High,highupintheAndesbloomsabrilliantforestembroideredwithbromeliads...Come,exploretheuniqueworldofthecloudforest.Followthealphabettodiscovertheamazingplantsandanimalsthatlivethere.Helpazoologistlookforthefurryolinguito,ananimaldiscoverednotlongagoinSouthAmerica.Andmore....WithlyricaltextinbothSpanishandEnglish,wetraveltothemagicalworldofacloudforestintheAndesofEcuador.Wediscoverthebountyofplants,animals,andotherorganismsthatlivethereaswehelpazoologistlookfortheelusiveolinguito,thefirstnewmammalspeciesidentifiedintheAmericassince1978.NotyourusualABCbook,thealphabetisanorganizingfeaturetointroducechildrentorichvocabularyastheylearnaboutauniqueenvironment.Filledwithluminousillustrationsandalyricaltext,¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!isafascinatingreadingadventureforallages.Thoroughlyresearchedandexquisitelyillustratedwithcolorful,realisticimages,thebookisavisualdelightwhileitprovidesawealthofinformation.Backmatterincludesarticlesaboutcloudforestsandthediscoveryoftheolinguitoin2013,andanextensiveglossarywiththescientificnamesofthespeciespictured.Thisisauniquebooktotreasureonmanylevels.
¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!byLuluDelacre
AbouttheBookGenre:Nonfiction
*ReadingLevel:Grade6
InterestLevel:GradesK–6
GuidedReading:Q
AcceleratedReader®Level/Points:3.0/0.5
Lexile™:AD730L*ReadinglevelbasedontheSpacheReadabilityFormula
Themes:Biodiversity,AnimalandPlantAdaptations,Ecosystems,
Interdependence,NewAnimal
Species(Olinguito),Environments
andHabitats(CloudForestsand
Mountains),SpanishandEnglish
Alphabets,BilingualBooks,
ConservationandSpecies
Protection,Ecuador,
Latino/HispanicInterest
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LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
byline[Name]
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BACKGROUNDDiscoveryoftheOlinguito(fromthebackmatter):In2003,Dr.KristoferHelgen,azoologistattheSmithsonianNationalMuseumofNaturalHistoryinWashington,DC,setouttocountandclassifytheraccoon-likecarnivoresknownasolingos.Whenhestartedtheproject,hehadnoideathatitwouldresultintheidentificationofanewspecies:theolinguito.
Thediscoveryofanewspeciesoftenbeginswhenascientisttakesacloserlookatspecimensthathavebeenstowedawayinjarsanddrawersinnatural-historymuseums.Dr.Helgenspenttenyearsexaminingandcomparingonehundredfifteenmuseumspecimensidentifiedasolingos.Duringhisresearchhestumbleduponskinswithfurthatwastoolonganddensetobelongtoolingos.Theteethandskullsassociatedwiththeskinswerealsosmallerthanthoseofolingos.Dr.Helgenbegantosuspectthatsomeofthemuseumspecimenshadbeenmislabeled.DNAtestingconfirmedhissuspicions.Thesespecimenswerenotolingos.
BiologistC.MiguelPintowasoneofthescientistswhohadteamedupwithDr.Helgenduringhisresearch.PintoknewtheareainEcuadorfromwhichsomeofthespecimensthatdifferedfromolingoshadcome.Therefore,in2006hesetouttoscoutthecloudforestonthewesternslopesoftheAndestohelpDr.Helgenfindalivinganimal.InthelushcloudforestofOtonga,Dr.Helgenandhisteamconfirmedtheoccurrenceofthisnewspeciesofcarnivorethattheylaternamedolinguito(littleolingo).InAugust2013,Dr.Helgenandhissevenresearchcolleaguesannouncedthediscoverytotheworld.
TheCloudForest(fromthebackmatter):Acloudforestisamoist,cool,lushecosystemfoundonmountainsintropicalareasthroughouttheworld.Sometimesalsocalledtropicalmontaneforestsormontanerainforests,theygrowinCentralAmerica,SouthAmerica,Africa,SoutheastAsia,andtheCaribbean.
Cloudsalmostalwayscovertheforest.Treesintheforestcapturethewind-drivenmoisture,whichdripsdownthetreeleavesandlimbs,providingacontinuoussourceofwatertotheforest.
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Cloudforestsareuniquebecausetheyprovideahometohundredsofplantsandanimalsthatareendemic.Aspeciesiscalledendemicifitisfoundonlyinacertainplaceorregion.Theolinguitoisanexampleofanendemicanimal.Theplantsandanimalsdepictedinthisbookthriveintheolinguito’sEcuadorianhabitat.
Additionaltitlestoteachaboutanimalsandtheirhabitats:
ParrotsOverPuertoRicowrittenbySusanL.RothandCindyTrumbore,illustratedbySusanL.Rothhttps://www.leeandlow.com/books/2835
PrairieDogSong:TheKeytoSavingNorthAmerica’sGrasslandswrittenbySusanL.RothandCindyTrumbore,illustratedbySusanL.Rothhttps://www.leeandlow.com/books/2925
AnimalPoemsoftheIgazú/AnimalariodelIguazúwrittenby FranciscoAlarcón,illustratedbyMayaChristinaGonzalezhttps://www.leeandlow.com/books/2844
BuffaloSongwrittenbyJosephBruchac,illustratedbyBillFarnsworthhttps://www.leeandlow.com/books/2511
GorillaWalkbyTedLewinandBetsyLewinhttps://www.leeandlow.com/books/2869
EvergladesForever:RestoringAmerica’sGreatWetlandwrittenbyTrishMarx,photographedbyCindyKarphttps://www.leeandlow.com/books/2390
ElephantQuestbyTedLewinandBetsyLewinhttps://www.leeandlow.com/books/2870PufflingPatrolbyTedLewinandBetsyLewinhttps://www.leeandlow.com/books/2766
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Olinguito,fromAtoZ!
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BEFOREREADINGPrereadingFocusQuestions(ReadingStandards,Craft&Structure,Strands4–5andIntegrationofKnowledge&Ideas,Strand7)
Beforeintroducingthisbooktostudents,youmaywishtodevelopbackgroundandpromoteanticipationbyposingquestionssuchasthefollowing:
1. Takealookatthefrontcover.Takeapicturewalkanddetermineifthetextisfictionornonfiction.Whatevidencedotheyseeinthepicturesandtextfeaturesthatsupportstheirclaim?
2. LocateEcuadoronamap.Basedontheirpicturewalkandpriorknowledge,havestudentsdescribetheenvironmentofthisareaanditssuitabilityfortheolinguito,thesmallestmemberoftheraccoonfamily.
3. Haveyoueverreadanalphabetbook?Inwhichlanguagewasit?Describewhatthebookwasabout.
4. Whatisascientist?Whocanbeascientist?Whatkindsofthingsdoscientistsstudy?Whyarescientistsvaluable?
5. Whatdoyouknowaboutendangeredspecies?Canyounameanendangeredspecies?
6. Tellmewhatyouknowaboutforests.Whatisacloudforest?Whyisitcalledacloudforest?Howisitdifferentfromarainforest?Wherearecloudforestsfound?Howaretheyunique?
ExploringtheBook(ReadingStandards,KeyIdeas&Details,Strand1,Craft&Structure,Strand5,andIntegrationofKnowledge&Ideas,Strand7)
Readandtalkaboutthetitleofthebook.Askstudentswhattheythinkthetitle,¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!,means.Thenaskthemwhatandwhotheythinkthisbookwillmostlikelybeabout.Whatsituationsmightbetalkedaboutinthetext?Whatdoyouthinkmighthappen?Whatinformationdoyouthinkyoumightlearn?Whatmakesyouthinkthat?
Takestudentsonabookwalkanddrawattentiontothefollowingpartsofthebook:frontandbackcovers,includingblurbonthebackcover;titlepage;dedication;acknowledgements;introductorypage/text;illustrations;alphabetlettersandalphabettextstructure;EnglishandSpanishtext;backmatter(“DiscoveryoftheOlinguito,”“TheCloudForest,”“TheIllustrations,”“BeanExplorer!”)withphotographsandmap;glossarywithpronunciationsandscientificnames;vocabularybank;author’ssources;andauthor/illustrator’sbio.
VOCABULARY(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)
Thestorycontainsseveralcontent-specificandacademicwordsandphrasesthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabularybelow.
Encourageavarietyofstrategiestosupportstudents’vocabularyacquisition:lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,createaspecificactionforeachword,listsynonymsandantonyms,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
ContentSpecificSeetheextensiveglossaryonthelastseveralpagesofthebook.
Academicelusive,embroidered,dozing,enchanted,huddle,sprout,nestle,nibble,noble,emit,spectacled,gleaming,alights,hisses,shimmer,prowl,startled,paradise,kermes-colored
Note:IfyourclasshasSpanish-speakingstudents,encouragethemtovolunteertoreadtheSpanishtextfortheclass.Indoingso,thesestudentswillfeelproudofsharingtheroleofteachertotheirpeers.ThebookalsoprovidesaSpanishandEnglishpictorialglossaryandvocabularybankatthebackofthebook.
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AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.
LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1–3andCraft&Structure,Strand4)(LanguageStandards,VocabularyAcquisition&Use,Strand4)
1. Fromwhatorwhosepointofvieworperspectiveisthestorytold?
2. Isthisbookfictionornonfiction?Why?
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3. WhatareatleastthreethingspicturedinspreadAa/BbthatstartwiththeseslettersinSpanishorEnglish?(repeatforeachpairoffeaturedletters).
4. Whatisthezoologistseeking?Whereisthezoologistsearchingforit?
5. Whatisacloudforest?Basedontheinformationinthetext,describesomecharacteristicsofacloudforest.Wheredocloudforestsoccur?Whatistheclimateandenvironmentlike?Whatisuniqueaboutcloudforests?
6. Trytoidentifyintheillustrationsalltheplantandanimalspeciesmentionedinthetext.
7. Whatisanolinguito?Basedontheillustrationsanddescriptionoftheolinguitointhetext,whatdoyouknoworwhatcanyouinferaboutit?
8. Whatisanendemicspecies?
9. Inthebook,where(onwhichletterpages)doesthereaderfirstseetheolinguito?Whatistheolinguitodoing?
10. Findandlistthreedifferentexamplesoffigurativelanguageusedinthetext.
11. Ifyoudonotknowawordinthetext,whereinthebookcouldyoulooktofindoutwhatitmeans?
12. Whatdescriptivewordsorphrasesdescribethecloudforestandtheplantsandanimalsthatlivethere?
13. Whatdoestheauthor/illustrator,LuluDelacre,meanwhenshedescribesthecloudforestasbeing“embroideredwithbromeliads”andtheenchantedforestas“afestivalofflowersandfreshwatersprings”?Whatkindofimagerydoesthiscreateforthereader?
14. Whatdoestheauthor/illustratormeanwhenshedescribesthegingeras“kermes-colored”?
15. Whatdoesthesentence,“Asterspaintapathgold,”mean?Thisisanexampleofwhattypeoffigurativelanguage?
16. Describethecloudforesthabitat.Whatmakescloudforestsuniquefromotherhabitats?Inwhichtypeofbiomedoesacloudforestbelong?
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Readtheillustrationnoteandpointouttheplantprintsusedthroughouttheartwork,suchastheleaveprintsonthelettersCandDpages.Havestudentsdiscusswhythecreator,LuluDelacre,usesplantmaterialsinthebook.
Spendtimeonthetextstructureofthebookwherebythecreator,LuluDelacre,usesthealphabettopresentthestoryandinformation.
SettingaPurposeforReading(ReadingStandards,KeyIdeas&Details,Strands1–3)Havestudentsreadtofindoutabout:• theSpanishandEnglishalphabetsandhowthetext
structurehelpspresenttheinformation• beginninglettersoundsandalliterations• theuniquequalitiesofcloudforesthabitats• theanimalandplantspeciesofacloudforest• whatthebooktitle,¡Olinguito,delaAalaZ!/
Olinguito,fromAtoZ!,refers
Encouragestudentstoconsiderwhytheauthor/illustrator,LuluDelacre,wouldwanttosharethisstorywithyoungpeople,whyshewrotethetextinbothSpanishandEnglish,andwhysheformatteditasanalphabetbook.
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17. Whatdoestheauthor/illustratormeanwhenshesays“atarantulatiptoes”?Whatassumptioncanyoumakeaboutatarantula’smovementbasedonthisdescription?Howisthisphraseanexampleofalliteration?
18. Theauthor/illustratorsaysthat“abarbetandyarumoleavesshimmerinthewoods.”Whatiscausingthebarbetandtheyarumoleavestoshimmer?
19. Listallthedescriptivewordstheauthor/illustratorusestodescribethecloudforestandthewildlifethatinhabitit.
20. Selectoneofthealliterationsinthetextandfocusonthedescriptivewords.Whatimagesdotheybringtomind?
Extension/HigherLevelThinking(ReadingStandards,KeyIdeas&Details,Strands1and3,Craft&Structure,Strands4–6,&IntegrationofKnowledge&Ideas,Strand7)
1. CompareandcontrasttheSpanishandEnglishalphabets.Howaretheysimilar?Howaretheydifferent?
2. Onanorganizationalchart,trytonameandclassifyallthewildlifeinthetextasmammal,bird,reptile,amphibian,fish,orinsect.
3. Studytheanimalsthatareillustratedinthebook. Describeseveralphysicalandbehavioraladaptationsoftheanimalsthathelpthemliveinthecloudforest.Whatdotheyneedtobeabletodotosurviveinacloudforest’senvironment?
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4. Howistheinformationinthebookarranged?Whatevidencedoyouhavethatthebookisorganizedbychronology,comparison,description,problem/solution,and/orcauseandeffect?
5. Whatdoyouthinkistheauthor/illustrator’spurposeforusingalliterationsinthistext?Howarealliterationssignificantinthistypeoftext?
6. Whatmakestheolinguitouniquecomparedtootheranimalsinthecloudforest?
7. Thecloudforestishometothousandsofplantandanimalspecies.Doyouthinkthisisimportanttothehealthofanecosystem?Whyorwhynot?
8. Severaloftheplantandanimalspeciesshowninthebookareendemic,ornativeonly,tothecloudforest.Whataresomeenvironmentalorecologicalfactorsthatwouldenableaspeciestoliveonlyinacloudforest?
9. Whatistherelationshipbetweenthecarpenterbee,passionflower,andbarbetpicturedinthestory?Usetheglossaryinthebackofthebookforhelp.
10. Howdoyouthinkthecloudforestgotitsname?Whatenvironmentalconditionsaresuitabletotheformationofacloudforest?
11. Whydoyouthinkscientistssearchfornewspecies?Whatarethebenefitsof identifying/discoveringnewplantandanimalspecies?
12. Whydoesthezoologisthaveahardtimefindingtheolinguito?Whatinformationabouttheolinguito’sandhabitat’scharacteristicswouldyougivesomeonewhowantstoseeanolinguitointhewild?
★“Thetextislyrical,andthemixed-mediaillustrationsarevibrantandstriking.Thisbookwouldmakeawonderfulresourceforstudents....VERDICTAgreatadditiontoschoolandpubliclibraries.”–SchoolLibraryJournal,starredreview
★“Delacre’sfluidmixed-mediacollagescapturethejungleenvironmentineye-catchingsplashesofpatternsandcolor....ArichandlayeredtriptotheAndeancloudforestthatrevelsinthemiraclesofbiodiversity.”–PublishersWeekly,starredreview
★“Thebeautifullydetailedmixed-mediaartworkurgesreaderstolookclosely....Poeticandinformative,abreathoffreshairinthetoo-often-contrivedworldofbilingualbooks.”–KirkusReviews,starredreview
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13. Whydoyouthinktheauthor/illustrator,LuluDelacre,chosetodrawthezoologistobservingtheolinguitoandthecloudforestwildlifefromadistance?Howdothezoologistandcloudforestanimalsinteract?Whatdoesthissayabouthumaninterferenceinnaturalhabitatsinthewild?
14. Thezoologistinthisstorydoesnothaveanycharacteristicsordefiningfeatures.Whymighttheauthor/illustratordothis?Whatdoesthischoicesayaboutwhoascientistisorwhocanbeascientist?
15. HowaretheolinguitoandtheothercloudforestspeciessignificanttoanalphabetbookwithSpanishtext?
16. Whatdoyouthinktheauthor/illustratorwantsyoutolearnfromthisbookabouttheolinguitoandthecloudforest?Whatisthemainidea?
17. Whatdoesthediscoveryoftheolinguitoimplyabouttheexplorationoftheworld’sspecies?Howdoestheolinguitoserveasasymbolofdiscoveryandexplorationforthescientificcommunity?
18. HowdoyouthinktheolinguitoservesasanambassadorspeciestoadvocateforthecloudforesthabitatsofEcuadorandColombia?
19. ComparetheSpanishandEnglishtext.WhatdoyounoticeisdifferentbetweentheSpanishandEnglishwords?WhatletterdomanyoftheSpanishwordsbeginwithoneachletterpage?DotheEnglishwordsalwaysbeginwiththesameletter?Whydoyouthinkthisis?
20. Comparethenarrativenonfictionofthebookto theinformationaltextofthebackmatter.Howare thesebothexamplesofnonfiction?Whatmakesthemdifferentfromeachother?Whywouldtheauthor/illustratorincludeadditionalinformationattheendofthebook?
21. Re-readtheadditionalinformationattheendofthebook.Whatcanfuturescientistslearnfromthisexperienceofdiscoveringanewspecies?Whatcharactertrait(s)doesascientistwhohopestodiscoverapreviouslyunknownspeciesneed?Why?
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Reader’sResponse(WritingStandards,TextTypes&Purposes,Strands1and2andProduction&DistributionofWriting,Strands4–6)(Speaking&ListeningStandards,Comprehension&Collaboration,Strand1andPresentationofKnowledge&Ideas,Strand4)
Usethefollowingquestionsandwritingactivitiestohelpstudentspracticeactivereadingandpersonalizetheirresponsestothebook.Suggestthatstudentsrespondinreader’sresponsejournals,essays,ororaldiscussion.Youmayalsowanttosetasidetimeforstudentstoshareanddiscusstheirwrittenwork.
1. Whatplantoranimalspeciesdescribedinthebookismostinterestingtoyou?Whydoyoufinditinteresting?Writeashortpassageaboutwhatyoulikeabouttheplantoranimalyouchose.
2. Thezoologistisnotdescribedoridentifiedinthetext.Ifyouwereazoologistlookingfortheolinguito,whatwouldyouthinkaboutyourjourneyandtheanimalsandplantsyousee?Writealettertoanotherscientistdescribingwhatyouhaveseenonyourquestandwhatyouhopetogetoutoftheexperience.
3. Cloudforestsoccurathighaltitudesandarecharacterizedbythecloudlayerthatcoversthetrees.Haveyoueverbeenhighupintheclouds?Whatwasitlike,orwhatdoyouthinkitwouldbeliketobeinanareacoveredbyclouds?
4. Theolinguitodiscoveryin2013isexcitingbecauseitwasthefirstcarnivorediscoveryintheWesternHemispheresince1978.Describeatimeyousawsomethingthatwasnewtoyouforthefirsttime.Howdidyoufeel?
5. TheAndescloudforestsoccurinthetropicalzone.Haveyouevervisitedsomeplacewheretheclimateisverydifferentfromtheonewherewelive?Describetheclimatetherebasedonyourexperience.Ifyouhavenotvisitedadifferentclimate,useyourimaginationtodescribeadifferentclimate.
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6. Writeaboutatimeyouvisitedapark,azoo,orananimalhabitat.Whatanimalsdidyouseethere?Compareyourexperienceseeingliveanimalstoreadingaboutanimalsinabookoronline.Whatsurprisedyou?Whatdidyoulearn?
ELL/ESLTeachingStrategies(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strands4–6)(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)
ThesestrategiesmightbehelpfultousewithstudentswhoareEnglishLanguageLearners.
1. AssignELLstudentstopartner-readthebookwithstrongEnglishreaders/speakers.Studentscanalternatereadingbetweenpages,repeatpassagesafteroneanother,orlistentothemorefluentreader.
2. Haveeachstudentwritethreequestionsaboutthetext.Thenletstudentspairupanddiscusstheanswerstothequestions.
3. Dependingonstudents’levelofEnglishproficiency,afterthefirstreading:•Reviewtheillustrationsinorderandhavestudentssummarizewhatishappeningoneachpage,firstorally,theninwriting.•Havestudentsworkinpairstoretelleithertheplotofthebookorkeydetails.Thenaskstudentstowriteashortsummary,synopsis,oropinionaboutwhattheyhaveread.
4. Havestudentsgiveashorttalkaboutwhattheyadmireaboutthescientist,cloudforest,ortheolinguito.
5. Thestorycontainssomecontent-specificwordsthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabulary.ExposeEnglishLanguageLearnerstomultiplevocabularystrategies.Havestudentsmakepredictionsaboutwordmeanings,lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,listsynonymsandantonyms,createanactionforeachword,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
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INTERDISCIPLINARYACTIVITIES(IntroductiontotheStandards,page7:Studentswhoarecollegeandcareerreadymustbeabletobuildstrongcontentknowledge,valueevidence,andusetechnologyanddigitalmediastrategicallyandcapably)Usesomeofthefollowingactivitiestohelpstudentsintegratetheirreadingexperienceswithothercurriculumareas.Thesemayalsobeusedforextensionactivities,foradvancedreaders,and/orforbuildingahome-schoolconnection.
Science/STEM(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9andRange&LevelofTextComplexity,Strand10)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3andPresentationofKnowledge&Ideas,Strands4–5)1. Usinginformationinthebackmatterofthebook
andadditionalprintandonlineresources,encouragestudentstoresearchtheolinguitooranotherendemicanimalintheglossary.Studentsmaycreateaninformationalposteraboutthespeciesandpresentittotheclass.Describethespecies’behavioralandphysicaladaptations.Whatdoesthisspecieseat?Whatareitspredators?Howdoesthespeciescareforitsyoung?Whatimpacthavehumanshadonthespecies?Whatisbeingdonetoensureitsconservation?
2. Askstudentstocreateafoodwebfortheolinguitooranotheranimalfoundintheglossaryofthebook.Thediagramshouldincludethespecies’competitors,predators,andfood.
3. HavestudentsexploreandlearnaboutthecloudforestwiththeCanopyintheCloudslessonplanandactivitiesfromTheNationalGeographicSociety:http://www.canopyintheclouds.com/.
4. Havestudentswriteapersuasiveessayinresponsetothequestion:Cananolinguitosurviveandthriveinyourareaofthecountry?Havestudentslisttheconditionsnecessaryforolinguitostosurviveandthrive.Studentsshouldalsoexaminethespecies’behavioralandphysicaladaptations.Thenencouragestudentstoinvestigatewhetherornotthoseconditionsexist
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inyourarea.Ifnot,havestudentsfindoutwhereintheUnitedStatesolinguitoscouldliveifthereisanothersuitableplace.Additionally,askstudentstotakeopposingsidesinaclassdebatepresentingtheiropinionswithevidence.
5. UsingaVenndiagram,havestudentscompareandcontrasttheenvironmentandgeographyofcloudforestsandrainforests.Whereiseachtypicallyfound?Whatareafewanimalspeciesendemictoeach?
6. HavestudentsexploreandlearnhowcloudsareformedwiththeCloudinaBottleexperimentfromBillNye(https://www.sophia.org/tutorials/bill-nye-demonstration-cloud-in-a-bottle)andtheroleofcloudsinthewatercyclefromNASA(https://pmm.pps.eosdis.nasa.gov/education/water-cycle).Inaparagraph,describewhatcloudsare.Howaretheyformed?
7. HavestudentsresearchtheAndesMountainsandcreateaninformativeandpersuasivetravelbrochure.Wherearethecloudforestslocated?Whatplantsandanimalslivethere?Whyarecloudforestsvaluableorimportant?Whatistheclimatelike?Whatwillvisitorsseethere?Whyshouldsomeonemakeacloudforestherorhisnextvacationdestination?
8. Inawebdiagramorothergraphicorganizer,askstudentstodefineandexplainwhatbiodiversityisanditsbenefitstoanecosystem.Howdohumansbenefitfrombiodiversity?Howisbiodiversityonemarkerofanecosystem’shealth?
9. Inawebdiagram,havestudentsdefineandidentifythreatstocloudforests.Whatthreatsaffectcloudforesthabitatloss?Whatconservationeffortsarebeingmadetopreservethecloudforests?
10. Individuallyorinpairs,havestudentscompleteaconceptsortbasedontheplantsandanimalsinthebook.Providestudentswithpicturecardsofdifferentanimalsfromthebookby
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photocopyingtheglossarypagesandcuttingthemintosquares.Thenaskstudentstosorteachanimalintothecorrectclassificationheading:mammal,reptile,amphibian,bird,orfish.
SocialStudies/Geography(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7and9)(WritingStandards,TextTypes&Purposes,Strands1and2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1and3andPresentationofKnowledge&Ideas,Strand4)1. DisplayamapofNorthandSouthAmerica.
LocatetheAndesMountainsandEcuador.ThenfindthepartoftheUnitedStateswhereyourstudentslive.(Youmayalsowishtousethemapscaletoestimatethedistancebetweenthetwoplaces.)WhatisthecapitalofEcuador?Whatcountriesborderit?TheAndesMountainsextendoverwhichcountries?TheAndesisthesourcetowhichriver(consideredthesecondlongestriverintheworld)?WhatoceanisneartheAndesandEcuador?
2. Usingagraphicorganizer,havestudentsresearchEcuadorandColombiaandcompareandcontrastthegeography,climate,language,andpopulationsizeofthecountries.
3. Usingtheinformationinthebackmatterofthebookandadditionalonlineresources,havestudentscreateatimelinedepictingtheknownhistoryoftheolinguitofromwhenitsremainswerefirstcollectedinamuseumuntilitwasidentifiedasanewspeciesin2013.
4. Encouragestudentstowatchandexplorethevideo“ShelfLife:SkulloftheOlinguito,Episode4”(http://www.amnh.org/shelf-life/episode-04-skull-of-the-olinguito).
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Olinguito,fromAtoZ!
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Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
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EnglishLanguageArts/Writing(WritingStandards,TextTypes&Purposes,Strands1–3,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strands7–9)(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9)1. Havestudentschooseoneplantoranimalfrom
eachletterpageandwriteadescriptivesentenceaboutitincorporatingalliteration.
2. Askstudentstoimaginethattheyhavejustdiscoveredanewanimalandneedtodescribeittosomeonewhohasneverseenitbefore.Askstudentstobesuretousedescriptiveandfigurativelanguage,suchassimiles,metaphors,andalliterations.
3. HavestudentswriteajournalentryfromthepointofviewofzoologistDr.Helgenafterhesawtheolinguitoforthefirsttimeinthecloudforest.Howdoeshefeel?Whatishismotivationtosearchfortheolinguito?Whatwaschallengingabouttheexperience?Whereandwhendoeshepredicttofindtheolinguito?
4. HavestudentswriteapersuasiveessayaboutwhyweneedtoprotectandconservecloudforestsoftheAndes.Whatenvironmentalorhumanfactorsarethreateningthecloudforests?Whyisthisaconcern?Whatcanbedonetopreventfurtherdamageandloss?
5. Letstudentswriteastoryfromanolinguito’sperspective.Whatdoestheolinguitothinkwhenitseesthescientists?Howdoesitspenditsdayandnight?
6. Askstudentstomakeachartwithacolumnforthefollowingliterarydevices:metaphor,personification,alliteration,andrepetition.Revieworteachwhateachofthesedevicesisanditspurpose.Inthechart,havestudentsfindandrecordanexampleofeachthattheyfindinthebookandthencreateanexampleoftheirown.Fordefinitionsoftheliterarydevices,checkoutLiteraryDevices(http://literarydevices.net/).
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7. HavestudentsreadParrotsOverPuertoRico(https://www.leeandlow.com/books/2835)ortheAdventuresAroundtheWorldseries(https://www.leeandlow.com/collections/184),whicharenarrativenonfictionbooksaboutecosystemsandanimalhabitats.Asstudentsreflectoneachstory,askthemtocompareandcontrastwhateachbookteachesaboutscientificresearch,observation,ecosystemsandhabitats,andconservation.
8. Askstudentstoimaginethattheyaregoingtointerviewauthor/illustratorLuluDelacre.Encouragethemtobrainstormalistofquestionstheywouldliketoaskher.Whatdotheywanttoknowaboutthestory,themes,research,writingprocess,illustrationprocess,orinspirationforwritingOlinguito,fromAtoZ?
9. Pointouttostudentsthatthemaintextandthebackmatterbothgivefactsaboutthecloudforestandolinguito.InaT-chart,havestudentsnotethefeatures,includingtextstructure,andauthor’spurposeofeachtext.Inanessay,encouragestudentstocomparethemaintextandbackmatter.Howarebothexamplesofnonfiction?Whatsubgenreofnonfictioniseach?
10. WriteapersuasivelettertoDr.Helgenwhodiscoveredtheolinguitoonwhereheshouldconsiderlookingnextforotherunknownspecies.Whichregionorhabitatmaybethebestopportunityfordiscoveringanewspecies?Why?
Alphabet,Phonological,andPhonemicAwarenessActivitiesforEarlyEmergentandEmergentReaders(ReadingFoundationalSkills,PrintConcepts,StrandsBandD,PhonologicalAwareness,StrandD,Phonics&WordRecognition,StrandA)(WritingStandards,TextTypes&Purposes,Strand2andProduction&DistributionofWriting,Strand4)1. Asyoureadthestory,sayeachletternameand
pointtoandtracetheletter.Asstudentsfollowalong,askthemtotracetheuppercaseandlowercaseletterswiththeirfingersusingaseparatealphabet-tracingpadoradditionaltracingmaterials.
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Olinguito,fromAtoZ!
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Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
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2. Foreachfeaturedletter,havestudentslistalltheplantsandanimalswithnamesthatbeginwiththatletter.Askstudentstobrainstormotherwordstheyknowthatbeginwiththatfeaturedletterandaddthemtothelist.
3. Usingthepicturesintheglossaryoradditionalimagesoftheplantsandanimalsinthisbook,holdupeachpictureandsaythenameoftheplantoranimal.Thenaskstudentstoisolateandsaythebeginningsoundofthewordoridentifythefirstletteroftheplantoranimalname.
4. Foreachletterpage,choosetwotothreeanimalsorplantsthatbeginwiththesameletter,suchascangrejo,caracol,andconejo,andonewordthatdoesnotbeginwiththesameletter,suchasolinguito.Saythewordsslowlyandaskstudentstoidentifywhichwordhasadifferentsoundatthebeginning.Challenge:askstudentstopointtooridentifytheletterthatrepresentsthebeginningsoundineachword.
5. Printpicturesofvariousanimalsandplantsfoundintheglossarytouseinaninitial-soundpicturesort.Useatleasttwoletterheadingsandsaytheletternamestostudents.Askstudentstosayortellstudentsthenameofeachpictureandthenplacethepictureundertheletterthatmatchesthebeginningletter/soundoftheanimalorplantname.
6. Havestudentscreatetheirownalphabetpicturebookorcloudforestanimalwordbookusingtheglossaryinthebook.Teachstudentstousetheiralphabetbooksindependentlybysaying,“HereiscapitalletterCandlowercase(smallletter)c.CangrejoandcaracolbeginwiththeletterC”whiletracingtheletterswiththeirfingers.
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Art/Media(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)1. Basedonstudents’descriptionsfromEnglish
LanguageArts/Writingactivity2,askthemtodrawtheirnewanimaldiscoveries.Challenge:Workinginpairs,haveonestudentprovidetheotherstudentwithherorhisdescriptionfromEnglishLanguageArts/Writingactivity2andchallengeherorhispartnertodrawtheanimalbasedonthedescription.
2. Havestudentscreatetheirownolinguitomasksbydecoratingpaperplates,paperbags,orcardboardfromemptycerealboxes.Encouragestudentstousepaints,markers,constructionpaper,orfelttomatchthecolorsoftheolinguito.Makesuretocutoutspacesfortheeyes.Completethemaskswitheitherstring,sotheycanbetiedaroundstudents’heads,orwithapopsiclestickgluedtothebottom,sostudentscanholduptheirmasksinfrontoftheirfaces.
3. HavestudentsillustrateanddecoratethealphabetbookfromAlphabet,Phonological,andPhonemicAwarenessActivitiesforEarlyEmergentandEmergentReadersactivity6.Encouragestudentstodrawtheirownpicturesoruseimagestheyfindonlineoftheplantsandanimalsintheiralphabetbooks.
Home-SchoolConnection(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)(WritingStandards,TextTypes&Purposes,Strand2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strand7)1. Encouragestudentsandtheirfamiliestovisitand
exploreanearbypark,forest,ornaturepreserveandrecordwhattheyobserve.Inanotebook,askstudentstodescribethisenvironmentandidentifythetypesofplantsandanimalstheyseeusingillustrationsandotherdescriptions.
2. Ifpossible,havestudentsvisitanearbyanimalorzoologicalparkandfindalltheendangeredanimalsthere.Encouragestudentstotakepicturesandrecordnotesabouttheanimals,andthenchooseonetoresearchfurther.
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Olinguito,fromAtoZ!
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Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
BookInformationfor¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!
$18.95,HARDCOVER978-0-89239-327-540pages,9-3/4X9-3/4*ReadingLevel:Grade6*ReadinglevelbasedontheSpacheReadabilityFormulaInterestLevel:GradesK–6GuidedReadingLevel:QAcceleratedReader®Level/Points:3.0/0.5Lexile™Measure:AD730LTHEMES:Biodiversity,AnimalAdaptations,Interdependence,NewAnimalSpecies(Olinguito),EnvironmentsandHabitats(CloudForestsandMountains),SpanishandEnglishAlphabets,Conservation,Ecuador,Latino/HispanicInterest
RESOURCESONTHEWEB:Learnmoreabout¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!at:https://www.leeandlow.com/books/2916
ORDERINGINFORMATIONOntheWeb:www.leeandlow.com/contact/ordering(generalorderinformation)https://www.leeandlow.com/books/2916(secureonlineordering)ByPhone:212-779-4400ext.25ByFax:212-683-1894ByMail:Lee&LowBooks,95MadisonAvenue,NewYork,NY10016
ABOUTTHEAUTHOR/ILLUSTRATORLuluDelacreisthecreatorofmorethanthirty-fiveaward-winningchildren'sbooksrangingfrompicturebookstobooksforyoungadults.OthertitlesfromLEE&LOWBOOKSincludeDelacre’sHowFarDoYouLoveMe?,JayandBen,TheStoryteller’sCandle,andRafiandRosichapterbookseries.ThebilingualDelacreisathree-timePuraBelpréAwardhonoree.DelacrehasbeennamedaMarylandWomanintheArtsandservedasajurorforthe2003NationalBookAwards.Sheisalsoanavidgardenerandanatureloverwhoconductedextensiveresearchforthisbook.AnativeofPuertoRico,DelacreliveswithherhusbandinSilverSpring,Maryland.FormoreinformationaboutLuluDelacre,visitluludelacre.com.
Awardsandhonorsfor¡Olinguito,delaAalaZ!/Olinguito,fromAtoZ!hasreceivedinclude:
• JuniorLibraryGuildSelection• StarredReview,PublishersWeekly• StarredReview,Booklist• StarredReview,SchoolLibraryJournal• StarredReview,KirkusReviews
Allguidedreadinglevelplacementsmayvaryandaresubjecttorevision.Teachersmayadjusttheassignedlevelsinaccordancewiththeirownevaluations.
ABOUTLEE&LOWBOOKSLEE&LOWBOOKSisthelargestchildren’sbookpublisherspecializingindiversityandmulticulturalism.Ourmotto,“abouteveryone,foreveryone,”isasurgenttodayasitwaswhenwestartedin1991.Itisthecompany’sgoaltomeettheneedforstoriesthatchildrenofcolorcanidentifywithandthatallchildrencanenjoy.Therightbookcanfosterempathy,dispelstereotypes,promptdiscussionaboutraceandethnicity,andinspirechildrentoimaginenotonlyaworldthatincludesthem,butalsoaworldwheretheyaretheheroesoftheirownstories.Discovermoreatleeandlow.com.
