Parrots Over Puerto Rico - Reading Is Fundamental
10
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 For centuries beautiful, raucous Puerto Rican parrots and the settlers on the island of Puerto Rico hunted for food, survived hurricanes, raised their young, and protected their homes. But then things began to change, and in time the trees in which the parrots nested were destroyed. Puerto Rican parrots, once abundant, came perilously close to extinction in the 1960s due to centuries of foreign exploration and occupation, development, and habitat destruction. By 1967, only twenty-four Puerto Rican parrots were left in the wild. Humans had nearly caused their extinction. Could humans now save the parrots? With striking collage illustrations, a unique format, and engaging storytelling, authors Susan L. Roth and Cindy Trumbore tell two intriguing stories: the fascinating history of Puerto Rico and the intertwined story of the rare parrots that live in the island’s treetops. The authors recount the efforts of the scientists of the Puerto Rican Parrot Recovery Program to save the parrots and ensure their future. Readers are invited to witness the amazing recovery efforts that have enabled Puerto Rican parrots to fly over their island once again. This book presents a compelling portrait of the dedicated work performed by scientists to protect, manage, and ensure the survival of an endangered species. The scientists’ work shows how challenging obstacles can be faced and overcome with ingenuity and commitment. Readers will learn how people and animals are connected in a cycle of life, and how changes in one part of the cycle affect the other parts. This is the first children’s book specifically focusing on the Puerto Rican parrot. Parrots Over Puerto Rico written by Susan L. Roth and Cindy Trumbore illustrated by Susan L. Roth About the Book Genre: Nonfiction *Reading Level: Grade 3–4 Interest Level: Grades 1–6 Guided Reading: Q Accelerated Reader ® Level/ Points: 5.7/0.5 Lexile ™: 960L * Reading level based on the Spache Readability Formula Themes: Animal Adaptations and Life Cycle, Wildlife Rescue and Recovery, Biodiversity, Interdependence, Endangered Animal Species (Puerto Rican parrot), Environments and Habitats, Conservation, Overcoming Obstacles, Perseverance, Responsibility, Puerto Rican History, Latino/Hispanic Interest
Transcript of Parrots Over Puerto Rico - Reading Is Fundamental
TEACHER’SGUIDELEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
[Issue]::[Title]SYNOPSISForcenturiesbeautiful,raucousPuertoRicanparrotsandthesettlersontheislandofPuertoRicohuntedforfood,survivedhurricanes,raisedtheiryoung,andprotectedtheirhomes.Butthenthingsbegantochange,andintimethetreesinwhichtheparrotsnestedweredestroyed.PuertoRicanparrots,onceabundant,cameperilouslyclosetoextinctioninthe1960sduetocenturiesofforeignexplorationandoccupation,development,andhabitatdestruction.By1967,onlytwenty-fourPuertoRicanparrotswereleftinthewild.Humanshadnearlycausedtheirextinction.Couldhumansnowsavetheparrots?
Withstrikingcollageillustrations,auniqueformat,andengagingstorytelling,authorsSusanL.RothandCindyTrumboretelltwointriguingstories:thefascinatinghistoryofPuertoRicoandtheintertwinedstoryoftherareparrotsthatliveintheisland’streetops.TheauthorsrecounttheeffortsofthescientistsofthePuertoRicanParrotRecoveryProgramtosavetheparrotsandensuretheirfuture.ReadersareinvitedtowitnesstheamazingrecoveryeffortsthathaveenabledPuertoRicanparrotstoflyovertheirislandonceagain.
Thisbookpresentsacompellingportraitofthededicatedworkperformedbyscientiststoprotect,manage,andensurethesurvivalofanendangeredspecies.Thescientists’workshowshowchallengingobstaclescanbefacedandovercomewithingenuityandcommitment.Readerswilllearnhowpeopleandanimalsareconnectedinacycleoflife,andhowchangesinonepartofthecycleaffecttheotherparts.
Thisisthefirstchildren’sbookspecificallyfocusingonthePuertoRicanparrot.
ParrotsOverPuertoRicowrittenbySusanL.RothandCindyTrumboreillustratedbySusanL.Roth
AbouttheBookGenre:Nonfiction
*ReadingLevel:Grade3–4
InterestLevel:Grades1–6
GuidedReading:Q
AcceleratedReader®Level/Points:5.7/0.5
Lexile™:960L*ReadinglevelbasedontheSpacheReadabilityFormula
Themes:AnimalAdaptationsand
LifeCycle,WildlifeRescueand
Recovery,Biodiversity,
Interdependence,Endangered
AnimalSpecies(PuertoRican
parrot),Environmentsand
Habitats,Conservation,
OvercomingObstacles,
Perseverance,Responsibility,
PuertoRicanHistory,
Latino/HispanicInterest
2
ParrotsOverPuertoRico
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
byline[Name]
1
BACKGROUNDFromtheAfterword:ScientistsestimatethepopulationofthePuertoRicanparrotswasbetweenonehundredthousandandonemillionbirdsonthemainislandofPuertoRicoandthenearbyislandsofCulebra,Vieques,andMonainthelatefifteenthcentury,whenChristopherColumbusarrivedinPuertoRicoin1493.ThehistoryoftheparrotsiscloselylinkedtothehistoryofPuertoRico.Theparrots’numbersbegantoshrinkinthenineteenthandtwentiethcenturiesastheirnestingtreeswerecutdownforloggingandfarming.PuertoRicanparrotshavebeendescribedasoneofthetenmostendangeredbirdsintheworld.
ThePuertoRicanParrotRecoveryProgram(PRPRP)isdedicatedtoconserving,protecting,andmanagingbothwildandcaptivepopulationsoftheparrotsothatitsstatuswillbechangedfromendangeredtothreatened.Begunin1968,thePRPRPisacooperativeeffortbetweentheU.S.Fish&WildlifeService,theU.S.ForestService,thePuertoRicoDepartmentofNaturalandEnvironmentalResources,andtheU.S.GeologicalSurvey.
Survivalratesoftheparrotsgrowwitheachrelease.Asof2012,therewereabout150birdsineachofthetwoaviariesandbetween60and95birdsinthewildinElYunqueandRíoAbajoForestcombined.
Deforestation:Theclearingoftreesismostoftentheresultoffarmersorrancherscuttingdowntreestomakeroomforgrowingcropsorraisinglivestock.Loggingandurbansprawlarealsocausesofdeforestation.AccordingtotheNationalGeographic,millionsofanimalspecieshavelosthabitattodeforestation.Thesolutiontostoppingdeforestationhasbeendifficulttoestablishandenforcebecauseofthecompetingsocioeconomicinterestsofcommunitiesanddevelopingcountrieswheretheforestsarelocated(http://environment.nationalgeographic.com/environment/global-warming/deforestation-overview/).Inadditiontolossofhabitatforplantandanimalspecies,deforestationcontributestocarbonemissions,soilerosion,anddisruptedwatercycles(www.livescience.com/27692-deforestation.html).
2
Forvividphotographyandin-depthinformationondeforestationasathreattoanimals,exploretheWorldWildlifeFundwebsite(www.worldwildlife.org/threats/deforestation).
GeographyofPuertoRico:TheislandofPuertoRicoislocatedbetweentheCaribbeanSeaandtheNorthAtlanticOcean,eastoftheDominicanRepublic.PuertoRicoisslightlylessthanthreetimesthesizeofthestateofRhodeIsland(www.cia.gov/library/publications/the-world-factbook/geos/rq.html).InacriticalshippinglanetothePanamaCanal,PuertoRicohasbeenakeyportformanysettlersandgovernmentsoverthecenturies.Theclimateistropicalandtheislandisvulnerabletoseasonalhurricanes.Themajorityoftheislandismountainous.ThePuertoRicanParrotRecoveryProgramislocatedintheElYunqueNationalForstandaccordingtotheU.S.ForestService,theElYunqueNationalForestistheonlytropicalrainforestintheUnitedStatesNationalForestSystem.Theparrotshavestruggledattherecoverprogram’slocationintheElYunqueForestbecauseofthewetclimateandpredators(www.fs.usda.gov/detail/elyunque/about-forest/).
PuertoRicanParrotRecoveryProgram:ThePRPRPisastaffofelevencoordinatemanagementandresearch/recoveryeffortsforthePuertoRicanparrot,consideredoneofthetenmostendangeredbirdsintheworld(www.fws.gov/southeast/prparrot/).Establishedin1968,theprogramisamultiagencyefforttorestoreandmanagetheendangeredPuertoRicanparrot.TheUnitedStatesFish&WildlifeService,UnitedStatesForestService,andtheUnitedStatesGeologicalSurveyhavepartneredintherecoveryeffortsoftheUnitedStates’onlyremainingnativeparrotspecies.AudubonMagazineoffersaninterviewwithaU.S.Fish&Wildlifebiologistattheprogram’sheadquarters(http://archive.audubonmagazine.org/endangeredspecies/endangeredspecies0909.html).LearnmoreaboutthescientistscurrentlyworkingtoprotecttheparrotsasdetailedinBirdLifeInternational(www.birdlife.org/datazone/speciesfactsheet.php?id=1666#FurtherInf).
ParrotsOverPuertoRico
3
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
1
BEFOREREADINGPrereadingFocusQuestions(ReadingStandards,Craft&Structure,Strand5andIntegrationofKnowledge&Ideas,Strand7)
Beforeintroducingthisbooktostudents,youmaywishtodevelopbackgroundandpromoteanticipationbyposingquestionssuchasthefollowing:
1. Takealookatthefrontandbackcovers.Takeapicturewalk.Askstudentstomakeaprediction.Doyouthinkthisbookwillbefictionornonfiction?Whatmakesyouthinkso?Whatcluesdoestheauthor/illustratorgivetohelpyouknowwhetherthisbookwillbefictionornonfiction?
2. Whatdoyouknowabouttextsthatarenonfiction?Whataresomegenresandfeaturesofnonfiction?Whydoauthorswritenonfiction?
3. Whatisascientist?Whatdoesascientistdo?Whatsubjectsmightascientiststudy?Whyarescientistsimportant?Whydowelearnscienceinschool?Shareanexperienceyouhavehadofasciencelesson/projectorofascientisthelpingyouinsomeway.
4. WhatdoyouknowaboutPuertoRico?Whereisitlocated?Whatistheclimateandenvironmentlike?Whatkindsofanimalsandplantslivethere?WhataresomechallengesanimalslivinginPuertoRicomayface?WhymightPuertoRicobeagoodenvironmentforanimalsandplantstosurviveandthrive?
5. WhydoyouthinkIchosethisbookforustoreadtoday?
ExploringtheBook(ReadingStandards,Craft&Structure,Strand5,KeyIdeas&Details,Strand1,andIntegrationofKnowledge&Ideas,Strand7)
Becausethereisnotitleonthefrontcoverofthebook,tellstudentsthatthebookiscalledParrotsOverPuertoRico.Talkaboutthetitle.Askstudentstothinkaboutwhytheauthorsdecidednottoplacethetitleonthecover.Alsoaskstudentswhattheythinkthetitlemeans.Thenencouragestudentstothinkaboutwhatthebookwillmostlikelybeaboutandwhomthebookmightbeabout.Whatplacesmightbetalkedaboutinthetext?Whatanimalsmightbetalkedabout?Whatdoyouthinkmighthappen?Whatinformationdoyouthinkyoumightlearn?
Havestudentsobservetheverticalorientationofthebook,withthetextandillustrationspositionedsothatthebookisreadbyflippingupthepagesinsteadofturningthepageshorizontallyrighttoleft.Encouragestudentstoconsiderwhytheauthorschosetostructurethebookthisway.
VOCABULARY(LanguageStandards,VocabularyAcquisition&Use,Strands4–6)
Thestorycontainsseveralcontent-specificandacademicwordsandphrasesthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabularybelow.
Encourageavarietyofstrategiestosupportstudents’vocabularyacquisition:lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,createaspecificactionforeachword,listsynonymsandantonyms,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
ContentSpecificCaribbeanSea,AtlanticOcean,
orchids,ferns,hurricanes,
sugarcane,ChristopherColumbus,
merchantships,warships,colonies,
commonwealth,charcoal,El
Yunque,aviary,incubator,gene
pool,fledglings,pearly-eyed
thrashers,kapoktree
Academicvarnished,delicate,mates,toil,
launched,invaded,declaredwar,
settlers,territory,citizenship,rural,
jabbing,elected,governor,tribute,
independent,flock,extinct,
scientist,captivity,captive-bred,
inspected,discarded,rescued,
damaged,wrecked,humid,decline
aggressive,gentler,harbor,rare,
frightened,distinctive,threatened
4
ParrotsOverPuertoRico
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
1
AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.
LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1and3)
1. WhatistheclimateandenvironmentlikeinPuertoRico?Whatwordsorphrasesdescribethesetting?
2. Whoarethefirstgroupofpeopletoarriveontheisland?WhatistherelationshipbetweentheTaínosandotherearlygroupsofpeoplewiththeparrots?Howdotheearlygroupsofpeopleinteractwiththeparrots?
3. HowdoesaPuertoRicanparrotfindamate?
2
4. WhatarethecompetitorsandpredatorsofPuertoRicanparrots?Howdored-tailedhawks,pearly-eyedthrashers,blackrats,andhoneybeesaffectPuertoRicanparrots?
5. HowhavehumansaffectedPuertoRicanparrots?
6. WhichcountrieshavefoughteachotherforcontrolofPuertoRico?
7. Beforescientistsstartedtocollaborate,whereistheonlyplacethebirdscanbefoundby1967?
8. Whatcausestheforeststodisappear?Whatistheimpactofreducedforestlandsontheparrots?
9. Whatisthefunctionofanaviary?
10. Whydothescientistscollectparroteggsfromthewild?Whydothescientistsleaveatleastoneeggorchickineachnest?
11. WhydothescientistsopentheaviaryinElYunque?
12. WhatroledoHispaniolanparrotsplayintherecoveryofthePuertoRicanparrots?HowdotheseparrotshelpthePuertoRicanparrotssurvive?
13. Whatdothescientistsdotostopthepearly-eyedthrashersfromstealingtheparrots’nests?Howdoesthistechniquehelptheparrotssurvive?
14. Whatdothescientistsdowhenoneofthechickshasdamagedwings?
15. HowdoesHurricaneHugoin1989affecttheparrotsandtheaviary?
16. Whatisanincubator?Howdoesithelptheparrots?
17. Whatstrategiesdothescientiststeachtheparrotsaboutavoidingpredatorssuchasred-tailedhawks?
Extension/HigherLevelThinking(ReadingStandards,KeyIdeas&Details,Strands2and3,Craft&Structure,Strand6)
1. WhydoyouthinkPuertoRicanparrotshavegreenfeathers?Howdoesthisadaptationhelpthemsurviveintheirenvironment?Wouldthisbeanexampleofaphysicalorbehavioraladaptation?
2. DescribethephysicalandbehavioraladaptationsofPuertoRicanparrots.Whatdotheyneedtohaveorbeabletodotosurviveintheirenvironment?
2
Takestudentsonabookwalkanddrawattentiontothefollowingpartsofthebook:frontandbackcovers,dedications,titlepage,illustrations,afterword,timeline,authors’sources,andacknowledgments.
SettingaPurposeforReading(ReadingStandards,KeyIdeas&Details,Strands1–3)
Havestudentsreadtofindout:
• thecharacteristicsofaPuertoRicanparrot• whatthePuertoRicanParrotRecoveryProgramis• howPuertoRicohaschangedovertimeforboth
peopleandtheparrots• aboutthehumanimpact(positiveandnegative)on
theparrotsandthePuertoRicanenvironmentoverall
Encouragestudentstoconsiderwhytheauthorswanttosharethisstorywithyoungpeople.
ParrotsOverPuertoRico
5
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
3
3. WhatdoesahurricaneandChristopherColumbusplusSpanishsettlershaveincommon?WhywouldtheauthorsconnecthurricaneswiththeSpanishsettlersonthesamepageofthebook?WhatimpactdohurricanesandthecomingoftheSpanishsettlershaveonPuertoRicoandontheparrots?
4. WhydoyouthinktheauthorschosethetitleParrotsOverPuertoRicoforthebook,insteadofsomethinglikeTheHistoryofPuertoRico?Whatdoesthischoicedemonstrateabouttheauthors’perspective?
5. WhydobothSpainandtheUnitedStateswantcontrolofPuertoRico?
6. WhydoyouthinkthegovernmentsoftheUnitedStatesandtheCommonwealthofPuertoRicoworktogethertocreatethePuertoRicanParrotRecoveryProgram?Whyisitimportanttosaveananimalspecies?
7. Howdothescientistsdemonstratepersistenceandcreativity?
8. Whydoyouthinkthescientistsarenotnamedinthemainpartofthebook?Theyarerealpeople,andyettheyarenotidentified.Whymighttheauthorsdothis?Whatdoesthischoicedemonstrateabouttheauthors’perspective?
9. Whatcharactertraitsdothescientistshave?Howwouldyoudescribetheiractions?Doyouthinktheauthorswantyoutoaspiretobelikethescientists?Whatmakesyouthinkso?
4
10. Whydothescientistsseparatetheaggressiveparrotsfromthegentlerparrots?Howdoesthishelptheparrotssurvive?Isthisanexampleofaphysicalorabehavioraladaptation?
11. Whydothescientistscageyoungerparrotswithadultparrots?Howdoesthishelpmoreparrotssurvive?Isthisanexampleofaphysicalorbehavioraladaptation?
12. Comparetheaviariestozoos.
13. Whydoyouthinkthescientistswanttoreleasecaptive-bredparrotsintothewild,ratherthanjustkeepingthemintheaviaries?Whataretherisksofreleasingcaptive-bornand-raisedparrotsintothewild?Howmighttheseparrotshaveadditionalchallengescomparedtowild-bornparrots?
14. Ifyouwereinchargeoftheaviaries,wouldyoureleasethecaptive-bornparrotsintothewildorwouldyoukeepthemincaptivity?Why?Whatarethebenefitsandrisksofreleasing?Ofkeepingtheanimalsincaptivity?
15. WhatdoyouthinktheauthorswantyoutolearnfromthisbookaboutthehistoryofthePuertoRicanparrot?Whatisthemainideaofthebook?
16. Whatdoesthisbookteachaboutsustainabilityandtheimpactofhumansonsustainabilitypracticesandefforts?
★“Athoughtfulandthoroughexaminationofthewayshumanactioncanbothhelpandharmanimalpopulations.”–PublishersWeekly,starredreview
★“Atriumphantreminderoftheinescapableconnectionbetweenpeople’sactionsandtheanimalsinthewild.”–Booklist,starredreview
★“Anambitiousproject....Fromthecommandingcoverillustrationtotheplayfulimageontheback,simplyspectacular.”–KirkusReviews,starredreview
6
ParrotsOverPuertoRico
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
5
17. Doyouthinkitisimportantforcommunitiesandgovernmentstosaveendangeredspecies?Whydoyouthinkso?Whatmighthappenifwedon’tpromotechildren’seducationprogramsorcreatesafeplacesforwildlife?
18. HowmightthePuertoRicanparrotbeasymbolforthepeopleofPuertoRico?
19. ThemaintextandtheafterwordbothgivefactsaboutthePuertoRicanparrotandtherecoveryefforts.Howarethosesectionsdifferentfromeachother?Howaretheysimilar?Howarebothtextsexamplesofnonfiction?
Reader’sResponse(WritingStandards,TextTypes&Purposes,Strands1–3andProduction&DistributionofWriting,Strands4–6)(ReadingStandards,KeyIdeas&Details,Strands1–3,Craft&Structure,Strands4,IntegrationofKnowledge&Ideas,Strands7–9)
Usethefollowingquestionsandwritingactivitiestohelpstudentspracticeactivereadingandpersonalizetheirresponsestothebook.Suggestthatstudentsrespondinreader’sresponsejournals,essays,ororaldiscussion.Youmayalsowanttosetasidetimeforstudentstoshareanddiscusstheirwrittenwork.
1. ImagineyouareoneofthefirstscientiststorealizehowendangeredthePuertoRicanparrotsareandyouneedtoenlisthelpfromtheUnitedStatesandPuertoRicangovernments.Writealetter,fromthepointofviewofascientist,askingforhelp.Howwillyoupersuadethegovernmentstosetupanaviaryfortheparrots?Whatwillyoudotohelptheparrots?Whatwillhappenifyoudonothelptheparrotsassoonaspossible?
2. IfyouwereajournalistonaPuertoRicannewsshow,whatcouldyousaytothecitizensoftheislandtogetthemtostopcuttingdowntheforestsforfarmland?Writeaspeechaddressing:Whatcanpeopledotomakealivinginstead?Whatcanyousaytogetcitizenstohelpthebirdsandtheirhabitats?Howcouldhelpingthebirdsalsohelpthepeople?
6
3. Howwouldyoudefinethewordrespectful?Whodoyouthinkisrespectfulinyourlifeandwhy?DoyouthinkthescientistsworkingforthePRPRParerespectful?Whyorwhynot?Doyouthinkhumansshouldberespectfultonature?Whyorwhynot?Whataresomewayshumanscanshowrespecttonature?
4. Whichpartsofthebookdoyouconnecttothemost?Why?Whatmemorycanyoushareofascienceprojectinclassorofascientisthelpingyouinsomeway?
5. Describeatimeyouorsomeoneyouknowtookcareoftheenvironment.Whatwascausingharmandhowdidyouortheotherpersonsolvethatproblem?Whatadvicewouldyougivetoimprovehowyourschoolaffectstheenvironment?Whatcanpeopledoathometohelptakecareoftheenvironment?
6. IfyouwereofferedajobasascientistatoneofthePuertoRicanparrotaviaries,wouldyoutakeit?Whyorwhynot?Whatskillswouldyouneedtobesuccessfulthere?
7. EarthDayiscelebratedeachyearonApril22.Itisadayonwhicheventsareheldworldwidetodemonstratesupportforenvironmentalprotection.WhatpartsofParrotsOverPuertoRicomakethisbookaleadingexampleforanEarthDayreadaloud?
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.
ParrotsOverPuertoRico
7
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
AwardsandHonorsRobertF.SibertInformationalBookMedal,AmericanLibraryAssociation
JuniorLibraryGuildSelection,JuniorLibraryGuild
AméricasAward,ConsortiumofLatinAmericanStudiesPrograms
BestChildren’sBooksoftheYear,BankStreetCollegeofEducation
“Choices,”CooperativeChildren’sBookCenter
JohnBurroughsYoungReadersAward,JohnBurroughsAssociation/AmericanMuseumofNaturalHistory
Teachers’ChoicesAward,InternationalLiteracyAssociation
OrbisPictusAwardforOutstandingNonfiction,HonorBook,NationalCouncilofTeachersofEnglish
1
INTERDISCIPLINARYACTIVITIES(IntroductiontotheStandards,page7:Studentwhoarecollegeandcareerreadymustbeabletobuildstrongcontentknowledge,valueevidence,andusetechnologyanddigitalmediastrategicallyandcapably)Usesomeofthefollowingactivitiestohelpstudentsintegratetheirreadingexperienceswithothercurriculumareas.Thesemayalsobeusedforextensionactivities,foradvancedreaders,andforbuildingahome-schoolconnection.
Science/STEM(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9)(WritingStandards,TextTypes&Purposes,Strands1–2andResearchtoBuild&PresentKnowledge,Strands7–9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)
1. Encouragestudentstoresearchabirdspeciesthatisendangeredorthreatenedinyourstateorareaofthecountry.Whatdoesthisspecieseat?Whatare
2
itspredators?Howdoesthisspeciescareforitsyoung?Whatimpacthavehumanshadonthisspecies?Whatisitsnaturalhabitatlike?Whatisbeingdone,ifanything,torestorethepopulation?
2. ReadPufflingPatroltolearnaboutanotherbirdspeciesandthechallengesitfaces(www.leeandlow.com/books/2766).CompareandcontrastthephysicalandbehavioraladaptationsofPuertoRicanparrotsandpuffins.Wheredoeseachspecieslive?Whatdoeseacheat?Whatpredatorsdoeseachhave?CreateachartshowingthelifecyclesandfoodwebsofthepuffinandPuertoRicanparrot.
3. EncouragestudentstorereadParrotsOverPuertoRicotofindexamplesoftheparrots’physicalandbehavioraladaptations.Whatwaysarethescientistshelpingtheparrotswithbehavioraladaptations?
4. Havestudentsresearchthecausesofdeforestation.Wheredoesdeforestationoccurintheworld?Whatislostwhendeforestationoccurs?Whyhasitbeensochallengingtostopandprevent?Whatanimalspecieshavealreadybecomeextinctbecauseofdeforestation?Whatanimalspeciesarecurrentlyatriskofextinctionduetodeforestation?
7
3. Dependingonstudents’levelofEnglishproficiency,afterthefirstreading:•Reviewtheillustrationsinorderandhavestudentssummarizewhatishappeningoneachpage,firstorally,theninwriting.•Havestudentsworkinpairstoretelleithertheplotofthebookorkeydetails.Thenaskstudentstowriteashortsummary,synopsis,oropinionaboutwhattheyhaveread.
4. Havestudentsgiveashorttalkaboutwhattheyadmireaboutthescientistsinthebook.
5. Thestorycontainssomecontent-specificwordsthatmaybeunfamiliartostudents.Basedonstudents’priorknowledge,reviewsomeorallofthevocabulary.ExposeEnglishLanguageLearnerstomultiplevocabularystrategies.Havestudentsmakepredictionsaboutwordmeanings,lookupandrecordworddefinitionsfromadictionary,writethemeaningofthewordorphraseintheirownwords,drawapictureofthemeaningoftheword,listsynonymsandantonyms,createanactionforeachword,andwriteameaningfulsentencethatdemonstratesthedefinitionoftheword.
8
ParrotsOverPuertoRico
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
3
5. Buildabirdfeederfortheschoolorforstudentstotakehome.Therearemanywaystomakeeasy,healthy,animal-friendlybirdfeederswithcommonmaterials.CheckouttheAudubonSociety’s“BackyardBirdFeeders”forstep-by-stepinstructions(www.audubon.org/news/make-bird-feeder-out-recycled-materials).
6. Askstudentstoresearchthebasicecologyandfunctionofarainforest.WhatarethetwotypesofrainforestsintheUnitedStates?InamapoftheUnitedStates,havestudentsdrawwheretheyarelocated.CompareinaVenndiagramthePacificNorthwest’stemperaterainforestsandPuertoRico’stropicalrainforests.Forlessonplans,webinars,andeducationalresourcesonrainforests,checkoutFSNatureLive(www.fsnaturelive.org/)andAmerica’sRainForests:ADistanceLearningAdventure(http://rainforests.pwnet.org/).
7. Havestudentscomparetheircommunity’sbiomewiththePuertoRicanparrot’sbiome.AllowstudentstoexploretheMissouriBotanicalGarden’s“What’sItLikeWhereYouLive?”tolearnaboutthebiomesoftheworldanddeterminewhichtypetheylivein(www.mbgnet.net/).Studentsshouldinvestigatethespeciesoftheirbiome,whattheclimateislike,whereintheworldtheirbiomeisfound,andhowitcomparestowherethePuertoRicanparrotslive.
Writing(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7–9andRangeofReading&LevelofTextComplexity,Strand10)
1. Manycountriesaroundtheworlduseanimalsassymbols.Pickingtherightanimaltorepresentacountryorothergeographicalareacanbetricky.Animalsassymbolsneedtomakepeoplefeelproud.TheUnitedStatesofAmerica’snationalanimalisthebaldeagle.SupposethePuertoRicangovernmentwasdecidingwhetherornottochoosethePuertoRicanparrotastheisland’sanimalsymbol.Writealettertothegovernmenttoconvincethemthisisagoodchoice.WhatcharacteristicsofthePuertoRicanparrotwouldyoudescribetoshowthatthebirdisagoodchoice?
4
2. HavestudentsreadLEE&LOWBOOKS’interviewwithbothauthorsofParrotsOverPuertoRico(www.leeandlow.com/books/2835/interviews).Askstudentstowritedownadditionalquestionstheyhavefortheauthors.Questionsmaybeabouttheparrots,PuertoRico,howtowriteandillustrateabook,andsoon.Encouragestudentstousetheirlistofquestionsaspartofafriendlylettertotheauthors.
SocialStudies/Geography(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7&9)(WritingStandards,ResearchtoBuild&PresentKnowledge,Strands7–8)
1. PuertoRicoisacommonwealthoftheUnitedStates.Havestudentsresearchwhatitmeanstobeacommonwealthincontrasttoastate.Whatrightsandprivilegesdothepeoplehave?Whatisthegovernmentlike?PrepareachartcomparingthegovernmentofPuertoRicotothestudents’homestategovernment.
2. HavestudentsresearchthegeographyofPuertoRico.Whereintheworldistheislandlocated?Whatistheclimatelike?Whatphysicalfeaturesdoestheislandhave?Whatkindsofplantsandanimalslivethere?WhatmakesPuertoRicouniquefromnearbyislands?WhatarePuertoRico’sresourcesandmostpopularexports?Usingtheresearchtothesequestions,studentsshouldanswerinanessaythisquestion:Howmighttheisland’sgeographymakeitattractivetoothercountriesandpeoplewhowanttosettlethere?
3. AskstudentstocreateatimelineandexplorethevariousgroupsofpeopleandcountriesthattriedtocontrolandsettlePuertoRico.WhichcountriesfoughtoverPuertoRico?WhichcountriessettledPuertoRico,andwhen?WhatuniquefeaturesorresourcesdidPuertoRicohavethatattractedforeigngovernmentstowanttocontroltheisland?
ParrotsOverPuertoRico
9
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
Additionaltitlestoteachabouttheenvironment:
TheMangroveTree:PlantingTreestoFeedFamiliesbySusanL.RothandCindyTrumborehttps://www.leeandlow.com/books/2747
PrairieDogSong:TheKeytoSavingNorthAmerica’sGrasslandsbySusanL.RothandCindyTrumborehttps://www.leeandlow.com/books/2925
AmazingPlaceseditedbyLeeBennettHopkins,illustratedbyChristyHaleandChrisSoentpiethttps://www.leeandlow.com/books/2908
SeedsofChange:PlantingaPathtoPeacewrittenbyJenCullertonJohnson,illustratedbySoniaSadlerhttps://www.leeandlow.com/books/2716
WaterRolls,WaterRises/Elaguarueda,elaguasubewrittenbyPatMora,illustratedbyMeiloSohttps://www.leeandlow.com/books/2865
5
Art/Media(ReadingStandards,IntegrationofKnowledge&Ideas,Strands7&9)(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)1. Theillustrator,SusanL.Roth,choosestousethe
highlyvisualandtechnicalartformofcollagetoillustratethebook.HowdoesthistechniquehelptellthehistoriesoftheparrotsandPuertoRico?Havestudentsexaminethebook.Whatmaterialsdoestheillustratorusetomakehercollages?Invitestudentstomaketheirowncollagesusingconstructionpaper,newspapers,magazines,cloth,andotherrecycledmaterials.Havestudentsreflectonthematerials,timeinvolved,andprocessofmakingacollage.
2. Letstudentscreateparrotmasksbydecoratingpaperplates,paperbags,orcardboardfromcerealboxes.EncouragestudentstoaddfeathersthatmatchthecolorsofPuertoRicanparrots.Youcanfindready-madefeathersinartsandcraftsstores,orchallengestudentstostudytheartworkinthebookandthencutfeathersfromconstructionpaper.Makesuretocutoutspacesfortheeyesandaddapaperbeak.Themaskscanbecompletedwitheitherstring,sotheycanbetiedaroundstudents’heads,orwithapopsiclestickgluedtothebottom,sostudentscanholduptheirmasksinfrontoftheirfaces.
Home-SchoolConnection(Speaking&ListeningStandards,Comprehension&Collaboration,Strands1–3)(WritingStandards,TextTypes&Purposes,Strand2,Production&DistributionofWriting,Strand4,andResearchtoBuild&PresentKnowledge,Strand7)
1. EncouragestudentsandtheirfamiliestoparticipateinWildlifeWatch,theNationalWildlifeFederation’snationalnature-watchingprogramcreatedforpeopleofallages.StudentsandfamiliessharethedetailsofthewildlifetheyseeintheircommunitiestohelpNationalWildlifeFederationtrackthehealthandbehaviorofspeciesworldwide(www.nwf.org/Wildlife/Wildlife-Conservation/Citizen-Science.aspx).
6
2. PuertoRicoparrotsareuniquetotheCaribbean,butstudentscanlearntoidentifyotherbirdbehaviorsthroughobservation.TheNationalWildlifeFederation’s“BirdBehaviorWalk”activityteachesstudentsaboutbirdbehaviors,includinghiding,flocking,bathing,flying,preening,singing,foraging,andfeeding.Encouragestudentstothinkaboutwherebirdsflockintheircommunity.Thenhavethemphotographorsketchthebehaviorstheyobserve.
3. ThebiologistsworkingwiththePuertoRicanparrotsdemonstratealotofpersistenceandcommitment.Askstudentstointerviewtheirparents,guardians,orcaregiversaboutatimetheyfacedasignificantobstacle.Howdidtheyovercomeit?Whatmadethempersistinreachingfortheirgoal?Whatadvicedotheyhaveforsomeonewhomusttackleachallenge?Whyispersistenceimportant?Studentsshouldwritetheanswersfromtheinterviewandbepreparedtoshareinclass.
10
ParrotsOverPuertoRico
LEE&LOWBOOKS
Teacher’sGuidecopyright©2016LEE&LOWBOOKS.Allrightsreserved.Permissionisgrantedtoshareandadaptforpersonalandeducationaluse.Forquestions,comments,and/ormoreinformation,pleasecontactusatgeneral@leeandlow.com.Visitusonlineatleeandlow.com.
BookInformationforParrotsOverPuertoRico$19.95,HARDCOVER978-1-62014-004-848pages,10-1/4X9*ReadingLevel:Grade3–4*ReadinglevelbasedontheSpacheReadabilityFormulaInterestLevel:Grades1–6GuidedReadingLevel:QAcceleratedReader®Level/Points:5.7/0.5Lexile™:960LTHEMES:AnimalAdaptationsandLifeCycle,WildlifeRescueandRecovery,Biodiversity,Interdependence,EndangeredAnimalSpecies(PuertoRicanparrot),EnvironmentsandHabitats,Conservation,OvercomingObstacles,Perseverance,Responsibility,PuertoRicanHistory,Latino/HispanicInterest
RESOURCESONTHEWEB:LearnmoreaboutParrotsOverPuertoRico at:https://www.leeandlow.com/books/2835
ORDERINGINFORMATIONOntheWeb:www.leeandlow.com/contact/ordering(generalorderinformation)www.leeandlow.com/books/2835(secureonlineordering)ByPhone:212-779-4400ext.25ByFax:212-683-1894ByMail:Lee&LowBooks,95MadisonAvenue,NewYork,NY10016
ABOUTTHECO-AUTHORANDILLUSTRATORSusanL.Roth’suniqueandacclaimedmixed-mediacollageillustrationshaveappearedinnumerousaward-winningchildren’sbooks,manyofwhichshealsowrote.Whenaskedbyherfriend,CindyTrumbore,tocollaborateonabookthatjointlytoldthestoryofthepeopleofPuertoRicoandtheirbeautifulparrots,Rothwasthrilledbytheopportunitytocreatehundredsoftinygreenparrots,butneverimaginedhowmanyfeathersshewouldhavetomake.RothandTrumborealsocollaboratedonTheMangroveTree:PlantingTreestoFeedFamiliesandPrairieDogSong:TheKeytoSavingNorthAmerica’sGrasslands.RothlivesinNewYork.Herwebsiteissusanlroth.com.
ABOUTTHECO-AUTHORCindyTrumborehasbeeninvolvedwithyoungpeople’sliteratureformostofhercareer.Aformereditorinchildren’sbookpublishing,shenowwriteschildren’sbooks,editsbooksforclassrooms,andteacheswriting.TrumborewasinspiredtotellthestoryofthePuertoRicanparrotsbyaquarterintheU.S.Mint’sAmericatheBeautifulQuartersprogramthatfeaturedElYunqueNationalForestandanimageofaPuertoRicanparrot.Asafollow-up,“anarticleaboutthisquarterinmylocalpapermademewanttolearnmoreaboutPuertoRicanparrots,”saysTrumbore.ShelivesinNewJersey.Youcanfindheronlineatcindykane.net.
Allguidedreadinglevelplacementsmayvaryandaresubjecttorevision.Teachersmayadjusttheassignedlevelsinaccordancewiththeirownevaluations.
ABOUTLEE&LOWBOOKSLEE&LOWBOOKSisthelargestchildren’sbookpublisherspecializingindiversityandmulticulturalism.Ourmotto,“abouteveryone,foreveryone,”isasurgenttodayasitwaswhenwestartedin1991.Itisthecompany’sgoaltomeettheneedforstoriesthatchildrenofcolorcanidentifywithandthatallchildrencanenjoy.Therightbookcanfosterempathy,dispelstereotypes,promptdiscussionaboutraceandethnicity,andinspirechildrentoimaginenotonlyaworldthatincludesthem,butalsoaworldwheretheyaretheheroesoftheirownstories.Discovermoreatleeandlow.com.
