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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

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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).

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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).


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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

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AFTERREADINGDiscussionQuestionsAfterstudentshavereadthebook,usetheseorsimilarquestionstogeneratediscussion,enhancecomprehension,anddevelopappreciationforthecontent.Encouragestudentstorefertopassagesand/orillustrationsinthebooktosupporttheirresponses.Tobuildskillsinclosereadingofatext,studentsshouldciteevidencewiththeiranswers.

LiteralComprehension(ReadingStandards,KeyIdeas&Details,Strands1and3)

1. WhatistheclimateandenvironmentlikeinPuertoRico?Whatwordsorphrasesdescribethesetting?

2. Whoarethefirstgroupofpeopletoarriveontheisland?WhatistherelationshipbetweentheTaínosandotherearlygroupsofpeoplewiththeparrots?Howdotheearlygroupsofpeopleinteractwiththeparrots?

3. HowdoesaPuertoRicanparrotfindamate?

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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?

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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.


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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?

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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

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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?

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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.


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AwardsandHonorsRobertF.SibertInformationalBookMedal,AmericanLibraryAssociation

JuniorLibraryGuildSelection,JuniorLibraryGuild

AméricasAward,ConsortiumofLatinAmericanStudiesPrograms

BestChildren’sBooksoftheYear,BankStreetCollegeofEducation

“Choices,”CooperativeChildren’sBookCenter

JohnBurroughsYoungReadersAward,JohnBurroughsAssociation/AmericanMuseumofNaturalHistory

Teachers’ChoicesAward,InternationalLiteracyAssociation

OrbisPictusAwardforOutstandingNonfiction,HonorBook,NationalCouncilofTeachersofEnglish

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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

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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?

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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.

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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?

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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?


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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

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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).

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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.

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LEE&LOWBOOKS


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.