Guided Reading REALISTIC FICTION 610L Watching Rainforest Birds By Tia Sanchez KEY IDEA Many interesting birds live in the rainforest. Seeing birds in the wild is very different from visiting a zoo. At times, you have to get creative to see the birds that live in a rainforest. LITERACY STANDARDS ADDRESSED IN THIS PLAN RL.2.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe how words and phrases supply rhythm and meaning in a story, poem, or song. RL.2.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Use information gained from the illustration and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.9* MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the treatment of similar themes, topics, characters or plots of two or more stories. *standard adapted from another grade SL.2.2 Comprehension & Collaboration Sessions 1, 2, 3 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.4a Vocabulary Acquisition & Use Session 1 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.5a Vocabulary Acquisition & Use Additional Instruction Identify real-life connections between words and their uses (e.g., describe foods that are spicy or juicy). L.2.6 Vocabulary Acquisition & Use Session 2 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe. ISBN 978-1-62889-354-0 RL.2.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Phonics & Word Recognition Additional Instruction Decode words with common prefixes and suffixes. RF.2.4a Fluency Session 2 Read grade-level text with purpose and understanding. W.2.3 Text Types & Purposes Writing Task Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.8 Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. Mondo Bookshop Grade 2 1
Session 1 Watching Rainforest Birds Learning Focus RL.2.1 Students read closely to ask and answer questions to demonstrate understanding of key details in a text by citing text evidence. Previewing the Text 5 minutes Read the title and author credit with students. Have them flip through the illustrations and think about how the pictures and the title relate. Let s preview today s story, Watching Rainforest Birds by Tia Sanchez. Who would like to share something they notice in the illustrations? The character is taking pictures of birds in the rainforest. Who can share how this relates to the title? The title has rainforest so she must be taking pictures of birds in the rainforest. What would you like to find out by reading this story? Why is the woman taking pictures of birds in the rainforest? As we read the story, let s think about questions we might have. COMPREHENSION SHARE If you see a question in the story, try to answer it for yourself. ELL support L.2.4 Vocabulary Support vocabulary such as took pictures, could hardly see, and Who knew in context using the ELL vocabulary strategies in Getting Started. Corrective Feedback Have students closely reread pages 35 to 36 to identify the key details. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. SL.2.2 Discussion Collaborative Reading the Text CLOSELY 10 minutes Explain the learning focus. Have students read page 35. Check on their application of the focus. Provide support if needed. As we read the story, we will ask questions about the text and try to answer them using text evidence from the story. Doing this will help us understand the author s main point. Who would like to share some words we use when we ask questions? We can use words such as who, what, when, why, and how. Who has a question about a key detail on this page? Why are birds so hard to see in the rainforest? Okay, did you or one of your friends find an answer to that question in the text? Who would like to share the answer? I learned that seeing the birds in a rainforest is tricky because the plant life is so thick. Can you tell all of us exactly where in the text it states that? Yes, right here it says, plant life is so thick. The key detail was that the plant life in a rainforest is very thick. Our question about that detail was why is it so hard to see birds in a rainforest. We found the answer to the question in the text. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to page 35 to read and think about what is happening in the story. Students may not read the entire selection during the session. Our work today is to ask and answer questions about key details in the text as we read. Now let s read to page 36. Discussing the Text 10 minutes Invite students to share a question they asked about key details in the text and point out where they found the answer in the text. 2 Watching Rainforest Birds
Let s talk about some of the questions about key details you asked while reading the story. As we talk let s start by reviewing some key ideas that we read about. Who can tell us one? What do the birds in the rainforest look like? What is the answer to your question? The birds in a rainforest are colorful. Would anyone else like to share another idea? The rainforests are made up of four layers. The bottom layer is the darkest. Okay, who would like to share an additional idea from the story? Hummingbirds have long, thin beaks. What s a question you could ask about this key idea? Why do the hummingbirds need the long, thin beaks? Think about your answer and go back to the text for clues. Who can find a detail to support their answer? The character said that she watched a hummingbird drink the nectar from a flower. I think the hummingbirds need long, thin beaks to reach the nectar in the flower. Draw students attention to the word rainforest on page 35. Let s have a close look at page 35. What are some ways you can figure out what the word rainforest means? I can use clues in the text and the pictures. Yes. What details in the text give you clues about this word s meaning? The text says, jungles that get a high amount of rainfall, so I know that a rainforest is a jungle. I also know that a rainforest gets a high amount of rainfall. You were able to use the clues to help you understand that a rainforest is a jungle that gets a lot of rain. Confirm students good use of the focus and encourage them to keep it in mind whenever they read a report. Today we asked questions about details in a story and found the answers to our questions in the text. Keep the work we ve done in mind as you read other stories. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. discussion tip During discussions, have students jot down a word or make a quick sketch to remind themselves of anything they don t understand so they can ask a question about it. L.2.4a vocabulary Context Clues CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer questions. Review students answers as you evaluate their mastery of the learning focus. RL.2.1 COMPREHENSION Ask & Answer Questions CHOICE Constructed response: Collect text evidence E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: Why do you think Tia decided to take the photographs in the order that she did? Use evidence from the text to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.2.8, RL.2.1 WRITING Gather Information Mondo Bookshop Grade 2 3
Session 2 Watching Rainforest Birds LEARNING FOCUSES RL.2.1, RL.2.4, RL.2.7 Students return to text to read closely, ask and answer questions about key details in a text, citing text evidence to supply meaning, along with using illustrations to understand the characters and setting in a story. Returning to the Text 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s review what we talked about in the last session. We talked about the different layers of the rainforest and a few of the birds that can be seen there. We also stopped and asked questions about what we were reading. Who would like to share how we found the answers to those questions? We reviewed the text closely and found text evidence to help us answer our questions. COMPREhension share When you read a story, read the words on the page. Then look closely at the picture on that page. Think about what part of the story the picture shows. ELL support RL.2.1 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: What is? Why does? Who is? Where is? Reading the Text CLOSELY 10 minutes Explain the learning focuses. Invite students to reread the story. Check in to see how well they have understood the learning focuses. If you are satisfied that students can apply them, have them reread the balance of the story. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Our work as readers today is to ask and answer questions about key details and to figure out the meanings of words we might not know. We ll also use illustrations and details to tell about important ideas in the story. Let s reread pages 35 and 36 silently. Remember to ask and answer questions about key details.... Please share a question about a key detail. What is a rainforest? What is the answer to this question, and where is the answer found? A rainforest is a jungle that gets lots of rain. The answer is found on page 35. What other questions did you ask about key details? Why is visiting a rainforest different than going to the zoo? What is the answer to this question and where is the answer found? Visitors in a rainforest may only get to see a few of the birds they hope to see. I found this answer in the last paragraph on page 35. Draw students attention to asking and answering questions to determine the meaning of words. Look at the words warbling antbirds on page 36. What question could I ask if I didn t know the meaning of this phrase? Can the illustration help me figure out the meaning of the words? The words warbling antbirds tell about a type of bird seen in the rainforest. The question we asked was if the illustration could help us figure out the meaning of the word. The illustration shows the warbling antbird. Focus on how the illustrations and details from the text can help describe key ideas. This story has illustrations and words. We can use both to describe important ideas about the rainforest. Now let s consider the illustration on page 36. What details do you notice? The character had to get low to the ground to take a picture of the bird. 4 Watching Rainforest Birds
Keep reading closely to the end of the story. Think about asking and answering questions about details and unfamiliar words and using the illustrations and words to tell about important ideas. Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session. Discussing the Text 10 minutes Guide a discussion in which students discuss asking and answering questions about key details and unfamiliar words. Let s discuss some questions you asked about key details while reading the rest of the story. Let s start with page 35. Who would like to share a question they had? Why did the author include the title of the magazine, Natural Wonders? What was the answer and how did you figure it out? The author probably included the name of the magazine because it supports the author s message that there are many wonderful things to see in nature. Asking and answering questions about key details in the text helps you find out important information about birds in the rainforest. Did anyone ask a question to help find the meaning of an unfamiliar word? I wasn t sure what the word peek meant. I asked myself if there were any context clues I could use. I found the word see and used it as a clue to figure out the meaning of the word peek. Continue the discussion, focusing on how words and phrases add meaning to the story. Let s talk about how the words in the story provide meaning. You noticed details in the story about the different birds that can be found in the rainforest. Who can tell us any words or phrases that added meaning to the rest of the story? The details about the understory and the canopy of the rainforest helped me visualize the different layers. Could you tell us why you think that? What details in the story make you think that? On page 37, it explains what the different layers of the rainforest are like. Focus on the descriptive words in the story. Let s look at the words used to describe different things in the story. Who can share something about descriptive words? Descriptive words tell how something looks. Who would like to share an example of descriptive words from the story? The text says warbling antbirds have dark coloring and strong legs. Yes. Dark and strong are adjectives. How do these words help us understand more about the warbling antbirds? They help us understand what the bird looks like. Can you find other adjectives in the story? shady, small, light, long, thin Yes, all of the words are adjectives that describe how something looks. SL.2.2 Discussion Collaborative L.2.6 vocabulary Adjectives comprehension share It often helps to study the illustrations as you read to help look for character clues. Illustrators sometimes include the most important details in their pictures. Illustrations can even clarify details in a story. Mondo Bookshop Grade 2 5
Encourage students to describe events from the story with details and express their ideas clearly. While we discuss the story as a class, we can describe events from the story with details. You can use details to make sure you have clearly stated your ideas. Please describe an event using details. The top layer of the rainforest is where the biggest birds live, such as the macaws. They are the most brightly colored birds. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. RF.2.4a FLUEncy Purpose W.2.8, RL.2.1 Writing Gather Information RL.2.10 READING Independent CHOICE FLUENCY FOLLOW-UP Fluency Model how each rereading of a text builds understanding and strengthens fluency. Follow this procedure: 1) Reread several sections, noting specific examples of expressions you missed previously and vocabulary that you now understand. 2) Ask partners to read the same text and discuss what they noticed about their own thinking during the reread. CHOICE constructed response: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer one of the following questions: Why do you think Tia decided to take the photographs in the order that she did? or Do you think the narrator in Animal Country would like to visit the rainforest? Students may need multiple copies of the organizer. Review students collected evidence as you evaluate their mastery of the learning focus. CHOICE Cross-Text reading: INDEPENDENT OR GUIDED In preparation for Session 3 (Teacher s Choice), have students read the short text selection Animal Country on page 39 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Alternatively, if your observations indicate that students might be unable to read the text independently, use the text to conduct a small group guided reading. session. Before our next session together, I would like you to read Animal Country on your own. As you ve done before, think of questions that you might have as you read and use text evidence to help you find the answers to your questions. 6 Watching Rainforest Birds
Session 3 Watching Rainforest Birds and Animal Country Key Idea Seeing animals in nature, where they can be in their natural surroundings, is quite different than visiting them at the zoo. REFLECTING ON THE TEXTS 5 minutes Ask students to reflect on what they learned over the past sessions. Invite them to review and reflect on both stories. As we looked closely at each page, we were able to think of questions we had about the story. Then we were able to use text evidence to help us answer the questions. We used clues in the story to help us understand how information from the illustrations can help us understand the characters and setting. How did using text evidence help us answer our questions? When we have questions about a story, we can usually find the answers within the story, either in the words or the pictures. Who would like to share one question you had about Animal Country? What does the boy see on his drive to his grandparents farm? LEARNING FOCUSES RL.2.1, RL.2.4, RL.2.7, RL.2.9* Students return to the story to read closely. They compare and contrast texts and cite text evidence that helps them answer questions about key details they have asked and to determine the meanings of words. Students continue to use illustrations and details to describe key ideas. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two stories. Let s think about the two stories we read and how we used text evidence to help us answer questions. Let s talk about the first story. At first, I wondered what types of birds the author would see in the rainforest. But then I was able to look at the illustrations and read the words to find out. Who would like to share how animals in the rainforest and the farm are the same? They both get to live in their natural homes. What do you notice about how these animals are different? Animals in the rainforest live on their own. Animals on a farm are cared for by someone. It s helpful to think about how details in texts are the same and different. This helps you understand what you read in both texts. Guide students to synthesize character and events across both stories. The analysis should lead to connections and new understandings based on both stories. Let s think about how discussing the two texts together helps you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who d like to share? We both think that the stories are about characters who enjoy seeing animals and birds in their own homes. I also noticed that both of the stories included characters who enjoy seeing animals outside of a zoo. SL.2.2 discussion Collaborative INTEGRATING THE LEARNING 10 minutes Invite students to integrate the information from both texts and concisely state the big ideas across both texts. Mondo Bookshop Grade 2 7
Often when we read, we try to say what a text was mostly about the big idea in one sentence. Now we re going to think through key parts of these two texts to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both stories.... Who would like to start? The characters in both stories enjoy nature. They each visit a different place outside, but both appreciate it when animals are in their own homes, rather than the zoo. Have students reflect on the strategies they learned for comparing two texts with a similar theme. Let s recap what strategies we used to deepen our understanding of both texts. We thought about how we can ask questions and answer them using both the text and illustrations. We also were able to use text evidence to help us understand the characters and setting. We were able to tell how two stories are similar and different. W 2.8, RL.2.1 Writing Respond to Question CHOICE constructed response: Write to Source E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers one of the following questions: Why do you think Tia decided to take the photographs in the order that she did? or Do you think the narrator in Animal Country would like to visit the rainforest? Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Narrative W.2.3 Writing Narrative E-RESOURCE Summative Assessment How are honeybees and apple trees dependent on each other? Review with students what makes a good narrative piece. Remind students that stories happen in a certain order and characters in a story will do things, which are the events of the story. Students will work independently to write a paragraph in which they describe an experience they have had with seeing animals in the wild. Encourage students to include details about what happened, use temporal words such as first, next, then, and last to signal event order, and provide some type of ending. Have them use the blackline master on page 12 as they draft. You ve collected a lot of evidence about any questions you might have about the events that happen in a story. This narrative will answer the question: What types of animals can you see around you? Your paragraph should provide details about what happened and describe the events in the order they happened. What are some words that tell us the in order in which things happen? first, next, then, later, last Let s quickly review what makes a strong narrative piece before we get started. We need characters, setting, and events. Then we need to develop these story elements with details. Finally, we need to provide a clear beginning, middle, and end. 8 Watching Rainforest Birds
CHOICE Additional Instruction Optional Guided Reading: Animal Country Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, Animal Country. Use the learning focuses from Sessions 1 and 2 to reinforce the standards and the learning. Today we ll spend some time practicing the reading skills we worked on with our first story. We will read the text closely to think of any questions we might have about the story. We will look closely at the text and the illustrations to help us find answers to our questions. Next, we will revisit how using text evidence helps us understand the meanings of unknown words. CLOSE READING OPTION: YEAR 2075: EARTH IN DANGER E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a smallgroup discussion. Vocabulary Real-Life Connections: Discuss with students the following words: peaceful, speeding, and sizzle. In Year 2075: Earth in Danger, the view from space was peaceful. What are some other activities that are peaceful? Reading a book can be peaceful. The story says that there was object speeding towards Earth. What are some other things that can speed toward something else? Some things that can speed are cars, fast animals, and lightning bolts. The story says that the comet began to sizzle. What other things can sizzle? Bacon on the stove and a campfire can sizzle. Word Recognition Suffixes Call attention to watched and called on page 37. Lead students to see that the word ends in ed. Ask students to find more words in the story that end in ed and write them on a chart. Let s look at the words watched and called on page 37. Who can share what you notice about the end of both words? They both end in -ed. When I word ends in ed, it means that the action took place in the past. Let s look through the story and see if we can find other words that end in -ed. I will write them down as you call them out. traveled, turned Now I am going to read them again. What does the -ed ending in both of these words mean? It means that the action happened in the past. Yes, the words traveled and turned are both in the past. They are actions that happened in the past. RL.2.1, RL.2.4, RL.2.7 COMPREHENSION Ask and Answer Questions RL.2.10 READING Independent L.2.5a VOCABULARY Real-Life Connections RF.2.3d Word recognition Suffixes vocabulary tip Have students look for words that have the same root word but different endings (looks, looked, looking) in texts they are reading. Discuss how each ending changes the meaning. Mondo Bookshop Grade 2 9
Name Date Comprehension: Ask and Answer Questions Think about questions you might have as you read Watching Rainforest Birds. Answer your questions using text evidence or quotes. You may need more than one copy of this sheet. Question Details from the Text Mondo Publishing Score: 10 Watching Rainforest Birds
Name Date Constructed Response: Collect Text Evidence Put a check next to the question you are answering. Write details from the text and illustrations that answer the questions. Be sure to include any page references. You may need more than one copy of this sheet Why do you think Tia decided to take the photographs in the order that she did? Do you think the narrator in Animal Country would like to visit the rainforest? Evidence Page Mondo Publishing Score: Mondo Bookshop Grade 2 11
Name Date Writing Task: Your First Draft Describe an experience you have had with seeing ani mals in the wild. REMEMBER: A well-written narrative paragraph includes: characters, setting, and events sequence words a clear beginning, middle, and end Mondo Publishing Score: 12 Watching Rainforest Birds