MY SCIENCE LIBRARY: ANIMAL ADAPTATIONS Summary TEACHER NOTES This book describes many ways that animals have adapted their appearance and behavior in order to survive. Guided Reading Level Lexile Level 100th word Total Word Count F 200 NA 84 Standards: Common Core Language Arts Identify the main topic and retell key details Use various text features to locate information Science Knows similarities and differences in appearance and behavior of animals Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Create and use informational text features Use specificity Use a variety of details to support main ideas Using graphic features Summarizing information Self-monitoring Reading text features Suffix -tion adaptations breathe gills survive termites webbed Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Animal Adaptations Introduce Animal Adaptations by looking at the cover photo and starting a discussion about animals. Suggested questions to facilitate introductory conversation: Read the title and define adaptation. Discuss the photo of the rattlesnake. Explain to students that the rattle is an adaptation that the snake has developed for protection. Discuss the small pictures on the cover. Name each animal feature shown. Follow with the questions below. How would having a spotted covering help an animal? How would these large eyes help an animal? What can you learn about this animal by looking at its footprint? 3. Skimming and Scanning Animal Adaptations Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Find the heading and the textbox on page 4. What can you learn about this unusual animal from using these features? Look at the animals in each picture. Describe the animals. What do you notice about each one? Look through the text. Read the headings, textboxes and labels. What can you learn about the animals adaptations? 4. Reading Animal Adaptations Students read independently. 5. After reading Animal Adaptations Open the conversation with a question that relates to the comprehension strategy which is summarizing or using graphic features. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Name some of the animals you read about and describe their adaptations? Discuss the important ideas that you learned from this book. As students discuss, ask them to return to the text to support their answers. If you lived in an extremely cold (hot, dry, wet) environment, how could you adapt to your surroundings? Suggested after reading lesson focus prompts: How do the textboxes (or headings) help the reader to better understand the book? I noticed (student s name) going back to reread (or reading on) a part of the text. Did that help you with your reading? There are some words in this text that end with the suffix tion. Let s go back and locate those words. (List the words and circle the tion in each one.) Read the list together. 6. After Reading Application for Animal Adaptations Have students complete the reproducible on Animal Adaptations. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY - Animal Adaptations Draw, Label, and Share Name: Date: Directions: Draw a picture of an animal adaptation that you learned about in the book. Label all of its parts. Then write three Did you know facts about the animal and its adaptations.. Draw and label. Did you know Did you know Did you know Rourke Publishing
MY SCIENCE LIBRARY: ANIMAL HABITATS TEACHER NOTES Summary This book defines habitat and describes various animal habitats in our world. Guided Reading Level Lexile Level 100th word Total Word Count H 300 longer p. 20 111 Standards: Common Core Language Arts Ask and answer questions about key details Use illustrations and details to describe key ideas Science Knows living things are found almost everywhere Knows distinct environments support life of different species Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use a variety of details to support main ideas Use the literary device alliteration Asking questions Determining important supporting details Chunking Use context and pictures Use a table of contents and a glossary equator grasslands habitat oceans shelter tropical wetlands Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Animal Habitats Introduce Animal Habitats by looking at the cover and starting a discussion about where people and animals live. Suggested questions to facilitate introductory conversation: Think about where you live. Talk about the things you would see in your environment. Can you name some places where animals live? (Make connections to the concept of habitat.) Look at the title, Animal Habitats. What do you think you might learn in this text? 3. Skimming and Scanning Animal Habitats Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the Table of Contents on page 3. How can this help you understand the text? Explore the pictures. What are you wondering as you go through the text? What do you think will be important to learn and remember in this book? Notice the words in bold print. Where can you go to learn more about those words? 4. Reading Animal Habitats Students read independently. 5. After reading Animal Habitats Open the conversation with a question that relates to the comprehension strategy which is determining important supporting details. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Can you define the concept of habitat? What did you learn about animal habitats? Think of an animal that you read about in this book. Describe its habitat. (Repeat the prompt. Students may use text for support.) What are some important facts to remember about animal habitats? Suggested after reading lesson focus prompts: I noticed (student s name) going to the glossary while you were reading. Did the glossary help you with your reading? Did you check the pictures for information to help you understand the text? Tell us how that helped you. Taking big words apart helps you read them. Did anyone try chunking some of the bigger words? Tell us about that. (List words that students chunked. Let students explain their strategy use on difficult words.) 6. After Reading Application for Animal Habitats Have students complete the reproducible on Descriptive Characteristics.. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY -Animal Habitats Descriptive Characteristics Name: Date: Characteristics of a Directions: Choose one of the land or water habitats you learned about in the book. Draw a diagram of it and label its important characteristics. Use details from the text and photographs for support. Write a title for your illustration. Rourke Publishing
MY SCIENCE LIBRARY: EARTH S CHANGING SURFACE Summary TEACHER NOTES This book explores the many different features of the Earth and how the surface of the planet is constantly changing. Guided Reading Level Lexile Level 100th word Total Word Count J 400 Earth s p. 11 191 Standards: Common Core Language Arts Identify the main purpose of a text Explain how images contribute to and clarify a text Science Knows how the surface features of the Earth are changing constantly Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Present information using cause and effect Descriptive attributes Connecting text to self using prior knowledge Summarizing Reading for embedded definitions and supporting details Cross checking text to pictures earthquakes erosion faults glacier surface volcano Lesson 1 Warm up for reading Students read familiar books. 2. Introduction of Earth s Changing Surface Introduce Earth s Changing Surface by looking at the cover photo and starting a discussion about what the students know about the Earth. Suggested questions to facilitate introductory conversation: Look at the cover and title. What do you think this book might be about? Do you think Earth s Changing Surface is fiction or nonfiction? Why do you think that? Have you read any other books about the Earth? Tell us about it. 3. Skimming and Scanning Earth s Changing Surface Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Point out high frequency and repeated words that will support students reading. Have students look at the bold word on page 14. What does the word mean? Look in the glossary to find the definition. As students are skimming and scanning, ask them to talk about the pictures and predict how each picture might change the Earth. 4. Reading Earth s Changing Surface Students read independently. 5. After reading Earth s Changing Surface Open the conversation with a question that relates to the comprehension strategy which is connecting text to self and summarizing. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What are landforms? Do they develop quickly or slowly? Describe one way that the Earth changes quickly. How does a flood affect the Earth? Explain what caused the Grand Canyon to form. Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by the students.) Did you check the pictures for information when you were stuck? Tell us about it. Did you reread or read ahead when the words didn t make sense? 6. After Reading Application for Earth s Changing Surface Have students complete the reproducible on summarizing. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY - Earth s Changing Surface Name: Date: Directions: Choose a topic from the book. Write five facts about your topic. Try to use words from the glossary. Illustrate or draw a labeled diagram to support your new facts. Draw and Label Did You Know: Did You Know: Did You Know: Did You Know: Did You Know: Rourke Publishing
MY SCIENCE LIBRARY: FLOATING AND SINKING Summary TEACHER NOTES This book explains density and what makes things float or sink. Guided Reading Level Lexile Level 100th word Total Word Count I 350 made p. 10 230 Standards: Common Core Language Arts Know and use text features Describe connection between scientific ideas Science Understands structure and properties of matter Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Create and use informational text features such as captions, headings, and an index. Summarizing information Predicting Reading text features Locating known or unknown words air pockets cork density floats metal shape sinks Lesson 1 Warm up for reading Students read familiar books. 2. Introduction of Floating and Sinking Introduce Floating and Sinking by looking at the cover photo and starting a discussion about what on the cover is floating and what is sinking. Suggested questions to facilitate introductory conversation: What does it mean for something to float? What does it mean for something to sink? Why do you think the rubber duck is floating but the rocks are not? Can you predict some other things that may float in water? What about sink? Fill out the first 2 sections of the KWL reproducible. 3. Skimming and Scanning Floating and Sinking Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Find the Table of Contents. What do you think the author is going to tell us in What Floats? What Sinks? Let s take a look at the heading on page 4. Let s find another heading in the book? Why did the author put these headings in the book? Look at the Index on page 24. What does the Index show us? 4. Reading Floating and Sinking Students read independently. 5. After reading Floating and Sinking Open the conversation with a question that relates to the comprehension strategy which is summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Can you tell us in your own words why something floats and does not sink? What are some examples of things that float? What makes a boat float? What would have to happen for a boat to sink? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? Did you think about what you already know about floating/ sinking to help you while you were reading? Did you check the pictures for information when you were stuck? Tell us about it. 6. After Reading Application for Floating and Sinking Have students complete the reproducible on what they learned. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY - Floating and Sinking Name: KWL Date: Directions: Think about the book Floating and Sinking. What do you already know about this subject? What would you like to learn? Before reading the book, fill in the first two parts of the chart. After reading, write what you learned. I Know I Wonder I Learned Rourke Publishing
My Science Library: I Use a Mouse TEACHER NOTES Summary This book introduces various parts of the computer and describes what they are used for and how to use them. Guided Reading Level Lexile Level 100th word Total Word Count H 300 keyboard p.10 236 Standards: Common Core Language Arts Identify the main purpose of a text Determine the meaning of words Technology Knows and uses basic computer hardware Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Create and use informational text features Use specificity Write with strong verbs Connecting text to self Summarizing information Using graphic features Self monitoring and self correcting Cross-checking text to pictures Reading text features Locating known and unknown words instructions keyboard message monitor natural resources printer Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of I Use a Mouse Introduce I Use a Mouse by looking at the cover photo and starting a discussion about what they know about computers. Suggested questions to facilitate introductory conversation: Who has used a computer? What did you use the computer for? Tell us about it. What do your brothers and sisters use the computer for? What do your parents use the computer for? Do they use the computer to do the same things as you? Where do you see computers? (home, library, school, work, etc) 3. Skimming and Scanning I Use a Mouse Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Look at the Table of Contents. What page can you find information on using the keyboard? Turn to that page. Look at the words in bold. Where can you find out more about them? The word keyboard is a compound word. It is made up of two smaller words put together. Find another compound word on this page. How can this help you when you read? Skim through the pictures in the book. What other things do you recognize about using a computer? 4. Reading I Use a Mouse Students read independently. 5. After reading I Use a Mouse Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: One of the sections was titled I Use a Mouse. It is also the name of the book. But it didn t mean an animal. What do you use a mouse for when you use the computer? The word mouse is used as a homonym. The word sounds the same and is spelled the same but has a different meaning. What do you use a keyboard for? (Students may also recognize the word keyboard from a piano. You can discuss how this word refers to the computer and a musical instrument.) Is there something new that you read about the computer that you didn t already know? Tell us about it. Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you check the pictures for information when you were stuck? Tell us about it? Did you reread or read ahead when the words didn t make sense? 6. After Reading Application for I Use a Mouse Have students complete the reproducible about the homonym mouse from the book. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY -I Use a Mouse Compare and Label Name: Date: Directions: The homonym mouse has more than one meaning. Label each box and draw a picture. Then use the word in a sentence on the lines below. Rourke Publishing
My Science Library: Living or Nonliving? Summary TEACHER NOTES This book identifies the characteristics of living things and nonliving objects. Guided Reading Level Lexile Level 100th word Total Word Count I 350 living p.14 176 Standards: Common Core Language Arts Questioning to determine meaning Know and use text features Science Knows living and nonliving are different Knows characteristics of living and nonliving Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Create and use informational text features Use specificity Present information through comparison/contrast Summarizing information Using graphic features Asking questions Self monitoring and self correcting Ending -ing Reading text features Locating known and unknown words bloom breathe computer energy healthy Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Living or Nonliving? Introduce Living or Nonliving? by looking at the cover photo and starting a discussion about the similarities and differences between the two frogs on the cover. Suggested questions to facilitate introductory conversation: Look at the pictures on the cover. How are they the same? How are they different? The title of this book is Living and Nonliving? What does it mean to be living? What can you name that is living? Make a list on the board of their ideas under the heading living. Save this for later. What do you think it means to be nonliving? Name some things that are nonliving. Make another list on the board and save for later. 3. Skimming and Scanning Living or Nonliving? Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Turn to page 6. Find the word in bold print and tell me what it is? What do you think it means? Look in the Glossary and see what it says. You can find other words in bold print in the Glossary. Go back to page 6. Notice the heading? Where else can you find the heading (in the Table of Contents)? How does that help you? Look at the pictures throughout the book. Do you see things we can add to our lists of living or nonliving things? 4. Reading Living or Nonliving? Students read independently. 5. After reading Living or Nonliving? Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What are some of the characteristics of living things? Let s look at our list we made earlier of living things? Do we need to take anything off? What else can you add? What are the characteristics of nonliving things? Now let s look at our other list of nonliving things? How did we do? Are there things we need to take off? What can we add to the list? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you use the Glossary to look up the definition for unknown words? Tell us about it. Did you reread or read ahead when the words didn t make sense? 6. After Reading Application for Living or Nonliving? Have students complete the extension activity identifying living and nonliving things. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY - Living or Nonliving? Compare and Label Name: Date: Directions: List a few characteristics of Living or Nonliving things on the lines at the bottom of each box. Draw and label a few examples in each box. Living Nonliving Rourke Publishing
MY SCIENCE LIBRARY: MAGNET POWER TEACHER NOTES Summary Magnet Power is a book about magnets and how they work. Readers also learn about Earth s magnetic power. Guided Reading Level Lexile Level 100th word Total Word Count Standards: Common Core Language Arts Know and use various text features Distinguish between information provided by pictures and by text Science Knows magnets can be used to make things move J 400 two page 12 220 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use a variety of details to support a main idea Create and use informational text features Summarizing information Using graphic features Use picture clues Use adjective vocabulary for a variety of attributes attracts force magnet magnetic field poles repel Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Magnet Power Introduce Magnet Power by looking at the cover and starting a discussion about what students know about magnets and how they work. Suggested questions to facilitate introductory conversation: What do you know about magnets? Have you ever played with magnets? Do magnets stick to everything? Explain. How are magnets useful? 3. Skimming and Scanning Magnet Power Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Turn to the Table of Contents and read the headings. Let s predict what you will learn about magnets. Move down to the word Glossary. What is a Glossary? Turn to the Glossary and tell me what you see. How will it help you as a reader? Throughout the book, there are captions. Captions explain a picture and add information. Please find a caption in the book and share it with the group. 4. Reading Magnet Power Students read independently or with a partner. 5. After reading Magnet Power Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What is special about magnets? Explain how the Earth is a magnet. What are two things that are attracted to magnets and two things that are not attracted to magnets? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you use the glossary to help you when you did not understand a word? Explain how the Glossary helped you as a reader. Do you have any more questions about magnets? What are they? Let s see if we can find the answers in the book. 6. After Reading Application for Magnet Power Have students complete the reproducible on Draw, Label, and Share Facts. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY- Magnet Power Draw, Label, and Share Facts Name: Date: Magnet Power Directions: Draw a picture of something you learned about in the book. Label all of its parts. Then write three Did you know facts about your object. Draw and label. Did you know Did you know Did you know Rourke Publishing
MY SCIENCE LIBRARY: MATTER COMES IN ALL SHAPES Summary This book explains matter. It gives examples and non-examples of matter. TEACHER NOTES Standards: Common Core Language Arts Know and use text features Ask and answer questions of key details in a text Science Understands the structures and properties of matter Guided Reading Level Lexile Level 100th word Total Word Count J 400 takes p. 11 241 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use a variety of details To support main ideas Determining important Supporting details Asking questions Blends Reading text features energy gas liquid mass matter solid Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Matter Comes In All Shapes Introduce Matter Comes In All Shapes by looking at the cover photo and starting a discussion about the three types of matter. Suggested questions to facilitate introductory conversation: Look at the three pictures on the cover. What do you see? There are three types of matter shown on the cover. Can you name any of the three types of matter? What do you know about matter? 3. Skimming and Scanning Matter Comes In All Shapes Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Read pages 4 and 6. Do you have any questions after reading those two pages? The author provides the same detail on each on pages 8,10 and 11. What is the detail? Why do you think the author repeats this detail many times throughout the book? 4. Reading Matter Comes In All Shapes Students read independently. 5. After reading Matter Comes In All Shapes Open the conversation with a question that relates to the comprehension strategy which is determining important details and asking questions. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: How are the three types of matter the same? Can you give an example of each type of matter? Explain why energy is not matter? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? Did you think about what you already know about matter to help you while you were reading? What text features were used in this book? Many words in Matter Comes In All Shapes have words that begin with sm, sp and bl (work on one blend at a time). Let s list all the words we can find that start with sm, sp, bl. (After listing the words, circle the blend in each word. Have students chorally read the list.) 6. After Reading Application for Matter Comes In All Shapes Have students complete the reproducible on sharing facts about matter. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY- Matter Comes In All Shapes Draw, Label, and Share Facts Name: Date: Matter Comes In All Shapes Directions: Draw a picture of a solid, liquid, and gas. Label each type of matter. Then write three Did you know... facts about solids, liquids,and gases. Draw and label. Did you know Did you know Did you know Rourke Publishing
MY SCIENCE LIBRARY: ME AND MY SHADOW Summary Me and My Shadow is book about light. The book focuses on shadows and how they are formed. TEACHER NOTES Standards: Common Core Language Arts Know and use various text features Ask and answer questions Science Understands the sources and processes of energy Guided Reading Level Lexile Level 100th word Total Word Count H 300 lamp page 14 174 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Use a variety of details to support a main idea Create and use informational text features Summarizing information Using graphic features Use picture clues Use adjective vocabulary for attributes blocks casts dark light shadow shines Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Me and My Shadow Introduce Me and My Shadow by looking at the cover and starting a discussion about what students know about light and how shadows are produced. Suggested questions to facilitate introductory conversation: What do you know about light and shadows? What objects allow light to travel through them? What objects block light? Can shadows change? Please explain. 3. Skimming and Scanning Me and My Shadow Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Before we open the book, let s practice asking questions we might have about lights and shadows. Look at the Table of Contents. Do you see any headings that might help you answer your questions? Look at page 24. Find the Index. What is special about the Index? How can you use the Index to answer questions you may have? Move down to the word Glossary. What is a Glossary? Turn to the Glossary and tell me what you see. How will it help you as a reader? 4. Reading Me and My Shadow Students read independently or with a partner. 5. After reading Me and My Shadow Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Describe how a shadow is formed. Can a shadow change? How does it change? Why does it change? What happens to your shadow as the Sun moves? What happens to your shadow when you move? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you use the Glossary to help you when you did not understand a word? Explain how the Glossary helped you as a reader. Were you able to answer your questions as you read the book? Please explain. 6. After Reading Application for Me and My Shadow Have students complete the reproducible on Descriptive Attributes. 2011 May be reproduced for classroom use.
Extension Activity - Me and My Shadow Descriptive Attributes Name: Date: Me and My Shadow Directions: Choose one thing you learned about in the book. In the box below, draw and label the object. Then write at least three of the most important facts about light and shadows. Draw: Write: Rourke Publishing
MY SCIENCE LIBRARY: PLANT ADAPTATIONS Summary TEACHER NOTES This book describes the ways plants adapt to their environment in order to survive. Guided Reading Level Lexile Level 100th word Total Word Count Standards: Common Core Language Arts Know and use various text features Find main topic and supporting details Science Knows differences exist among individuals of the same species Knows plants have features that help them in different environments G 250 rain p. 18 119 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Supporting details Captions Connecting text to self Using prior knowledge Summarizing information Concepts of print Cross-checking text to pictures Reading on for embedded definitions and supporting details Locating known and unknown words adaptations bog coating digest energy nutrients surface survive Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Plant Adaptations Introduce Plant Adaptations by looking at the cover photo and starting a discussion about different places plants can grow. Suggested questions to facilitate introductory conversation: Look at the pictures on the cover. Describe what you see. What do you think this book will be about? Have you ever observed a plant growing in an odd place? Tell about it. What do plants need in order to survive? Do you think plants can change in order to survive? Why do you think rose bushes have thorns? 3. Skimming and Scanning Plant Adaptations Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Open your book to the first page. What is this called? (Table of Contents). What is the purpose of the Table of Contents? What page can we find Strange Plants, Strange Places on? Look through the pages of the book. What do you notice? (captions) Why do you think the author added these captions? 4. Reading Plant Adaptations While students are reading either independently or with a partner, circulate, monitor, and provide necessary support to those who need it. For students who finish early, ask them to reread the text or mark a page they found to be interesting, confusing, or difficult to read. 5. After reading Plant Adaptations Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What are adaptations? What are some ways plants adapt to where they live? Why do you think cacti have spines or prickles? Can you think of a plant you have seen that has made some adaptations in order to survive? What are they? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) Did you think about what you already know about the changes plants make over time in order to survive? Did you check the pictures for information when you were stuck? Tell us about it. Imagine if you were a plant living in the water. What changes would you make over time in order to survive? 6. After Reading Application for Plant Adaptations Have students complete the reproducible KWL. 2011 May be reproduced for classroom use.
Extension Activity - Plant Adaptations KWL Name: Date: Plant Adaptations Directions: Think about the book Plant Adaptations. What do you already know about this subject? What would you like to learn? Before reading the book, fill in the first two parts of the chart. After reading, write what you have learned. What I Know What I Wonder What I Learned Rourke Publishing
MY SCIENCE LIBRARY: PLANT LIFE CYCLES Summary TEACHER NOTES This book describes the life cycle of a plant. Guided Reading Level Lexile Level 100th word Total Word Count Standards: Common Core Language Arts Identify main topic and retell key details of a text Science Knows plants progress through life cycles Knows details of life cycles are different for different organisms I 350 Plants p. 16 147 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Order a sequence of steps Supporting details Captions Connecting text to self Using prior knowledge Determining main idea and important supporting details Summarizing information Concepts of print Cross-checking text to pictures Reading on for embedded definitions and supporting details Locating known and unknown words Self-monitoring and self-correcting bulb decay life cycle nutrients reproduce roots shoot stem Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of Plant Life Cycles Introduce Plant Life Cycles by looking at the cover photo and starting a discussion about different places plants can grow. Suggested questions to facilitate introductory conversation: Look at the pictures on the cover. Describe what you see. What do you think this book will be about? How does a plant begin to grow? Which parts grow first, second, third, next, last? How does each plant part help the plant grow? Can you think of some plants that grow from bulbs? 3. Skimming and Scanning Plant Life Cycles Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: Open your book to page 20. What do you see? (diagram). What information does the diagram give us? Ask students to look at the pictures and describe what is happening in each. Ask students to identify the captions. Why did the author include captions in this book? 4. Reading Plant Life Cycles While students are reading either independently or with a partner, circulate, monitor, and provide necessary support to those who need it. For students who finish early, ask them to reread the text or mark a page they found to be interesting, confusing, or difficult to read. 5. After reading Plant Life Cycles Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: Compare a seed and a bulb. Explain the life cycle of a plant beginning with the seed. Describe the job of the leaves of a plant. Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) How did the captions and diagrams help you to understand the text? Did you check the pictures for information when you were stuck? Tell us about it. 6. After Reading Application for Plant Life Cycles Have students complete the reproducible Draw and Label. 2011 May be reproduced for classroom use.
Extension Activity - Plant Life Cycles Draw and Label Name: Date: Plant Life Cycles Directions: Draw a diagram of the life cycle of a plant from seed to mature plant. Rourke Publishing
MY SCIENCE LIBRARY: WHAT S THE WEATHER LIKE TODAY? Summary This book looks at various types of weather and how weather changes. TEACHER NOTES Standards: Common Core Language Arts Describe connection between scientific concepts Use text features to locate facts Science Knows weather changes daily Guided Reading Level Lexile Level 100th word Total Word Count K 450 stormy p. 12 172 Lesson Focuses for Guided Reading (Select lesson focus based on Student s needs) Writing Craft Comprehension Reading Strategies Academic Vocabulary Decoding, & Phonics Correctly use non- Specific scientific terms Descriptive attributes Summarizing Connecting text to self Compound words Reading on for embedded definitions and supporting details clouds energy hurricane lightning rainbow thunder tornado weather Lesson 1. Warm up for reading Students read familiar books. 2. Introduction of What s the Weather Like Today? Introduce What s the Weather Like Today? by looking at the cover photo and starting a discussion about types of weather. Suggested questions to facilitate introductory conversation: Look at the cover. Who can read the title for us? What do you notice about the pictures on the cover? What does it remind you of? Have you ever experienced a severe storm or type of weather? Tell us about it. Do you think this book is fiction or nonfiction? How do you know? 3. Skimming and Scanning What s the Weather Like Today? Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: As students are skimming and scanning the pictures have them talk about the different types of weather they see. Point out high frequency and repeated words that will support students reading. Talk about the text features such as bold words and the Glossary and how those features help you when you read. 4. Reading What s the Weather Like Today? Students read independently. 5. After reading What s the Weather Like Today? Open the conversation with a question that relates to the comprehension strategy which is connecting text to self. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: What do you think it would be like to be in a snowstorm? What items would you need to stay warm? What is the difference between a thunderstorm and a snowstorm? Describe what happens in the water cycle. How would you describe a tornado? How about a hurricane? Suggested after reading lesson focus prompts: I noticed (student s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies and skills used by students.) Did you reread or read ahead when the words didn t make sense? Several words in What s the Weather Like Today? are compound words. Who can remind us what compound words are? Look at page 14. Can you find a compound word? Who can find another compound word somewhere else in the book? 6. After Reading Application for What s the Weather Like Today? Have students complete the reproducible on Compare and Contrast with a Venn Diagram. 2011 May be reproduced for classroom use.
EXTENSION ACTIVITY-What s the Weather Like Today? Compare and Contrast With a Venn Diagram Name: Date: What s the Weather Like Today? Directions: Choose two different weather terms from the book. Complete the Venn diagram to compare how the two words you picked are alike and how they are different. Both Rourke Publishing