BOOK SHOP - Mondo Publishing · Penguins Are Waterbirds By Sharon Taberski and her first-grade class Shared r eading Leve L F LEVEL F BOO ® SHO Summary This nonfiction book describes

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SummaryThis nonfiction book describes and illustrates the life of penguins in the form of a report.

S E S S I O N 1

INTRODUCING T H E T E X T

n Introduce students to the book by previewing the front and back covers. Invite students to think about and predict what they think this book might be about, based on the cover. Let’s look at the cover and share what we think this book might be about. (H penguins; facts about penguins.) Listen or read along with me as I read the title: Penguins Are Waterbirds. Good thinking—the title tells us this book is about penguins.

n Encourage students to use the cover to identify the text type of the book. Look again at the picture on the cover. Now I will read the words on the back cover. Listen as I read them . . . . How do you know this is a factual book about penguins and not a made-up story about penguins? (H the picture on the cover is a photo of real penguins.) Who can tell a fact about penguins that is in the title? (Hthey are water birds.) So, this book is nonfiction, or about something real. Who would like to predict what we might learn about penguins as we read this book? (H there are many kinds of penguins; penguins live near and in water; penguins live on ice; penguins are good swimmers.) These are good predictions based on what we see and read on the cover. Let’s remember to check whether these predictions are correct as we read.

BookShop maTeriaLSn Penguins Are Waterbirds big bookn Chart papern Sentence stripsn Pointer (optional)

Penguins Are Waterbirds

Blackline masters (see pages 7 and 8)

represents possible student responses

KP

978-1-60201-586-9 3/10 Mondo Bookshop GRAdE 1 1

T E a c H I N g FOCUs

To help students think about cover information, text type, story line, topic, and nonfiction text features to form, confirm, or adjust predictions

PenguinsAreWaterBirds.indd 1 6/30/11 5:36:17 PM

ReaDING T H E T E X T

n Invite students to join the reading when they feel comfortable. Read the table of contents with students, and then read the book together. Encourage students to think about their predictions and to feel free to engage in discussion or identify places in the text where a prediction is confirmed or needs adjusting. As we read, think about the predictions you made. Let me know when we find out that a prediction is correct. Before we read the whole book, let’s look on page 2. This is a table of contents. Who knows what a table of contents is? (H a table of contents tells us the topics in the book and the pages where we can read about these topics.) Let’s read the information in the table of contents. We may need to adjust some predictions we made based on the table of contents. What do you think? (H we will learn about kinds of penguins and where they live; we didn’t know we would find out about baby penguins.) Now, let’s read the book.

n Pause after page 3 to discuss the use of commas and periods.Who would like to share what the mark is that you see after the words walk, slide, and swim? (Point to the commas.) What does this mark mean in this sentence? (H they are commas; commas tell us to pause or take a breath when reading.) Who can share how this sentence ends? (H the sentence ends with a period.) A period tells us to stop. It means that it is the end of a sentence. Now let’s read this sentence again. Remember to pause or take a breath at the commas and to stop when you see the period at the end of the sentence.

n Encourage students to discuss any predictions they have confirmed or had to adjust so far in the book. Then read the rest of the book together.Who wants to share a prediction you think was confirmed so far in the book? (H there are many kinds of penguins; they live close to the water.) Let’s read on to see what other predictions we can confirm.

DIsCUssING T H E T E X T

n Talk about predictions students generated before reading the text, and any places in the text where they confirmed or had to adjust their predictions. Invite students to identify where they discovered the information. Let’s think about the predictions we made before reading the text. Share any predictions that you found out were correct or predictions you needed to change while reading. (H we found out that not all penguins live on ice.) We predicted that all penguins live on ice, so we have to change this prediction a little. That’s okay. We learn new information as we read. What other predictions did we find out were correct or that we had to change? (H penguins are good swimmers; the father penguin hatches the egg.) Come up and help us find where in the book we can confirm these predictions. (Have students confirm or correct each prediction.) Excellent reading. Remember when we read nonfiction books, we often make predictions before and while we’re reading. As we read more about the topic of the book, we can confirm or correct our predictions.

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pEnGuins ARE WAtERBiRds

s h a R e

making predictions and then checking to confirm or change them is a good way to stay focused on the text as you read. Staying focused helps you understand what you are reading.

pRINT c O N c E P T S

help students understand the use of a period and a comma.


S E S S I O N 2

ReFLeCTING O N T H E T E X T

n Ask students to reflect on the text read previously and think about parts that seem particularly important. Then state the focus of the session. Encourage responses and questions as students apply this focus.Let’s share the important information we learned about penguins in our last session. (H there are 17 kinds of penguins; penguins live in the southern part of the world; penguins do not fly; penguins live near water; penguin fathers keep the egg and the chick warm.) What else do you want to learn about penguins? (H where penguins live) When we read the book again, think of other things you still want to know about penguins.

ReaDING T H E T E X T

n Invite students to read along with you as they feel able. As you read, encourage students to look for information in the text that explains photographs. We’re going to read this book again. Please join in wherever you feel comfortable. Let’s pay careful attention to the photographs and the text in the captions and labels that tell about the photos. Let’s read.

H O N I c Sp Pause before reading the word swim on page 3 to model the Sound and Say strategy for reading a word.

Let’s use our sound and say strategy to help us read this word. You’re going to use the sounds you know to figure out words. Say the sound when I touch the letter on chart paper. Remember to say each sound for as long as I touch it. Sound the word. (H /s→/ /w→/ / →/ /m→/). Say the word. (H swim) Remember to use this strategy when you are reading.

DIsCUssING T H E T E X T

n Invite students to talk about the graphic information in the book and how it helped them gain new knowledge about penguins.Let’s talk about what we just read. Think about how the labels and captions gave you new information. Who would like to share? (H I knew penguins could swim but I didn’t know what their feet look like; I didn’t know where the brood pouch is.) When we read a nonfiction book, we need to look at photographs and text that tells about the photos. We can find a lot of information that is not a part of the main text.

O c a B u L a r yV Return to page 12 and reread the text and labels on the photograph. Ask students to share their understanding of

the word flippers.Let’s talk about the word flippers. We read that the flippers are part of a penguin’s body. How can we tell what part of a penguin’s body are flippers? (H a label points to and names the flippers in the picture.) What are flippers? (H there are two flippers, one on each side of the penguin’s body; flippers are a little like wings; the penguin can’t fly so it must use its flippers to help it swim.) You used what you read, the picture, and the label to figure out the meaning of a word.

Mondo Bookshop GRAdE 1 3


To help students under-stand that nonfiction text conveys new knowledge through the use of labels

F L U e N C y

during the small-group teaching section of the reading block, provide a group of students with the recording Penguins Are Waterbirds and copies of the student edition. Set up the recording and have students 1) listen to a reading while following along in their books, and 2) supply words that have been omitted during the second reading. Students can use the Cd and book independently whenever time permits by following the instructions on the Cd.


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T E a c H E r TIp

have references available such as primary student dictionaries, appropriately leveled online dictionaries, and My Word Book, for student reference.

n Discuss with students how the labels on pictures can give them new information that is not in the text.As we read today, how did the labels by some of the pictures help us? (H they helped us look at the pictures and know what the text said.) Remember that as you read other books, it’s important to read the labels or captions to find new information.

S E S S I O N 3

Re-eNTeRING T H E T E X T

n Introduce the focus of this session. Ask students to think about the use of maps and diagrams in the text and how they help construct meaning.Before we read the book again, what thoughts do you have to share about what we read? How did the pictures and labels help you understand what you read? (H the pictures showed the different kinds of penguins and labeled the parts of their bodies like flippers, feathers, and brood pouch.) Now let’s read the book again and see if we can find new information in the book that will help us learn about penguins. As we read, we’ll talk about a map. Let’s read.

aNaLyzING T H E T E X T

n Help students understand how maps can help construct meaning when reading a nonfiction text.Look at the map on page 8. A map is a drawing of a part of Earth. It shows where a place is and what might be found there. Let’s read the text and look at the map and the words on it . . . . What does this map show? (H the map shows where penguins can be found; where different penguins live; there are many different kinds of penguins.)

H O N I c Sp Prior to rereading the text, write the word bottom on chart paper. Underline each syllable. Then turn to page 8 and read

the text with students. Explain that you will look at and say the parts of a long word.Let’s find the word bottom in the main text. Now, let’s look at this word on our chart. We’ll say each underlined part. Then we’ll say the whole word. Read the parts. (H /bot/ tom/) (pause) Say the word. (H bottom) When you don’t know a long word, saying the parts helps you.


To help students under-stand that nonfiction text conveys new knowledge through the use of text features such as maps

Phonics F O c u S

pronounce multi-syllabic words made up of the following patterns and syllable types: CvC-CvC.


Mondo Bookshop GRAdE 1 5


To help students categorize and classify vocabulary words

S E S S I O N 4

Re-eNTeRING T H E T E X T

n Introduce the focus of this session. Ask students to think about how the words in the selection can be grouped together into different categories.This book gives a lot of information about penguins. We can group many of the words into different categories to help us remember what we learned. Let’s look on page 2 at the table of contents. Let’s read it together . . . . The table of contents gives us categories that we can use to group words from the book. What is one category we can make? (H kinds of penguins) I’ll write that category on the chart. Let’s look in the book. Who can name some different kinds of penguins? (H blue, Adélie, Galapagos, Snares, Humboldt, Erect-crested, Emperor.) Very good! Who can name another category we can use? (H where penguins live.) I will write that category on the chart. Who can find places in the book that tell where penguins live? (H ice and snow; land; beaches; islands; rocks.) We can write all these words under our category Where Penguins Live.

aNaLyzING T H E T E X T

n Discuss with students why classifying words in categories helps them remember facts. We’ve been reading about penguins, where they live, and how they live. We have put words for these ideas into categories. How does this make it easier to remember facts about penguins? (H the categories help us remember different ideas about penguins; the words help us remember details.)

Use the blackline master on page 7 during this or a subsequent session, or as an independent activity to help students categorize and classify words.

H O N I c Sp Read the text on page 8 with students. Then instruct them to look at the letter you are pointing to, think of the sound it

makes, and say the sound when you tap the letter.Let’s read the words on this page again. Now we’re going to focus on the sound of the letter in this word. When I point to the letter, look at it and think of the sound. Say the sound of the letter I’m pointing to for as long as I touch it. Let’s start. (Touch the letter y in yellow.) (H /y/)

O r d r E c O g N I T I O NW Read the text on pages 4 and 6 with students. Tell them that they are going to look at words they’ve been

reading in this text and practice saying them.We have read this book together several times. Let’s read the words on these two pages together . . . . Now we’ll practice some look and say words. These words are hard to sound out, so we’re going to just look at the words and practice saying them. (Point to some.) This word is some. Let’s read this sentence again together . . . . (Point to the word some.) What word? (H some) I am going to point to another look and say word. Say the word when I point to it. (Point to the word four.) What word? (H four)

Phonics F O c u S

Say the most common sound for featured letter y.

Word recognition F O c u S

Fluently pronounce featured sight words four and some.

eLL S u P P O r T

encourage eLLs to label pictures and describe them. This fosters development of vocabulary in a meaningful context.


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S E S S I O N 5

Re-ReaDING T H E T E X T F O r F L u E N c y

n Remind students to slow down as they read nonfiction. They may also need to refer to text features such as captions, headings, diagrams, and labels as they read. It’s useful to pause every few sentences to stop and think about what they are learning. Then guide students through a fluent reading of pages 12–15.Listen as I read these sentences about penguins. (Read pages 9–11 quickly without pauses.) How easy was it to understand what I read? (H not easy, you read too fast.) Good point! When you read books that have facts, it is important to read slowly so that you can understand what you are reading. Listen as I read the pages again more slowly. How easy was it this time to understand what I read? (H it was a lot easier.) Take time to look at the pictures and labels and captions that give you more and new information. Give your brain time to think about what you are reading. Let’s practice reading fluently with some information about penguins. We’ll start on page 12. We will read slowly and look at the pictures and read the labels. When we come to a period at the end of a sentence, what will we do? (H stop and think about our reading.)

GRammaR

n Superlatives: Help students understand that the words biggest and smallest are adjectives that compare more than two things. Write big on the board, and then add -est to it, making sure to double the g. Do the same with small.Many words in our language tell more about nouns. We call these words adjectives. Big is an adjective. What happens when you add –est to it? (H it says biggest) Adjectives with –est compare more than two things. Biggest compares how big the Emperor penguin is to other penguins. Smallest is also an adjective. What do you think the word smallest tells us about? (H blue penguins are the smallest.) That’s right! The –est on the word small tells us the blue penguin is smaller than any other penguin. It is the very smallest one.

WRITING c O N N E c T I O N

Writing Facts: Invite students to write four facts that they have learned about penguins using the blackline master on page 8. They can draw a picture of their favorite kind of penguin.On this blackline master are four lines for you to write facts you have learned about penguins. Write one fact on each line. You may begin your fact with penguins are or Penguins have. When you are finished writing your facts, draw a picture of your favorite kind of penguin.


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You can put what you have learned about penguins into groups. Read the names of the groups below. Look for words in your book to put in each group. Write the words in the correct group.

Kinds of Penguins Where Penguins LiveParts of a

Penguin’s Body

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Write four facts about penguins. Draw a picture of your favorite kind of penguin.

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Mondo Bookshop GRAdE 1 Penguins Are Waterbirds


BOOK SHOP - Mondo Publishing · Penguins Are Waterbirds By Sharon Taberski and her first-grade class Shared r eading Leve L F LEVEL F BOO ® SHO Summary This nonfiction book describes

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