B e n c h m a r k e d u c a t i o n c o m p a n y Animals of the Sea Level T/44 Science Skills & Strategies Anchor Comprehension Strategies • Compare and contrast Comprehension • Make connections • Identify main idea and supporting details • Use graphic features to interpret information • Use text features to locate information Word Study/Vocabulary • Use context clues to determine word meaning Science Big Idea • All plants and animals are alike in some ways and different in others. TEACHER’S GUIDE
16
Embed
Level T/44 Animals of the Sea...Benchmark education company Animals of the Sea Navigators Teaching Guides provide flexible options to meet a variety of instructional needs… Level
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
B e n c h m a r k e d u c a t i o n c o m p a n y
AnimalsoftheSeaNavigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Level T/44
Science
Skills & Strategies
Anchor Comprehension Strategies
• Compare and contrast
Comprehension • Makeconnections
• Identifymainideaandsupportingdetails
• Usegraphicfeaturestointerpretinformation
• Usetextfeaturestolocateinformation
Word Study/Vocabulary • Usecontextcluestodetermineword
meaning
Science Big Idea • Allplantsandanimalsarealikeinsome
introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, look-ing at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.
• Based on your preview, what do you think this book is about? What do you think the author will talk about?
• Do you think the book is fiction or nonfiction? Why?
• What kinds of features would you expect to find in a nonfiction book? Do you see any of these features here?
• What do you already know about oceans and ocean life? What do you know about fish, mammals, invertebrates, and reptiles?
• Looking at the photographs, diagrams, and illustrations in this book, what do you expect to learn about oceans? What do you think you’ll learn about the animals of the sea?
set a purpose for readinGThis text provides an excellent opportunity to focus on the strategies of using graphic features to interpret information and identifying main ideas and supporting details. Explain that the author is going to present many big ideas and smaller details about the four different categories of animals that live in the ocean. The author will also use photographs, diagrams, illustrations, and other graphic features to help readers better understand the information in the text. Read pages 4 and 5 in the text. Say: Listen carefully for details. Think about what main idea the details support or add up to. After reading, point out or elicit from students the main idea of these pages. (The ocean is divided into different and unique zones.) Ask students to name several details that support this idea. Then direct students’ attention to the diagram on page 7. Ask: How does the diagram support and illustrate the text you just read?
introduce the Graphic orGanizerProvide each student with a copy of the Identifying Main Ideas and Supporting details graphic organizer. Explain that as they read, each stu-dent will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages near key details that they wish to include on their charts, and also near any sentences in which the author states a main idea. Point out that identifying main ideas and supporting details can help readers recognize and remember the most important information in a text.
Oceans cover almost 75 percent of our planet. Author Joy Brewster describes the three zones that make up an ocean—sunlight, twilight, and midnight— and introduces readers to the creatures that dwell in each zone. Through this book, readers will explore the four classes of marine ani-mals—fish, mammals, inverte-brates, and reptiles—and take an in-depth look at one repre-sentative of each class.
Identifying Main Ideas and Supporting details Chapter detail Main Idea
1.Oceans As home
2.Go Fish!
3.Meet the Mammals
4.Incredible Invertebrates
5.Saltwater Reptiles
6.The Amazing Sea Animal hall of Fame
Each part of the ocean provides a unique habitat for a wide variety of sea animals.
Fish come in all shapes, sizes, and colors, and have amazing and unusual tal-ents.
ChAPTERS 1 & 2
4
Analyze SuffixesRemind students that a suffix is a word part added to the end of a base word to give the base word a new meaning. Point out that identifying the suffix of an unfamiliar word is a strate-gy that can help readers figure out the word’s meaning. Create a word web like the one below as an example.
Then tell students to apply this strategy to the following words. Point out that they can use a dictionary to look up the meanings of unfamiliar suffixes. mysterious, p. 2tropical, p. 2extremely, p. 5poisonous, p. 9evenly, p. 11
TEACHING TIPSMeaningful Activities for Rapid Readers• Answer the question in the
“Solve This!” box on page 7.
• Answer the questions in the “Solve This!” box on page 11.
Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
read the text pages 2–11Use the following prompt to set a purpose for the reading: As you read, think about the most important idea in each chapter. What does the author want you to know when you are finished reading? What is the main idea of each chapter? What supporting details help you figure it out?
Ask students to read the chapters independently. Invite them to use sticky notes to flag details that support the main idea. Also ask them to flag examples of diagrams that they find helpful in understanding the material, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
focus on comprehensiondiscuss Identifying Main Ideas and Supporting details Invite students to share their ideas about each chapter’s main idea. Encourage them to point out details from the text that support the main idea. Ask: What is the most important idea in the chapter? Is there a sentence or a phrase that states the main idea? Can you state the main idea in your own words? What are some details that support the main idea? How did thinking about the main idea help you understand the information you were reading?
Begin the Graphic Organizer: Identifying Main Ideas and Supporting details
Draw students’ attention to the first paragraph on page 8. Ask: Which sentence in this paragraph states the main idea of the chapter? Then draw students’ attention to the text and photographs on page 9. Ask: What details on this page support the main idea? Guide students to see that the main idea of the chapter is stated in the sentence: “(Fish) come in all shapes, sizes, and colors—and some of them have amazing talents.” The details about the characteristics and unusual abilities of fish on pages 8 and 9 support this idea.
use Graphic Features: diagramsPoint to the diagram on page 8. Ask: How does this graphic feature help you identify the common characteristics of fish? Students should notice that the diagram:
• identifies the body parts shared by almost all fish.
• illustrates terms used in the regular text.Invite students to skim and scan the book to find other diagrams that help enhance the book or are integral to understanding the text.
read the text pages 12–19Use the following prompt to set a purpose for the reading: As you read, think about how mammals and invertebrates are alike and how they are different. Think also about how each type of animal is similar to and different from fish. How can comparing and contrasting these types of animals help you understand how scientists group animals into categories?
Ask students to read the chapters independently. Invite them to use sticky notes to jot down their observations about how fish, mammals, and invertebrates are alike and different. Also ask them to flag details that support the main idea of each chapter, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
focus on comprehensiondiscuss Comparing and ContrastingInvite students to share their ideas about how fish, mammals, and invertebrates are similar and different. Encourage them to point out examples from the text that support their ideas. Ask: How do the animals in each category breathe? How are their babies born? Guide students to also consider how each type of animal moves about, what it eats, and what type of body covering it has.
Continue the Graphic Organizer: Identifying Main Ideas and Supporting details
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind them to think about the most important idea in each chapter, and to identify what details helped them figure it out.
use Graphic Features: IllustrationsPoint out the illustrations of whales on page 15. Ask: How does this graphic feature help you compare and contrast different kinds of whales?
Students should notice that the illustrations:
• allow readers to see how different kinds of whales vary in appearance.
• are scaled so that readers can see how large each whale is in comparison to the others.
Invite students to skim and scan the book to find other illustrations that help enhance the book or are integral to understanding the text.
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include: streamlined, p. 13baleen, p. 14bristles, p. 14 prey, p. 19
use Context CluesHave students look at the word blubber (page 13). The author defines this word in context with the phrase, a thick layer of fat. Create a visual word web like the one below and have the class complete it.
TEACHING TIPSMeaningful Activities for Rapid Readers• Answer the question in the “Solve
This!” box on page 13.
• Create your own story problem using facts and figures from the text. Trade problems with a partner and solve each other’s problem.
Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
blubber
synonym fat
definitiona thick layer of fat
sentenceBlubber helps keep seals, sea lions, and walruses warm.
use Context CluesHave students look at the word hatchlings (page 21). The author provides clues to its meaning earlier in the paragraph when she tells how long it takes for a baby turtle to break out of its egg. Create a visual word web like the one below and have the class complete it.
Then tell students to apply this strategy to other unfamiliar words they flagged. These might include:
classified, p. 20
mature, p. 21
distinct, p. 22
airborne, p 27
6
focus on comprehensiondiscuss Comparing and ContrastingInvite students to share their ideas about how reptiles are like and unlike fish, mammals, and invertebrates. Encourage them to point out examples from the text that support their ideas. Ask: How do reptiles breathe? What do they eat? How do they reproduce? What kind of body covering do they have?
Complete the Graphic Organizer: Identifying Main Ideas and Supporting details
Ask students to reread or skim and scan the text to locate information to complete the graphic organizer.
use Text Features: Bulleted ListsPoint out the bulleted list that appears on page 20. Ask: What kind of information is presented in this list? What is the function of the bullets? How does the list help you compare and contrast reptiles and other kinds of marine animals? Students should notice that:
• The list describes the identifying characteristics shared by all or most reptiles.
• The bullets are there to make the items on the list stand out.
• The bullets make the reader notice and pay special attention to the items on the list.
Invite students to look back at the previous chapters for bulleted lists. Ask: How do the lists help readers to compare and contrast the different types of marine animals?
ChAPTERS5 & 6
read the text pages 20–29Use the following prompt to set a purpose for the reading: As you get to the end of the book, compare and contrast reptiles with the other types of marine life you have read about. How are reptiles like fish, mammals, and invertebrates? How are they different?
Ask students to read the chapters independently. Invite them to use sticky notes to jot down their observations about how reptiles are similar to and different from the other types of animals in this book. Also ask them to flag details that support the main idea of each chapter, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
TEACHING TIPSMeaningful Activities for Rapid Readers• Solve the problems in the “Solve
This!” box on page 23.
• Create you own story problem, using facts and figures from the text.
Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back
and reread the section where you lost concentration.
• Look for context clues to help you define unfamiliar words.
sYnthesize and assessRetell and Summarize As a class or in small groups, generate an oral or written summary of the book. Select key points to create a summary.
Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional infor-mation they might have included if they had been the author.
Identify Main Ideas and Supporting details Challenge students to use their completed graphic organizers to identify the main idea and supporting details of each chapter.
draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.
The completed graphic organizer below can serve as a model for assessing students’ ability to identify main ideas and supporting details.
Identifying Main Ideas and Supporting details
• Creatures ranging from tiny plankton to gigantic blue whales live in the ocean.
• Most animals live in the sunlight zone, where it’s sunny and there’s lots of food.
• Small animals live in the twilight zone, where they prey on other animals or eat dead animals that fall from above.
• Strange animals such as tube worms and gulper eels live in the midnight zone.
• More than 13,300 kinds of fish live in the ocean.
• Lionfish have deadly spines.• Pufferfish can blow themselves up into
spiny balloons.• Lantern fish sparkle with tiny lights.
• Some marine animals are not fish. • Mammals have lungs and breathe
air, and give birth to live young. • Mammals are warm-blooded and have
hair on their bodies.• Seals, sea lions, walruses, and whales
are all mammals.
• Sea anemones look like colorful flowers. • Both octopus and squid have eight arms
and move by jet propulsion.• Starfish and squid have spiny skin and
mouths on their underside.• No one has ever seen a live giant squid.
• Sea animals such as sea turtles and salt-water crocodiles are reptiles.
• Reptiles breathe through their lungs.• Most reptiles are cold-blooded. • Reptiles lay eggs.
• The blue whale is the largest animal ever to live on Earth.
• The dwarf pygmy goby is only 1/3 inch long. • An ocean sunfish can weigh
up to 3,000 pounds.• Sperm whales can dive more than a
mile underwater.
Chapter detail Main Idea
1.Oceans As home
2.Go Fish!
3.Meet the Mammals
4.Incredible Invertebrates
5.Saltwater Reptiles
6.The Amazing Sea Animal hall of Fame
Each part of the ocean provides a unique habitat for a wide variety of sea animals.
Fish come in all shapes, sizes, and colors, and have amazing and unusual talents.
Some marine animals are mammals, not fish.
Some of the strangest creatures in the sea are invertebrates.
Reptiles share some traits with both fish and mam-mals.
mini-Lesson Writing Focus: Identifying a Main Idea and Supporting detailsRemind students that throughout the book Animals of the Sea, they identified main ideas and supporting details about different types of sea animals.
Ask students to review their Identifying Main Ideas and Supporting details graphic organizer to look for an animal or a species or class of animal they’d like to write about. What main idea would they like to convey about their choice?
On chart paper or the board, create a chart like the one below showing a main idea and some supporting details.
Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph supporting a main idea with several details.
TEACHING TIPSProcess WrItINg Steps
1. Have students brainstorm another main idea and its supporting details from their graphic organizer and prepare a chart.
2. Have students independently write a first draft.
3. After students complete their first draft, they should revise and edit it.
4. Conference with each student following the first revision and editing.
5. Have students make any additional changes and create a final copy of their paragraph.
6. Finally, invite students to share their paragraph with a group of other students.
Write a paragraph
supporting a main
idea from your
graphic organizer
with several details.
WrITING ASSigNmeNt
Supporting detailsIt lives in the midnight zone, thousands of feet below the surface.No one has ever seen one alive.It uses its ink to distract predators. It’s the world’s largest invertebrate.It’s among the fastest animals in the ocean.
Main Idea
The giant squid is one of the coolest and most fascinating creatures in the ocean.
You name ItNext to each characteristic listed below, write the name of the kind or kinds of sea animal—fish, mammal, invertebrate, or reptile— that usually has that characteristic.
1. Breathes through lungs _______________________________
2. Hair on their bodies _________________________________
In the ZoneLabel each zone of the ocean. Inside each zone, draw an animal you read about in the book that lives there. Then write a short description of each animal.
You’re starting your own aquarium. Which sea animals will live there? Make a poster advertising your aquarium. Draw a picture of each animal you plan to include. Then, on the lines nearest each drawing, write a caption with a list of the animal’s most interesting features.
Introduce the Book Set a Purpose for Reading√ Introduce the
Graphic Organizer
Read the Text: Ch. 1 & 2Focus on Comprehension:√ Discuss Identifying
Main Ideas and Supporting Details
√ Begin the Graphic Organizer
√ Use Graphic Features: Diagrams
Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic
Organizer√ Use Graphic Features:
Illustrations
Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the
Graphic Organizer
Synthesize and Assess
Writing Mini-Lesson Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Introduce the Book
Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*
Read the Text: Ch. 3 & 4
Select or create mini-lessons.*
Read the Text: Ch. 5 & 6 Select or create mini-lessons.*
Writing Mini-Lesson Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer: Identifying
Main Ideas and Supporting details*
duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: √ Discuss Identifying Main Ideas and
Supporting Details*√ Begin the Graphic Organizer*√ Use Graphic Features: Diagrams Analyze Suffixes*
Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Continue the Graphic Organizer*√ Use Graphic Features: Illustrations Use Context Clues*
Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Complete the Graphic Organizer* Use Text Features: Bulleted Lists Use Context Clues*
AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Identify Main Ideas and Supporting Details* Draw Conclusions*
WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Identifying a Main Idea and
Supporting details*
COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) You name It In the Zone Match Game Amazing Sea Animals Poster
Lesson-at-a-GLance
Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.
* Preassessments are available in the Comprehension Strategy Assessment Handbook.