Teacher's Guide for Curious Creatures Nonfiction Reader

Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers. New York, NY: Scholastic, Inc.

Dunston, P.J. (1992). A critique of graphic organizer research. Reading Research and Instruction, 31 (2), 57-65.

Eanes, R. (1997). Content area literacy: Teaching for today and tomorrow. New York, NY: Delmar Publishers.

Note: One basic plan will be used for each selection (1. Eating Like a Bird, 2. The Ocean's Cleaning Stations 3. Stormflight, 4. A Mom With a Mission, 5. Lingering Leeches) contained within Curious Creatures. Selections are read in separate lessons.

Title: Guided Reading Lesson with science related text

Time: approximately 45 minutes

Objective:
Following instruction in and practice with various graphic organizer types, students will use particular organizers matched to each selection as note taking sheets while reading and as references during post reading discussions.

Bloom's Taxonomy: Knowledge, Comprehension, Application, Analysis

Materials: copies of Curious Creatures

1. Review overall goals of the theme unit related to this reading selection - The feeding habits of some animals are particularly interesting to us because they are unusual and distasteful. There is often a close connection between animals' feeding habits and their survival behaviors.
2. Ask students if they've ever heard the expression, "eats like a bird." Have students share what they think it means. If they aren't familiar with the expression, the teacher will explain that it commonly means that the person who "eats like a bird" is picking at his / her food and not appearing to eat very much. Ask students if they believe it is an appropriate comparison. Discuss responses.
3. Tell students that today we'll read a selection called Eating Like a Bird and will be able to decide if the expression is used correctly.

1. Introduce the text Curious Creatures. Read the captions on the cover and have students respond to these and the picture of the moray eel.
2. Direct students to the back cover. Invite a student to read the first bulleted item and lead off with a response to it. Repeat with the remaining three items.
3. Have students turn to the Table of Contents on the inside cover and review the selections included in this text.
4. Direct students' attention to the Glossary and Index at the end of the text. Discuss how these supports can be used for reading and reviewing.
5. The teacher will read the title of the first selection, Eating Like a Bird, as well as the name of the author and photographer. Have students skim and scan pages 3-7, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart.
6. Introduce new words for this selection using the transparency presenting words in context. (It is assumed that some of the words associated with the first reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him / her understand the meaning of italicized words.
7. Introduce the graphic organizer for this article and go over the format and nature of information and / or connections it requires. Students are directed to complete the organizer after reading as a preparation for discussion. (Students may be allowed to work with a partner when filling in their organizers.)

1. Students read pages 3-5; 6-7 (with midway stopping point) in Eating Like a Bird. After reading 3-5 they will have completed the waders section on the feature matrix. Discuss the content. After reading the last paragraph on page 5 and pages 6-7, students will have the organizer completed. Discuss the content.
2. Students are asked to determine a gist statement (main idea) for the selection as a whole.
3. Students retell salient points (details) for the selection as a whole.
4. The teacher will ask students to explain the meaning of the following words based on their use in the selection - congregate, marsh, refuge, wildlife, appetite, crustaceans, skimmer, snatch.
5. Students are invited to identify any confusing aspect of the reading. Open discussion will allow collaborative declunking.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group)

When is a person really "eating like a bird"? Give examples.

1. Ask students to think about how we work together in the classroom or how members of a family work together to help each other get things done. Record responses on a chart. Ask children if they can conclude a gist sentence to summarize the behaviors listed. e.g. We give help and we receive help.
2. Tell students that the word symbiosis is used when referring to a relationship between two organisms where each gives and receives help from the other. Tell students that today we'll read a selection called The Ocean's Cleaning Stations that describes such symbiotic relationships between sea creatures.

1. The teacher will read the title of the second selection, The Ocean's Cleaning Stations, as well as the name of the author and photographer. Have students skim and scan pages 8-11, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart. Ask students what type of help they think these sea creatures will offer and receive based on the title of the article. Have them explain their responses.
2. The teacher will read aloud the caption under the title of the article (in italics). Ask students to share their hypothesis in response to the questions - What happened? Why didn't the fierce moray eat the little goby?
3. Introduce new words for this selection using the transparency presenting words in context. (It is assumed that some of the words associated with this reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him / her understand the meaning of italicized words.
4. Introduce the graphic organizer for this article and go over the format and nature of information and / or connections it requires. Students are directed to complete the organizer after reading as a preparation for discussion. (Students may be allowed to work with a partner when filling in their organizers.)

1. Students read pages 8-9; 10-11 (with midway stopping point) in The Ocean's Cleaning Stations. After students read pages 8-9, ask them to explain the symbiotic relationship described. Guide them to note that so far we're told what the host fish needs help with, but not how the cleaners are rewarded. We need to read on to find out how the cleaners are helped. After reading pages 10-11, students will complete the organizer. Discuss the content.
2. Students are asked to determine a gist statement (main idea) for the selection as a whole.
3. Students retell salient points (details) for the selection as a whole.
4. The teacher will ask students to explain the meaning of the following words based on their use in the selection - slither, fierce, coral, diminish, elaborate, vulnerable, juvenile, ritual, jerky, impostor, truce, prolong.
5. Students are invited to identify any confusing aspect of the reading. Open discussion will allow collaborative declunking.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group)

How do impostors pose a danger to host fish? Can you think of other situations where fake helpers pose a danger?

1. Ask students to think about the sounds, sights, smells, and feelings they've experienced during a thunderstorm. Record students' comments on a chart under the headings - before the storm, during the storm, and after the storm.
2. Tell students that today we'll read a selection called Stormflight and find out what a thunderstorm in West Africa is like.

1. The teacher will ask students to close their eyes while she reads the ideas from the chart just created. Students are to create a picture in their minds of the storm they see, hear, smell, and feel.
2. Have students describe their mind picture to a partner. Partners determine what was similar and different. Share similarities and differences in whole group.
3. The teacher will point out how our mind pictures are similar in what we all know about thunderstorms, but different in ways that show our personal experiences with them. Visualization, or making pictures in our mind when we read, is like that. Our pictures will be similar based on what is actually said in the text, but different as we make connections to other texts we've read (text-to text connections) or to our own experiences (text-to-self connections).
4. Introduce new words for this selection using the transparency presenting words in context. (It is assumed that some of the words associated with this reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him / her understand the meaning of italicized words.
5. Introduce the graphic organizer for this article and go over the format and nature of information and / or connections it requires. Students are directed to complete the organizer after reading as a preparation for discussion. (Students may be allowed to work with a partner when filling in their organizers.)
6. The teacher will read the title of the selection, Stormflight, as well as the name of the author and photographer. Have students skim and scan pages 12-15, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart.

1. Students read pages 12-13; 14-15 (with midway stopping point) in Stormflight. After students read pages 12-13, ask them to fill in the before the storm and during the storm sections of the organizer. Have students share what they've recorded. After reading pages 14-15 (to top half of p. 15), students will complete the organizer. Discuss the content.
2. Read together the information box at the bottom of p. 15. Ask student why termites might be mistaken for ants. What is similar? Different? Suggest that they might do a search on the computer to find out more about termites as a food item. (Websites could be bookmarked on classroom computers for searching during freetime.)
3. Students are asked to determine a gist statement (main idea) for the selection as a whole.
4. Students retell salient points (details) for the selection as a whole.
5. The teacher will ask students to explain the meaning of the following words based on their use in the selection - flicker, veranda, gully, recede, tapers, plume,survive, sensitive, faint, mounds.
6. Students are invited to identify any confusing aspect of the reading. Open discussion will allow collaborative declunking.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group)

How is the termite's "cycle of life" dependent on the weather cycle in West Africa?

1. Ask students what animals they consider to be good parents and which ones would not get their stamp of approval for good parenting. Ask them to explain their reasoning.
2. Tell students that today we'll read a selection called A Mom With a Mission and find out about an insect mother that doesn't behave like other insect moms.

1. The teacher will explain that parent caregiving among animal species often depends on the length of time it takes before the newborn can take care of himself. For example, bear cubs stay with their mother for a few years while they learn how to find food and defend themselves. However, some newborn animals must take care of themselves right from the start. Many female insects lay their eggs, then swim away or die.
2. Have students describe animal parenting relationships they know about that are based on lots or little caregiving by parents. The teacher will share examples. (Prior research - e.g. web search - will be needed on the topic to be sure of accuracy of information.)
3. Introduce new words for this selection using the transparency presenting words in context. (It is assumed that some of the words associated with this reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him / her understand the meaning of italicized words.
4. The teacher will read the title of the selection, A Mom With a Mission, as well as the name of the author and photographer. Have students skim and scan pages 16-17, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart.

1. Students read pages 16-17 in A Mom With a Mission. After reading, students will complete the organizer. Discuss the content.
2. Students are asked to determine a gist statement (main idea) for the selection as a whole.
3. Students retell salient points (details) for the selection as a whole.
4. The teacher will ask students to explain the meaning of the following words based on their use in the selection - tropics, intruder, nymphs, camouflage, pronotum, clutch, generations.
5. Students are invited to identify any confusing aspect of the reading. Open discussion will allow collaborative declunking.
6. Students write a journal entry summarizing how the Umbonia mom fulfills her mission of taking care of her young until they are adults.

Students share their summaries

1. Ask students to listen while you read the scenario in the gray box, starting with "Ugh!" I screamed. "I've got a leech on my leg!" . . . Ask for their responses - e.g. feelings, what they know about leeches, etc.
2. Tell students that today we'll read a selection called Lingering Leeches and find out how leeches have been used and still are in ways that help people.

1. The teacher will remind students of symbiosis where each party in the relationship gets and gives. Tell students that they will have to decide after reading whether the leech-human relationship is symbiotic or one-sided. They'll need to be able to defend their answer.
2. Introduce new words for this selection using the transparency presenting words in context. (It is assumed that some of the words associated with this reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him / her understand the meaning of italicized words.
3. Introduce the graphic organizer for this article and go over the format and nature of information and / or connections it requires. Students are directed to complete the organizer after reading as a preparation for discussion. (Students may be allowed to work with a partner when filling in their organizers.)
4. The teacher will read the title of the selection, Lingering Leeches, as well as the name of the author and photographer. Have students skim and scan pages 18-21, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart.

1. Students read pages 18-19; 20-21 (with midway stopping point) in Lingering Leeches. After students read pages 18-19, ask them to fill in the characteristics, where found, how and why it attaches to its host, and historic role in medicine sections of the organizer. Have students share what they've recorded. After reading pages 20-21, students will complete the organizer. Discuss the content.
2. Students are asked to determine a gist statement (main idea) for the selection as a whole.
3. Students retell salient points (details) for the selection as a whole.
4. The teacher will ask students to explain the meaning of the following words based on their use in the selection - squeamish, Amazon, sustain, life span, ailment, legitimate, ornate.
5. Students are invited to identify any confusing aspect of the reading. Open discussion will allow collaborative declunking.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group)

How else might leeches be used medically? What research would you propose? Explain.

1. Over a period of several days, each student will select an additional curious creature to research. Students will work in class and at home on the project. They will consider:
   • Why does the animal arouse curiosity?
   • Has its characteristics or behaviors played a part in making it unusual? Explain.
   • Does this animal impact our lives or the lives of other people? How?
   • Does this animal's unusual characteristics or behaviors offer us any lessons? Explain.
2. Students will draft, revise, edit, and "publish" their reports in a class book. Copies will be placed in the classroom library, in the school library, in the community library, and in a local book store.

• contribute to the group brainstorming, clearly expressing background knowledge.
• develop an understanding of new vocabulary as reflected in their discussion of the passage.
• generate a gist statement for paragraphs; sections; and the selection as a whole.
• retell salient points (important details) from the reading.
• independently reflect on an open-ended question, share ideas with a partner, and then discuss conclusions with the larger group.
• complete graphic organizers with accuracy and clarity.
• construct a summary that fully addresses the given topic with clarity of expression and appropriate conventions.
• construct a report on a curious animal that will be included in a class book.

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Updated: 2/10/12 03:29 pm
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