Sea Life and the Food Chain

Transcription

1 Guided Reading Report Sea Life and the Food Chain Written by Bryan Horan KEY IDEA Animals in the ocean are linked by what they eat. They depend on one another to survive. LITERACY STANDARDS Addressed in This Plan ISBN RI.1.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3, and Additional Instruction Ask and answer questions about key details in a text, referring to what is explicitly stated, and use the details to support basic inferences. *standard adapted from another grade RI.1.5* MAIN FOCUS Craft & Structure Sessions 2, 3, and Additional Instruction Describe the overall structure to establish what/ why (cause/effect) and how the order of events (chronology) contributes to the understanding of key concepts in the text. *standard adapted from another grade RI.1.8 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Identify the reasons an author gives to support points in a text. RI.1.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10 Range of Reading & Level of Text Complexity Session 2 and Additional Instruction With prompting and support, read informational texts appropriately complex for grade 1. RF.1.3 Phonics & Word Recognition Additional Instruction Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.4c Fluency Session 2 Use context to confirm or self-correct word recognition or understanding, rereading as necessary. SL.1.2 Comprehension & Collaboration Sessions 1, 2, 3 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.1j Conventions of Standard English Session 2 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2e Conventions of Standard English Session 1 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Vocabulary Acquisition & Use Session 1 Determine or clarify the meaning of unknown or multiple-meaning words or phrases based on grade 1 reading and content. L.1.4c Vocabulary Acquisition & Use Additional Instruction Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). W.1.2 Text Types & Purposes Writing Connection Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mondo Bookshop Grade 1 1

2 Session 1 Sea Life and the Food Chain Learning Focus RI.1.1* Students read closely to ask and answer questions about key details in a text, referring to what is explicitly stated. They cite text evidence to support basic inferences. Previewing the Text 5 minutes Read the title and author credit with students. Today we will read Sea Life and the Food Chain by Bryan Horan. Think about what the title and the photo might tell you about this text. The title talks about animals that live in the ocean and what they eat. The photo shows animals that live in the ocean. What would you like to find out by reading this text? What animals live in the ocean? What do they eat? How do they find food? Let s read to find out. ELL SUPPORT L.1.4 Vocabulary Support vocabulary such as ocean, dolphin, connected in context using the ELL strategies in Getting Started. Corrective Feedback Have students closely reread the title and first sentences to ask and answer questions about key details in the text. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings. Reading the Text CLOSELY 10 minutes Explain the learning focus. Have students read to the last paragraph on page 29. Check on their application of the focus. Provide support if needed. Sometimes authors tell us information. Sometimes they give us hints, so we can figure things out for ourselves. Try to keep this aspect of the report in mind as you read to the end of page What is one thing the author tells us? Many different animals live in the ocean. Who would like to share something else the author tells us on this page? Sea animals are linked together by what they eat. So it seems like sea animals depend on one another to find food. Let s find out more. If you are satisfied that students can apply the focus, have them continue this thinking to the end of the selection. If you are not, prompt students to reread the text segment to find out what information the author is telling readers. Our work today is to find out what animals live in the ocean and how they depend on one another for food. SL.1.2 Discussion Collaborative Discussing the Text 10 minutes Invite students to point out text evidence that explain how sea animals find food to eat. Listen carefully to your classmates as we talk about the report, so you can respond to what they say. Let s talk together about what animals live in the ocean. What do we learn on page 30? We see some animals that live in the ocean. What questions do you have about the pictures on this page? Why are the animals in groups? Are the big animals different from the smaller animals? Who can tell me why the animals are in different groups? Maybe the big animals eat smaller animals. It looks like each animal has a place in the food chain. Who else would like to share something about the information on page 30? There are a lot more animals at the bottom of the food chain than at the top. 2 Sea Life and the Food Chain

3 That s an interesting point. That is a clue about how the food chain works. We should look for more clues and information as we read. Draw attention to the word plankton on page 31. Let s look at the word plankton on page 31. What strategies would you use to spell this word? I would break the word into syllables and sound out each syllable. Yes. You can break up this word into smaller parts that are easier to spell than one big word. So first you would spell plank. Next you would spell ton. Then you can spell the whole word, plankton. This is a good strategy to use when you have to read or spell a word you don t know. Confirm students good use of the focus and encourage them to keep it in mind whenever they read informative text. Today we thought about what information the author told us in this text. Keep the work we ve done in mind as you read other texts. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. L.1.2e vocabulary Spelling Untaught Words Discussion Tip Remind students to speak only about the topic being discussed. TEACHER S CHOICE COMPREHENSION: KEY DETAILS E-RESOURCE Formative Assessment Have students use the blackline masters on pages to practice comprehension skills in this lesson plan. Students should complete page 11 as practice at the end of Session 2. Review students responses as you evaluate their mastery of the learning focus. RI.1.1*, RI.1.5* COMPREHENSION Key Details Mondo Bookshop Grade 1 3

4 Session 2 Sea Life and the Food Chain Learning Focuses RI.1.1*, RI.1.5*, RI.1.8 Students return to the text to read closely and explore structural elements in the text. They explore how the author uses the order of events to provide information in the text. Returning to the Text 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Let s quickly review our discussion from the last session. We talked about which animals live in the ocean and how they are connected because they need one another for food. We looked at a food chain and found out there are a few big animals at the top and a lot of small animals on the bottom. COMPREhension share As you read, look for important things that tell more about the main idea. Remembering these things will help you understand what the report is about. Reading the Text CLOSELY 10 minutes Explain the learning focuses. Invite students to reread the selection. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, have them reread the balance of the selection. If not, provide corrective feedback as suggested on page 2 of this plan. Today as we reread, we re going to think about how different animals find food to eat. Let s reread to the bottom of page 32 silently. Remember to look for information and clues that tell you something about the animals that live in the ocean.... Who will share something that they learned? The biggest animal is the blue whale. What is something that s interesting about the blue whale? On page 31, the author says the blue whale eats tiny animals called plankton. Can someone share why there are many more plankton than blue whales? It takes a lot of food to feed a big animal like a blue whale. Can someone explain how this fact explains why the smallest animals are at the bottom of the food chain? A lot of bigger animals eat smaller animals, so smaller animals are at the bottom of the food chain. Draw students attention to how the author organizes the text to provide information. Look at the subheadings on each page. What do they tell about the information in the text? On page 31, the first subheading tells that the section is about the bottom of the food chain. Facts about the middle of the food chain are given under the second subheading on that page. Subheadings give us clues about what the author is writing about and make it easier for us to find information. Let s look for more subheadings as we read the rest of the report. Focus on how the author describes events in a specific order. The author gives information in a certain order. Let s discuss how he sorts information. The author talks about sea life in the order they are on the food chain. Keep reading closely to the end of the report. Think about how the author sorts information in a certain order so it s easy to understand. 4 Sea Life and the Food Chain

5 Formative Assessment: Fluency Listen to each student read a portion of the text. Pay close attention to accuracy, appropriate rate, and expression. If students need additional practice with fluency, provide the necessary support at the end of the session. Discussing the Text 10 minutes Guide a discussion in which students identify how the author provides information to support the points he makes in the text. On page 30, the author says that sea creatures are connected by what they eat. How does the author support this statement in the report? He shows how animals depend on one another for food. Can anyone share a specific detail from the text that shows this support? He says that animals or plants at the bottom of the food chain get eaten by others. The author gives information about which animals eat other animals to support the point that sea animals depend on one another for food. Continue the discussion, focusing on noticing clues in the text and illustrations. Does anyone have any questions about the illustrations in this text? Do the pictures show all the animals in a food chain? How do these illustrations show how a food chain works? They show the different animals in a food chain and that some are big and some are small. So this author included certain facts about the food chain, and the illustrations support his information by showing some of the different animals that make up a food chain. Look at the sentences on page 29. Let s look at the sentences on page 29. Not all of the sentences have the same punctuation. Who can share a difference between some of these sentences? Some of the sentences end with periods. Some end with question marks. A sentence that ends with a period is a declarative sentence. A declarative sentence makes a statement. A sentence that ends with a question mark is an interrogative sentence. It asks a question. Who can share an interrogative sentence on this page? What do you see when you think of the ocean? That sentence asks a question. The information in the next sentence helps you to answer that question. Let s keep reading to see if we can find more interrogative sentences. Help students understand the benefits of building on others comments in conversation. We ve shared our thoughts about how the author gives us information and supports it with specific details. When you discuss reports like this one, it can be helpful to listen to what someone else says and build on their comments. Why do you think it s helpful? Sometimes people say things that I did not think of. Listening to them might help me learn something new and come up with my own ideas. We can all learn when we talk about a topic. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this lesson s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. SL.1.2 Discussion Collaborative ell SUPPORT RI.1.1* Discussing the Text Ask questions as students language proficiency levels and provide the following sentence frames for student responses: I found an answer to question. The answer is. I found it on page. L.1.1j CONVENTIONS Declarative and Interrogative Sentences comprehension share Put a self-stick note next to important things you learn as you read. Then you can go back and see how these important things are linked. Mondo Bookshop Grade 1 5

6 RF.1.4c FLUEncy Accuracy TEACHER S CHOICE FLUENCY FOLLOW-UP Fluency Practice Guide students to read with sufficient accuracy and fluency to support comprehension. Model the use of commas to indicate a pause in text. Read aloud page 31 twice: once all the way through without pausing, and once with pauses correctly inserted. Have students tell which is easier to understand. Then have them work with a partner to read the page. W.1.8, RI.1.1* Writing Gather Information RI.1.10 READING Independent TEACHER S CHOICE constructed response: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Use the blackline master on page 11 to introduce the constructed response question: How does the author show which animals make up a food chain? Have students use self-stick notes to mark places in the text that help them answer the question. Point out that the details they include can come from the illustrations as well as the main text. Review students self-stick notes as you evaluate their mastery of the learning focus. TEACHER S CHOICE Cross-Text reading: INDEPENDENT OR GUIDED In preparation for Session 3 (teacher s choice), have students read the short text selection Sea Anemones and Clownfish on page 33 of the Themed Text Collection. Remind students to think about the learning focuses from prior sessions as they read. Before our next session together, I would like you to read Sea Anemones and Clownfish on your own. As you ve done before, pay close attention to how the author provides information in the report. 6 Sea Life and the Food Chain

7 Session 3 Sea Life and the Food Chain and Sea Anemones and Clownfish Key idea Animals in the ocean are linked by what they eat. They depend on one another to survive. REFLECTING ON THE TEXTS 5 minutes Ask students to reflect on what they learned over the past sessions. Invite them to review and reflect on both texts. We have learned a lot about how sea animals survive. Who would like to share some ways sea animals depend on one another? Sea animals eat one another, so they need one another to survive. Who will share another way sea animals depend on one another? Some sea animals live together and protect one another. Learning Focuses RI.1.1*, RI.1.5*, RI.1.8, RI.1.9 Students compare and contrast texts to read closely and cite text evidence that helps them recognize how authors present information. They support the statements they make. Students continue to identify how information is organized and presented in a text. CROSS-TEXT ANALYSIS 10 minutes Guide students to compare and contrast the two reports. Let s think about the two texts we read and what we learned about sea animals. How did the author sort information in Sea Life and the Food Chain? He put the animals in a food chain from the biggest to the smallest. And how did the author of Sea Anemones and Clownfish organize her information? She explained the ways clownfish and sea anemones help one another. It s helpful to think about how authors present information in reports. Authors need to give examples that show that what they are explaining is true. Guide students to synthesize characters and events across both reports. The analysis should lead to connections and new understandings based on both texts. Let s discuss the two texts together to help you understand both more deeply. Turn and talk with a partner about that. Try to come up with a possible theme for the two. Who d like to share? We think that both reports show how sea animals depend on one another to stay alive. I also noticed that all sea creatures have to work hard to survive. They have to find food and find ways to stay safe. SL.1.2 Discussion Collaborative INTEGRATING THE LEARNING 10 minutes Invite students to integrate the information from both stories and concisely state the big ideas across both texts. Often when we read, we try to say what a text was mostly about the big idea in one sentence. Now we re going to think through key parts of these two reports to find a common theme for both of them in one or two sentences. Turn and talk with a partner. Think about how we can state a theme that would go with both reports.... Who would like to start? Both reports are about life in the ocean. They show how different sea animals depend on one another to survive. Mondo Bookshop Grade 1 7

8 Have students reflect on the strategies they learned for comparing two texts with a similar theme. Let s recap what strategies we used to deepen our understanding of both stories. We looked at how the authors sorted information by using subheadings. We also looked at how the authors compared different sea animals and what they ate. W.1.8, RI.1.1* Writing Respond to Question TEACHER S CHOICE constructed response: Write to Source E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 12 to write a response to the question: How does the author show which animals make up a food chain? Tell students that they can use their self-stick notes to help them write the answer. TEACHER S CHOICE Writing Connection W.1.2 Writing Informative WRITING AN INFORMATIVE TEXT E-RESOURCE Summative Assessment Review with students what makes strong informative writing. Students will work independently to write a paragraph about sea animals. Students may wish to share their paragraphs. Now that you ve learned about sea animals, let s write our own paragraphs about a favorite sea animal. These paragraphs will tell readers about the topic. You can use details from both reports as well as other sources to write your paragraph. Let s quickly review what makes strong informative writing before we get started. We need a clear statement of what we are writing about. We need to give examples to support the points we make. We need to sort our information in a way that makes sense to the reader. Remember that you are telling other people about a topic. You need to give examples and sort your information so it is easy to understand and explains things clearly. 8 Sea Life and the Food Chain

9 TEACHER S CHOICE Additional Instruction Optional Guided Reading: Sea Anemones and Clownfish Prior to Session 3, for students needing additional guidance, you may want to conduct a guided reading lesson with the short text, Sea Anemones and Clownfish. Use the learning focuses from Sessions 1 and 2 to reinforce both practice with the standards and the learning. Today we ll spend some time practicing the reading skills we worked on with our first report. We will pay close attention to the information the author gives us. We ll do this by reading closely to find information and see how the author supports the points she makes. Try to notice these things in the report as you read to the end of the first section. What do you think the author will talk about in the second section of the report? Then we ll read on and see how the author compares sea anemones and clownfish. RI.1.1*, RI.1.5*, RI.1.8 Comprehension Finding Supporting Details Independent Reading: Bugs and Milkweed and/or Sea Anemones and Clownfish If you have not done guided reading with Sea Anemones and Clownfish, send students off with instructions for independent reading of the text before they do their cross-text constructed responses. Alternatively, you might send students off to read Bugs and Milkweed independently after a review of the learning focuses. RI.1.10 READING Independent Vocabulary Root Words Discuss with students how to find the root word in a longer word. Guide students to understand that knowing the root word will help them increase their vocabulary as they learn new forms of the same word. On page 30 of Sea Life and the Food Chain, find the word larger. Who can tell me the root word of larger? The root word is large. Yes. If you know what the root word large means, how can you figure out what the word larger means? The word larger means more large. Yes, adjectives that add an -er ending often create a word that means more than the original word. Who would like to share some other words like this? L.1.4c VOCABULARY Identify Frequently Occurring Root Words VOCABULARY Make sure students ask questions about words they find difficult or confusing in their reading. Word Recognition Decoding Words Help students use strategies to decode words they don t know. Look at the word connected. How can we decode this word? We can break it into smaller pieces and sound out each piece. Breaking down words and sounding them out is a good strategy. Let s look for more words we don t know and use that strategy to decode them. Who wants to share an example of a word they can decode? RF.1.3 Word recognition Decoding Words Mondo Bookshop Grade 1 9

10 Name Date Comprehension: Ask and Answer Questions Write a question you had about key details in Sea Life and the Food Chain. Then write the answers you found. Tell where you found information to help you answer the question. Question Answer I found information to help me answer my question on page Mondo Publishing Score: 10 Sea Life and the Food Chain

11 Name Date Comprehension: Key Ideas and Details How does the author show which animals make up a food chain? Think about the question above as you read the text. Write down details from the text and illustrations that answer the question. You may need more than one copy of this sheet. Details from the Text or Illustrations Page Number Animals at the Top of a Food Chain Animals in the Middle of a Food Chain Animals at the Bottom of a Food Chain Mondo Publishing Score: Mondo Bookshop Grade 1 11

12 Name Date Constructed Response: Write to Source Put a check next to the question you are answering. Use details from the text and illustrations in your answer. Use your self-stick notes to help you find details. How are animals placed in a food chain? A food chain shows us that. How does the author show which animals make up a food chain? The author shows Some examples of animals in a food chain are. Mondo Publishing. 12 Sea Life and the Food Chain Score: