Write About Reading To encourage writing in response to a text, present children with these choices for writing activities. • Write two ways that the fur of mammals helps them survive. Look back in the book to find ideas. (Informative/Explanatory) • Choose a favorite animal from the book. Describe the animal and tell how its fur helps it survive. (Informative/Explanatory) MLs Allow children to draft their responses in their home language first and then transfer to English. Point out the words from the glossary on page 31 that might be helpful.
After Reading: Wrap Up • Essential Question Refer to the Essential Question and ask children what they learned from the book that helps to answer it. On the Platform • Knowledge Notes Help children record what they learned. Encourage them to share their notes with partners and/or families. • Show What You Know Check children’s understanding of the book.
Focus on Differentiated Instruction Use your observations, formative assessment, or data from available assessments to match children to instruction.
Speaking and Listening: Fantastic Fur Introduce Recall with children that they have been reading about all the different ways an animal’s fur helps it to survive in its surroundings. Say: Let’s talk about why we can say that an animal’s fur is fantastic. Show Model how to answer one of the questions below using part of the question in your answer. Try It! Have children work with the group to discuss and answer the questions below. • How does fur help an animal stay warm? • How does fur help an animal stay cool? • How does fur help an animal hide from its predators? • How can whiskers help an animal keep safe? Text Features: Text Boxes Introduce Point out that authors use different kinds of text features to add information. Show Ask children to return to the text and focus attention on the text boxes. Note that each text box gives more information in a colored box with white text. Try It! Have children use the information in the text boxes to answer questions about the text, such as: • Look at the text box on page 6. Do you think it’s surprising that fur and human nails are made of the same material? • Look at the text box on page 8. Why do you think dolphins and whales are hairless? • Look at the text box on page 16. How does the information in this box relate to the text on the rest of the page?
Figurative Language: Similes Introduce Explain that sometimes authors compare things using the words like or as . In comparing things, the author helps the reader better understand the information. Show Point out the use of the word like to make a comparison on page 12. The author wrote, ”The topcoat acts like a rain jacket by protecting the undercoat from getting wet.” Say: Since I know that a rain jacket can protect me from getting wet in the rain, I can understand how the topcoat helps the mammal. Try It! Together discuss the similes on pages 13, 15, 20, and 21. Talk about what is being compared and why it is helpful for the author to use these comparisons. Then challenge children to compare an animal in one of the photos to something else using the word like . Give a hint by reminding children that they might compare its color, its size, or the way it moves to something else. Fluency: Reading for Automaticity Introduce Let children know that repeated readings can help them build accuracy and an appropriate rate. Show Locate the Contents page. Choose a chapter to turn to. Read a section several times to demonstrate how to practice reading for greater automaticity. Try It! Have children work with partners. Have them each choose a chapter from the Contents page. Then have each partner take a turn at reading a section a few times, working on correcting their mistakes and reading with greater accuracy and fluency each time. Then have them listen as their partner does the reading aloud.
KNOWLEDGE LIBRARY BOOK • TEACHER CARD
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