After Reading: Build Comprehension and Knowledge Use the following questions to monitor text comprehension and reinforce knowledge and vocabulary. • Big Ideas Why is it important for frogs to have strong legs and webbed feet? • Vocabulary What definition of bipedal does the author give? Besides using their two legs, what do humans use when they swim? When they climb playground bars? When they do cartwheels? • Big Ideas In what ways are snakes different from the other animals in this text? • Deep Thinking Now think about sea animals. How do whales use their bodies to move? How do fish use their bodies to move? Deep Thinking MLs Some children benefit from responding in their home language first. Help those children transfer their ideas into English. Provide a sentence for children who need additional support, such as: Humans use their legs and arms to .
The After Reading section for Grades K–2 includes two writing opportunities: Spelling: Writing from Dictation and Write About Reading . Readers also Wrap Up Reading by re ecting on knowledge and the Essential Question .
Spelling: Writing From Dictation Dictate this sentence for children to write. Point out there will be words with consonant + le, al, and el syllables. You may want to model the writing. Children may illustrate the sentence. This little animal tumbles when it travels. MLs Introduce the sentence with context, such as: Write this sentence about how a little spider will tumble to move and travel along.
Multisyllabic Words: Blending Syllables Introduce Remind children that breaking a word into syllables can help them read longer words. Point out that each syllable in a word has a vowel sound. Explain that children can read each syllable, blend the syllables, and read the word. Show Display the word animal . Then say: I can clap the syllables and see that there are three syllables. We know that every syllable has a vowel sound. So, we can find three vowel sounds— /a/ /i/ and /ә/. I can break the word into syllables, blend the syllables, and read the word an-i-mal, animal. Try It! Say each word and ask children to clap and count the syllables. Then write the words. For each word, have children underline the vowels, blend the syllables, and say the word: Write About Reading Ask children to make a chart. On the left side, write the name of an animal. On the right side, write the action word that tells how it moves. (Informative/Explanatory) Wrap Up the Reading • Essential Question: Refer to the Essential Question and elicit information that might help to answer it. • Knowledge Notes: Help children record what they learned and later share their notes with partners and/or families.
Focus on Differentiated Instruction You may use your observations, formative assessment, or data from available assessments to match children to instruction. Vocabulary: Synonyms
Introduce Explain that a synonym is a word that has almost the same meaning as another word. Point out that authors use synonyms to make their writing more interesting and informative. Show Write these sentences for children and underline the word move . Point out that move is used in both sentences. The snake can move forward. The snake can move across the ground. Then say: Instead of using move again, I think a good synonym for the word move in this sentence would be slither . slither Write the sentence with the synonym. The snake can slither across the ground. Try It! Together, brainstorm other synonyms for the word slither in this sentence. Your list may include slide, crawl, creep, glide, and wriggle . Have children take turns reading the second sentence with the synonym for slither . Fluency: Partner Reading Introduce Tell children that they will read with partners today. One child will read aloud, and then the other child will read. Show Demonstrate with a child partner. Read the first sentence under the section “Wiggle and Slither.” Then, have your child partner read the next sentence. Repeat until you finish the paragraph. Help your partner as needed. Try It! Have children work with a partner and choose another section to read. Have them take turns reading a sentence at a time. Let partners know they should help each other when they can.
Focus on Di erentiated
Instruction features optional instruction in topics such as phonics, vocabulary, uency, and speaking and listening. In addition, in Grades 3–5, there
a-ble bi-pe-dal im-poss-i-ble lit-tle star-tled trav-el tum-ble wig-gle
are review options that cover related prerequisite skills.
Speaking and Listening: How Do They Move? Introduce Remind children that when answering questions about a text, they should restate part of the question in their answers. Show Demonstrate how to ask a question and then restate your question in the answer. • Question: How does a snake move? • Answer: A snake moves by wiggling and slithering. Try It! Have children take turns asking and answering questions about the text. Listen in and give help as needed. Children may use these questions to help them get started. • In which two ways can frogs move? • How do penguins move when they are on land?
SHORT READS DECODABLES • TEACHER CARD
In all Grades K–5 the Teacher Cards for decodables are two-sided. Grades K–2 include four Short Reads Decodables with corresponding Teacher Cards while Grades 3–5 include two Advanced Decodables with corresponding Teacher Cards.
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