Teacher-Led Reading Instruction | Small Group
Frogs!
Summary & Standards Frogs around the world can differ in what they need to survive and stay safe. But they also share many characteristics. Children will identify the key ideas of the text and the supporting details.
Author: Elizabeth Carney Genre: Informational Text Text Type: Chapter Book
Word Count: 250+ Themes/Ideas: identifying different kinds of frogs; learning how frogs live and grow
Genre/Text Type Informational Text/Chapter Book Remind children that informational text has facts about a topic. Specific information is given in each of the chapters. Informational Text Features Picture Glossary Photos support definitions that explain the meaning of difficult words. Captions Captions and labels add information. Vocabulary Academic Vocabulary deadly (p. 22): likely to cause death bulge (p. 29): to swell or curve outward from a flat surface Domain-Specific Vocabulary webbed (p. 28): having toes connected to one another by a layer of skin gland (p. 29): an organ or body part that produces and releases a liquid to perform a job in the body Challenging Features Text Children may not know where to begin reading on pages filled with text, inset photos, and captions. Help them locate the beginning of chapters. Content Children may find some of the scientific facts difficult and need further explanation. Supporting Features Text The contents and headings divide the text into logical sections. Photographs support the text. Vocabulary Fact boxes and the Picture Glossary provide definitions for difficult terms.
A First Look Talk about the cover and have children describe what they see. Ask: How can you tell that this is informational text? Have children use the title and photo to predict what they think they might learn about frogs when they read the book. Read and Analyze Informational Text Cite Textual Evidence If you have time constraints and want to concentrate on only a portion of the text, use the asterisked prompts to focus discussion. Compare and Contrast Note that one way that readers can connect ideas in a text is to compare and contrast them. (pp. 6–7) What are some ways in which the habitats of different kinds of frogs are alike and ways in which they are different? (pp. 8–12) How are the reasons that frogs make sounds alike or different? (pp. 16–19) Compare and contrast the sizes and colors of different kinds of frogs. (pp. 24–27) Compare and contrast what a frog looks like during different stages of its life cycle. (pp. 28–29) What are some ways in which frogs and toads are alike and ways in which they are different? (pp. 30–31) Recall what you have read so far about how frogs keep themselves safe from danger (p. 10 and pp. 20–23) and compare and contrast that information with the information in this section.
94 Scholar Zone Summer: Reading & Writing
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