Week 6
Teaching Options
Develop Fluency Read aloud from pages 2–8 to model how to use the line spaces and punctuation to signal pauses. Have children use partner reading to practice reading expressively. Remind them to use pauses and inflection to show suspense when the ellipses occur on page 6. The revelation on page 8 should be read with emphasis. Expand Oral Language/Conversation Talk About Amazing Facts Have children discuss the meaning of the word amazing . Then ask children to identify the most amazing fact they learned from this book. Have them use evidence from the text or photos to describe their choice. Write and Respond to Reading Write a Travel Log Have children write a travel log from the point of view of a migrating monarch, telling the story of its journey to its winter home. (Narrative) Write Questions and Answers Have children work in pairs to choose a few interesting details from the book and write about them in question-and-answer format. Offer the following model based on pages 6–7. Q: What do monarch caterpillars eat? A: They eat lots of leaves. (Informative/Explanatory) ML Support Picture Support Encourage children to use the illustrations to support their understanding. For example, look at pages 14–15 together and ask: What is the map telling us? As the child reads the text, have him or her trace the route of the butterflies from north to south.
Develop Comprehension Thinking Within the Text
Focus on Foundational Skills Phonics and Word-Solving Strategies Contractions Using ’s Remind children that a contraction is a short way to write two words as one. An apostrophe replaces the missing letters in the new word. • Point out the word it’s on page 2. Explain that it is a combination of the words it and is . You may also want to explain that it’s has a homophone that is not a contraction: its . Explain that it’s is the contraction; its is a possessive. Have children use both words in new sentences. • Turn to page 5 and ask children to find the contraction ( Here’s ). Ask them to name the two words that make up the contraction. Remind children that informational texts may use features such as sidebars, charts, photos, captions, and maps to help readers better understand the information. Ask: • How do the pictures on pages 8 and 9 help you better understand what the author is talking about on each page? • What details do you learn from the maps on pages 12–15? How do the map keys help you understand the maps? Thinking Beyond the Text Talk about why the author says North American monarchs are amazing. What reasons does she give? Discuss what is special or unique about the monarch’s life story. Have children point to specific items in the text or photographs that support their thinking. Thinking About the Text Review the butterfly’s life cycle stages on pages 4–10, pointing out each stage in turn. Ask: ✪ What is the sequence of a butterfly’s life cycle? ✪ If the life cycle starts with the egg, why did the author choose to show an adult first on pages 2–3? Look at the text on pages 4–5 for clues. (The adult butterfly lays the eggs.)
712283 • Pack ISBN: 978-1-338-72129-4
Grade 2 I Teacher’s Guide 99
Made with FlippingBook - Online catalogs