Week 5
Teaching Options
Develop Comprehension
Develop Fluency Model using punctuation and phrasing to chunk words together as you read a page. Have children repeat each sentence. Then have children read the page with you, pointing to the words as they read. Expand Oral Language/Conversation Talk About Animal Needs Discuss how all animals need certain things to live, such as food and water. Talk about the facts this book provides about how different kinds of frogs meet these needs. Write and Respond to Reading Write and Draw a Comic Scene Have children use pages 30–31 as a model for drawing their own comic scene depicting one of the other frogs from the book as a superhero. Remind them to write a caption explaining the frog’s “super power” and to use descriptive words and words that imitate sounds. (Narrative) Make a Word Web Have children make a word web to organize information about one topic from this book. For example, children might put “What Frogs Eat” in the center oval and record facts about the diets of different frogs in the surrounding ovals. (Informative/Explanatory) ML Bridge Use the photographs to support vocabulary development for adjectives and nouns that can be used to describe frogs and their parts: pink, long, sticky, smallest, largest, green, brown, stripes, spots, red, yellow, orange, blue, smooth, and bumpy. Invite children to take turns drawing a frog that has one or more of these characteristics, then have them use these words to write a sentence describing the frog in their picture.
Thinking Within the Text Have children take turns using details from the text to summarize what they learned. Ask: What is the best way to summarize Frogs ? Which key details are necessary to include in a summary of this book? Which details can be left out? Thinking Beyond the Text Sometimes readers must make inferences to understand the text completely. Ask: • What might be the reason frogs do not live in Antarctica? • Why does a dancing frog dance instead of making sounds? Thinking About the Text Have children look at pages 26–29 and examine some of the ways the author uses text features to make it easier to connect science concepts. Ask: • What text features does the author use to show the sequence of events of a frog’s life? • What text features does the author use to compare and contrast frogs and toads? Focus on Foundational Skills Phonics and Word-Solving Strategies Words With -ing Remind children that adding - ing to verbs tells about an action that is happening in the present. • Have children find the word croaking on page 8 and read it aloud. Point out how the ending -ing has been added to the verb croak. • Have children find the verb hopping on page 5 and read it aloud. Point out that when a verb is short and ends with a consonant, the consonant is doubled before -ing is added to the verb. • Have children find the verb dancing on page 11 and read it aloud. Point out that when a verb ends in e , the e is dropped before adding -ing . • Have children work with a partner to find other -ing verbs in the book and identify what, if anything, changed before -ing was added. ( passing, breathing, swimming, gliding )
Grade 2 I Teacher’s Guide 95
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