Weeks 1 & 2
Teaching Options
Develop Comprehension
Develop Fluency Read aloud the text at the bottom of pages 16 and 17, modeling pronunciation and phrasing. Then have partners take turns reading the two pages to each other. Provide help when needed. Expand Oral Language/Conversation Talk About Owl Characteristics Point out that many characteristics apply to all owls, but that some vary. Ask: What are some characteristics that are similar or exactly the same for all owls? Which characteristics vary from owl to owl? Write and Respond to Reading Write an Opinion Ask children to write a paragraph to support the statement that owls are good hunters. Encourage children to use evidence from the text and illustrations to support their opinion statements. Prompt children to reread details about owls as hunters. (Opinion) Make a Flowchart Have children make a flowchart, using words to label stages in the life of an owlet. Ask children to begin with the female owl laying eggs and end with the young owls being able to live on their own. Remind children to include the age of the owl at different points on the flowchart. Some children may want to illustrate their flowcharts. (Informative/Explanatory) ELL Bridge Encourage children to use gestures to show the meanings of words and phrases such as swoops (p. 3), facial (p. 9), flexible (p. 10), funnel (p. 13), lifting (p. 15), grasping (p. 16), swallow (p. 17), cough up (p. 18), flutters (p. 22), and protect (p. 29). If children are unfamiliar with a word, use gestures to help explain its meaning.
Thinking Within the Text Focus discussion on the main idea and details by asking questions such as the following: • Which details in the text help support the main idea? • Which details in the illustrations support the main idea? Thinking Beyond the Text Ask children to reread pages 29 and 30. • What questions might a reader have after reading these two pages? • Does anything the author says here change your thinking about owls? Thinking About the Text Remind children that authors have different purposes for writing books. Then ask: Why do you think the author wrote this book about owls? How do you think the author feels about owls? What makes you think so? Why do you think the author included the additional information on page 32? Focus on Foundational Skills Phonics and Word-Solving Strategies Words With Long a Remind children that long-vowel sounds often have more than one spelling. Review the spellings of long a, which include a, a_e, ay, ai, e, ea, ey, and ei . • Have children look at the cover of the book and find the author’s name. Ask: How do you pronounce the author’s first name? What letters in her name stand for the long- a sound? • Ask children to look at the last line on page 8 and find two a_e words. Ask: How are these words pronounced? • Have children look at page 11. Which word in the first line has the long- a sound spelled ay? • On page 10, have children determine that in the words they and prey , long a is spelled -ey . • Challenge children to find, on page 20, six different spellings for the long- a sound.
Grade 3 I Teacher’s Guide 17
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