Book 2 Read-Aloud Plants in Different Habitats by Bobbie Kalman
“If I were going to ask myself a question, I might say, ‘How big was Jadav’s forest?’ With your partner, try to answer that question right now. Then, check back with the text to see what you remembered and what you forgot.” “Now you try it—with your partner, take turns quizzing each other about what you just read. After you ask and answer a question, check back with the passage to see what you remembered and what you forgot. AFTER READING Discuss and chart possible central ideas for the text as a class. “ The Forest Keeper: The True Story of Jadav Payeng is such a powerful biography, isn’t it? We know that when an author writes a biography, there’s usually something the author is hoping we’ll learn from the book. What does Rina Singh want us to learn from this biogra- phy? Brainstorm what the main ideas or themes might be from this book.” After students talk, invite students to share possible central ideas or themes that the text teaches. (One person can make a tremendous difference. Children can change their com- munities. Plants are incredibly important to habitats and communities.) “Let’s keep these lessons we can learn from Jadav in mind as we continue to read books about this topic.”
Rationale for Text Selection : Plants in Different Habitats (790L) by Bobbie Kalman provides a foundational introduction to plants that live in different habitats around the world. This expository nonfiction text is clearly structured into sections, with most sections detailing a new habitat and the ways that plants have evolved to survive and thrive in that habitat. This structure makes the text highly supportive for third graders as they work to determine main ideas and key details and begin to think about text structure. This book received a starred review from Library Media Connection . It is also available in Spanish. It includes photo- graphs and captions that help students to understand what different habitats are like, as well as a few supportive diagrams. Vocabulary Spotlight: Across this book, you’ll spotlight key vocabulary words students will use repeatedly to discuss the inquiry topic. You’ll introduce these words across the read-aloud, and you’ll revisit several of the words during your minilessons and your Vocabulary Extensions.
Words like biography , central ideas , and theme are considered academic language. Consider ways to make these words and terms comprehen- sible for your MLL students. Preteach these terms prior to the session or translate them into languages your students speak. If you want to support your students with the thinking work here, you could also have a list of common themes from texts for use as well.
adaptation: a feature that helps a living thing survive in its environment photosynthesis: a process during which plants use sunlight to make food
nutrients: substances living things need to survive habitat: a place in nature where a plant or animal lives camouflage: a defense mechanism that helps organisms blend in with their surroundings introduced plant: a plant that doesn’t normally live in a particular habitat rely: to depend on something or to need something
Getting Ready: You will not be reading this book cover to cover. Instead, you will read and reread sections that are most rel- evant to your research. This book has page numbers so we’ve used those to indicate stopping points. If your book does not have page numbers, please regard the first page with words as page 4. It may help to use sticky notes to flag the stopping points as a reminder to discuss. In Session 3, you will continue to add to your Vocabulary Word Wall. For Session 5, be prepared to have copies of pages 14–15 and 18–19 for each student. For Session 6, you’ll need copies of pages 28–29 for students as well.
78
79
GRADE 3 • Unit 2 • Let’s Gather
Unit 2 • Book 2 • Plants in Different Habitats
Made with FlippingBook flipbook maker