8 Great Strategies forfor Common Core Common …...•Known (Expert) Words –write “as fast as a...

8 Great Strategies for Common Core for Common Core

Informative/Explanatory Writing (Grades K-2)Writing (Grades K 2)

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Informative/Explanatory

• Note: See Appendix A for more details, including distinctions between arguments andbetween arguments and explanations

Daily Writing Instruction Frame

Lesson Launch

TeacherTeacher Demonstration

Student Writing

Writing C l b tiCelebration

Writing Instruction

Demonstration WritingDemonstration Writing“I Demo It; We Do It”

Modeled/Shared/Interactive WritingModeled/Shared/Interactive Writing(At Grade Level)

Student Writing“You Try It; On Your Own”

Guided/Independent WritingGuided/Independent Writing(At Instructional Level)

www.learningheadquarters.com 1 © 2002, 2017 Learning Headquarters

Teacher D t tiDemonstration

Look for:-demo techniques

i-active engagement-other

Demonstration Writing Sample Sequence

1. Say sentence

2. Write one word at a time• Known (Expert) Words – write “as fast

as a snap”• Unknown Words – sound it out, find it,Unknown Words sound it out, find it,

or provide it

3. Model correct spacing by “hopping” to next word

4. After writing each new word:G b k t th b i i f t• Go back to the beginning of sentence

• Read sentence aloud (1:1 & hopping)• Stop after saying next unwritten wordp y g

5. Go back to #2 and repeat until sentence is completed

6. Read sentence aloud several times

Teacher Demonstration: Active Engagement Strategiesg g m g


Written Language

Scribbles Sounds/ Letters

Words/ Phrases Sentences Paragraphs Multiple

Paragraphs


Create B i iBeginning

Informative/Informative/ExplanatoryExplanatory

Writingg

Kindergarten gDemo Sample

Creating a Beginning SentenceBeginning Sentence

• To recognize ideas• To create non-linguisticTo create non linguistic

representation• To verbalize thoughts

clearly• To create writing to match

thi kithinking

Think ItThink It

Picture It

Say It

Write It

Draw a picture pof an animal.

What can you see?you see?

Write about what you can see.w y u .

(I can see...)

DraftMs KindergartenMs. KindergartenDate

I can see a brownkmonkey.


Sounds and Letters Alphabet Chartp


CreateB i iBeginning

Informative/Informative/ Explanatory p y

Writing


Wrapping Text

• To teach text directionality and ymultiple-line spacing

Draw a picture fof your

teacher.

Tell me about your teacheryour teacher.

Draw or write about your teacher.y u .(My teacher is...)

DraftMrs KindergartenMrs. KindergartenDate

My teacher is funny.She always tellsShe always tellssilly stories.


Tips for Supporting Sentences:Supporting Sentences:

What else do we know?What else do we know?

h h h ihe, she, they, or it

Who/What Chart• To add academic• To add academic

vocabulary• To prompt students withTo prompt students with

questioning techniques• To demonstrate sentence

development

• Grades K-2: Utilized for complete sentence building

G d 6 ili d f• Grades K-6: Utilized as a reference for quick summaries


Create Beginning g gInformative/E l tExplanatory

WritingWriting


Text-Dependent• To connect reading and

writing to promote an i d d l fintegrated model of literacy

• T d d it• To draw upon and write about evidence from the text(s)text(s)

Building Source- and Text-Dependent WritingDependent Writing-Let’s Visualize-

Source- or Text-Connected

Source- or Text-Inspired

Source- or Text-Dependent

Source- or Text-Dependent

• To connect writing to ideas acquired throughideas acquired through reading and being read to

A(O) NI/Ewww.learningheadquarters.com 8 © 2002, 2017 Learning Headquarters

Teaching Task Pre-Planning

Concept(s)Animal Appearances and Behavior

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

Behavior

Amazing Whales! by Sarah L. Thomson

Text(s) and/or Source(s)

Amazing Whales! is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix State Standards Appendix B: Text Exemplars and Sample Performance Tasks’

Text Type Informative/Explanatory

Teaching Task (with Text Structure)

What have you learned about whales? After reading Amazing Whales!, write

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

z ginformation about a whale.

Sequence -Plan and Teach-

y pp g gof text prior to teaching instructional sequence

8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com

The Great

8

Instructional Sequence Guide

The Great

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Build Concept and Background

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Draft

Research

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Reflect, Revise, and Edit

Publish

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• Show video clip on different types of whales


Note-Taking Tip:g p• As you read the

informational text, create an anchor chart that models how to t k t b ttake notes about whale facts.



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What have you learnedIdentify Task

What have you learned about whales? After din Am zin Wh l s!reading Amazing Whales!,

write information about h la whale.


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Plan

dolphin -Dellablue whale

-Guy sperm whaley sperm whale -Sidney

whales

humpback -Keenan

baleen -Ms.

Ki d t

killer whale

Keenan Kindergarten

–Gabriel


Plan/ResearchMs. KindergartenD t

What do they •fishDate

eat?fish

•krill

What do they •trap foodWhat do they

do?trap food in mouth

Tip:Phase in Source Cards

• Step 1: Answer experiential ti d it

Phase in Source Cards

questions and write answers on source cards

• Step 2: Provide answers to labeled experiential questions

• Step 3: Find answers to specified text-dependent p pquestions and sort accurately


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Prewrite

blue and do not

Ms. KindergartenDate

eat krill3

humpback whales

have teetheat krill and fish 26

baleenstrips bend

sift water out 45

fill mouth ith t

made of same thing

as fingernailstrap food in mouth

1

with water f gin mouth



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DraftMs. KindergartenDate

Baleen Whales

There are differentf b l h ltypes of baleen whales.

These whales trap foodp fin their mouth. Blue andhumpback whales havehumpback whales havebaleen. They do not h t th B lhave any teeth. Baleen

strips can bend to catchpmore. They sift waterout They eat the fishout. They eat the fish and krill left.


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Reflect, Revise, and EditMs. KindergartenDate

Baleen Whales Whale Words

There are differentf b l h ltypes of baleen whales.

These whales trap foodp fin their mouth. Blue andhumpback whales havehumpback whales havebaleen. They do not h t th B lhave any teeth. Baleen

strips can bend to catchpmore. They sift waterout They eat the fishout. They eat the fish and krill left.


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P bli hPublish

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Create Informative/ E l tExplanatory

WritingWriting

First Grade SampleFirst Grade Sample


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Build Concept and Backgroundg

“What do we know about animals?”about animals?

PIIC

WA

Animal Books

TU

ALK

Books

• Where they live• What they eat

RE

K

y• Other interesting facts

Identify Task

What do you know about animals?about animals?

Write information about an animal.


Plan

lAnimalsbirdbird

dog

elephant

monkey

cat

hin srhinoceros

spiderspider

Prewrite

Mr. First

grey long

Date

grey long,

strong trunks

herbivore

social enormouselephants

ears flap

live in herds

p

flapherds wild

DraftMr. FirstDate

Elephants

Elephants are enormousanimals. They have long,strong trunks Theirstrong trunks. Theirhuge ears flap.Elephants live in herdsElephants live in herdsbecause they are social.

Reflect, Revise, and EditMr. FirstDate Strengthen

ElephantsStrengthen

sentence capitalization

and punctuation

Elephants are enormousanimals. They have long,strong trunks Theirstrong trunks. Theirhuge ears flap.Elephants live in herdsElephants live in herdsbecause they are social.


Create Informative/ E l tExplanatory

WritingWriting

First Grade SampleFirst Grade Sample


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Build Concept and BackgroundWh t f d d • B kf tWhat foods do we know about?

• Breakfast• Lunch• Di• Dinner• Snacks• A i• Appetizers• Side Dishes

• Share a photo lid h fslideshow of

food types




Build Concept and Background:Review Grade-Level Standards

-Scoring Guide-

Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated

Checklist-

First Grade Informative/ExplanatoryInformative/Explanatory

Checklist

h Share your topic -Chloe

Write facts - Marcus

Wrap it up with a closing - Hernánclosing - Hernán

Build Concept and Background: Analyze Writing (Text Type)

Exemplars• Highlight text type, components,

structural organization, and genre-specific technique

• Illustrate at- or above-standard from beginning of writing process

• Share mentor texts or student exemplars Miss Firstexemplars

Popcorn is a tasty treat. It l k hit d fl ff lik

PopcornMiss FirstDate

Controlling Idea

It looks white and fluffy likethe clouds floating high up inthe sky. The kernels soundcrunchy and loud each time I

and salty in my mouth. Popcorn

eat a handful of them. Thisyummy snack tastes buttery

y y pis a snack for any time of day.

Closure

What do you knowIdentify Task

What do you know about food?

W fWrite information about a food.


Plan

rolled

pizza -Brayden

lumpia-Ana

tacos –Gina

hamburgers -Bodie

food

kpotstickers-Keene

curry -Raj

spaghetti -Linny

rice bowl -Miss FirstLinny

Mi Fi t

PrewriteMiss First

rice bowl

mealrice and vegetables

teriyaki bowlAsian dishrice bowl

white sticky sauce

topped with carrots and

broccoli

chicken with teriyaki sauce

enjoyed all over the world

DraftMiss First

Rice BowlDate

A rice bowl is a food.

Rice Bowl

The bottom of the bowl is filledwith white ricewith white rice.

Thi A i di h h h k fThis Asian dish has chunks of chicken. Teriyaki sauce is drizzled over it.

Reflect, Revise, and EditMiss First

Rice BowlDateStrengthen


Rice Bowl Strengthen with

adjectives

The bottom of the bowl is filledwith white ricestickywith white rice.

Thi A i di h h h k f

yΛ

This Asian dish has chunks of chicken. Teriyaki sauce is drizzled over it.


DraftMiss First

Rice BowlDate


Rice Bowl



yΛ


Teriyaki bowls are topped withcarrots and broccoli.carrots and broccoli.

This layered meal is enjoyedThis layered meal is enjoyedall over the world.

Reflect, Revise, and EditMiss First

Rice BowlDateStrengthen


Rice Bowl Strengthen with

adjectives



yΛ


Teriyaki bowls are topped withcarrots and broccoli.

cookedΛ

carrots and broccoli.

This layered meal is enjoyedThis layered meal is enjoyedall over the world.

PublishMiss First

Ri B lDate

Rice Bowl

th b l i fill d ith hit ti kA rice bowl is food. The bottom ofthe bowl is filled with white stickyrice. This Asian dish has chunks of chicken Teriyaki sauce is drizzledover it. Teriyaki bowls are topped

i h k d d b li

chicken. Teriyaki sauce is drizzled

with cooked carrots and broccoli.This layered meal is enjoyed all overh ldthe world.

Showcase


Create Informative/

Explanatory WritingExplanatory Writing Utilizing Source g

Cards

Fi t G d S lFirst Grade Sample

Support

• To respond to questions on a topicp

• To add details to strengthen writing as needed

Where?

When?When?

Backup for Supportp pp• To strategically connect

details to eventdetails to event sequence

• To use domain-specificTo use domain specific and/or text-based vocabulary

• Formally introduced in first grade• Teacher: “How do you support your y pp y

reasons?”• Students: “Back them up with facts,

facts, facts!!!”


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“How can we familiarize ourselves with

ocean animals?”

Share an Underwater Video Clip

What is important to know

Identify Task

What is important to know about different animals? Write information aboutWrite information about

an ocean animal.

Planpenguin jellyfish

beluga whale

penguin-Guy

stingray

jellyfish -Callie

ocean animals

g-Eddie

g y-Samantha

to research

sea star -Joe

hammerhead shark P l blue whale

–Sara-Paul

pufferfish -Miss FirstMiss First

Research• Guide Students with Provided• Guide Students with Provided

Sources

http://kids.nationalgeographic.com/kids/animals/creaturefeature/


http://kids.nationalgeographic.com/kids/animals/creaturefeature/

• Support Students with Research Questions

What do look like?What do _____ look like?What do _____ eat?What is unique about ?What is unique about _____?

Research What do pufferfish look like?What do pufferfish eat?Wh t is ni b t p ff fish?

Miss First

What is unique about pufferfish?

inflate into a ball

water and air can fill

elastic

some have spines

scares off predators

stomachs to double their

size

wild markings

blended colors

invertebratesalgaeclams

four teeth

h d b kclamsmusselsshellfish

hard beaks

long bodies

Tip:Ph sin In S C ds• Step 1: Answer experiential

ti d it

Phasing In Source Cards


• Step 2: Provide answers to labeled experiential questions ( )( , , )

• Step 3: Find answers to pspecified text-dependent questions and sort accurately ( )( , , )

Prewrite Mi Fi tMiss First

pufferfish

blowfishtropical swimmer

carnivore

l k lik i b t

pufferfish

tlook like unique about

● spines

eat

● clams, ● inflates into p● wild, colorful

markingsmussels, and shellfish

a ball● double in size

one-of-a- kind fish


DraftMiss FirstDate

It isn’t difficult to recognize

Pufferfish

ga pufferfish. They stand outunder water.

Pufferfish are distinctiveocean animals.

To begin, they have wild, colorful markings and somecolorful markings and somehave spines.

Informative/Explanatory Hook VarietyHook Variety

Demonstrate variety and

• Quote

create/add to an anchor chart

• Quote

• Fact or StatisticFact or Statistic

• Problem

• Solution

Also these tropical carnivoresAlso, these tropical carnivoresuse hard beaks to eat clams,mussels, and shellfish.

Finally, blowfish double in sizewhen they inflate into roundb llballs.

Pufferfish are one-of-a-kindtropical sea creaturestropical sea creatures.

Reflect, Revise, and EditMiss FirstDate

St th

It isn’t difficult to recognize

Pufferfish Strengthen with

adjectives

ga pufferfish. They stand outunder water.

Pufferfish are distinctiveocean animals.

To begin, they have wild, colorful markings and somecolorful markings and somehave spines.sharp

Λ


Also these tropical carnivoresAlso, these tropical carnivoresuse hard beaks to eat clams,mussels, and shellfish.

Finally, blowfish double in sizewhen they inflate into roundb ll

and scare away predators.Λballs.

Pufferfish are one-of-a-kindtropical sea creaturestropical sea creatures.

Strengthen facts

PublishMiss First

P ff fi hDate

It isn’t difficult to recognizea pufferfish They stand out

Pufferfish

a pufferfish. They stand out under water. Pufferfish aredistinctive ocean animals. Tob h h ld l f lmarkings and some have sharpspines Also these tropical

begin, they have wild, colorful

clams, mussels, and shellfish.

spines. Also, these tropicalcarnivores use hard beaks to eat

Fi ll bl fi h d bl i iFinally, blowfish double in sizewhen they inflate into round ballsand scare away predators.and scare away predators.Pufferfish are one-of-a-kindtropical sea creatures.

Showcase


Create Hi h L lHigher-Level Informative/Informative/ ExplanatoryExplanatory

Writingg

Second Grade SampleSecond Grade Sample


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Note:• Th t t l• These are text exemplars

listed in the Common Core State Standards’ ‘Appendix B: TextAppendix B: Text Exemplars and Sample Performance Tasks’




Build Concept and Background:Review Grade-Level Standards

-Scoring Guide-

Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated

Checklist-Second Grade

Informative/Explanatory p yChecklist

Write information or explain - Heather

Write about the idea - Ryder

Gi l f Tiff i Give real facts - Tiffanie

Wrap it up - Tomásp p

Build Concept and Background: Analyze Writing (Text Type)

Exemplars• Highlight text type, components,

structural organization, and genre-specific technique

• Illustrate at- or above-standard from beginning of writing process

• Share mentor texts or student exemplarsexemplars

What is intriguing aboutIdentify Task

What is intriguing about nocturnal animals? After reading about bats (Bats: g (

Creatures of the Night, Bat Loves the Night, and “A Bat is B ”) d hi itBorn”) and researching, write

an essay that describes a fascinating nocturnal animalfascinating nocturnal animal. Be sure to develop the points

with facts and definitions.


Informative/Explanatory Writing Template Tasksg p

Definition Task 6: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that defines __________ and explains __________. Be sure to develop the points with facts,and definitions.and definitions.

Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that describes __________. Be sure to develop the points with facts, and definitions.

Procedural Task 8: [Insert question] After (researching, reading,Procedural-Sequential

Task 8: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that relates how __________. Be sure to develop the points with facts, and definitions.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) (content), write a/anlearning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that explains __________. What conclusions or implications can you draw? Be sure to develop the points with facts, and definitions.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) (content), write a/anlearning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that analyzes __________. What conclusions or implications can you draw? Be sure to develop the points with facts, and definitions.

Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) (content), write a/anlearning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that compares __________. Be sure to develop the points with facts, and definitions.

Cause-Effect

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an

(essay, report, or substitute) that examines the cause(s) __________ ( y, p , ) ( )of __________ and explains the effect(s) __________. What conclusions or implications can you draw? Be sure to develop the points with facts, and definitions.

Planskunks * -Kyron kangaroo rat

scorpions *

coyotes * -Amelia

-Kyron

hamsters -Blaise

-Malaya

F i ti

scorpions -Riyaleopards

-Harper

Fascinating Nocturnal Animals

bats * fireflies raccoons *

-Mr. Second–Payten-Owenhedgehogs *

-Deon lions * -Liam-Liam

opossums -Pierre

koalas * -Emma

* indicates animals listed on National Geographic Kids website

Plan

Where do

How do _____ move?What are _____

known for? Where do _____ live?

Important Questions to Research

What doHow do

act? What do _____ look

like?

_____ act?

What does _____ eat? Why are _____

nocturnal?

Plan/Research

Demonstrate Critical Thinking: Research Categories

What do raccoons look like?What do raccoons look like?Where do raccoons live?What do raccoons eat?What do raccoons eat?What are raccoons known for?


Prewrite

Mr. Second

raccoons=nighttime critters

Date

raccoons

nighttime critters, masked bandits,

omnivores,night hunters,

creatures of the night

what they look like

where they live

what they eat

Pointswhat they are

known for

Research• Guide Students with

Provided Sourceshttp://kids.nationalgeographic.com/

kids?animals/creaturefeature/kids?animals/creaturefeature/

Research What do raccoons look like?Where do raccoons live?What do raccoons eat?

Mr. Second

What are raccoons known for?

live around most of the world

wooded area raccoon eat: city raccoon

eat:land water

North America • wooded areas• cities

eat:-garbage (scavenge

bins)-food scraps

land waterfruits fishseeds frogsnuts crayfish

birds’ eggsplants

make dens in:-trees

-tops of homes-four paws

-five toes on f

great swimmers

plants

tops of homes-abandoned

buildings-hollow trees-brush piles

front paws-black and brown

bands on tail-mask around

eyeseyes

Tip:Demonstrate the note-takingDemonstrate the note-taking process in small chunks. Give students time toGive students time to research and reconvene.

E h iEmphasize:• Point shapes• D t il• Details• Summarize• Paraphrase• Paraphrase• Quote


Tip:Ph sin In S C ds• Step 1: Answer experiential

ti d it

Phasing In Source Cards


• Step 2: Provide answers to labeled experiential questions ( )( , , )

• Step 3: Find answers to pspecified text-dependent questions and sort accurately ( )( , , )

Research: Source Card Shuffle

• cut cardscut cards• sort into categories• order detailsorder details• remove repeats• attach to prewriteattach to prewrite

Mr. Second

d dlive around most

of the world

North America • wooded areas• cities

wooded area raccoon eat: city raccoon

eat:-garbage (scavenge

bins)-food scraps

land waterfruits fishseeds frogsnuts crayfish

birds’ eggsplants

make dens in:-trees

-tops of homes-abandoned

buildingsh ll

-four paws-five toes on front paws

-black and brown bands on tail

great swimmers

plants

• Teach students how to cut and

g-hollow trees-brush piles

bands on tail-mask around

eyes

• Teach students how to cut and sort by key points

Prewrite

Mr. Second

raccoons=nighttime crittersNocturnal animals:

Date

raccoons




Nocturnal animals: •active at night• sleep during day• heightened sense of hearing, smell, and eye sight

what they look like

where they live

what they eat

●masks around their eyes

●wooded areas or city

●woods: fruits, seeds, nuts, bird

●intelligence●excellent

Pointswhat they are

known for

y●black and brown bands on bushy tails●five long toes on front paws

y●up high in trees or house tops●abandoned buildings or hollow trees

, ,eggs, plants●water: fish, frogs, crayfish ●city: scavenge garbage for food

swimmers●lightning quick paws

scraps

Raccoons function best at night.

Audience Hook Variety

Demonstrate variety and create/add to an anchor chart

• Dialogue or Quote

create/add to an anchor chart

a ogue o Quote

• Fact

• Question

• Paint a Picture

• E l ti• Exclamation

• EmotionalEmotional


Prewrite

Mr. Second

raccoons=nighttime crittersNocturnal animals:

Raccoons raid for food at night, but they are hard to catch!Date

raccoons




Nocturnal animals: •active at night• sleep during day• heightened sense of hearing, smell, and eye sight

what they look like

where they live

what they eat

●masks around their eyes

●wooded areas or city

●woods: fruits, seeds, nuts, bird

●intelligence●excellent

Pointswhat they are

known for

y●black and brown bands on bushy tails●five long toes on front paws

y●up high in trees or house tops●abandoned buildings or hollow trees

, ,eggs, plants●water: fish, frogs, crayfish ●city: scavenge garbage for food

swimmers●lightning quick paws

scraps

Raccoons function best at night.

Draft, Reflect, Revise, and Edit Mr. SecondDate

Raccoons are known for their

Raccoons

nighttime raids for food, but itis difficult to catch them in action.

these clever rascals

Since these night hunters areh d k hmost active in the dark, they

sleep during the day. Creatures of the night benefit fromh i ht d hi h h lheightened senses which help them find a meal before beingspotted. Raccoons aref s in tin n tu n l nim ls

tastyΛ

fascinating nocturnal animals.

voice l lXdescriptionX

To compliment their mischievousPoint #1 with Support

Draft, Reflect, Revise, and Edit

To compliment their mischievous

pattern around their eyes They

ways, raccoons have disguise-likelooks. Their faces have a maskpattern around their eyes. Theyhave black and brown bands ontheir bushy tails. Using five longtoes on their front paws they

blend into the shadows with

toes on their front paws, theyquickly travel to and fro.

Point #2 with Support

These masked bandits live allover. Some live in wooded, country areas while others dwell

pp

t f thcountry areas while others dwellin the city. Raccoons find places like abandoned buildings,hollow trees, or tops of houses

out-of-the-wayΛ

, p fto make dens.

voice l lXword choiceX

Du in th i ni httimPoint #3 with Support

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During their nighttime

to Country hunters eat fruits

excursions, these omnivoreseat whatever they have accessto. Country hunters eat fruits,seeds, birds’ eggs, and plants. Near the water, they hunt fish,frogs and crayfish City raccoonsfrogs, and crayfish. City raccoonsscavenge through garbage binsto get their paws on food scraps.


The animals are known for a fewstand-out qualities. They are incredibly intelligent. Even with


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incredibly intelligent. Even withthick fur, raccoons are excellentswimmers. When hunting inwater, they are known to have

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, ylightning quick paws.

and remember patterns from solving past problems.

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These fascinating nocturnalanimals make the most of thenight

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All in all, raccoons are not justthe noisy neighbor upstairs

night.

the noisy neighbor upstairs.

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RaccoonsRaccoons are known for their

nighttime raids for food, but it is diffi lt t t h th l ldifficult to catch these clever rascals

most active in the dark, they sleep during the day Creatures of the night

in action. Since these night hunters are

during the day. Creatures of the nightbenefit from heightened senses whichhelp them find a tasty meal beforebeing spotted Raccoons are fascinatingbeing spotted. Raccoons are fascinatingnocturnal animals.

To compliment their mischievousways, raccoons have disguise-like looks.ways, raccoons have disguise like looks.Their faces have a mask pattern aroundthe eyes. They blend into the shadowswith black and brown bands on theirbushy tails. Using five long toes on theirfront paws, they quickly travel to andfro.

h k d b d l llThese masked bandits live all over.Some live in wooded, country areas

while others dwell in the city. Raccoonsf d f h l l kfind out-of-the-way places likeabandoned buildings, hollow trees, or

Du in th i ni httim x u si nstops of houses to make dens.

During their nighttime excursions,these omnivores eat whatever theyhave access to. Country hunters eatfruits seeds birds’ eggs and plantsfruits, seeds, birds eggs, and plants.Near the water, they hunt fish, frogs,and crayfish. City raccoons scavenge through garbage bins to get their paws

The covert animals are known for afew stand-out qualities. They are

through garbage bins to get their pawson food scraps.

f q yincredibly intelligent and rememberpatterns from solving past problems.Even with thick fur, raccoons areexcellent swimmers. When hunting inwater, they are known to have lightningquick paws.

ll llAll in all, raccoons are not just the noisy neighbor upstairs. These

fascinating nocturnal animals make thef h hmost of the night.


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