1. Warm up for reading – Students read familiar books.2. Introduction of Animal Adaptations – Introduce Animal Adaptations by looking at the cover photo and starting a discussion about animals. Suggested questions to facilitate introductory conversation: •Readthetitleanddefineadaptation. •Discussthephotooftherattlesnake.Explaintostudentsthatthe rattle is an adaptation that the snake has developed for protection. •Discussthesmallpicturesonthecover.Nameeachanimalfeature shown. Follow with the questions below. •Howwouldhavingaspottedcoveringhelpananimal?How wouldtheselargeeyeshelpananimal?Whatcanyoulearnabout thisanimalbylookingatitsfootprint?3. Skimming and Scanning Animal Adaptations –Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Findtheheadingandthetextboxonpage4.Whatcanyoulearn aboutthisunusualanimalfromusingthesefeatures? •Lookattheanimalsineachpicture.Describetheanimals.Whatdo younoticeabouteachone? •Lookthroughthetext.Readtheheadings,textboxesandlabels. Whatcanyoulearnabouttheanimals’adaptations?
4. ReadingAnimal Adaptations – Students read independently.5. After reading Animal Adaptations – Open the conversation with a question that relates to the comprehension strategy which is summarizing or using graphic features. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Namesomeoftheanimalsyoureadaboutanddescribetheir adaptations? •Discusstheimportantideasthatyoulearnedfromthisbook.As studentsdiscuss,askthemtoreturntothetexttosupporttheir answers. • Ifyoulivedinanextremelycold(hot,dry,wet)environment,how couldyouadapttoyoursurroundings? Suggested after reading lesson focus prompts: •Howdothetextboxes(orheadings)helpthereadertobetter understandthebook? • Inoticed(student’sname)goingbacktoreread(orreadingon)a partofthetext.Didthathelpyouwithyourreading? •Therearesomewordsinthistextthatendwiththesuffix–tion. Let’sgobackandlocatethosewords.(Listthewordsandcircle the–tionineachone.)Readthelisttogether.6. AfterReadingApplicationforAnimal Adaptations–Have students complete the reproducible on Animal Adaptations.
SummaryThis book describes many ways that animals have adapted their appearance and behavior in order to survive.
MY SCIENCE LIBRARY: ANIMAL ADAPTATIONS TEACHER NOTES
1. Warm up for reading – Students read familiar books.2. Introduction of Animal Habitats – Introduce Animal Habitats by looking at the cover and starting a discussion about where people and animals live. Suggested questions to facilitate introductory conversation: •Thinkaboutwhereyoulive.Talkaboutthethingsyouwouldsee in your environment. •Canyounamesomeplaceswhereanimalslive?(Makeconnections to the concept of habitat.) • Lookatthetitle,Animal Habitats. What do you think you might learninthistext?3. Skimming and Scanning Animal Habitats –Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: • LookattheTableofContentsonpage3.Howcanthishelpyou understandthetext? •Explorethepictures.Whatareyouwonderingasyougothrough thetext? •Whatdoyouthinkwillbeimportanttolearnandrememberinthis book? •Noticethewordsinboldprint.Wherecanyougotolearnmore aboutthosewords?4. Reading Animal Habitats – Students read independently.
5. After reading Animal Habitats – Open the conversation with a question that relates to the comprehension strategy which is determining important supporting details. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Canyoudefinetheconceptofhabitat? •Whatdidyoulearnaboutanimalhabitats? •Thinkofananimalthatyoureadaboutinthisbook.Describeits habitat.(Repeattheprompt.Studentsmayusetextforsupport.) •Whataresomeimportantfactstorememberaboutanimal habitats? Suggested after reading lesson focus prompts: • Inoticed(student’sname)goingtotheglossarywhileyouwere reading.Didtheglossaryhelpyouwithyourreading? •Didyoucheckthepicturesforinformationtohelpyouunderstand thetext?Tellushowthathelpedyou. •Takingbigwordsaparthelpsyoureadthem.Didanyonetry chunkingsomeofthebiggerwords?Tellusaboutthat.(Listwords thatstudentschunked.Letstudentsexplaintheirstrategyuseon difficult words.)6. After Reading Application for Animal Habitats–Have studentscompletethereproducibleonDescriptiveCharacteristics..
SummaryThis book defines habitat and describes various animal habitats in our world.
1 Warm up for reading – Students read familiar books.2. Introduction of Earth’s Changing Surface – Introduce Earth’s Changing Surface by looking at the cover photo and starting a discussion about what the students know about the Earth. Suggested questions to facilitate introductory conversation: •Lookatthecoverandtitle.Whatdoyouthinkthisbookmightbe about? •DoyouthinkEarth’s Changing Surface is fiction or nonfiction? Why do you think that? •HaveyoureadanyotherbooksabouttheEarth?Tellusaboutit.3. Skimming and Scanning Earth’s Changing Surface – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Pointouthighfrequencyandrepeatedwordsthatwillsupport students’ reading. •Havestudentslookattheboldwordonpage14.Whatdoesthe wordmean?Lookintheglossarytofindthedefinition. •Asstudentsareskimmingandscanning,askthemtotalkabout the pictures and predict how each picture might change the Earth.4. Reading Earth’s Changing Surface – Students read independently.
5. AfterreadingEarth’s Changing Surface – Open the conversation with a question that relates to the comprehension strategy which is connectingtexttoselfandsummarizing.Afterabriefconversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Whatarelandforms?Dotheydevelopquicklyorslowly? •DescribeonewaythattheEarthchangesquickly. •HowdoesafloodaffecttheEarth? •ExplainwhatcausedtheGrandCanyontoform. Suggested after reading lesson focus prompts: • Inoticed(student’sname)using(readingstrategy)whileyouwere reading.Didithelpyouwithyourreading?(Repeatthisquestion to highlight different reading strategies or skills used by the students.) •Didyoucheckthepicturesforinformationwhenyouwerestuck? Tellusaboutit. •Didyourereadorreadaheadwhenthewordsdidn’tmakesense?6. AfterReadingApplicationfor Earth’s Changing Surface –Havestudentscompletethereproducibleonsummarizing.
SummaryThis book explores the many different features of the Earth and how the surface of the planet is constantly changing.
MY SCIENCE LIBRARY: EARTH’S CHANGING SURFACE TEACHER NOTES
Directions:Chooseatopicfromthebook.Writefivefactsaboutyourtopic.Trytousewordsfromtheglossary.Illustrate or draw a labeled diagram to support your new facts.
1 Warm up for reading – Students read familiar books.2. Introduction of Floating and Sinking – Introduce Floating and Sinking by looking at the cover photo and starting a discussion about what on the cover is floating and what is sinking. Suggested questions to facilitate introductory conversation: •Whatdoesitmeanforsomethingtofloat? •Whatdoesitmeanforsomethingtosink? •Whydoyouthinktherubberduckisfloatingbuttherocksare not? •Canyoupredictsomeotherthingsthatmayfloatinwater?What aboutsink? •Filloutthefirst2sectionsoftheKWLreproducible.3. Skimming and Scanning Floating and Sinking – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •FindtheTableofContents.Whatdoyouthinktheauthorisgoing totellusinWhatFloats?WhatSinks? • Let’stakealookattheheadingonpage4. • Let’sfindanotherheadinginthebook?Whydidtheauthorput theseheadingsinthebook? • LookattheIndexonpage24.WhatdoestheIndexshowus?4. Reading Floating and Sinking – Students read independently.
5. After reading Floating and Sinking – Open the conversation with a question that relates to the comprehension strategy which is summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Canyoutellusinyourownwordswhysomethingfloatsanddoes notsink? •Whataresomeexamplesofthingsthatfloat? •Whatmakesaboatfloat? •Whatwouldhavetohappenforaboattosink? Suggested after reading lesson focus prompts: • Inoticed(student’sname)using(readingstrategy)whileyouwere reading.Didithelpyouwithyourreading? •Didyouthinkaboutwhatyoualreadyknowaboutfloating/ sinkingtohelpyouwhileyouwerereading? •Didyoucheckthepicturesforinformationwhenyouwerestuck? Tellusaboutit.6. After Reading Application for Floating and Sinking – Have students complete the reproducible on what they learned.
SummaryThis book explains density and what makes things float or sink.
MY SCIENCE LIBRARY: FLOATING AND SINKING TEACHER NOTES
1. Warm up for reading – Students read familiar books.2. Introduction of I Use a Mouse – Introduce I Use a Mouse by looking at the cover photo and starting a discussion about what they know about computers. Suggested questions to facilitate introductory conversation: •Whohasusedacomputer?Whatdidyouusethecomputerfor? Tell us about it. •Whatdoyourbrothersandsistersusethecomputerfor? •Whatdoyourparentsusethecomputerfor? •Dotheyusethecomputertodothesamethingsasyou? •Wheredoyouseecomputers?(home,library,school,work,etc)3. Skimming and Scanning I Use a Mouse – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •LookattheTableofContents.Whatpagecanyoufindinformation onusingthekeyboard? •Turntothatpage.Lookatthewordsinbold.Wherecanyoufind outmoreaboutthem? •Thewordkeyboardisacompoundword.Itismadeupoftwo smaller words put together. Find another compound word on this page.Howcanthishelpyouwhenyouread? •Skimthroughthepicturesinthebook.Whatotherthingsdoyou recognizeaboutusingacomputer?4. Reading I Use a Mouse – Students read independently.
5. After reading I Use a Mouse – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •OneofthesectionswastitledIUseaMouse.Itisalsothename of the book. But it didn’t mean an animal. What do you use a mouseforwhenyouusethecomputer?Thewordmouseisused as a homonym. The word sounds the same and is spelled the same but has a different meaning. •Whatdoyouuseakeyboardfor?(Studentsmayalsorecognize the word keyboard from a piano. You can discuss how this word referstothecomputerandamusicalinstrument.) • Istheresomethingnewthatyoureadaboutthecomputerthatyou didn’talreadyknow?Tellusaboutit. Suggested after reading lesson focus prompts: • Inoticed(student’sname)using(readingstrategy)whileyouwere reading.Didithelpyouwithyourreading?(Repeatthisquestion tohighlightdifferentreadingstrategiesorskillsusedbystudents.) •Didyoucheckthepicturesforinformationwhenyouwerestuck? Tellusaboutit? •Didyourereadorreadaheadwhenthewordsdidn’tmakesense?6. After Reading Application for I Use a Mouse – Have students complete the reproducible about the homonym mouse from the book.
SummaryThis book introduces various parts of the computer and describes what they are used for and how to use them.
1. Warm up for reading – Students read familiar books.2. Introduction of Living or Nonliving? – Introduce Living or Nonliving? by looking at the cover photo and starting a discussion about the similarities and differences between the two frogs on the cover. Suggested questions to facilitate introductory conversation: •Look at the pictures on the cover. How are they the same? How are they different? •Thetitleofthisbookis Living and Nonliving? What does it mean to be living? What can you name that is living? Make a list on the board of their ideas under the heading living. Save this for later. •Whatdoyouthinkitmeanstobenonliving?Namesomethings that are nonliving. Make another list on the board and save for later.3. Skimming and Scanning Living or Nonliving? – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Turntopage6.Findthewordinboldprintandtellmewhatitis? What do you think it means? Look in the Glossary and see what it says. You can find other words in bold print in the Glossary. •Gobacktopage6.Noticetheheading?Whereelsecanyoufind theheading(intheTableofContents)?Howdoesthathelpyou? •Lookatthepicturesthroughoutthebook.Doyouseethingswe can add to our lists of living or nonliving things?4. Reading Living or Nonliving? – Students read independently.
5. After reading Living or Nonliving? – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Whataresomeofthecharacteristicsoflivingthings? • Let’slookatourlistwemadeearlieroflivingthings?Doweneed to take anything off? What else can you add? •Whatarethecharacteristicsofnonlivingthings? •Nowlet’slookatourotherlistofnonlivingthings?Howdidwe do? Are there things we need to take off? What can we add to the list? Suggested after reading lesson focus prompts: • Inoticed(student’sname)using(readingstrategy)whileyouwere reading.Didithelpyouwithyourreading?(Repeatthisquestion tohighlightdifferentreadingstrategiesorskillsusedbystudents.) •DidyouusetheGlossarytolookupthedefinitionforunknown words?Tellusaboutit. •Didyourereadorreadaheadwhenthewordsdidn’tmakesense?6. After Reading Application for Living or Nonliving? – Have students complete the extension activity identifying living and nonliving things.
1. Warm up for reading – Students read familiar books.2. Introduction of Magnet Power – Introduce Magnet Power by looking at the cover and starting a discussion about what students know about magnets and how they work. Suggested questions to facilitate introductory conversation: •What do you know about magnets? •Have you ever played with magnets? Do magnets stick to everything? Explain. •How are magnets useful?3. Skimming and Scanning Magnet Power – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Turn to the Table of Contents and read the headings. Let’s predict what you will learn about magnets. •Move down to the word Glossary. What is a Glossary? Turn to the Glossary and tell me what you see. How will it help you as a reader? •Throughout the book, there are captions. Captions explain a picture and add information. Please find a caption in the book and share it with the group.4. Reading Magnet Power – Students read independently or with a partner.
5. After reading Magnet Power – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Whatisspecialaboutmagnets? •ExplainhowtheEarthisamagnet. •Whataretwothingsthatareattractedtomagnetsandtwothings that are not attracted to magnets? Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) •Did you use the glossary to help you when you did not understand a word? Explain how the Glossary helped you as a reader. •Do you have any more questions about magnets? What are they? Let’s see if we can find the answers in the book.6. After Reading Application for Magnet Power – Have students complete the reproducible on Draw, Label, and Share Facts.
SummaryMagnet Power is a book about magnets and how they work. Readers also learn about Earth’s magnetic power.
1. Warm up for reading – Students read familiar books.2. Introduction of Matter Comes In All Shapes – Introduce Matter Comes In All Shapes by looking at the cover photo and starting a discussion about the three types of matter. Suggested questions to facilitate introductory conversation: •Look at the three pictures on the cover. What do you see? •There are three types of matter shown on the cover. Can you name any of the three types of matter? •What do you know about matter?3. Skimming and Scanning Matter Comes In All Shapes – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Read pages 4 and 6. Do you have any questions after reading those two pages? •The author provides the same detail on each on pages 8,10 and 11. What is the detail? •Why do you think the author repeats this detail many times throughout the book?4. Reading Matter Comes In All Shapes – Students read independently.5. After reading Matter Comes In All Shapes – Open the conversation with a question that relates to the comprehension strategy which is determining important details and asking questions. After a brief conversation about the contents of the book move to questions that support your lesson focus.
Suggested after reading content connection questions: •How are the three types of matter the same? •Can you give an example of each type of matter? •Explain why energy is not matter? Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? •Did you think about what you already know about matter to help you while you were reading? •What text features were used in this book? •Many words in Matter Comes In All Shapes have words that begin with sm, sp and bl (work on one blend at a time). Let’s list all the words we can find that start with sm, sp, bl. (After listing the words, circle the blend in each word. Have students chorally read the list.)6. After Reading Application for Matter Comes In All Shapes – Have students complete the reproducible on sharing facts about matter.
SummaryThis book explains matter. It gives examples and non-examples of matter.
MY SCIENCE LIBRARY: MATTER COMES IN ALL SHAPES TEACHER NOTES
1. Warm up for reading – Students read familiar books.2. Introduction of Me and My Shadow – Introduce Me and My Shadow by looking at the cover and starting a discussion about what students know about light and how shadows are produced. Suggested questions to facilitate introductory conversation: •What do you know about light and shadows? •What objects allow light to travel through them? What objects block light? •Can shadows change? Please explain.3. Skimming and Scanning Me and My Shadow – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Before we open the book, let’s practice asking questions we might have about lights and shadows. Look at the Table of Contents. Do you see any headings that might help you answer your questions? •Look at page 24. Find the Index. What is special about the Index? How can you use the Index to answer questions you may have? •Move down to the word Glossary. What is a Glossary? Turn to the Glossary and tell me what you see. How will it help you as a reader?4. Reading Me and My Shadow – Students read independently or with a partner.
5. After reading Me and My Shadow – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Describe how a shadow is formed. •Can a shadow change? How does it change? Why does it change? •What happens to your shadow as the Sun moves? What happens to your shadow when you move? Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) •Did you use the Glossary to help you when you did not understand a word? Explain how the Glossary helped you as a reader. •Were you able to answer your questions as you read the book? Please explain.6. After Reading Application for Me and My Shadow – Have students complete the reproducible on Descriptive Attributes.
SummaryMe and My Shadow is book about light. The book focuses on shadows and how they are formed.
MY SCIENCE LIBRARY: ME AND MY SHADOW TEACHER NOTES
Directions: Choose one thing you learned about in the book. In the box below, draw and label the object. Then write at least three of the most important facts about light and shadows.
Write:
Draw:
1. Warm up for reading – Students read familiar books.2. Introduction of Plant Adaptations – Introduce Plant Adaptations by looking at the cover photo and starting a discussion about different places plants can grow. Suggested questions to facilitate introductory conversation: •Look at the pictures on the cover. Describe what you see. •What do you think this book will be about? •Have you ever observed a plant growing in an odd place? Tell about it. •What do plants need in order to survive? •Do you think plants can change in order to survive? •Why do you think rose bushes have thorns? 3. Skimming and Scanning Plant Adaptations – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Open your book to the first page. What is this called? (Table of Contents). What is the purpose of the Table of Contents? What page can we find ‘Strange Plants, Strange Places’ on? •Look through the pages of the book. What do you notice? (captions) Why do you think the author added these captions? 4. Reading Plant Adaptations – While students are reading either independently or with a partner, circulate, monitor, and provide necessary support to those who need it. For students who finish early, ask them to reread the text or mark a page they found to be interesting, confusing, or difficult to read.
5. After reading Plant Adaptations – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •What are adaptations? What are some ways plants adapt to where they live? •Why do you think cacti have spines or prickles? •Can you think of a plant you have seen that has made some adaptations in order to survive? What are they? Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) •Did you think about what you already know about the changes plants make over time in order to survive? •Did you check the pictures for information when you were stuck? Tell us about it. • Imagine if you were a plant living in the water. What changes would you make over time in order to survive?6. After Reading Application for Plant Adaptations – Have students complete the reproducible KWL.
SummaryThis book describes the ways plants adapt to their environment in order to survive.
MY SCIENCE LIBRARY: PLANT ADAPTATIONS TEACHER NOTES
Directions: Think about the book Plant Adaptations. What do you already know about this subject? What would you like to learn? Before reading the book, fill in the first two parts of the chart. After reading, write what you have learned.
What I Wonder What I Learned
1. Warm up for reading – Students read familiar books.2. Introduction of Plant Life Cycles – Introduce Plant Life Cycles by looking at the cover photo and starting a discussion about different places plants can grow. Suggested questions to facilitate introductory conversation: •Look at the pictures on the cover. Describe what you see. •What do you think this book will be about? •How does a plant begin to grow? Which parts grow first, second, third, next, last? •How does each plant part help the plant grow? •Can you think of some plants that grow from bulbs?3. Skimming and Scanning Plant Life Cycles – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •Open your book to page 20. What do you see? (diagram). What information does the diagram give us? •Ask students to look at the pictures and describe what is happening in each. •Ask students to identify the captions. Why did the author include captions in this book?4. Reading Plant Life Cycles – While students are reading either independently or with a partner, circulate, monitor, and provide necessary support to those who need it. For students who finish early, ask them to reread the text or mark a page they found to be interesting, confusing, or difficult to read.
5. After reading Plant Life Cycles – Open the conversation with a question that relates to the comprehension strategy of summarizing information. After a brief conversation about the contents of the book move to questions that support your lesson focus. Suggested after reading content connection questions: •Compare a seed and a bulb. •Explain the life cycle of a plant beginning with the seed. •Describe the job of the leaves of a plant. Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies or skills used by students.) •How did the captions and diagrams help you to understand the text? •Did you check the pictures for information when you were stuck? Tell us about it.6. After Reading Application for Plant Life Cycles – Have students complete the reproducible Draw and Label.
SummaryThis book describes the life cycle of a plant.
MY SCIENCE LIBRARY: PLANT LIFE CYCLES TEACHER NOTES
Lesson Focuses for Guided Reading (Select lesson focus based on Student’s needs)
Order a sequence of stepsSupporting detailsCaptions
Concepts of printCross-checking text to picturesReading on for embedded definitions and supporting detailsLocating known and unknown wordsSelf-monitoring and self-correcting
bulbdecaylife cyclenutrients
reproducerootsshootstem
Connecting text to self Using prior knowledgeDetermining main idea and important supporting detailsSummarizing information
Standards:Common Core Language Arts• IdentifymaintopicandretellkeydetailsofatextScience• Knowsplantsprogressthroughlifecycles• Knowsdetailsoflifecyclesaredifferentfordifferentorganisms
Guided Reading Level Lexile Level 100th word Total Word Count
Directions: Draw a diagram of the life cycle of a plant from seed to mature plant.
1. Warm up for reading – Students read familiar books.2. Introduction of What’s the Weather Like Today? – Introduce What’s the Weather Like Today? by looking at the cover photo and starting a discussion about types of weather. Suggested questions to facilitate introductory conversation: •Look at the cover. Who can read the title for us? •What do you notice about the pictures on the cover? What does it remind you of? •Have you ever experienced a severe storm or type of weather? Tell us about it. •Do you think this book is fiction or nonfiction? How do you know?3. Skimming and Scanning What’s the Weather Like Today? – Use this time to introduce or review your lesson focus strategies and/or skills. Suggested skimming and scanning prompts: •As students are skimming and scanning the pictures have them talk about the different types of weather they see. •Point out high frequency and repeated words that will support students’ reading. •Talk about the text features such as bold words and the Glossary and how those features help you when you read.4. Reading What’s the Weather Like Today? – Students read independently.5. After reading What’s the Weather Like Today? – Open the conversation with a question that relates to the comprehension strategy which is connecting text to self. After a brief conversation about the contents of the book move to questions that support your
lesson focus. Suggested after reading content connection questions: •What do you think it would be like to be in a snowstorm? What items would you need to stay warm? •What is the difference between a thunderstorm and a snowstorm? •Describe what happens in the water cycle. •How would you describe a tornado? How about a hurricane? Suggested after reading lesson focus prompts: • I noticed (student’s name) using (reading strategy) while you were reading. Did it help you with your reading? (Repeat this question to highlight different reading strategies and skills used by students.) •Did you reread or read ahead when the words didn’t make sense? •Several words in What’s the Weather Like Today? are compound words. Who can remind us what compound words are? Look at page 14. Can you find a compound word? Who can find another compound word somewhere else in the book?6. After Reading Application for What’s the Weather Like Today? – Have students complete the reproducible on Compare and Contrast with a Venn Diagram.
SummaryThis book looks at various types of weather and how weather changes.
MY SCIENCE LIBRARY: WHAT’S THE WEATHER LIKE TODAY? TEACHER NOTES
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