B e n c h m a r k e d u c a t i o n c o m p a n y Themes • Instinct • Communication • Nature vs. Nurture Skills and Strategies Animal Behaviorists Level O/34 Science Anchor Comprehension Strategies • Make Predictions • Make Inferences Comprehension • Determine text importance • Compare and contrast • Use graphic features to interpret information Vocabulary/Word Study Strategy • Use context clues to determine word meaning Science Big Idea • Animal behavior is shaped by heredity and learning. TEACHER’S GUIDE
Transcript
B e n c h m a r k e d u c a t i o n c o m p a n y
Themes• Instinct• Communication• Nature vs. Nurture
Skills and Strategies
Animal BehavioristsLevel O/34
Science
Anchor Comprehension Strategies
• Make Predictions• Make Inferences
Comprehension • Determinetextimportance
• Compareandcontrast
• Usegraphicfeaturestointerpretinformation
Vocabulary/Word Study Strategy • Usecontextcluestodetermineword
meaning
Science Big Idea • Animalbehaviorisshapedbyheredityand
learning.
TeACher’S Guide
Model
metacognitive strategy:
determine text impor-
tance
Model
comprehension strate-
gy:
make inferences
Use context clues to
determine word mean-
ing:
descriptions
Apply
metacognitive strategy:
determine text impor-
tance
Guide
comprehension strate-
gy: make inferences
Use context clues to
determine word mean-
ing:
descriptions
Apply
metacognitive strategy:
determine text impor-
tance
Apply
comprehension strate-
gy: make inferences
Use graphic
features to
interpret
information:
diagrams
Compare and
contrast
behaviorists using Venn
diagram
Draw conclusions
based on Venn diagram
D a y
1
2
3
4
5
A c t i v i t i e s
A dd i t i o n a l R e l a t e d R e s o u r c e s
Determine Text Importance• Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy:
Make Inferences• Use Graphic Features to Interpret
Information: Diagrams
After Reading (page 11)• Administer Posttest• Synthesize Information: Compare and
Contrast/Draw Conclusions
Writing Workshop (pages 12–13)• Model the Writing Process:
Make Inferences, Providing Proof
Make Inferences (page 14)
Use Context Clues to Determine Word Meaning: Descriptions (page 15)
Make Predictions (page 18)
Build background
knowledge:
visualize
imaginary
animal’s behavior
Introduce/
preview the book: table
of contents, skim chap-
ters in pairs
Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.
Before ReadingBuild Background• Ask students to close their eyes and visualize that they are
outside watching a dog called Spot. Tell them to observe, or carefully watch, everything Spot does because they will be writing down what they have seen.
• Say: There are many things you might see Spot doing. Here are a few things you might look for: What does Spot like to eat? What does he do when he’s happy, angry, and sad? Does his tail move when he’s happy? How does he communicate with people and other dogs?
• Have students write down short phrases that tell what they saw Spot do.
• Write “Our Observations of Spot the Dog” at the top of a chart. Explain that an observation is something that has been observed, or seen. Ask students to share their observations. Write them on the chart.
• Tell students that they have just done one important thing that animal behaviorists do. They have observed an animal’s behavior to learn more about that animal. Ask: What does behavior mean? (the way a person or animal acts, or behaves) Explain that they will soon discover other things that animal behaviorists do.
Introduce the Book • Give students a copy of the book. Have them read the title and
the blurb on the back cover. Ask: What do you think this book will be about?
• Have students skim the table of contents. Ask students to turn to a chapter that looks interesting.
• Have students skim that chapter they have chosen, looking at any diagrams, pictures, and captions. Encourage students to ask questions about what they see in the chapter.
• Explain that Animal Behaviorists is about people who study animals or who protect animals and their homes.
• Have students identify on a U.S. map their community and the main work location of the three behaviorists discussed in the book (San Diego, California; Colorado; Montana).
Administer Preassessment• Have students take Ongoing Assessment #23 on page 82 in the
• Score assessments and use the results to determine instruction.
• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.
Our Observations of Spot the Dog
chewed on a bone
rolled in the grass
barked at strangers
ran around sniffing the ground
drank a lot of water after running
wagged its tail when it saw its master
Informal Assessment Tips
1. Assess students’ ability to locate chapters using the table of contents.
2. Document informal observations in a folder or notebook.
3. Keep the folder or notebook at the small-group reading table for handy reference.
4. For struggling students, place a ruler beneath the title of a chapter in the table of contents. Have students draw an imaginary line from the chapter to the corresponding page number, then locate the chapter.
Model Metacognitive Strategy: Determine Text Importance
• Use a real-life example of distinguishing between key topics and supporting details. Say: Think about the story “Little Red Riding Hood.” One detail is that her hood was red. Another detail is that she met a wolf in the forest. Are these two details equally important to the story? (no) Which one was more important? (met a wolf in the forest) Ask students how they made their decision. Say: In most writing, some details are more important than others, and good readers learn to tell the difference. In nonfiction writing, like Animal Behaviorists, details that support key topics are important. Let’s find an example of a key topic and its supporting details.
• Read pages 2–3 aloud while students follow along. Say: There is a key topic at the end of page 3—that animal behaviorists’ work has made life better for animals. I see a supporting detail on the first paragraph of page 3. They protect animals and animal homes. Those are two very different ideas yet one supports the other.
Set a Purpose for Reading • Tell students they are going to read about an animal behaviorist.
Write the following on the board: Joan Embery is a well-known animal behaviorist. Ask students to copy it in their reading journals or notebooks and to think of it as a key topic. Have them read pages 4 –9 silently to find out details that show what this animal behaviorist has done to become well known. As they read, they should jot down the details under the key topic.
Good readers decide and remember what is important and
what is not important while they read. To do this well, readers
must be able to identify the author’s purpose for using
particular nonfiction text features, notice and select new
information on familiar and unfamiliar topics, understand that
a piece of text may have many themes and/or ideas, and
distinguish between key topics and supporting details. Good
readers keep track of their thinking by using a journal or self-
stick notes.
Content InformationInform students that wild animals can be observed in a town or city as well as in the country.
• Geese and other type of birds pass overhead as they migrate.
• Garter snakes and other harmless snakes live in yards and gardens.
• Squirrels are often in trees around houses and in parks.
• Coyotes sometimes adapt to city living and can be seen in empty lots, alleys, and on golf courses.
Minds-On/ Hands-On Activity
1. Have small groups of students observe an animal in your classroom, school, or on a field trip.
2. Ask students to write down everything the animal does during the time period you specify.
3. Have students decide as a group what certain actions the animal did might indicate.
Discuss the Reading • Ask students to share what they have written. If a detail does
not support the key topic, help students understand why it does not. (Possible answers: She answered zoo visitors’ questions; she made people aware of zoo animals and their needs; she has given many talks about the zoo’s animals)
• Read the first sentence on page 6 aloud and say it is a key topic. Ask students to find two supporting details on the page. (used both instinctive and learned behavior in training; used a special wooden cane)
• Have students identify the key topic and supporting details in the second paragraph on page 8. (first sentence is the key topic; supporting details: references to dogs’ ears and horses’ and elephants’ eyes) Ask how they arrived at their answers.
• Ask: What did you learn about Joan Embery?
Model Comprehension Strategy: Make Inferences • Explain what it means to make an inference. Say: Imagine that
you cleaned your room, then left to go somewhere. When you got back, your roomy was messy. You could make an inference that someone had been in your room. Your proof was that your room looked different from the way you had left it. You can think of an inference as a decision or an opinion that you reach after thinking about clues or evidence. You often use things you already know to reach this decision or opinion. Also, inferences should make sense. Think about the messy room again. Why would the inference that a wild animal had messed up your room not be a good inference? (It isn’t likely that wild animals could get into your room.)
• Tell students that Joan Embery uses the strategy of making inferences in her work. Ask them to skim page 8 to find out how. (She watches for signs that tell her what an animal is feeling.)
• Say: Good readers make inferences as they read. By making inferences, they get more ideas from what they are reading.
Informal Assessment Tips1. Watch students as they
distinguish between key topics and supporting details in their journals or notebooks.
2. In a folder or notebook, jot down what you see each student doing.
3. Students should be writing key topics and supporting details as they read. Document students who are and are not using this metacognitive strategy.
4. If students are not writing key topics and supporting details, remind them that using this strategy helps them better understand what they read.
• Pass out the graphic organizer Make Inferences (blackline master, page 14 of this guide). (You may want to make a chart-size copy of it or use a transparency.) Explain that this chart is for writing down inferences students make from Animal Behaviorists. Tell them that you will model how to make inferences from the text in chapter 1, and that for other chapters they will work in groups and on their own. Suggest that they write brief phrases when possible.
• Read page 5 aloud. Say: Here are some clues found in the second paragraph: In the past, children could ride the Galápagos tortoise at the zoo. Today, its health, safety, and comfort are a big concern. I’ll write these clues in the Proof column. From those clues I can infer that children do not ride the tortoise now. I didn’t actually read that idea. I “read between the lines.” I decided that this was true after I thought about the clues that I had read. This inference makes sense to me so I’ll write this inference in the Inference column, and I’ll write “yes” in the column titled Does Inference Make Sense?
• Repeat the above, reading pages 6–7 and making the inference that Embery is a patient person. (spent a lot of time training elephants; knows how important patience is in training wild animals)
• Close by asking students to tell, in their own words, what making an inference means.
Use Context Clues to Determine Word Meaning: Descriptions• Have students find animal behaviorists on page 2. Say: If you
hadn’t already learned what an animal behaviorist is, you could use other words and ideas near the phrase as clues to determine its meaning. Guide students to find the following clues: study animals to understand things about them; work in many settings to protect animals and animal homes.
• Have students find instinctive behavior on page 6. Say: Since this phrase is boldfaced, it’s in the glossary. But even if it wasn’t, one idea in the same paragraph helps you figure out the meaning. Look at the sentence before the phrase. This sentence describes one instinctive behavior of an elephant.
• Have students read the rest of the paragraph to identify another boldfaced phrase (learned behavior) and clues to its meaning. Ask them to explain how they decided which words were the best clues.
• Tell students they will practice this strategy again in their reading.
Does Proof: Inference Page Clues/ Make Number Evidence Inference Sense?
Now, children can’t ride tortoise.
Make Inferences
In past, children could ride tortois-es; now, tortoises’ health, safety, and comfort are big concerns.
yes5
6–7
12
13
15
16–17
21
Joan Embery is patient.
yesspent much time training elephants; knows how important patience is in training animals
Chapter 2
Apply Metacognitive Strategy: Determine Text Importance• Have students look at their journals or self-stick notes to find
the key topics they identified in chapter 1. Ask: Were all of the key topics easy to figure out? How were you able to tell them apart from the supporting details? What questions did you ask yourself?
• Say: Yesterday we looked at how to tell the difference between key topics and supporting details. Today we are going to learn how to identify new information about a topic. Read pages 10–11 aloud while students follow along. Say: I already knew a lot of this information: I know that birds of prey are predators and what a falconer is. I did not know that raptors are predators that use their feet to catch and kill. That helps me understand why Kin was so interested in them. Raptor birds are different from most birds. I’m going to write my new information on a self-stick note and place it on page 11 of the book.
• Have students practice this strategy as they read the next couple of pages. Remind them to flag the new information they find with self-stick notes. Check to make sure they are identifying the most important ideas.
Set a Purpose for Reading • Have students finish reading chapter 2 to learn more about
Kin Quitugua and his raptors, practicing the same strategy of identifying new information as they read. They should write the new information on self-stick notes and put them on the page where they find the new information. Students can also write new information in a journal.
Discuss the Reading • Ask volunteers to share the new information they have
identified with the group.
• Have students discuss the new information. Ask: What surprised you about what you learned? What would you like to learn more about?
Content InformationStudents may be interested in these records:
• The fastest bird on Earth is the falcon as it dives to catch prey. It can reach a speed of up to 140 miles (225 kilometers) per hour.
• The harpy eagle of South America is probably the most powerful of the raptors. It catches prey as large as big monkeys.
• The wingspan of the Andean condor is 10 feet (3 meters) wide.
Minds-On/ Hands-On Activity
1. Tell students that there are raptor rehabilitation centers in which vets help injured or sick raptors brought in by people who have found them.
2. Have students work in groups to brainstorm ways that raptors might become sick or injured. One student in each group should act as recorder.
3. Ask students to share their ideas with the class.
Chapter 2 (continued)
Informal Assessment Tips1. Observe students as they
complete the Make Inferences chart.
2. In your folder, jot down what you see the students doing as they complete the activity with you.
3. Ask yourself: Are students having problems making inferences? If so, what are the problems? Are students mastering this strategy? If so, how do I know?
4. For struggling students, review the strategy using the comprehension strategy poster. Use both sides of the poster if necessary.
Guide Comprehension Strategy: Make Inferences • Review making inferences by reviewing the chart from the
previous lesson. Tell students that they are going to work in small groups to make inferences from the text in chapter 2.
• Ask students to skim page 12 to make an inference about where Kin Quitugua believes healthy raptors belong. Guide them to infer that he probably believes that healthy raptors belong in the wild, and to see that proof of this includes the fact that none of the large number of raptors he owns could survive in the wild. Have them write their inference in the chart.
• Follow the same procedure for pages 13 and 15.
Use Context Clues to Determine Word Meaning: Descriptions • Remind students about the previous lesson on description as a
context clue to determine the meaning of a word or phrase.
• Have students find the word mews on page 13. Ask them what they could do to determine its meaning if the word was not in the glossary.
• Ask: What does the word mews mean? (a building or shelter where several birds of prey live) How did you figure out the meaning? (The phrase open wooden stalls is a description found in the next sentence.)
• For more practice on context clues using descriptions, have students complete the blackline master Use Context Clues to Determine Word Meaning: Descriptions on page 15 of this guide. Students can do this during small-group reading or at their desks.
Apply Metacognitive Strategy: Determine Text Importance• Have students look at their journals or self-stick notes to review
the new information they identified in chapter 2. Ask them to explain how they responded to the new information. Ask: Was the information similar to other information you already knew? Or did it make you think about things in a different way? What else did it make you want to learn about?
• Say: Yesterday we looked at how to identify new information about a topic. Today I am going to show you that there are often several important ideas rather than one single idea on each page. I’m going to read pages 16–17 to you and show you what good readers do when they find several important ideas.
• Read pages 16–17 aloud while students follow along. Pause after the first two paragraphs to point out one important idea: Ed Bangs worked at the Kenai National Wildlife Refuge in Alaska. Ask students to identify any details that describe his working there. (There are four.) After reading page 17, point out the important idea that not everyone was in favor of reintroducing the wolves. Ask students to identify any details that explain who “not everyone” was. (There are two.) Ask students how they located these details.
• Encourage students to find as many important ideas as they can as they read the rest of the book. Have them write the ideas on self-stick notes and place them on each page or write them in a journal.
Set a Purpose for Reading • Ask students to silently read the rest of the book, including the
diagram on page 18 and the conclusion, to find out if Ed Bangs’s wolf reintroduction program was successful. Remind them to use context clues to figure out difficult words. Tell them they will look for more important ideas and supporting details after they finish reading.
Discuss the Reading • Ask students if Bangs’s reintroduction program was a success.
Have them explain their answer. Other possible questions about the reading follow:
What were the two ways that wolves were released in Wyoming and Idaho?
What problem did Ed Bangs have at the last minute?
• Point out that important ideas and supporting details also can be in diagrams. Have students look at the diagram on page 18. Ask them to identify the important idea and the details that give information about it.
Content InformationShare these facts about wolves with students.
• Wolves by nature are shy and not aggressive.
• Wolves are generally not dangerous to people. A wolf attacking a human is extremely rare.
• In parts of Canada where large numbers of wolves live near cattle, wolves kill fewer than one cow out of a thousand.
Minds-On/ Hands-On Activity
1. Have students work in small groups to make a word association web with the word wolf.
2. On the board, make a larger word association web that incorporates responses from the groups.
3. Ask students to compare the information in the web on the board with the facts named in the Content Information feature above.
4. Ask students to suggest possible reasons for the differences in those facts and the class-generated web.
Chapter 3–Conclusion (continued)
Informal Assessment Tips 1. Watch students as they make
inferences. Ask yourself: How have the students progressed with making inferences? What problems are they still having? What questions pop into my mind about what I see them doing?
2. Watch students as they complete the chart independently. Ask yourself: Who is still struggling with this strategy? What are they doing or not doing that makes me think they are struggling? How can I help them?
3. Jot down your thoughts in your folder or notebook.
Apply Comprehension Strategy: Make Inferences • Review the graphic organizer and the strategy of making
inferences. Have students work independently to make and record two inferences: from pages 16 and 17, an inference about how Ed Bangs felt about wolf reintroduction; from page 21, an inference about past destruction of aspen and willows trees in Yellowstone Park.
• Ask students if they have any questions about making inferences before they begin.
• Monitor their work and intervene if they are having difficulty.
• Discuss student responses together.
• For more practice, have students complete the blackline master Inferences on page 18 of this guide.
Use Graphic Features to Interpret Information: Diagrams • Have students turn to the diagram on page 18. Explain that
diagrams offer additional information about a topic in a visual way, or a way they can see. Point out to students that they should ask themselves why the author included the diagram and should connect the information in it to what they read.
Synthesize Information: Compare and Contrast/Draw Conclusions • Have students compare and contrast two other animal
behaviorists using a Venn diagram. They may find information on the Internet or in books or children’s magazines.
• Place students in pairs and have them answer the following questions:
Which animal(s) does this animal behaviorist study?
In what setting(s) does this animal behaviorist work?
How does this animal behaviorist help animals?
• Ask students to use a Venn diagram to show the differences and similarities between the two animal behaviorists.
• Have students draw conclusions about the work of animal behaviorists using the information in the overlapping circles in the Venn diagrams of all student pairs. Say: What conclusions can we draw about the work of all animal behaviorists? To answer this question, let’s combine what we’ve read and written in the overlapping circles in our diagrams with what we already know.
1. Score assessments and determine if more instruction is needed for this strategy.
2. Keep group assessments in a small-group reading folder.
3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.
4. Use posttests to document growth over time, for parent/teacher conferences, or for your own records.
Model the Writing Process: Make Inferences, Providing Proof• Point out that students made several inferences from the
information in Animal Behaviorists. Remind them that they made the inferences after thinking about facts or details in the book, and they made sure the inferences made sense.
• On chart paper or the board, create a graphic organizer like the one below, using it to make an inference about what might have happened if Ed Bangs had not reintroduced wolves in Yellowstone Park.
• Use the writing model to show how the information from the graphic organizer can be used to write a paragraph in which an inference is made. Remind students that they must include facts or details as proof to support their inference.
• Tell students they are going to write a paragraph in which they make an inference based on information they gathered as part of the Synthesize Information activity or on information in Animal Behaviorists. Remind them that their inference should make sense and should be based on facts and details they have learned, as well as on what they already know.
• Encourage them to first organize their ideas in a chart similar to the one shown. Tell them that in the paragraph they can order their ideas in the way that works best.
• As time allows, have students share their paragraphs. Informal Assessment Tips
1. Observe students as they participate in the group writing project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.
2. During conferences, keep notes on each student’s writing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?
3. For struggling students, guide them to make inferences from familiar stories.
Writing Workshop
Teaching Tips: Process Writing Steps
1. Have students independently write a first draft using the information in their graphic organizer.
2. After students complete their paragraphs, have them revise and edit with the help of a classroom buddy.
3. Conference with each student following the first revision and editing.
4. Have students make any additional changes and create a final copy of their paragraphs.
5. Finally, invite students to share their paragraphs with a group of other students.
Inference Paragraph
Topic Sentence: If Ed Bangs had not reintro-duced wolves in Yellowstone Park, then many
plants and animals in the park probably would have been badly affected.
Proof: Clues/Evidence
1 Wolves eat old, weak, and injured animals in a herd.2 Now, elk and deer herds in Yellowstone Park don’t get too large since wolves also live there.3 Aspen and willow trees started growing again since now there are fewer animals like deer and elk eating them.4 Small animals live in many kinds of trees.5 The return of wolves to Yellowstone Park has made the habitat complete.
The Ancient Sport of FalconryRaptors are used in the sport of falconry. In this sport, the birds
hunt prey. Historians tell us that it is an ancient sport. These people who study history believe that it was first practiced in Central Asia about 4,000 years ago. In India, China, Europe, and the Middle East, falconry has been popular for many centuries.
Falconry was not originally a sport. At first, it was a way to get food. Raptors were trained to fly after and catch birds and other animals. For example, in the Middle East, falcons were trained to capture bustards. They were easy to catch because their long legs stopped them from flying. Raptors were also taught to catch des-ert hares.
Explain • Create an overhead transparency of the graphic organizer “Animal Behaviorists” or draw it on the board. Say: We make predictions before we read a book and while we read. Then we check our predictions. Making predictions helps us pay close attention to our reading.
Model • Say: Let’s think about a prediction someone might make before reading Animal Behaviorists. The title of the book indicates that it has something to do with animals and behavior. The picture on the title page shows an eagle in flight and a rhinoceros. The book could be about the ways in which wild animals behave. Write this in the first Prediction box on the graphic organizer. Then say: We check the prediction by beginning to read the book. Guide students through the first few pages. Say: We can’t mark Yes because the prediction is not correct. The book is about people who study animals to understand their behavior and help protect them. Write this statement in the first No box on the graphic organizer.
Guide • Say: Now let’s think about another prediction. What might someone predict about the photographs of Joan Embrey on pages 2 and 4? (Allow time for students to respond, assisting if needed.) Yes, readers might think she works with wild animals in a zoo. Write the page numbers and prediction in the second row of the graphic organizer. Then say: We check the prediction by reading the book. Read pages 2 and 4 aloud. Say: We can mark Yes because the prediction is correct. Draw a check mark in the Yes column.
Apply • Ask students to work with a partner to think of other predictions readers might make based on the photographs. After each partnership shares, record some of the predictions and results on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.
InferencesDirections: Read the passage. Then answer the questions that follow.
1. From the passage, which of these is an inference you can make about Tabitha? Circle the letter of the correct answer.
A. She has visited many zoos.B. She has liked animals for a long
time.C. She is more interested in panda
bears than in spider monkeys.
2. Which of these is not an inference you can make about Tabitha, based on the passage? Circle the letter of the correct answer.
A. She knew about the San Diego Zoo because she went there before.
B. She had read about the San Diego Zoo in a magazine.
C. She learned about the San Diego Zoo from the zoo’s Web site.
A Happy ZooBy the time Tabitha was nine, she had already decided that she would be a
vet when she grew up. One day in May, Tabitha’s father said, “Why don’t we spend a few days in
San Diego next month?”Tabitha shrieked with excitement. “What a great idea!” she said. “I’ll finally
get to go to the San Diego Zoo. We can see panda bears and spider monkeys there.”
“We’ll think about going to the zoo,” Tabitha’s mother said. “But there might be other, more interesting things to do in San Diego. Besides, a zoo isn’t always a happy place. All those animals in cages …”
“Mom, that’s not what the San Diego Zoo is like,” Tabitha said. “The animals live in places like their natural habitats. We’ll even be in little jungles and forests to see some of the animals.”
“Jungles and forests?” her mother repeated. “Hmmm. Maybe the zoo would be worth visiting.”
