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The Amazing Animal World

Week 4

  • Retell stories demonstrating understanding of the central message or lesson. (RL.1.2)
    • Identify a topic
    • Gather and collect information about a topic
    • Retell stories demonstrating understanding of the central message or lesson
    Identify the main idea and key details of an informational text. (RI.1.2)
    • Explain the meaning of a main idea
    • Use the title of a text and key details to help identify the main idea
    • Express the main idea of a story during shared reading and read alouds
    • Read a story independently and create a main idea statement about the selection
    • Identify the main idea and key details of an informational text.

    3. Use sentence context clues to help determine word meanings. (L.1.5)
    • Recognize similarities and differences
    • Sort and classify words by similar attributes
    • Justify the sorting and classification of words
    • Discuss the process for using context to decode a new word while reading
    • Re-read and read on to determine meaning
    • Use sentence context clues to help determine word meanings

    4. Participate in shared research and writing projects, producing a class report on animal(s). (W.1.7)
    • Recognize sequencing
    • Explain the research process using different types of media materials

    Explain the difference between rural and urban areas
    (Science/Social Studies)
    • Review definitions for herbivore and carnivore
    • Identify animals in their communities and what they eat
    • Identify which plants and animals belong to which food chain
    • Predict what will happen in a food chain if an animal is endangered.

  • Assessment
    Product :
    (R.L.1.2, RI.1.2) Students will orally retell a story including beginning, middle and end, important details and the main idea.
    (L.1.5) Students will be able to define a word based on the context of the sentence with guidance and support from an adult or peers.
    (W.1.7) Complete and publish research on previous chosen class project.
    (LS.4.4.2) Create a food chain and identify which habitat where that food chain may be found.

  • Key Questions (match Standard)What are the elements of a story?
    What are details?
    What is the main idea?
    How do we know what this word means?
    What stage of the writing process are you in?
    What is research?
    How do I conduct research?
    How do I communicate/organize my research findings?
    What do the animals in your environment eat?
  • Observable Student Behaviors
    1. TLW
    2. TLW
Suggested Activities:
While reading a book such as What Do You Do with a Tail Like This? (Steve Jenkins), make a chart to record the name of each animal (main topic) mentioned. Record key details, such as where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore), and an interesting fact (e.g., its method of adaptation) on the chart. Ask students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals. (RI.1.2, L.1.5b, L.1.1j)
Write an informative/explanatory text about a given topic (e.g., about an animal), supplying factual information and providing a sense of closure.
Read a fictional animal story, such as Are You My Mother? (Philip D. Eastman). Discuss the vocabulary in the story and work on understanding unknown words. Ask the students (if, for example, discussing Are You My Mother?), “What word was funny in the story because of the way it was used?” (Possible answer: “Snort.”) Then ask, “How did you know what it meant?” Divide the students into groups of three and have them tell the story to each other, taking turns as each tells a part. Let them know that if they are stuck on a part of the story, you will allow them to use the book to solve the problem. Encourage the students to try to remember as many details as they can for retelling the story because details are what make the story interesting. When they are finished retelling the story, talk about what lesson might be learned from the story and what new words they learned. (L.1.4a, RL.1.2) Use common, proper, and possessive nouns in speech and writing.

Additional Resources:
The Habitat Song