Teacher’s Guide Life Cycles Of Animals

57411 WOL LLV FLPlus LC.qxd:Layout 14/4/083:06 PMPage 9Instructional HighlightsKey ConceptsKey Concept Words Animals grow and changethroughout their lives.amphibianmammalbirdmetamorphosis Different kinds of animals growand change in different ways.classifyreproduce Animals are classified accordingto their characteristics.fishreptilelife cycleComprehension StrategyText FeaturesPredictingCaptionsHeadingsTheme ’s Guidepp. 10–11Teacher’s Guidepp. 12–13Teacher’s Guidepp. 14–15Teacher’s Guidepp. 16–17Teacher’s Guidepp. 18–19ReadLife Cycles of AnimalsRereadLife Cycles of AnimalsReadGroups of AnimalsReadThe Amazing SilkwormAssessand Extend Administer Pre-Test, Develop Concepts Develop Concepts Review Concepts Administer Post-Test,and Vocabularyand Vocabularyand Vocabularyp. 38 Introduce Conceptsand Vocabulary Model the Reading Introduce theComprehension Strategy:Predicting Small Group Reading Modeled Writingp. 41 Small Group Reading Small Group Reading Rereading Practice the Apply the Guided WritingComprehension Strategy:Predicting Shared WritingComprehension Strategy:Predicting Guided Writing Assessment Tools Optional Reading Home Connection9

57411 WOL LLV FLPlus LC.qxd:Layout 1Lesson 1OBJECTIVES Understand that animals growand change in different ways andthat animals are classified intodifferent groups Learn and use vocabulary relatedto life cycles of animals Use photos to predict vocabulary Use text features, such as captionsand headings, to comprehend textand illustrationsMaterialsPhotos: a variety of animals, including adog, chicken, snake, frog, lizard, goldfish,puppies, kittens, and chicksTheme BuilderLife Cycles of AnimalsLearning Masters page 25Audiolesson 1Theme Builder (Poem)4/4/083:06 PMPage 10Read Life Cycles of AnimalsIntroduce Concepts and VocabularyIntroduce Theme QuestionIntroduce Key VocabularyAsk students: Do you have pets or knowpeople who have them? What kinds ofanimals are pets? Have you seen petsgrow and change? Explain thatstudents will learn about differentkinds of animals. They will alsolearn the language used to describeanimals and how they grow.Use the Think and Discuss sceneto teach Key Concept Words andmodel language forms.Turn and Talk Provide learningpartners with pictures of baby andadult animals including kittens andpuppies. First, have students sortthe pictures into two groups—thoselikely to be pets and those not likelyto be pets. Next, have students sortpet pictures into a group of babiesand a group of adults.Continue to model sentences usingthe words below to guide studentsin understanding classification.Develop Oral LanguageDisplay a picture of a dog. Askstudents to describe the dog.(Example: It has four legs and barks.)Model sentences about dogs: Dogsare pets. They have fur. They bark.Repeat the activity with a pictureof a chicken. Chickens are birds. Theyhave feathers and wings.Theme Builder (Scene)Turn and Talk Have partnerschallenge one another to guess thename of an animal after listeningto some clues that describe it.Introduce Theme PoemDisplay the Theme Poem on theTheme Builder. Have students saythe poem in unison. Ask volunteersto show pictures of the types ofanimals as the group reads. Invitepartners to use Learning Masterspage 25 to practice reading theTheme Poem.10We classify animals, or put animals intodifferent groups. Each group has its owncharacteristics. Dogs belong to a groupcalled mammals. Dogs are warm-bloodedand have fur.As you introduce words, jot themdown on chart paper. Display thisWord Bank throughout the theme.Turn and Talk Have partnerspractice using words and languageforms for describing. For example:belong to a group of animalscalled.areandhave.amphibianlife eptileBuild BackgroundDisplay the Think and Discussscene on the Theme Builder again.Ask students to describe theanimals and then tell about theanimals’ life cycles.Turn and Talk Then have partnersuse the language forms from Turnand Talk as they discuss otheranimals. For example:The (cat) belongs to a group of animalscalled (mammals). (Cats) are (warmblooded) and have (fur).

57411 WOL LLV FLPlus LC.qxd:Layout 14/4/083:06 PMPage 11Model the ReadingDistribute copies of Life Cycles ofAnimals. Read aloud the title andthe author’s name. As you pagethrough the book, point out: The headings are listed on theContents page. Each headingtells the topic of that section. The highlighted words arevocabulary words. The boxes at the right on somepages give more information.Predict VocabularyEncourage students to use picturesto predict vocabulary: Which wordsdo you expect to see in this book?Display pages 6–7 and cover thewords: Which words do you expect tosee on these pages?Students may mention the animalson the pages, such as horses,salamanders, and lizards. Add thesewords to the Word Bank. Invitestudents to try to classify theanimals they see and to describethem. As time allows, continue theactivity with additional pages.Model the ReadingInvite students to follow along asyou read aloud pages 4–7 in LifeCycles of Animals. Read fluently,modeling smooth, accurate readingwith appropriate expression. Afterreading each pair of pages, pauseto think aloud. Also, encouragestudents to ask questions andmake observations.NameTheme PoemAll kinds of animals change and grow.Pages 4–5Think Aloud This is like the Think andDiscuss picture on the Theme Builder.The arrows show the steps in the lifecycle, which repeat again and again.Adults reproduce and have babies. Thebabies grow up and become adults.Then they have babies, too.Pages 6–7Think Aloud I read that animals belongto different groups. I can see that pages6 and 7 show three groups. There isinformation about each group in acaption next to a picture.They go from babies to adults, you know.Some animals’ babies come out of eggs they lay.Birds, most fish and reptiles, and amphibians havebabies that way.Mammals’ tiny live babies can’t surviveon their own,So their parents take care of them untilthey’ve grown. 2006 National Geographic SocietyPreview the BookLearning Masters/page 25Share the ReadingHave partners complete thereading. Encourage partners topause after reading one or twopages and have conversations aboutwhat they have read. Ask them toshare and discuss their questions.Reread for FluencyTo guide students in practicingfluent reading, read aloud the firstpages of Life Cycles of Animals,sentence by sentence. Havestudents echo-read each sentence,imitating your model. Then havethem reread the entire bookindependently to build fluency.See Customize the Reading.Customize Instruction for ELLsNewcomers/Beginning Have students point to the animal or kind ofanimal you name. Use prompts such as: “Point to the frog.”Developing Point to an animal and say, “What kind of animal is this?Customize the ReadingStudents reread and talk about LifeCycles of Animals on their own tobuild fluency. Students who are not yet able toread the book can find and nameanimals they recognize. Students who need extra supportcan reread the book while listeningto the audiolesson. Students who can read the bookmight read independently or aloudwith partners.Describe it.”Expanding/Bridging Ask students to classify a variety of animals and usesentences to describe the animals’ physical characteristics.11

57411 WOL LLV FLPlus LC.qxd:Layout 1Lesson 2OBJECTIVES Understand that animals grow andchange in different ways and thatanimals are classified into groups Use vocabulary to describe thecharacteristics of animals Learn the comprehension strategy:Predicting Read to gain fluency in oraland silent reading Write about different kinds of petsMaterialsPhotos: a variety of amphibians, reptiles,mammals, birds, and fishTheme BuilderLife Cycles of AnimalsLearning Masters pages 24, 26, 27Audiolesson 14/4/083:06 PMPage 12Reread Life Cycles of AnimalsDevelop Concepts and VocabularyDevelop Oral LanguageBuild BackgroundDisplay photos of animals from thefive groups that students havediscussed. Ask students to namethe animals. Next, ask: To what groupdoes each animal belong? What are thecharacteristics of the group?Display the graphic organizer onthe Theme Builder with the rightcolumn covered. Read the label foramphibians and uncover the boxnext to it. Read the sentences. Readthe label for birds and have studentspredict what traits it has. Uncoverthe box and go over the answers.Continue with the other animals.Turn and Talk Encourage learningpartners to name several animalsfrom each group pictured and tellhow they are alike. Have studentsuse the language forms:(Snakes and lizards) belong to thegroup of animals called (reptiles). Theyhave (scaly skin).Revisit the Theme Poem Displaythe Theme Poem on the ThemeBuilder. Have partners read thepoem by first reading a sentencesilently and then looking up andsaying it.Turn and Talk Encourage studentsto name other examples of animalsfor each category.Begin Vocabulary Log As studentsread, encourage them to use stickynotes to tag words they would liketo save. After reading, students canrecord the words and their notesabout them.Use Learning Masters page 24.Theme Builder (Graphic Organizer)Introduce the Comprehension StrategyIntroduce PredictingModel PredictingWhen students make predictions,they use their prior knowledge, aswell as illustrations and text, to tellwhat they think an entire readingselection or parts of a readingselection will be about.Turn to pages 10–11 to modelpredicting.Think Aloud Before I read, I can thinkabout what I know about the subject. Ican add this to the words I read and thepictures I see. Then I can make aprediction about what I think a book orpart of a book will be about.12When I read pages 6 and 7, I learnedthat the book is about groups ofanimals. Pages 10 and 11 tell aboutthree groups—mammals, reptiles, andfish. I know there are other groups, likebirds.I predict that the next pages will tellabout birds and amphibians becausethese are the other two groups of animals.For additional practice inpredicting, have partners work onLearning Masters page 26.

3:06 PMPage 13Small Group ReadingInvite students to share what theylearned. Ask them to name the sixgroups of animals and tell thecharacteristics of each group. Havestudents explain how animals growand have young. Encourage them touse the words in the Word Bank todiscuss what they have read. Havestudents name new words theylearned. Remind students to addwords to their Vocabulary Logs.Pages 14–19Support Comprehension Aska volunteer to summarizepages 14–17. (Animals get biggerand stronger as they grow. Someanimals, such as frogs and someinsects, change form.) Repeat forpages 18–19.Pages 20–21Check Understanding Have studentsidentify each animal (fish, zebra,snake, tadpole, stork) and its groupPredictingI predict thatDiscuss the BookStudents can complete LearningMasters page 27.Reread for FluencySay the boldfaced words onpages 6–7, and have students saythem after you. Have studentsfollow along as you read thosepages. Then have students prepareto reread pages 8–13 aloud. First,have students review and practicereading any unfamiliar or difficultwords. Then have them readthe pages aloud. Ask studentsto focus on improving accuracy.For other suggestions, seeCustomize the Reading.Vocabulary LogLook at the photos on pages 10–13 of Life Cycles of Animals.Predict how the animals will grow and change.List words you want to remember. Tell what each word means.Add notes or drawings about the word.Pages 10–13Support Comprehension Guidestudents to use information theyalready know as they makepredictions about how the babieswill look as they grow.NameNotes or DrawingsPages 4–9Check Understanding What are the sixgroups of animals on these pages?(amphibians, reptiles, mammals, birdsfish, insects) How are insects differentfrom the other groups? (Most have ahard outer shell, six legs, antennae,and three body parts.)NameWhat It Means(fish, mammal, reptile, amphibian,bird). Ask students to use the WordBank to describe the animals andtell how they change.becauseWordAs students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.Learning Masters/pages 24, 26 2006 National Geographic Society4/4/08Customize the ReadingStudents reread and talk about LifeCycles of Animals using one of thefollowing options: Look through the pages, naminganimals and the group to whicheach belongs. Reread the book while followingalong with the audiolesson. Read independently or read aloudwith a partner.Learning Masters/page 27Modeled WritingNameLife Cycles of AnimalsLook at the pictures. Match the adult animal to the correct baby animal.Use the graphic organizer on theTheme Builder to review someKey Concepts of the theme.Prepare to model writing withprecise nouns and adjectives.Think Aloud Words like common and softare adjectives used to describe nouns.Think Aloud The animals we see mostoften are pets. I’ll use precise nouns andadjectives to describe the kinds of petspeople have. My audience is thestudents in this group.Think Aloud It’s easy to use adjectives.They make writing fun and interesting.Now I’ll write about my own cat.At home, I have a cat. Her name isLizzy. She has brown, black, andwhite fur. I got her when she was atiny kitten. Now she is an adult cat. 2006 National Geographic SocietyPeople have many kinds of pets.Animals can belong to any of the fivegroups. These groups are amphibians,birds, fish, mammals, and reptiles.Cats and dogs are common mammalspeople have as pets. People like topet their soft fur.Tell how one baby animal changes.13 2006 National Geographic Society57411 WOL LLV FLPlus LC.qxd:Layout 1

57411 WOL LLV FLPlus LC.qxd:Layout 1Lesson 3OBJECTIVES Read to gain fluency in oraland silent reading Practice the comprehension strategy:Predicting Understand that animals can beclassified into different groups andthat each group has its owncharacteristics Use captions and headings tocomprehend text and illustrations Use a chart to summarize informationMaterialsPhotos: a variety of amphibians,reptiles, mammals, fish, and birds,including an eagleTheme BuilderGroups of AnimalsLearning Masters page 28Audiolesson 14/4/083:06 PMPage 14Read Groups of AnimalsDevelop Concepts and VocabularyDevelop Oral LanguageReview the Key Concept Wordsfor groups of animals: amphibian,bird, fish, mammal, reptile. Showpictures of animals, and havestudents identify each group.This an eagle. Eagles belong to a groupof animals called birds. They havefeathers and wings. They can fly.Turn and Talk Have learningpartners play a guessing game bygiving one another clues aboutanimals. Suggest students refer tothe language forms. For example:Revisit the Theme Poem Display thepoem on the Theme Builder.Organize students into threegroups. Have each group say twolines in an oral reading.Build BackgroundDistribute copies of Groups ofAnimals. Invite students to look atthe cover and the title and namethe animals. Have them predictwhat the book will be about.Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on theback cover: What kind of animal isa salamander?Display a page and cover thewords: Which words do you expect tosee on this page?List the words students mention.Add Key Concept Words from thebook that students do not mention.Page through the book and dothe following:Text Feature: Captions Point out that the entries listed onthe Contents page are the same asthe headings on the pages.Introduce Display pages 4 and 5.The words near each picture arecaptions. A caption gives informationabout a picture. Point out the summary chartson pages 5, 7, 9, 11, and 13 andthe Animal Features chart onpage 14. Ask students to predict what theywill learn.Predict Vocabulary Encouragestudents to use photos to predictvocabulary: Which words do youexpect to see in this book?14I’m thinking of an animal. It belongs tothe group of animals called mammals. Itoften has brown or black hair. Peoplecan ride on it. (a horse)Model I see a snake in a pictureon page 5. The caption gives meinformation about the snake. It liesin the sun to get warm.Practice Direct students’ attentionto the caption next to the photo onpage 7. What information does thecaption tell you about the picture?

4/4/08Read the BookAs students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.Pages 3–9Key Concept Words classify, reptile, fishCheck Understanding How are all theanimals on these pages alike? (They arevertebrates.) What are some features ofreptiles? (scales, cold-blooded, backbone)What are some features of fish? (live inwater, have gills, cold-blooded,backbone, scales for most)Pages 10–11Key Concept Word birdPractice the Comprehension StrategyEncourage students to Predictto help them better understandpages 10–11.What do you see in the picture onpage 11? What will happen to thebabies? What can you predict?3:06 PMPage 15Pages 14–15Support Comprehension Explain thatthe chart summarizes informationabout the five groups of animals.For example, by reading downthe column on amphibians, thissummary can be made: Amphibiansusually hatch from eggs, and theyhave backbones. Ask questions basedon the chart, such as, “Is a fishwarm-blooded?”NameGroups of AnimalsLook at each picture. Give one characteristic of each animal group.Name other examples of that kind of animal.MammalsSome examples of mammals:BirdsSome examples of birds:FishDiscuss the BookInvite students to use the WordBank to tell about the book. Askwhat students have learned abouthow to classify animals afterreading Groups of Animals. Havestudents explain how theinformation relates to their petsand other animals they have seen.Remind students to add words totheir Vocabulary Logs.Use Learning Masters page 28.Reread for FluencyHave students reread the entirebook independently to buildfluency. See Customize the Reading.Shared WritingReview the writing you modeled inLesson 2. Invite students to write aparagraph about a different groupof animals people often have aspets, such as birds, fish, or reptiles.Have volunteers s

life cycle Text Features Captions Headings Lesson 1* Teacher’s Guide pp. 10–11 Read Life Cycles of Animals Administer Pre-Test, p. 38 Introduce Concepts and Vocabulary Model the Reading Lesson 2 Teacher’s Guide pp. 12–13 Reread Life Cycles of Animals Develop Concepts and Vocabulary Introduce the Comprehension .