Guided and Independent Reading Kit Sample material from the ...

Guided and
Independent
Reading Kit
Sample material from
the Biodiversity unit.
This sampler includes:
5: Meet the Muskox
Lesson Plan
6: Hilarious Honkers
Lesson Plan
7: Dragon Alert
Lesson Plan
8: The Truth About Bugs
Lesson Plan

Biodiversity
Meet the Muskox 5
Level: Well Below (R)
LITERACY FOCUSES
Reading: Visualizing
Text Patterns: Identifying
Characteristics of Descriptive
Text Pattern
Writing: Planning for Concise
Writing
Listening: Creative Listening
SCIENCE FOCUS
Characteristics of vertebrates
VOCABULARY
These words may require
some prereading introduction:
shaggy
bison
butt (verb)
ice age
Bering Land Bridge
tundra
insulation
coarse
shed (verb)
MATERIALS
• Transparency 59: Descriptive
Text (Writing Focus)
• Guided Reading Card 6:
Hilarious Honkers (Listening
Focus)
Before
During
• Before distributing the selection, say:
- Close your eyes and visualize two football players wearing shaggy fur
coats running across a field and slamming their heads into each other.
Sound crazy The furry animals we are going to read about butt heads
just like that—and they don’t have helmets!
• Then ask:
- Do you know of any animals that butt heads Why do they do it
Tell students they are going to read about the muskox, and explain that
the plural of muskox is muskoxen.
• Distribute the selection and have students preview the photos.
Then ask:
- Does the muskox remind you of any other animals Which ones
Remind students that comparisons to familiar things can help them
visualize, and review other things students can do to help them visualize
(draw a visual organizer in your mind; identify important information
so you can draw accurate pictures in your mind; use numbers to
visualize quantity).
Page 1
• Say:
- As you read this page, I’d like you to draw a visual organizer in your
mind. Visualize the pictures you would include in a visual organizer
for important information on this page.
• When students have finished reading, invite them to share the pictures
they visualized for their visual organizer.
• Ask:
- What comparisons on this page helped you visualize
- What numbers did you notice on this page How can these numbers
help you visualize
Page 2
• Have students read the page to look for important information they
can use to draw accurate pictures in their minds.
• After students have read the page, invite them to share what they
visualized, and ask them what important information they used to
help create accurate pictures.
10 Nelson Literacy 6a
NEL

After
• Remind students that they have been learning about the characteristics
of descriptive text pattern. Ask:
- Has the author clearly identified the topic What is it
- What are the other characteristics of this text pattern (the attributes
of the topic are presented in sections; each section answers questions
such as “What does it look like” and “What is its purpose”; details
describe something important about the topic using sensory language)
- Can you identify any of these other characteristics on the page
Page 3
• Invite students to continue visualizing important information as they
read the page.
• When students have finished reading, ask:
- What important information from this page did you visualize
- Did you try to visualize 85 000 muskoxen What might help you
visualize such a large number (e.g., thinking of how the number
compares to the population of their school or community)
- What questions does each section on this page answer
- Can you think of a situation in which a herd of muskoxen might
defend itself by forming a circle (e.g., when Arctic wolves are
approaching from different directions)
- Why do you think whalers hunted muskoxen (e.g., for food or warm
fur while on whaling trips to the Arctic)
Page 4
• Ask students to continue visualizing as they read the page.
• When students have finished reading, ask:
- Did any of you draw a visual organizer in your mind Tell us about it.
- Who used numbers to help create pictures How did the numbers
help you
- Who looked for important information to visualize How did the
information help you create an accurate picture
• Invite students to talk about what information they found easy to
visualize, and what information was difficult to visualize. Point out that
many nonfiction texts don’t have a lot of pictures, and ask why
visualizing information in these texts can be helpful.
• Revisit the selection to have students review the characteristics of
descriptive text pattern that are found in it. Discuss with students how
identifying these characteristics in a descriptive text can help them
understand what they’re reading.
• Have students identify ways in which muskoxen have adapted to their
habitat.
• Students can work on the Try This activity independently or with a
partner.
Related Instructional
Focuses
WRITING: Planning for
Concise Writing
Review with students how to
plan for concise writing, as
described on page 51 of
Nelson Literacy 6a.
Have students imagine that
they are writing a brochure to
tell Arctic tourists about the
sights they may see. Ask them
to plan a concise paragraph
that contains information
about muskoxen that will be
of interest to tourists. Suggest
that students use a graphic
organizer, such as the web on
Transparency 59: Descriptive
Text (use as a blackline
master), to brainstorm main
ideas and precise, descriptive
words and phrases.
Students’ webs can be placed
in their writing folders for
later development into
finished text, if desired.
LISTENING: Creative Listening
Review with students how to
listen creatively, as described on
page 62 of Nelson Literacy 6a.
Use Guided Reading Selection
6: Hilarious Honkers. After
reading each of the first two
pages aloud, stop to ask
students what personal
connections they made, what
questions they asked
themselves, and what they
visualized. Then read the rest
of the selection as students
continue to apply the strategy
of creative listening.
NEL
11

Biodiversity
Hilarious Honkers 6
Level: Easy (T)
LITERACY FOCUSES
Reading: Visualizing
Text Patterns: Identifying
Characteristics of Descriptive
Text Pattern
Writing: Planning for Concise
Writing
Listening: Creative Listening
SCIENCE FOCUS
Characteristics of vertebrates
VOCABULARY
These words may require
some prereading introduction:
snout
tentacles
prey
predator
proboscis
tapir
mandrill
goofiest
MATERIALS
• Transparency 59: Descriptive
Text (Writing Focus)
• Guided Reading Selection 5:
Meet the Muskox (Listening
Focus)
Before
During
• Ask:
- What animals do you think of when I say the word nose
- Why did that animal come to mind
- Does that animal use its nose for anything other than smelling
Explain to students that they are going to read a selection titled
“Hilarious Honkers,” and that honkers is a funny word for nose. Ask
students to predict what animals they will encounter in the selection.
Then distribute the selection and have students preview it to see if any
of their predictions are correct.
• Review with students the characteristics of descriptive text pattern (the
topic is clearly identified; the attributes of the topic are presented in
sections; each section answers questions such as “What does it look
like”; details describe something important about the topic using
sensory language). Tell students they will be looking for these
characteristics as they read the selection.
Page 1
• Ask students to think about any characteristics of descriptive text
pattern they can identify from previewing the selection. Ask:
- What is the topic Has it been clearly identified, or do you need to
read to learn more
- We saw that the text is presented in sections. What are the sections
about (different animals)
- How might these different animals be attributes of the topic
(e.g., each animal’s nose is an example of a hilarious honker)
• Have students read the page to learn more about the topic and to see if
they notice any other characteristics of descriptive text.
• After students have read the page, ask:
- Do you have a clearer idea of the topic now How would you say the
topic in your own words
- Does each section on this page answer questions What questions are
answered
- Did you notice any details that use sensory language What are some
examples Which sense does that example appeal to
Page 2
• Remind students that authors sometimes compare new things to
familiar things to help readers visualize and understand information.
Have students read the page to note any comparisons that help them
visualize.
12 Nelson Literacy 6a
NEL

After
• When students have finished reading, invite them to share the
comparisons they noticed and talk about how these comparisons made
it easier for them to visualize.
• Ask:
- What are two special things about a moose’s nose
- How do elephants use their trunks to guide their babies What do
humans use to do the same thing
Page 3
• Recall with students that they can use numbers to help them visualize.
Ask students to use any numbers they find on this page to help them
visualize.
• After students have finished reading, ask:
- What number on this page helped you visualize
- What questions does the section about the proboscis monkey answer
- Where did the author use sensory language on this page (e.g., dangly,
fleshy noses)
- Why do you think male elephant seals make roaring noises during
mating season to scare away other males (because males are
competing for females to mate with)
Page 4
• Have students read the page to look for comparisons and sensory
language that help them visualize.
• When students have finished reading, ask:
- What did you visualize as you read
- What comparisons helped you visualize
- Where did the author use sensory language in details
- Which of these animals do you think has the most hilarious honker
Why
• Invite students to share their experiences visualizing as they read the
selection. Have them point out details in the text that helped them
visualize (e.g., comparisons, sensory language).
• Review the characteristics of descriptive text pattern found in the
selection.
• Have students revisit the selection to decide which animal they think
has the most useful nose, and which one has the most hilarious honker.
• Invite students to choose another animal and describe it using sensory
language and comparisons.
• Students can work on the Try This activity independently or with a
partner.
Related Instructional
Focuses
WRITING: Planning for Concise
Writing
Invite students to imagine they
are writing for a children’s TV
science show. Their task is to
write a short segment with
interesting and surprising facts
about three or four animals.
Students could choose to write
about animal noses, or another
topic related to animals.
Suggest that students use a
graphic organizer, such as the
web on Transparency 59:
Descriptive Text (use as a
blackline master), to brainstorm
main ideas and precise,
descriptive words and phrases.
Students’ webs can be placed
in their writing folders for
later development into
finished text, if desired.
LISTENING: Creative Listening
Review with students how to
listen creatively, as described on
page 62 of Nelson Literacy 6a.
Then tell students they are
going to practise creative
listening by making personal
connections, asking themselves
questions, and visualizing as
they listen to you read an
article about the muskox.
Use Guided Reading Selection
5: Meet the Muskox. Read the
selection aloud, one page or
section at a time, stopping
between passages to allow
students to share their
experiences with creative
listening. Guide students to see
how their personal connections,
questions, and visualizations
can help them pull together
ideas in new ways.
NEL
13

Biodiversity
Dragon Alert 7
Level: Average (V)
LITERACY FOCUSES
Reading: Visualizing
Text Patterns: Identifying
Characteristics of Descriptive
Text Pattern
Writing: Planning for Concise
Writing
Listening: Creative Listening
SCIENCE FOCUS
Characteristics of vertebrates
VOCABULARY
These words may require
some prereading introduction:
food chain
native (adjective)
stumpy
consume
pygmy
park ranger
MATERIALS
• chart paper (Before activity)
• slips of paper with one
heading from the article
written on each (After
activity)
• Guided Reading Selection 8:
The Truth About Bugs
(Listening Focus)
Before
During
• Ask students to make a quick sketch of what they think a dragon looks
like. Have them share their sketches and talk about any features the
dragons share. Then invite students to brainstorm words and phrases
that describe dragons. Record their ideas on chart paper, and have
students help you organize the ideas into a two-column chart, with the
column headings How Dragons Look and What Dragons Do. When the
chart is complete, tell students that they are going to read about a real
dragon, called a Komodo dragon.
• Review with students the characteristics of descriptive text pattern (the
topic is clearly identified; the attributes of the topic are presented in
sections; each section answers questions such as “What is it” and “What
does it look like”; details describe something important about the topic
using sensory language). Tell students the article about Komodo
dragons is an example of descriptive text pattern, and they will be
looking for the characteristics of this text pattern as they read.
Page 1
• Distribute the selection and have students look at the photos on the
first page. Ask:
- Do you think dragon is a good name for this reptile Why or why not
• Encourage students to visualize as they read the page. Remind them to
watch for numbers they can use to help them visualize.
• When students have finished reading, ask:
- Who used numbers to help create a picture What links to familiar
things did you make in order to visualize 3 metres and 135 kilograms
- What else did you visualize while reading
- What comparison does the author make that can help you visualize
(Komodo dragons look like lizards)
• Say:
- Let’s think about the characteristics of descriptive text pattern. Has
the topic been clearly identified
- What questions does the first page answer
Page 2
• Remind students that in descriptive text pattern, authors often use
sensory language to describe something important about the topic.
Then say:
- Sensory language can also help us visualize. As you read this page,
watch for sensory language that helps you create pictures in your
mind.
14 Nelson Literacy 6a
NEL

After
• When students have finished reading, ask:
- What sensory language did you find that helped you visualize
- What else did you visualize while reading this page
- What is the topic of each section on this page Would you say that
each of these sections presents an attribute of the topic Why or why
not
- What questions does each of the sections answer
- What problems might Komodo dragons face because they live in such
a small area
Page 3
• Suggest to students that they watch for comparisons, numbers, and
sensory language to help them visualize as they read the page.
• When students have finished reading, ask:
- What did you visualize while reading this page What did you find in
the text that helped you visualize
- What attribute of the main topic does this section tell us about
- What questions does this section answer
- Do you think Komodo dragons kill many people Why or why not
Page 4
• Recall with students that one technique for visualizing is to draw a
visual organizer in your mind. Encourage them to try this technique
as they read the page.
• When students have finished reading, ask:
- What pictures did you create in your visual organizer for this page
- Did you find it easy or difficult to create a visual organizer in your
mind Why
- What attribute of the article’s main topic does the author discuss in
this section
- How do you think measuring and weighing Komodo dragons can help
researchers come up with a plan for protecting the dragons and their
habitat
- Why do you think garbage from tourists is a problem for the dragons
• Review with students the characteristics of descriptive text pattern they
identified in the selection. Ask how identifying these characteristics as
they read can help them understand information.
• On separate slips of paper, write one heading from the selection.
Distribute them randomly, giving one to each student. Pair up students
who received different headings, and have each student tell their
partner what they learned in that section of the article. To help
students remember information, encourage them to think of what they
visualized for that section of text.
• Students can work on the Try This activity independently or with a
partner.
Related Instructional
Focuses
WRITING: Planning for Concise
Writing
Review with students how
to plan for concise writing, as
described on page 51 of
Nelson Literacy 6a.
Tell students they are going to
plan a short article for a local
zoo’s monthly newsletter. The
zoo has a new exhibit
featuring two Komodo
dragons, and students will
plan a short article that will
make people want to come
and see the dragons. Suggest
that students use a web or
other graphic organizer to
brainstorm main ideas and
precise, descriptive words
and phrases.
LISTENING: Creative Listening
Review with students how to
listen creatively, as described on
page 62 of Nelson Literacy 6a.
Tell them they are going to
practise creative listening as
you read aloud a selection
titled “The Truth About Bugs.”
Use Guided Reading Selection
8: The Truth About Bugs. Stop
after reading each of the first
two pages to ask students
what personal connections they
made, what questions they
asked themselves, and what
they visualized. Read the rest
of the selection as students
continue applying the strategy
of creative listening. Then have
them share their experiences
and talk about how this
strategy helped them pull
together ideas in new ways.
NEL
15

Biodiversity
The Truth About Bugs 8
Level: Challenging (X)
LITERACY FOCUSES
Reading: Visualizing
Text Patterns: Identifying
Characteristics of Descriptive
Text Pattern
Writing: Planning for Concise
Writing
Listening: Creative Listening
SCIENCE FOCUSES
Characteristics of arthropods
Formal classification systems
VOCABULARY
These words may require
some prereading introduction:
entomologist
conservationist
emit
glands
metamorphosis
larva
pupa
tubular
predatory
MATERIALS
• Guided Reading Selection 7:
Dragon Alert (Listening
Focus)
Before
During
• Invite students to share what they visualize when you say the word bug.
Then ask:
- What is your reaction to what you visualized Why
- Are all bugs insects Are all insects bugs Explain your ideas.
• Tell students that the nonfiction selection they are going to read is
titled “The Truth About Bugs.” Have them predict what they might
learn from the selection.
• Review with students the characteristics of descriptive text pattern (the
topic is clearly identified; the attributes of the topic are presented in
sections; each section answers questions such as “What is it” and “What
does it look like”; details describe something important about the topic
using sensory language). Distribute the selection and have students
preview the headings and photos. Then ask:
- What characteristics of descriptive text pattern do you expect to find
from previewing the selection
- For which characteristics of this text pattern do you need to read the
text to see if they’re present
Page 1
• Recall with students that they have been practising the strategy of
visualizing. Have them read the page and make a quick sketch of
something they visualized.
• When students have finished sketching, invite them to share their sketches
and explain which part of the text their sketch relates to. Then ask:
- Where on this page does the author make comparisons that help you
visualize
- Did visualizing help you better understand any of the information on
this page Explain.
- Is the main topic of this article clearly identified What is it
- Why do you think stinkbugs emit a bad odour
Page 2
• Say:
- As you read this page, I’d like you to continue visualizing. Look for
comparisons and any familiar insects that are mentioned to help you
visualize. Remember to look for important information that will help
you create accurate pictures in your mind.
• When students have finished reading, invite them to share what they
visualized. Ask:
- Were there details in the text that helped you visualize that Which
details
16 Nelson Literacy 6a
NEL

After
- What important information in the text did you use to draw an
accurate picture in your mind
- In which details on the page does the author use sensory language
How can sensory language help you visualize
- What four characteristics of true bugs did you learn from this page
Page 3
• Remind students that drawing a visual organizer in their minds can
help them organize and understand information. Encourage students
to use this technique as they read the page.
• When students have finished reading, provide time for them to sketch
their visual organizers. Have students share and discuss them with the
group.
• Ask:
- Did drawing a visual organizer help you understand the information
How
- What important information about bugs does the photo help you
understand
- What special adaptation has the genus Setocoris developed Why is this
adaptation useful
- Why is it important to protect bug habitats
Page 4
• Have students read the page to find out how bugs are classified.
• When students have finished reading, ask:
- Why is it important to classify bugs
- Were you surprised to learn that 80 percent of all animals are insects
Why or why not
- If you had to make up genus and species names for stinkbugs and
bed bugs, what names would you choose Why
- What questions do you still have about bugs
• Have students revisit the text to assess how closely the characteristics of
descriptive text pattern fit this selection.
• Ask students to use a graphic organizer to summarize the main ideas
and important details in the selection.
• Suggest that students work with a partner to write a list of tips they
would give other students who were going to practise visualizing with
this selection. You may wish to work with students to consolidate their
tips into a group list.
• Students can work on the Try This activity independently or with a
partner.
Related Instructional
Focuses
WRITING: Planning for Concise
Writing
Review with students how
to plan for concise writing, as
described on page 51 of
Nelson Literacy 6a.
Invite students to imagine that
a children’s science magazine
has asked them to write a
one-page article about an
insect. They could choose a
bug from the selection or
another insect they’re familiar
with. Encourage students to
select information that would
be of interest to their
audience. Suggest that they
use a web or other graphic
organizer to brainstorm main
ideas and precise, descriptive
words and phrases.
Students’ webs can be placed
in their writing folder for later
development into finished
text, if desired.
LISTENING: Creative Listening
Review with students how to
listen creatively, as described
on page 62 of Nelson Literacy
6a. Tell them they are going to
practise creative listening as
you read aloud a selection
titled “Dragon Alert.”
Use Guided Reading Selection
7: Dragon Alert. Stop after
reading each of the first two
pages to ask students what
personal connections they
made, what questions they
asked themselves, and what
they visualized. Read the rest
of the selection as students
continue applying the strategy
of creative listening.
NEL
17