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

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