ˆˇˇ˘ ˆ ˘ ˙ ˘ - collaborativeclassroom.org · the questions. B ™ S ent ollaborativ ollaborativeclassroom.org Comprehension O Ice Bear O Day 2 43 Explain that readers may

© Center for the Collaborative Classroom Start a trial at ccclearninghub.org.Being a Reader™ Small-group Reading Lesson, Set 11 Explore the new digital resources!

11SET

CCC Collaborative Literacy

Small-group Teacher’s Manual

S A M P L E L E S S O N

Being a Reader™ Sample Lesson, Set 11 © Center for the Collaborative Classroom collaborativeclassroom.org

36 Being a Reader™ Small-group Teacher’s Manual, Set 1136 Being a Reader™ Small-group Teacher’s Manual, Set 11

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Assessment Forms • “Individual Reading Observation” sheet (IR1) • “Group Progress Assessment” sheet (GA4)

Ice Bear: In the Steps of the Polar Bearby Nicola Davies, illustrated by Gary BlytheThis nonfiction text provides information about what life is like for polar bears living in the Arctic from an Inuit perspective.

Assessment Resource Book • Set 11 assessments

R E S O U R C E S

Comprehension Determining Topic


37 Comprehension 37

OV E RV I E WAcademic Focus • Students determine and discuss topic in a nonfiction text.

• Students read and discuss a nonfiction text.

Social Development Focus • Students share their thinking.

DO AHEAD ✓ Prior to Day 2, visit the CCC Learning Hub (ccclearninghub.org) to access and print the “Group Progress Assessment” sheet (GA4); see page 251 of the Assessment Resource Book.

ELL SUPPORT • Build Background Knowledge: To help the students understand language used to describe the Arctic environment, define, using the illustrations as appropriate:

frost: thin coating of ice that can form on any surface in cold weather (p. 9)

beating cold: keeping out cold (p. 9)

cutting winds: strong, cold winds that can blow through cracks and openings (p. 11)

will sleep away a blizzard in a drift: stay asleep during a long, powerful snowstorm (p. 11)

ice floes: large, flat pieces of ice floating in the ocean (p. 14)

(continues)


38 Being a Reader™ Small-group Teacher’s Manual, Set 11

ELL SUPPORT (continued)

To help the students understand language used to describe polar bears and their behavior, use the illustrations to clarify vocabulary:

camouflaged: hard for other animals to see because its color matches the area around it (p. 10)

outweighs: is heavier than (p. 12)

water-shedding: fur that water cannot stick to (p. 15)

prey: animal hunted by another animal for food (p. 16)

lightning paw strike: fast, hard hit with its paw (p. 17)

clasp jaws so tenderly: bite each other’s mouths very softly (consider pantomiming interlocking jaws with your hands) (p. 25)

try each other’s strength: check to see who is stronger (p. 25)

The students will hear some of these words defined again when you teach the lesson to the small group.


Comprehension O Ice Bear O Day 1 39

In this lesson, the students: •Listen to, read, and discuss part of a book •Share their thinking

1 Gather and Introduce Ice BearShow the cover of Ice Bear: In the Steps of the Polar Bear and read the title, the subtitle, and the names of the author and illustrator aloud. Tell the students that Ice Bear is a nonfiction book—a book that gives readers true information about a topic. Explain that the topic of a nonfiction book is what the whole book is about. Ask:

Q What do you think the topic of this book is? Why do you think that?

If necessary, tell the students that the topic of this book is polar bears—that the whole book helps readers learn about polar bears. Ask and briefly discuss:

Q What do you think you know about polar bears?

2 Read Aloud and Build Background KnowledgeShow pages 6–7 to the students and have them look at the illustration. Ask and briefly discuss:

Q What do you notice about the illustration on these pages?

Tell the students that the illustration shows Inuit people watching a polar bear. Explain that the Inuit people have lived in the Arctic, the cold part of Earth near the North Pole, for thousands of years. In the past, the Inuit hunted animals such as seals and walruses for food and survived the cold by building homes out of snow blocks and wearing animal furs.

Explain that the author wrote the beginning of the book to sound as if the Inuit are telling readers about polar bears. Read page 7 aloud.

Direct the students’ attention to the caption on page 6 and read it aloud. Explain that many nonfiction books have captions, or words or sentences that give information about illustrations or photographs. Point out that the captions in this book are printed in curved lines and in small letters.

Tell the students to read the captions and to look at the pictures carefully as they read.

Materials •Teacher and student copies of Ice Bear (pages 6–17) •Self-stick note for each student •Group set of the “Individual Reading Observation” sheet (IR1), prepared ahead •(Optional) World map or globe

Teacher NoteConsider pointing out the Arctic on a world map or globe.

Ice BearReading a Nonfiction Book Day 1



3 Read and Discuss Part of Ice BearTell the students that the next part of the book gives readers information about what the weather is like in the Arctic, where polar bears live. Explain that frost is a thin coating of ice that can form on any surface in cold weather. Explain that when the author says that polar bears “will sleep away a blizzard in a drift” she means that polar bears can sleep inside a big pile of snow to stay warm during a blizzard, or a long, powerful snowstorm.

Distribute Ice Bear and the self-stick notes. Have the students open their books to page 11 and mark the page so they know where to stop reading.

Have the students turn back to page 8 and read pages 8–11 quietly to themselves. Remind them to read the captions below the pictures and to look at the pictures carefully as they read.

When all the students have read the pages at least once, ask:

Q What information did you read about polar bears? Turn to your partner.

Have a few students share their thinking. Then ask and briefly discuss:

Q What helps polar bears live in a cold place like the Arctic?

Q What do you think “No frost can steal polar bear’s heat” means?

4 Read and Discuss the Next Part of the BookExplain that the students will now read and discuss the next part of the book. Tell the students that in the next part of the book, they will read about ice floes. Explain that ice floes are large, flat pieces of ice floating in the ocean and that polar bears walk on them or swim between them as they travel in search of food.

Have the students turn to page 17 and mark the page with the self-stick note so they know where to stop reading. Have them turn back to page 12 and read pages 12–17 quietly to themselves.

INDIVIDUAL READING OBSERVATION NOTE

Listen to a few students as they read, taking notes on the “Individual Reading Observation” sheet (IR1) and offering support as needed; see page 144 of the Assessment Resource Book.


Q What did you read about polar bears? Turn to your partner.

Have a few students share their thinking. Then ask and briefly discuss:

Q What makes polar bears good at travelling?



Q What makes polar bears good at catching seals?

Q What do you think “Nothing stops polar bear” means?

5 Reflect on the ReadingReview that nonfiction books like Ice Bear help readers learn about a topic, like polar bears. Ask:

Q What is something interesting you read about polar bears today?

Explain that in the next lesson, the students will continue reading Ice Bear and talk about what they learn. Collect Ice Bear, keeping the self-stick notes in the books.

Day 2Ice BearDetermining Topic

In this lesson, the students: •Determine and discuss topic in parts of a book •Read and discuss part of a book •Share their thinking

1 Gather and Review Ice BearRemind the students that in the last lesson, they read the first part of the nonfiction book Ice Bear. Ask and briefly discuss:

Q What do you remember reading about polar bears?

2 Reread and Model Determining TopicReview that the topic of Ice Bear is polar bears. The whole book helps readers learn about polar bears. Tell the students that part of a book can also have a topic. Explain that today they will reread parts of Ice Bear and talk about the topics of those parts.

Distribute Ice Bear. Have the students open to page 11 and mark the page so they know where to stop reading.

Have them turn back to page 8 and reread pages 8–11 quietly to themselves. When all the students have reread the pages at least once, ask them to listen as you think aloud about the topic.

Materials •Teacher and student copies of Ice Bear (pages 8–21) •“Group Progress Assessment” sheet (GA4)

Teacher NoteIf the students need support remembering the story, encourage them to refer back to the book.



You might say:

“ When I read part of a book and I’m trying to figure out what the topic is, I ask myself, ‘What are these pages mostly about?’ I think these pages are mostly about how polar bears stay warm. I think that because it tells about the polar bear’s double coat of fat and fur. Fur helps keep polar bears warm and the layer of fat underneath their skin helps keep them warm, too. I think the topic of this part is how polar bears stay warm.”

Ask and briefly discuss:

Q What other information on these pages tells readers how polar bears stay warm?

Tell the students that when readers want to know the topic of part of a book, they can ask themselves what that part is mostly about. Explain that knowing the topic of part of a nonfiction book can help readers understand and remember that part.

3 Reread Part of Ice Bear and Determine TopicTell the students that they will reread the next part of the book quietly to themselves and then talk about what they think the topic is. Have them turn to page 17 and mark the page so they know where to stop reading.

Have the students turn back to page 12 and reread pages 12–17 quietly to themselves.

When all the students have read the pages at least once, review that when readers want to know the topic of part of a book, they can ask themselves what that part is mostly about. Ask:

Q What is the part you just read mostly about? Turn to your partner.

Discussion SupportEncourage the students to refer to the text and illustrations on pages 12–17 to help them answer the question. If they have difficulty answering, ask additional questions such as:

Q At the beginning of the part you just read, it says, “Polar bear is a great hunter.” What makes polar bears great hunters?

Q Polar bears often have to travel far to find food. How do they travel?

Q It says seals are polar bears’ prey. What makes polar bears good at catching seals?

Do not yet have the students share their thinking with the group.


Q What is the topic of the part you just read? Why do you think that?

E ELL NoteYou might provide the prompts, “The topic of the part I just read is .” and “I think that because .” to your students to help them verbalize their answers to the questions.



Explain that readers may have different ideas about what the topic of part of a book is, and that is okay. What is important is that they understand that part and can share what they learned with others.

Tell the group that you think the topic of these pages is how polar bears are good hunters. Ask:

Q What words or pictures on these pages tell readers about polar bears hunting? Turn to your partner.

Have a few students share their thinking.

4 Read the Next Part of the Book and Determine TopicTell the students that they will read the next part of the book quietly to themselves and then talk about what they think the topic is. Explain that when a mother polar bear suckles a cub, it means that she feeds the cub milk. Point out that many animal mothers, including polar bears, suckle their babies.

Have the students open to page 21 and mark the page so they know where to stop reading. Then have them turn back to page 18 and read pages 18–21 quietly to themselves.



Observe the students as they talk with their partners, offering support as needed.

GROUP PROGRESS ASSESSMENT NOTE

As you observe the pairs, ask yourself: • Are the students able to say what they think the pages are mostly about? • Are they referring to the text and illustrations as needed to support their thinking? • Are partners working well together?

Record your observations on the “Group Progress Assessment” sheet (GA4); see page 251 of the Assessment Resource Book.

Support any student who struggles by asking questions such as:

Q What did you read about polar bear cubs?

Q What does a mother polar bear do to take care of her cubs?






Students might say:

“ I think the topic of this part is polar bear babies because it gives information about the babies, like how big they are and how long they stay with their mom.”

“ The topic of the part I just read is polar bear moms and cubs. I think that because it’s mostly about how polar bear moms take care of their cubs.”

“ I think the topic is polar bear moms and cubs, too, because there are pictures of the mom and the cubs. The cubs are really cute.”

Review that readers may have different ideas about what the topic of a part of a book is, and that is okay. What is important is that they understand that part and can share what they learned with others.

5 Reflect on TopicRemind the students that today they read about several topics. Ask and discuss:

Q Which topic is the most interesting to you? What was interesting about it?

Review that knowing the topic of part of a nonfiction book can help readers understand and remember that part. Explain that in the next lesson, the students will read the rest of Ice Bear and discuss parts of the book.

Collect Ice Bear, keeping the self-stick notes in the books.

Teacher Note:If the students have difficulty identifying topics from the reading, review that the parts they read today were mostly about how polar bears stay warm, how polar bears are good hunters, and how polar bear mothers take care of cubs.



In this lesson, the students: •Determine and discuss topic in parts of a book •Read and discuss part of a book •Share their thinking

1 Gather and Review TopicRemind the students that in the last lesson they read parts of the nonfiction book Ice Bear and talked about the topic of each part. Review that knowing the topic of part of a book can help readers understand and remember that part. Ask:

Q What are some topics you talked about in the last lesson?

If necessary, review that the parts the students read in the last lesson were mostly about how polar bears stay warm, how polar bears are good hunters, how polar bear mothers take care of cubs. Tell the students that today they will hear and read the rest of the book and talk about the topic of each part.

2 Read Aloud and Discuss Part of Ice BearDistribute Ice Bear to the students. Have the students open their books to page 22 and follow along as you read pages 22–23 aloud, including the captions.


Q What did you hear about polar bears in the part I just read?

3 Read Part of the Book and Determine TopicExplain that the students will now read the same part quietly to themselves and then talk about what they think the topic is.

Have the students read pages 22–23 quietly to themselves. Remind them to look carefully at the illustrations and read the captions.

When all the students have read the pages at least once, review that when readers want to know the topic of part of a book, they can ask themselves what that part is mostly about. Ask:


Materials •Teacher and student copies of Ice Bear (pages 22–27)

Teacher NoteIf the students have difficulty answering the question, consider doing a picture walk through pages 8–21 to help them remember the topics of the parts they talked about on Day 2.

Teacher NoteThe sections the students use for determining topic later in this step and in the next step (pages 22–23 and pages 24–27) do not have clear topics. Accept the students’ ideas as long as they are able to provide evidence from the text and illustrations to support their thinking. If they struggle to provide evidence, ask them to reread and, if necessary, revise their ideas.

Ice BearDetermining Topic Day 3



Discussion SupportIf the students have difficulty remembering what they read, ask additional questions such as:

Q This is the only part of the book that has two different illustrations on the same pages. Why do you think there are two illustrations on these pages?

Q In what ways are winter and summer different in the Arctic?

Q How do polar bears survive in the summer?

Do not yet have the students share their thinking with the group. Ask:


Facilitate a discussion by asking follow-up questions such as:

Q What words or pictures on these pages make you think the topic is [how polar bears live in different seasons]?

Q Do you agree that the topic of this part of the book is [polar bears living alone]? Why or why not?

Q [Kaylee] thinks this part is mostly about [winter and summer in the Arctic]? If you have a different idea, what is it?

Review that readers may have different ideas about the topic of part of a book, and that is okay. What is important is that they understand that part and can share what they learned with others.

4 Read the Next Part of the Book and Determine TopicExplain that the students will read the next part quietly to themselves and then talk about what they think the topic is. Explain that when the author writes that polar bears are alone “until the paths of two lone hunters cross,” she means that adult polar bears live alone except when they meet other polar bears.

Have the students turn to page 27 and mark the page below the end of the first sentence so they know where to stop reading.

Have the students turn back to page 25 and read quietly to themselves, beginning on page 25 and stopping at the end of the first sentence on page 27.

When all the students have read the pages at least once, ask and briefly discuss:

Q What happens when two polar bears meet?

Then ask:


E ELL NoteYou might provide the prompts, “The topic of the part I just read is .” and “I think that because .” to your English Language Learners to help them verbalize their answers to the questions.

Teacher NoteYou may want to explain that when polar bears without cubs meet, they are usually friendly and gentle with each other.



Discussion SupportIf the students have difficulty remembering what they read, ask additional questions such as:

Q What do polar bears do to greet each other?

Q What do two polar bears do to get ready to play? Why do you think they do that?

Q Why do male polar bears play-fight?


Ask:


Facilitate a discussion by asking follow-up questions such as:

Q What words or pictures on these pages make you think the topic is [how polar bears play]?

Q Do you agree that the topic of this part of the book is [playing and fighting]? Why or why not?

Q [Jonas] thinks this part is mostly about [what happens when polar bears are together]. If you have a different idea, what is it?

Students might say:

“ I think the topic is how polar bears play. The word ‘play’ is really big and the picture shows two polar bears playing.”

“ The topic of this part is what happens when polar bears are together. I think that because the last part was about how they live alone and this part says all the things they do when they meet.”

“ I think the topic is polar bears playing and fighting because it talks about them playing and also has information about males fighting.”

Remind the students that readers may have different ideas about the topic of part of a book, and that is okay. What is important is that they understand that part and can share what they learned with others.

5 Read and Discuss the Last Part of the BookHave the students open their books to page 27. Have them listen as you read the closing aloud, beginning with “We Inuit, we watch Nanuk . . . .”

Then ask and briefly discuss:

Q What are some things the Inuit have learned from watching polar bears?

Have the students reread the closing quietly to themselves. When all the students have read page 27 at least once, ask:

Q How do you think the Inuit feel about polar bears? Why do you think that? Turn to your partner.

Have a few students share their thinking.

Teacher NoteYou may want to explain that “Many polar bears and Inuit have passed” means a long time has gone by, and that gratitude is the feeling of being thankful for something.



6 Reflect on Working in PairsAsk and discuss:

Q What went well when you worked with your partner today?

Have the students put Ice Bear into their toolboxes. Encourage them to reread the book independently and to share what they have learned about polar bears with others.

Documents

ˆˇˇ˘ ˆ ˘ ˙ ˘ - collaborativeclassroom.org · the questions. B ™ S ent ollaborativ ollaborativeclassroom.org Comprehension O Ice Bear O Day 2 43 Explain that readers may