Birds of Prey - Mondo Publishing · KEY IDEA This book describes the life cycles of birds of prey using photographs, illustrations, and diagrams. it also includes information about

®

GuidedReadinG

RepoRt910L

ISB

N 9

78-1

-628

89-1

46-1

MOndO BOOKSHOP GRade 3 1

LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA This book describes the life cycles of birds of prey using photographs, illustrations, and diagrams. it also includes information about birds such as the Bald eagle and the Burrowing Owl, focusing on how these birds can be protected.

RI.3.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text, referring to what is explicitly stated in the text, and use the details to support inferences. *Standard adapted from another grade level

RI.3.4 Craft & Structure Sessions 1, 3 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.6* MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure to establish how cause/effect contributes to the understanding of key concepts in a text. *Standard adapted from another grade level

RI.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.1a Comprehension & Collaboration Sessions 1, 2, 3 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

L.3.4 Vocabulary Acquisition & Use Session 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4a Vocabulary Acquisition & Use additional instruction use sentence-level context as a clue to the meaning of a word or phrase.

RF.3.3a Phonics & Word Recognition Session 1 identify and know the meaning of the most common prefixes and derivational suffixes.

RF.3.3d Phonics & Word Recognition additional instruction Read grade-appropriate irregularly spelled words.

RF.3.4a Fluency Session 2 Read grade-level text with purpose and understanding.

W.3.2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *Standard adapted from another grade level

W.3.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Birds of Prey

Written by Marilyn Woolley and Keith Pigdon

GR_G3_B2_BirdsofPrey_LP.indd 1 12/18/14 9:57 AM

2 BIRDS OF PREY

LEARNINg FOCUS RI.3.1*

Students ask and answer questions about key details and read closely to find text evidence to support inferences.

VOCABULARY

RI.3.4 Have a discussion about the meanings of these key domain-specific words: predators, scavengers, gizzard, air sacs. Model asking questions: Why do we need to know the meaning of the word predator? What clues helped you understand the meaning of this word?

Corrective FeedbackHave students closely reread pages 2 and 3 to find key details and make inferences. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 Text Selection: pp. 1–7

Key Idea: Text Selection The first chapter identifies birds of prey. The second chapter uses a diagram to show when birds of prey hunt for food. The third chapter identifies special body parts that help birds of prey hunt and eat.

PREVIEWING THE TEXT 5 minutesRead the title and author credits with students.

I’m interested in finding out how birds of prey are different from other birds. Let’s look at the photo on the cover of this book and read the first paragraph on the back cover. . . . Who has a question to ask about birds of prey?

What is a bird of prey?

Can anyone answer this question?

I think it’s a bird that hunts, like an owl or an eagle.

As we read, we’ll continue to ask questions and focus on the main ideas and details that help us learn about these birds. We’ll also use this information to make inferences as we read.

READING THE TEXT CLOSELY 10 minutesInvite students to read page 2. Discuss it together.

Let’s read the chapter title and the paragraph on page 2. What is the main idea of the paragraph?

Birds of prey eat the flesh of other animals.

How do the birds do this?

Most catch live prey. They carry the prey away in their claws.

What do you think of the photograph on this page?

It helps me because I can see details, like how strong and sharp the claws are. I see that the eagle can swoop down, grab a fish, and fly away.

Explain the learning focus to students. Ask them to read page 3. Check to see how they are doing with the application of the focus. Provide support if needed.

As we read, we’re going to ask questions and think about the main ideas and details. Then we’ll use this information to make inferences. Let’s read page 3. . . . Who can ask a question about scavengers?

How are scavengers different from predators?

That’s a good question. Can anyone answer this?

Scavengers eat animals that have already been killed.

What can you conclude about scavengers?

I think they don’t kill many animals since they look for dead animals.

Can anyone add to that idea?

If they can’t find dead animals, I think then they might have to kill other animals. They have to eat!

If you are satisfied that students can use text evidence to support inferences, set the reading assignment for the session. If you are not, prompt students to return to page 2. Guide them to ask and answer questions and use key details to make inferences. Students may not read the entire selection in this session.

Our work as readers today is to think about the facts and details in the text. We’ll combine this information with our own knowledge to ask and answer questions and make inferences that aren’t expressed in the text. This strategy will help us understand what we read. Now please read through page 7.

ELL SUPPORT

RI.3.1* Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: I found an answer to ___ question. The answer is ___. I found it on page ___.



DISCUSSION TIP

Allow enough time for students to read and study the material before oral discussions. You may also want to present a question based on their reading or prior knowledge about the topic.

RF.3.3a VOCABULARY Root Words/Suffixes

SL.3.1a DISCUSSION Collaborative

RI.3.1* COMPREHENSION Ask and Answer Questions

W.3.8*, RI.3.1* WRITINg gather Information

DISCUSSING THE TEXT 10 minutesInvite students to share some of the main ideas and key details they found in this section of the text. Guide them to make inferences using text evidence.

Let’s look at page 6. We’ll think about the key details. Then we’ll see what the facts add up to so we can understand more about what we’re reading. First, who will tell the main idea of this section?

Birds of prey use special body parts to hunt and eat.

Now let’s make an inference about gizzards. How might you do that?

I’ll use what I read and what I already know.

Here’s a question that might help us make an inference: Why do birds of prey need a gizzard?

They are meat eaters, but they don’t have teeth to chew with, so they need a gizzard to grind up the food.

Focus on the word powerful in the first sentence on page 6.

Let’s do a close read of the first sentence on page 6. The word powerful is in the sentence. What is the root word?

power

Let’s think about what this word means to help us understand more about beaks and talons. Who has an idea?

I think it means “strong”. If you have power, you have control or strength.

Who has another idea about this root word and the suffix?

The root word, power, and the suffix, -ful, mean just that, “full of power.”

Who can add to that?

These beaks and talons need to be powerful to help birds catch other animals and eat them.

Confirm students’ good use of the focus. Encourage them to keep it in mind when they read informational texts.

You did a wonderful job asking and answering questions to identify the main idea and key details. As you read, you used this information from the text to make inferences. Think about this work whenever you read an informational selection.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: ASK AND ANSWER QUESTIONSE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to ask and answer more questions about Birds of Prey. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What special characteristics do birds of prey have that help them hunt for food? Review students’ collected evidence as you evaluate their mastery of the learning focus.


4 BIRDS OF PREY

LEARNINg FOCUSES RI.3.1*, RI.3.6*, RI.3.7

Students return to text to read closely and continue to find key details, citing text evidence. Students examine photographs and illustrations and the additional information they provide. Simultaneously, students refer to the text as they make inferences and explain cause/effect relationships.


RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s quickly review the main ideas from the last session’s reading.

We read about what birds of prey are, what their special body parts are, and when they hunt.

As we read, we also made inferences. We made connections between the text and what we already know to understand more about the main ideas.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses. Invite students to reread pages 4–5 and look at the illustrations. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we’re going to think some more about main ideas and key details. Let’s look at pages 4–5. How do the authors use the illustrations to share information?

Instead of writing paragraphs about when birds of prey hunt for food, the authors used a big picture with a heading, subheadings, and a key.

Who can tell us more about this?

The heading asks, “When do birds of prey hunt for food?” That heading gives the main idea.

How can you figure out what each bird is?

I can match up the number for each picture with the name of the bird.

Do you think it would be easier to understand this information by reading a paragraph or by looking at this picture? Why?

I think the picture is easier to understand because you can see the birds. It makes it more interesting.

Does everyone agree?

No, it would be easier for me to read about it. I think the picture is confusing.

Explain that good readers also make inferences and identify cause-and-effect relationships as they read.

Sometimes you need to “fill in the gaps” to make sure you understand what you read. Why do you think this is important?

An author can’t write about everything and all details.

Why do you think birds hunt at different times?

I know birds have different features. Some birds might see better at night.

Can anyone add to that?

Some birds might hunt for animals that are mostly out during the day and sleep at night.

Making inferences and thinking about cause-and-effect relationships help you understand more about the main ideas. This is exactly the kind of work I want you to do as you reread the rest of this text selection.

TEACHER TIP

The teacher’s role is to promote opportunities for students to be active risk-takers. Encourage students to make connections between what they read in a text and what they have learned from their life experiences to help them become active learners.



L.3.4 VOCABULARY Unknown Words


COMPREHENSION SHARE

As you read, look for connections between sentences and paragraphs. For example, one sentence may tell an effect, something that happens. Another sentence might explain the cause, why it happens. Think about how the ideas in the sentences and paragraphs connect to each other.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students use their own words to describe some of the main ideas they found so far in the text. Encourage them to use illustrations, photographs, and diagrams to further their understanding. Guide them to see how the authors present information about birds by showing how one event causes another to happen.

Look at the paragraph on page 7. What did you find out here about how vultures fly?

They circle at slow speeds.

Why might vultures need to do this?

They might be looking for dead animals to eat. Because they need to look for dead animals, they need to fly very slowly.

What text evidence helped you figure this out?

The text explains how a vulture’s wings help it to circle slowly. Then I used what I already know to think about why they might need to do that.

Focus on the word thermals on page 7.

The word thermals is in the last sentence on this page. It’s important to understand this word so that the sentence makes sense. Who can explain what a thermal is?

a warm air current

What helped you figure it out?

The word is defined in the text.

How could you explain a thermal in your own words?

It’s a warm flow of air.

Help students focus on main ideas and details as they continue to read. Guide students to continue to use photographs and illustrations to understand important concepts. Remind them to use text evidence to make inferences and look for cause-and-effect relationships.

How did you locate main ideas about birds of prey and some of the details about them on pages 6 to 7?

I read the chapter title about special body parts, so that was a good clue about the main idea. Some of the words in boldface print helped me focus on key details.

How did the illustrations, photographs, and diagrams help you understand what you were reading?

I read about the gizzard, which grinds up food. Then I looked at the diagram. That showed more information. I could see where the gizzard is, and I could see other parts of the bird.

Can someone share more ideas?

I read about the talons, the claws. And the photograph really helped me understand what they look like. I could imagine how the talons could tear an animal apart.

DISCUSSION TIP

You may wish to post the topic of the discussion and any questions the students will be discussing. Direct students’ attention back to the topic as they explore ideas under discussion.


6 BIRDS OF PREY

Who can use some of the information in this section to make an inference about a bird’s special body part?

When I read about how the feathers keep the bird warm, I made an inference by thinking that a bird needs to stay warm when the temperature changes. Some birds live in very cold areas.

You did a great job finding main ideas and details about birds of prey. You used the text and text features to learn about the topic. Remember to make inferences as you read. Looking for cause-and-effect relationships will also help you understand more about the important points.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UP Fluency Practice Model adjusting reading rate to the purpose of the text, slowing down for complex information. Also model how to emphasize important or key vocabulary. Have students echo read after you.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What special characteristics do birds of prey have that help them hunt for food? Review students’ collected evidence as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CLOSE READING OPTIONSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3’s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

W.3.8*, RI.3.1*WRITINg

gather Information

RF.3.4a FLUENCY

Read with Purpose and Understanding




LEARNINg FOCUSES RI.3.1*, RI.3.6*, RI.3.7

Students return to the text to read closely to find main ideas and details of the text. They look for cause/effect relationships and make inferences citing supporting text evidence as they read. Students continue to use photographs, illustrations, and diagrams to help them understand concepts.

Key Idea: Text Selection These chapters present information about the Bald Eagle and the Burrowing Owl. Students also learn how some birds of prey are protected.

RETURNING TO THE TEXT 5 minutesExplain that students will learn more about birds of prey. They will use text, photos, and illustrations to understand key ideas.

As we continue reading, we’ll keep thinking about main ideas and key details. How does this strategy help us?

It helps us understand the key points about how birds of prey hunt and special body parts that help them.

As we continue to read, we’ll also make inferences and look for vwwcause-and-effect relationships. Why is this strategy helpful?

Sometimes we need to “fill in the gaps” as we read. We need to make connections so we understand what we read.

We’ll also look at the illustrations and photographs because they’ll help us understand more about these birds.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read page 12. Check to see how they are doing with the application of the focuses as you have done previously. Then have students read pages 13–16, paying particular attention to finding facts and key details.

Look at the small illustration on page 12. What does it help you understand?

I can see how the tongue might help the eagle latch onto a fish. It helps me understand how the tongue works.

Now let’s look at the photograph. What details do you see that are not in the text?

I see what the nest looks like. It’s huge! It’s made from all sorts of things—leaves, twigs, grass, and pine needles.

Let’s look on page 13. Can anyone find a cause-and-effect relationship?

Trees were cut down, and eagles lost their nests. Because of this, laws were passed about the nests so the birds could survive.

DISCUSSING THE TEXT 10 minutesGenerate a discussion about how and why birds of prey are protected.

Let’s look at page 15. How can you know what this paragraph will be about?

The subheading asks a question about how people have threatened Burrowing Owls.

How can you know what the illustration on this page is about?

The caption explains that it shows pictures of what owls eat.

Can anyone make an inference about why people might poison ground squirrels?

They might not want squirrels on their farmland or eating their crops. People might think there are too many squirrels.


VOCABULARY

RI.3.4 Have a discussion about the meanings of these key domain-specific words: national, burrows, colonies. Model asking questions and model how to use context clues to understand the meaning of each word. Ask, for example, What do you think the word burrows means? What clues can you find to help you?


8 BIRDS OF PREY

Support students as they explain cause-and-effect relationships and make inferences. Remind them to use information from the text, illustrations, and photographs to support their thinking.

You’ll finish this book on your own, but keep making connections between photographs, pictures, and text as you read. Why is it important to take the time to make inferences and see how one event causes another event to happen?

The information makes more sense as I make these connections.

Encourage students to share understandings with a partner.

Now that you’ve read this text and studied the material, you are prepared to discuss your understandings and the inferences that you made. Turn and discuss these with a partner. Then we’ll share with the group.

We decided why the Bald Eagle is a national symbol. It is strong and powerful, like the United States. It only lives in North America, where the United States is located.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: What special characteristics do birds of prey have that help them hunt for food? Have students use the text evidence they collected to support their writing.

W.3.8*, RI.3.1*WRITINg

Respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students the elements of a report. Students will work independently to write their reports about a bird of prey that interests them. Remind students to incorporate text evidence in their writing. Guide them to use the planning organizer on page 12 to organize information for their report. Consider having students publish their report on this topic.

For this assignment, you’ll write about a bird of prey that interests you. How will you choose which bird to write about? What facts and details will you include? Consider these questions as you plan your report. Then you will write a first draft. Remember, a draft is a first try—an opportunity to write and organize your ideas. You can use your draft to help you decide which ideas are most important and interesting. Then you will be ready to write your final draft.

TEACHER’SCHOICE Writing Task: Report

W.3.2WRITINg

Informative

TEACHER TIP

Photographs and captions are usually concrete examples that support the main text. Sometimes, however, a photograph is merely interesting and does not add significant meaning to the text. Guide students to distinguish between illustrations that deepen their understanding by adding important information and illustrations that do not.



WORD STUDYHomophones Focus on word study through a discussion of homophones. Write the words prey and pray on a whiteboard or on chart paper.

The title of this book includes this word: prey. We’ve learned a lot about birds of prey. But this word sounds just like another word with a different meaning. Who can share what the word pray means, spelled with an a?

to say a prayer

Words that sound the same but have different spellings and meanings are called homophones. What are some other homophones that you know? I’ll make a list.

wait/weight; write/right; two/to/too

Now work together with a partner. Say a sentence for each word you come up with together.

VOCABULARYContext Clues Help students develop vocabulary through a discussion about finding context clues and using a dictionary.

Let’s work together to figure out the meaning of a difficult word. Find the word refuges on page 16. What can we do to figure out the meaning of this word? Who has ideas?

We can read the words and sentences around it. I think the word is in the glossary because it is bold.

Yes. Let’s read the definition in the glossary of the book. Then we’ll go back and read the word in context to see if it makes sense. . . . What do you think?

The glossary says that a refuge is a place that protects from danger. Page 16 explains ways to protect birds of prey. It makes sense to me.

Reading a definition in the glossary and then rereading the text really helps us have a better understanding of an unfamiliar word.

WORD RECOGNITIONIrregularly Spelled Words Write the word tongues on a whiteboard or on chart paper.

We encountered the word tongues on page 12. Let’s read it together: tongues. The spelling of this word is irregular. It doesn’t follow the phonics rules that we know. If it did, how would we spell it?

tungs

That’s correct—but that’s incorrect in this case! There’s only one spelling for tongues, so you’ll just have to recognize it so that you can read it.

TEACHER’SCHOICE Additional Instruction

L.3.4a VOCABULARY Context Clues

L.3.4 VOCABULARY Homophones

RF.3.3d PHONICS & WORD RECOgNITION Irregularly Spelled Words


© M

ond

o P

ublis

hing

10 BIRDS OF PREY

name date

Comprehension: Ask and Answer Questionsas you read Birds of Prey, ask yourself questions and look for answers in the text. use this organizer to help you as you ask questions and find answers. Be sure to write the number of the page where you found an answer.

Question 1 Answer I Found in the TextPage number _____



Score:


© M

ond

o P

ublis

hing


name date

Collecting Text Evidence

What special characteristics do birds of prey have that help them hunt for food?

Fill in the chart below with details and evidence from the text. use as many copies of the chart as you need.

Evidence from the Text Page Number

Score:


© M

ond

o P

ublis

hing

12 BIRDS OF PREY

name date

Writing Task: Planning Your ReportChoose one bird of prey to write about. Think about this bird of prey. draft a title and an opening sentence that will focus on the main idea you will write about. List facts and details you will include. Then draft a concluding sentence. use the text evidence you have collected as you plan your report.

Title (What will interest a reader?):

Opening (What is the main idea of my report?):

Supporting Facts and Details:

Closing (What is a strong ending that concludes my text?):

Score:


Documents

Birds of Prey - Mondo Publishing · KEY IDEA This book describes the life cycles of birds of prey using photographs, illustrations, and diagrams. it also includes information about