Daytime, Nighttime - Scholastic · 1 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Daytime, Nighttime Written by Kim Toffan Text Type: Non-fiction: Description—Comparison

1 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd.

Daytime, Nighttime

Written by Kim ToffanText Type: Non-fiction: Description—Comparison

Summary: This book uses repeated text to describe what a variety of living things do in both the day and the night, from the poppy flower to a moose. The end of the book poses the question back to the reader, asking what they do in the day and night.

Text Features

Print Concepts • consistent placement of text• two or three lines of text with return sweep• repeated phrases ‘In the day’ and ‘In the night’ • punctuation: periods, question mark

Visual Literacy • yellow sun and blue moon backgrounds accompanying each photo denote

daytime and nighttime• supportive photos for text

FIRST READINGReading Strategies

Comprehension• a range of strategies are integrated throughout the lesson (Making

Connections, Predicting, Self-monitoring, Evaluating, Inferring, Analyzing, Synthesizing)

• the comprehension purpose for reading focuses on Analyzing

Working with Words • comprehending vocabulary from context and pictures

Assessment OpportunitiesNote each student’s ability to:• attend to print• analyze visual information and predict meaning from the photographs • ask and respond to questions• apply the inquiry question to classroom and school activities

Time: approximately 30 minutes


BEFORE READINGEstablishing the Inquiry Focus

• Explain to the students that, just like us, many living things do different things in the day than they do at night. [Making connections]

Activating and Building Background Knowledge• Build a simple T-chart with the students

to record some typical daytime and nighttime activities they might do on a weekday or evening. Allow students time to share with a partner then ask partners to share with the whole group. Record some of these ideas on the chart. [Making connections]

Daytime Nighttime

schoolride my bikego to my friend’s houseschool choir practice

sleephave a bathget ready for bedwatch TV

• Show students the front and back covers of Daytime, Nighttime and read the author’s name. Provide prompts to encourage students to make predictions about the possible content of the book. [Predicting/inferring/making connections]

• Prepare the way for further inquiry in exploring how daily and seasonal changes affect living things. [Self-monitoring/making connections]

• Show the back cover of the book again and read the question. Ask students to consider how many different answers there might be to this question. [Self-monitoring/making connections]

Teaching Tip: If you have already read the Shared Reading text Is This a Moose? by Jenny Armstrong, link this selection to your discussion. (See Literacy Place for the Early Years Grade One.) [Making connections]

Just like we sleep during the night, and go to school during the day, other living things do different things at night than they do during the day. Some animals are busy during the day, and some animals are busy during the night.

Let's think about some of our daytime and nighttime activities. What are some things that we do only in the daytime or only at nighttime? What do you do after school? What do you do before school? What do you do during the day on the weekend?

Today, we are going to read a book about animals and plants and what they do in the daytime and nighttime. Have you ever thought about what plants do at night? Do you have any ideas about what they might do?

Looking at the photograph of this moose, I can see that moose eat in the daytime. I think that a moose sleeps at night like we do because I have seen them walking around in the daytime. I wonder if I am going to learn a new fact about moose from this book.

What do you think this book will be about? Why do you think that? What clues do you get from the front and back covers? What do you notice about what the fox does during the daytime and nighttime? What might we find out in this book?


Setting a Purpose for Reading• Ask students to read with you to find out

about the habits of a variety of animals and plants and what they do during the nighttime and daytime. [Analyzing]

DURING READING

• Begin reading the text and invite students to join in after the first two text boxes have been read on page 2. Track the print with a pointer.

Teaching Tip: Chiming in will be stronger on this first read if you begin by modelling for the students using think alouds. Start by reflecting on and analyzing the title page photo and then the photos on page 2. Next, read the text boxes on page 2 to establish the repeated pattern of the beginning phrases. Slowing to reflect on each new set of photographs, before beginning to read again, should help assist students in reading more of the text with you.

• Discuss concepts in the text by offering prompts: - (title page) Look at this photo on the title page. Is it daytime or nighttime?

Do you know what this animal is called? What does it look like he is doing? [Analyzing/inferring]

- (page 2) Here we have two photos. One was taken in the daytime and one was taken at nighttime. How do we know it is daytime or nighttime in the photos? What does the duck appear to be doing in the daytime photo? What kind of clue does the water give you about the time of day? What about the duck in the nighttime photo? [Analyzing/inferring/making connections]

- (page 2) What do you notice about the background of the page, behind the photos? Why do you think the yellow sun and blue moon are there? [Analyzing/inferring]

- (page 3) I’m thinking that if the fox goes hunting in the night, other animals must not sleep at night, either. What other animals can you think of that are awake at night and sleep during the day? [Making connections/self-monitoring]

- (page 4) Here is the picture we saw on the title page. Now we can use the photographs and text here to find out what this animal is called and what it likes to do at night. [Making connections/analyzing/synthesizing]

- (page 5) What animal are we going to read about now? We already know some facts about moose. What did we predict a moose does in the day and at night? Let’s read and find out if we were right. [Predicting/making connections/self-monitoring]

- (page 6) This flower looks beautiful here in the sun. I know that morning glories only stay open in the morning because I have some in my garden. They close up around lunchtime. It looks like the flower has closed up in the nighttime photo. [Making connections/inferring]

- (page 7) I’m thinking that we already know some things about bats. Looking at the photos on this page, do you think we will learn a new fact about bats from the text? [Making connections/inferring]

- (page 8) This page looks different from the others. What can we see that is similar to the other pages? What is different? What is the punctuation mark at the end of the last sentence? Could this be a clue for us as we look at the photograph? [Analyzing/inferring/self-monitoring]

Let's read to find out what some different animals and plants do in the day and at night. The photographs will add lots of information so we'll read slowly and look at them carefully.


• Clarify any vocabulary that might limit comprehension (e.g., ‘cool,’ ‘tucked,’ ‘curled,’ ‘damp,’ ‘slimy,’ ‘crunchy’). Use the photographs to support the discussion and contextualize the words using personal experiences your students may have had (e.g., ‘tucked’: my tissue in my pocket; ‘damp’: the grass at recess after a light rain).

AFTER READING

• Ask students to turn and tell a partner about what one of the animals or plants do in the daytime and in the nighttime. Have some students share their responses with the whole group. [Analyzing/synthesizing]

• As a class, reread the question posed on the last page. Revisit the T-chart made in Before Reading and ask students if our chart answers this question. Students may wish to suggest more activities, which can be added to the chart, as well.

Teaching Tip: Adding new information to the T-chart in a different colour signals to students that reading the text helped to further the inquiry.

• Ask the students why they think the text in the book is in white boxes. Does this help us to read it? [Inferring/evaluating]

• Ask those students who have a pet at home to observe their pet in the daytime and at nighttime (students may need to enlist the help of their parents for nighttime monitoring). Tell students to be prepared to share their findings with the class (before the second reading of the text).

• Provide students with a series of word cards taken from your T-chart. Ask them to sort the words in a pocket chart under the headings ‘Daytime’ and ‘Nighttime.’ You may also wish to use words from the text (e.g., ‘looks,’ ‘sleeps,’ ‘hunts,’ ‘eats’) to create additional word cards.

Teaching Tip: For additional support for students, add a simple sketch on the back of each word card.

Now that we have read this text and thought about the question on the last page, let's look back at what we recorded as our daytime and nighttime activities. Did reading the text give you some other activities to record? I know the photograph on the last page makes me think of a couple of activities we didn't write down.

Tell your partner about an animal or plant we read about. Tell about what things they do in the daytime and nighttime.


SECOND READING

Reading Strategies

Comprehension• a range of comprehension strategies is integrated throughout the lesson (Making

Connections, Inferring, Analyzing, Synthesizing)• the comprehension purpose for reading focuses on Analyzing

Working with Words• learning high frequency words

Assessment OpportunitiesNote each student’s ability to:• join in with the reading• show interest in the inquiry• analyze visual information• recognize high-frequency words

Time: approximately 20–25 minutes

BEFORE READING

Revisiting the Inquiry Focus • Ask those students who have pets to

share with the class their findings about what their pet does in the daytime and at nighttime. If no students come back with information, share a personal experience noting the different activities of animals during the daytime and nighttime. [Making connections]

Activating and Building Background Knowledge• Ask students to turn and talk to a partner

about one of the living things in the book and how their activities differed in the nighttime and daytime. If word cards based on the text were made for the pocket chart, these can be used to assist students’ recall. [Analyzing/synthesizing]

• In small groups or in front of the class, ask students to stand up and dramatize the daytime and nighttime activities of a few living things from the text (e.g., duck with head tucked under its wing; fox on the hunt at night; moose busy eating; poppy’s wide-open petals; bat flying, looking for food) while the other students try to guess what they are dramatizing.

Think about the photographs we saw in the text. Act out one of the living things doing a daytime or nighttime activity.

My dog plays and eats in the daytime and sleeps at night, just like me. I know she plays when I go out in the day, because her toys are all over the house when I come home. At night, my dog waits until I go to bed, and then she goes to sleep, too!


Setting a Purpose for Reading• Ask the students to read the story with

you and think about how the author has signalled the differences between day and night in the book. [Analyzing]

DURING READING• As you reread the text, invite students to join in. With the repeated phrase at the

beginning of each text box and with photographic support, most students should be able to join in for this reading.

Teaching Tip: To help support struggling students, reread the first page again yourself and then invite all students to join in the reading.

• Pause after reading pages 2 and 3 and revisit the purpose for reading. Use prompts such as the following:

- Where does the text talk about what the animals do in the daytime? [Analyzing] - What clues in the text tell us that the top halves of the page are about the

daytime? [Analyzing] - What clues in the visuals tell us that the top halves of the page are about the

nighttime? [Analyzing]

• As you continue reading, encourage students to note the different ways that they can tell where the author is writing about the daytime, and where she is writing about the nighttime.

• After reading page 8, ask students how they can tell whether the author is talking about the daytime, nighttime, or both. Emphasize the importance of paying close attention to the text, in addition to the visuals.

AFTER READING

• Review the different ways that the author signalled to readers which parts of the text were about daytime activities and which parts were about nighttime activities.

• Provide the small versions of the book for students to read independently or with a partner. Encourage them to look carefully at the photographs on each page before reading the text boxes.

• Students can listen to the fluent reading of the text provided on the audio CD as they follow along in the smaller versions of the text. Remind them to look closely at the photographs as they follow along.

• Ask students to complete Daytime, Nighttime BLM by completing the sentences and drawing themselves doing something in the day, and something in the night, while providing other visual clues in the pictures that show whether it is daytime or nighttime.

Let's read the book again, and this time we'll think about what clues the author has used to tell us that she is talking about the daytime or the nighttime. Help me look for the clues as we read.


• Provide students with two pieces of paper, one black and one yellow. Gather small plastic replicas of a duck, fox, salamander (or lizard), moose, poppy, and a bat. Ask students to use the figures to retell the information in the text, placing them on the black and yellow papers, as appropriate. Place a small copy of the text nearby for reference. Listen for the use of book language as students do their retells (e.g., ‘cool water,’ ‘tucked under,’ ‘curled up,’ ‘hunts,’ ‘damp,’ ‘moss’).

Teaching Tip: Students who need more support can be paired with others who can read the text as they manipulate the figures.

Working with Words • There are four words from the Grade One

High-Frequency Word List that appear in the text: ‘In,’ ‘the,’ ‘day,’ and ‘do.’ Identify one word (e.g., ‘day’) and reread the text containing the word. Frame the word with a cardboard frame, piece of coloured acetate, or Wikki Stix. Have the students find the word and frame it on other pages. Help students remember the word by doing a brief activity. Make the word with letter cards in a pocket chart or magnetic letters on a magnetic surface.

• More practise with high-frequency words can be provided by having students make the words with letter cards or magnetic letters, using the Word Wall for checking spelling.

• Additional high-frequency word practise can be provided by playing Bingo with high-frequency words. (See the ‘Playing Bingo with High-Frequency Words’ lesson plan in the Grade One Working with Words Guide, page 54.)

• Focus on a target letter by masking it and identifying that letter within words in the text. For example, both upper and lower case ‘i’ are in this text. You can feature the formation of the letter in a Morning Message or other Shared Writing activity. (See the Letter Knowledge Focused Lessons in the Grade One Working with Words Guide, pages 39, 43, 44.)

THIRD READINGTeaching Tip: The digital cloze version of this text can be used for the third reading. This allows students the opportunity to fill in the correct missing words as the text is read. It also models how the digital cloze works so students can, in pairs, do the same in future exposures to the text.

Reading Strategies

Comprehension• a range of comprehension strategies are integrated throughout the lesson (Making

Connections, Self-monitoring, Inferring, Analyzing, Synthesizing) • the comprehension purpose for reading focuses on Inferring and Making Connections

Working with Words• building words

How many letters are in the word ‘day'? Let's count them together as we clap for each. Say the word with me. Now let's say each letter name. What is our new word?


Assessment OpposrtunitiesNote each student’s ability to:• participate in the cloze reading• infer from photographs and make connections to information• show an interest in the inquiry• recognize featured high-frequency words• build words

Time: approximately 20–25 minutes

BEFORE READING

Revisiting the Inquiry Focus • Ask students to think about what

we have learned so far. Model a response to support their thinking. [Synthesizing/making connections]

Activating and Building Background Knowledge• Ask students to recall what they are learning about living things and the daily

change from day to night. Invite a few students to share their ideas with the class. [Analyzing/synthesizing/self-monitoring]

• Have students turn and talk to a partner and then have a few students report back to the whole class. Offer prompts to keep the discussion focused:

- Which living things do we know that sleep in the daytime? Why do you think they do this? [Analyzing/synthesizing/inferring]

- Why do some living things sleep at night like we do? [Analyzing/inferring] - What do you wonder about what the poppy flower does in the day and night?

[Self-monitoring/inferring]

Setting a Purpose for Reading• Ask the students to read the text with you

to see if we can find out why certain living things hunt at night and sleep in the day. [Inferring/making connections]

DURING READING

• Read the story together using the digital version with the cloze. Explain to the students that you will read along together and then you will pause before each blank space/word. It is their job to chime in with the missing words. As this is the third reading, most students should be able to participate.

We are learning how living things are affected by daily and seasonal changes. We know that every day is made up of some daylight time and some nighttime. The change in daylight affects the activities of most living things, including us humans!

Let's read the text again and see if we can discover reasons why some living things sleep in the daytime and hunt at night. I'm thinking we are going to need to look at the photographs carefully and be thinking about the foods these animals eat.

We are going to read the text in a different way today. I have it projected on the screen and you will see that there are some words missing. We are going to read the text together and when we come to a missing word, I will pause and I want you to say the word that makes sense and sounds right.


Teaching Tip: You may choose to show students the page in the big book that corresponds with the first projected page and do a practice cloze before beginning the reading.

• Discuss content by offering prompts: - (page 2) Would it be easy for a duck to see plants at night? Do you think

this could be why ducks eat in the day and sleep at night? Why or why not? [Inferring/making connections]

- (page 3) What do you think the fox is watching? [Inferring] - (page 3) What does the text tell us about some small animals? [Analyzing/

synthesizing] - (page 5) Why might a moose have to eat during the day, instead of at night?

[Inferring/synthesizing] - (page 7) What else do we know about bats that helps us understand why

nighttime is the best time for them to hunt for food? (because they can easily find prey at night using echolocation, thereby avoiding contact with birds) [Making connections/inferring/synthesizing]

AFTER READING

• Ask students to discuss with a partner if they were able to confirm why certain living things hunt at night and sleep in the day. Invite some students to share with the whole group. [Synthesizing]

• Encourage students to ‘dig deeper’ as they think about their own activities. Ask students to consider the question on the last page and decide how many of their activities they do only in the daytime or nighttime, and explain why. Discuss which activities could be done both in the day and night. Have students share their thoughts with a partner. Conclude with a few students sharing with the whole group. [Analyzing/synthesizing]

Working with Words

• For a demonstration lesson for the following word solving and building activity, see the Literacy Place for the Early Years Grade One Working with Words Guide, pages 71-74. See also the reproducible large letter cards on pages 159-172 and small letter cards on pages 155-158 of the Grade One Working with Words Guide. [Building words]

Key Word: DaytimeContext: title, Daytime, Nighttime

Building Words

memy

daymaytadmadeatmat

timedime

daytime

Talk to your partner about a chosen animal from the text and provide facts for why it needs to hunt at night and sleep in the day.


Word Pattern Sorts

rhyming pattern ‘ay’

dayway

rhyming pattern ‘ime’

timedime

Words starting with ‘m’

memy

rhyming pattern ‘ad’

tadmad

Transfer to a Reading Context - bad (The storm wasn’t too bad.)- say (What did he have to say?)

Transfer to a Writing Context - mime (Which pattern will help me spell ‘mime’? I want to write, ‘I will mime

the action.’)- play (Which pattern will help me spell ‘play’? I want to write, ‘I play hockey

after school.’)

FURTHER READINGSMany texts benefit from being reread with students to enable the books to become familiar and to increase participation in the shared reading. Over time, share the pointer with students in turn, so that they demonstrate how to track print in the big book.

In each rereading, select ideas from the following three areas, based on the needs of your students:

Print Concepts, Book Handling, and Text Features• Fluent, phrased reading is easier on familiar texts. Let students use a pointer so they

can demonstrate how to track print. Ask pairs of students to use the big book for rereading, with each student taking turns being either the page turner or the pointer master.

• Have students look for lower and uppercase ‘i’ in the text. Focusing on Comprehension

• Display the digital cloze version of the text on the CD. Working with the whole class, a small group, or individual students, reread together and encourage students to supply the missing words (spaces for the words are highlighted in yellow). You may decide to pause to consider word predictions and prompt, “Does that make sense?” or “Does that sound right?” Then, click on the colour-highlighted spot to reveal the word, saying, “Let’s check that out.” An option on the tool bar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click on the ‘Help’ button to find out how to use the different features of the digital texts.

• Reread the text with students, this time paying close attention to the descriptive and sensory words used. Invite students to think of other descriptive words that could be added to the text, or that could be used to replace words that are already in the text.


Working with Words• Students can find and frame any of the featured high-frequency words. Words can be

highlighted with Wikki Stix or a sticky note placed on the appropriate pages.

• Choose a word from the story (e.g., ‘day’) and build rhyming words in the pocket chart with large-sized letter cards or magnetic letters. (See the reproducible large letter cards on pages 159–172 in the Grade One Working with Words Guide).

Teaching Tip: The smaller letter cards can be used by individual students to build along with you as you build them in the pocket chart. Students can also do this as an independent literacy activity. (See pages 155–158 of the Grade One Working with Words Guide for the small letter cards.)

EXTENDING THE INQUIRYYou may consider using some of the following suggestions to extend the inquiry.

• Read aloud other poems and stories that demonstrate the daily changes that affect living things. Original Literacy Place for the Early Years materials:

- “Night Creature” by Lillian Moore from Bubblegum, Books, and Bugs (Grade 1 Shared Reading) Other materials:

- Night Creatures by Wade Cooper: Cartwheel Books, 2007 (Non-fiction: an easy-to-read rhyming text about animals who are active at night)

- All on a Sleepy Night by Shutta Crum: Fitzhenry and Whiteside, 2001 (Fiction: as a little boy and his grandparents sleep, the nighttime is filled with noise and activity)

- Day and Night by Teddy Newton: Chronicle Books, 2010 (Fiction: day meets night and the two overcome their differences)

- Night Monkey, Day Monkey by Julia Donaldson: Egmont, 2008 (Fiction: two worlds collide when two monkeys who are active in only the day or night meet)

• Students can select their favourite night hunter from the text and draw a picture showing it at work looking for food. Have them use wax crayons and then apply a dark wash lightly over their drawing. They will create their own nighttime drawing. Remind them to include details like those in the text so we can learn about the animal and/or its habitat. Similarly, a daytime scene can be done by providing students with a yellow wash.

Teaching Tip: These drawings can be added to the display begun in the Introducing the Inquiry Unit section, “How do daily and seasonal changes affect living things?”

• Consider together how many animals sleep in the day rather than at night. A simple tally can be made as you flip back through the pages. You may wish to introduce the term ‘nocturnal’ to students, to identify those creatures that are active at night.

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Daytime, Nighttime - Scholastic · 1 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Daytime, Nighttime Written by Kim Toffan Text Type: Non-fiction: Description—Comparison