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1、Early Birds:Fossils and FeathersY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:What can we learn from fossils?Book SummaryText Type:Nonfiction/InformationalCould it be that when you look out the window and see a common songbird,you are actually viewing a living dinosaur?Early Birds
2、:Fossils and Feathers addresses the exploration of how paleontologists use fossils to help them better understand the connection between dinosaurs and modern birds.Students will have the opportunity to practice the skills of identifying main idea and details as well as summarizing to understand the
3、text.Guiding the ReadingBefore ReadingBuild BackgroundUse the graphic on page 15 of the text to create a horizontal timeline that includes each era and each period in correct sequence.Discuss with students the difference between an era and a period.Display images of various life forms(as seen in the
4、 graphic)and invite volunteers to the board to place the images in correct order according to era and period.Invite the class to work together to decide the correct sequence for the life forms.Once complete,invite students to work in small groups to discuss their reasoning behind placing the life fo
5、rms in the correct order.Have students share their conversations with the class.Explain to students that they will be reading a book that helps explain the transition from dinosaurs to modern-day birds.Introduce the Book GivestudentstheircopyofEarly Birds:Fossils and Feathers.Guidethemtothefrontandb
6、ackcoversand read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name).Previewthetableofconte
7、ntsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Main idea and details
8、Explaintostudentsthateverybookhasamain idea,whichisthemostimportantideaofthebook.Pointout that details are the information in the book that supports the main idea.Invite students to review the title and cover pages of the book.Have them turn to a partner and make a prediction about the main idea of
9、Early Birds:Fossils and Feathers.Lesson EssentialsInstructional Focus Summarize to understand text Determine main idea and supporting details Describe information provided by graphics Recognizeandusepast-tenseverbs Identify and use content vocabularyMaterials Book:Early Birds:Fossils and Feathers (c
10、opy for each student)Main idea and details,past-tense verbs,content vocabulary words worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:adapt(v.),decomposition(n.),desc
11、ended(v.),impressions(n.),paleontologists(n.),species(n.)Enrichment:carnivorous(adj.),meteorite(n.),rudimentary(adj.)Academicvocabulary:classify(v.),compare(v.),prove(v.),reveal(v.),variety(n.)Early Birds:Fossils and FeathersY Y2 Learning AZ All rights reserved.www.readinga- Havestudentsturntopage3a
12、ndreviewthe tableofcontents.Pointoutthatoftentimesin a nonfiction book the text is broken into sections and that these sections are listed in the table of contents.Explain that each section of the book contains a main idea and supporting details and that the title of each section is often a good clu
13、e about the main idea.Have students work with a partner to predict the main idea of each section on the basis of the information in the table of contents.Invite students to share their findings with the class.Introduce the Reading Strategy:Summarize Remindstudentsthatengagedreaderspausewhile they ar
14、e reading to consider the most important details in the text and summarize whattheyhaveread.Reviewwithstudentsthata summary of a nonfiction book always includes main ideas and the most important supporting details.Pointoutthatasummaryalsoincludesinformation such as who,what,where,why,and when.Explai
15、n that a summary may be created for the entire book or for each section of the book.Readtheintroductionaloudtostudents.Havestudents work in small groups to identify the main ideaandsupportingdetailsofthissection.Remindstudents to include transition words,such as first,next,then,finally,and so on.Hav
16、e students work with their group to create an oral summary of this section.Have students share their summaries with the class.Discuss with students whether each summary includes the main idea and important supporting details and effectively captures who,what,where,why,and when.VocabularyHave student
17、s turn to the“Words to Know”box on the title page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use
18、 each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadt
19、ofindoutmoreaboutprehistoric birds.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.Dur
20、ing ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.By what process does an animal become a fossil?(level 2)pages 5 and 6 How do paleontologists determine th
21、e age of a fossil?(level 2)pages 7 and 8 In what ways was Archaeopteryx similar to a bird?How was it different?(level 2)pages 9 and 10 Why do paleontologists theorize that birds developed from reptiles?(level 1)page 11 How do scientists know what Compsognathus ate?(level 1)page13 Why do you think sc
22、ientists are interested in the connection between birds and dinosaurs?(level3)multiple pagesText Features:GraphicsExplain that graphics are helpful when reading because they provide the reader with important information that expands upon the text.Have students work with a partner to review the graph
23、ic on page 6.Ask students:Why would the author choose to include this graphic in this section of the book?How does this graphic help you to better understand what you are reading?Have students review other graphics in the book and discuss in small groups why the author chose to include each one.Invi
24、te volunteers to share their thoughts with the rest of the class.SkillReview Rereadthesectiontitled“PrehistoricBirds”withstudents.Invite them to work in small groups to identify the main idea of the section.Ask students how they were able to identify the main idea.Next,have volunteers offer details
25、from the text that support the main idea.Havestudentsworkwiththesamegroupandassign each group a section from the book.Explain that every group will identify the main idea of the section and at least three supporting details.Have students share their findings with the class.Modelidentifyingkeydetails
26、ofthetexttocreate a summary.Think-aloud:As I read a book,I pause often to think about the most important details and summarize what I just read.Effective readers pause at the end of each section of the book to summarize.When summarizing,I will be sure to include the main idea and the most important
27、Guiding the Reading(cont.)Early Birds:Fossils and FeathersY Y3 Learning AZ All rights reserved.www.readinga-supporting details.For example,after reading the section titled“PrehistoricBirds,”we identified the main idea to be:Fossils show that many of the types ofbirdsweknowtodaydevelopedabout35millio
28、nyears ago.As I summarize this section,I will include the main idea in addition to relevant details that will explain who,what,where,why,and when.Havestudentsworkwiththeirgrouptocreatea written summary of the section of the book in which they identified the main idea and supporting details.Invite ea
29、ch group to share their summary with the class.Modelanddiscusshowtocompletethemain-idea-and-details worksheet,using evidence from the text.Have students discuss the details they noted with a partner.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model h
30、ow they can read these words using decoding strategies and context clues.SkillReviewWorksheet:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudents completed.Invite volunteers to share their summary with the class.Discuss with students how identifying the main idea and supporting
31、details helps create an effective and concise summary.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book
32、 to answer the Focus Question.(Answers will vary but should include the following information:Fossils show how new kinds of species developed over time.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Past-tenseverbs Revieworexplainthataverb i
33、s an action word.Havestudentsprovideexamplesofverbs.Pointoutthat by adding the suffix-ed to a verb,it becomes a past-tense verb,or a word that explains an action that happened in the past.Have volunteers provide several examples of regular past-tense verbs.Writethewordsroam and impact on the board.A
34、sk a volunteer to come to the board and turn each verb into a past-tense verb by adding the suffix-ed.Invite volunteers to use each past-tense verb in a sentence.Have students work in small groups to reread page 14 and circle all the past-tense verbs ending in-ed.Have students share their findings w
35、ith the class and record the words on the board.Pointoutthatpast-tenseverbsarenotalwayscreated by adding the suffix-ed to a verb.Write the following words on the board:sing,bring,catch,take.Invite a student to the board to change the word sing to its past-tense form(sung).Repeat the process for the
36、remaining words.Explain that verbs whose spelling changes for the past-tense form are called irregular past-tense verbs.Pointoutthat one way of deciding if the irregular past-tense verb is correct is to use it in a sentence and listen carefully to notice if it sounds correct.Check for understanding:
37、Have students return to pages 11 and 12.Invite them to work in their small groups to underline the irregular past-tense verbs.Have volunteers share their findings and record the words on the board.Then invite students to identify the present-tense form of each word.Independent practice:Introduce,exp
38、lain,and have students complete the past-tense-verbs worksheet.If time allows,discuss their answers.WordWork:Contentvocabulary Explaintostudentsthatmanyofthewordstheyread in Early Birds:Fossils and Feathers will help them to better understand the connection between prehistoric animals and modern-day
39、 birds.Have students turn to page 8 and locate the word descended.Pointoutthatthewordisinboldfaceprint because the author feels that it is important for the reader to understand the meaning of the word.Have students turn to a partner and locate the part of the text that helps define the word descend
40、ed.Pointoutthatoftentimestheauthorwill either provide a direct definition of a boldface word or will give clues as to its meaning.Check for understanding:Write the following words on the board:meteorite,carnivorous,species,adapt.Invite students to work in small groups and provide each group a piece
41、of chart paper.Have them fold the chart paper into four sections and label each section with one of the content vocabulary words on the board.Have students draw or write a definition for each word and then share their findings with the class.Independent practice:Introduce,explain,and have students complete the content vocabulary worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)