Slithery+and+Slimy

Slithery and Slimy
I can visualize non-fiction information to help me understand and remember it. I can answer "right there" questions by looking back at the book. I can infer what a word means by how it is used.

Day 1

 * 1) Begin by making predictions. Have students look at the title, the cover, and the title page and make predictions.
 * 2) "This is a book about reptiles and amphibians. Does anyone know what reptiles and amphibians are?"
 * 3) Assign each child a page to look at and make predictions about, using the photos, headings, and captions. Review each of these text features. Share predictions. Repeat vocabulary and ask students to use new vocabulary in predictions.
 * 4) p. 4-5
 * 5) p. 6-7
 * 6) p. 8-9 (review venomous -- how can you find out what it means?)
 * 7) p. 10-11 (review tortoises)
 * 8) p. 12-13 (what is a "leaper?"; introduce words "newts" and "salamanders.")
 * 9) p. 14-15 (extinct, endangered, polluted)
 * 10) Go over visualizing non-fiction information. Model with the beginning of page 4. Read them page 4, and have them share with a partner what they visualized.
 * 11) Review strategies for tricky words.
 * 12) "Today we are going to read to find out how reptiles and amphibians are alike and different. As you read, be sure to stop at the end of each page and visualize what you learned. To help you remember to do that, I am giving you a special card to hold up to your head when you are visualizing."
 * 13) Read to page 10. Share some things they learned.

Day 2

 * 1) Review what they learned about how reptiles and amphibians are alike and different. Show them a big Venn Diagram and teach them how to write "dash facts" for each fact. Model using the book to fill it out.
 * 2) Review strategies for tricky words.
 * 3) Re-read the beginning and read the rest of the book. Have students continue to visualize.
 * 4) Share tricky words.
 * 5) Assign the Venn diagram for next time.

Day 3

 * 1) Review Venn diagram.
 * 2) Introduce a note-taking sheet for interesting facts about reptiles and amphibians. Model how to fill it out. Students write what they remember.
 * 3) Students re-read with the purpose of finding things to put on the sheet later.
 * 4) Say, "Good readers use the information in the book to answer questions about the book. I am going to ask some questions and you are going to be detectives and go back to find the answers to my questions. When you are asked questions about a book, you need to look back in the book to see if you can find the answer to the question in the book."
 * 5) How is a tortoise similar to a sea turtle? How are they different?
 * 6) Why don't toads leap like frogs?
 * 7) How have reptile and amphibian homes been polluted?
 * 8) Which senses will most help you to know if an animal is a reptile or an amphibian?
 * 9) Assign worksheet on interesting facts. [[file:reptiles and amphibians.doc]]