ELL Readers Teaching Guide Unit 2, Week 4 In the Lake 19In the Lake INTRODUCE THE BOOK Activate Prior Knowledge/Build Background Read the title, and invite children to talk about lakes
Trang 1ELL Readers Teaching Guide Unit 2, Week 4 In the Lake 19
In the Lake
INTRODUCE THE BOOK
Activate Prior Knowledge/Build
Background Read the title, and invite children
to talk about lakes, ponds, rivers, or other bodies
of water that they have seen Ask: What can you
do if you visit a lake? What might you see there?
Tell children this book describes life in a lake
Preview/Use Text Features Preview the
reader by talking about the illustrations together
and naming the labeled items
Preteach Vocabulary Review the
high-frequency word that appears in this book: inside.
Introduce these key words from the book: lake
(p.1), dinosaurs (p 2), fi sh (p 2), and safe
(p 8) Discuss these words and add them to a
Word Wall
READ THE BOOK
Choose among these options for reading to
support children at all English profi ciency levels
Read Aloud Read the book aloud as children
follow along Pause to verify comprehension and
to explain unfamiliar concepts
Monitored Reading Have children read
aloud a few pages at a time Use the following
questions to support comprehension:
• Page 2 What lives outside the lake?
(Dinosaurs live outside the lake.)
• Page 3 What lives inside the lake? (Fish
and plants live inside the lake.)
• Pages 4–8 What happens to yellow fish
and red fish? (Red fish wants to eat yellow
fish Red fish goes away Yellow fish is safe.)
Reread Have children reread the book with a
partner, in small groups, or independently Have
them complete the Study Guide on page 20
RESPOND
Answers to the Reader’s Inside Back Cover:
Talk About It
1 The fish in the lake jump, swim, eat, hide,
and wait (Main Idea)
2 Possible response: In a lake, people can
swim, fish, and play
Write About It
3 Children should draw a picture of the red or
the yellow fish They should write about what yellow fish or red fish does in the lake Possible response: The yellow fish swims It jumps It eats
a bug (Characters) Support writers at various English proficiency levels
Beginning Let children dictate what they
want to say as someone else records it
Intermediate Have children tell partners
about their pictures before they write about them
Advanced Have children include at least
three details about their pictures
Extend Language The opposite of little is big.
Encourage children to think of other opposite
pairs, such as up and down or hot and cold.
Answers to page 20:
Suggest that children look back at the book for words or sentences they can write Possible responses:
Beginning: Yellow fish jumps to eat a bug.
Middle: Yellow fish hides and waits.
End: Yellow fish is safe
Family Link Read aloud the Family Link activity
on page 20 before sending copies of the Study Guide home with children Later, have them talk about a lake with which their family is familiar
Trang 220 In the Lake Unit 2, Week 4 ELL Readers Teaching Guide
• Read In the Lake again What happens to yellow fish?
• Draw what happens to yellow fish in the beginning,
in the middle, and at the end Write words or
sentences to go with your pictures.
Family Link
Ask family members to tell about a lake they know
Does it have fish?
Beginning (pages 4–5)
Middle (pages 6–7)
End (page 8)
Study Guide
In the Lake
Name