Scott Foresman Reading Street provides over 600 leveled readers that help children become better readers and build a lifelong love of reading. The Reading Street leveled readers are engaging texts that help children practice critical reading skills and strategies. They also provide opportunities to build vocabulary, understand concepts, and develop reading fluency. The leveled readers were developed to be ageappropriate and appealing to children at each grade level. The leveled readers consist of engaging texts in a variety of genres, including fantasy, folk tales, realistic fiction, historical fiction, and narrative and expository nonfiction. To better address reallife reading skills that children will encounter in testing situations and beyond, a higher percentage of nonfiction texts is provided at each grade.
Trang 1Endangered Animals
SUMMARY Though animal extinction is a part
of nature, human actions can cause animals
to become extinct faster than they naturally
would The author explains how this happens
and what people have done to prevent giant
pandas, manatees, and other endangered
animals from suffering this fate
LESSON VOCABULARY
conservation contribute
enthusiastic environment
investigation
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Endangered Animals Invite them to ask
questions about the title What does it
mean to be endangered? What animals are
endangered? Point out that the cover image
may offer clues on how the author will answer
some of these questions
BUILD BACKGROUND Ask students to think
about the roles that animals play in their
everyday lives Discuss what would happen if
these animals disappeared forever How would
people’s food, clothing, and other aspects of
daily life change?
PREVIEW/USE TEXT FEATURES Ask students
to flip through the book, glancing only at
the photos Then have them preview it
again, taking time to study the images and
accompanying captions slowly and carefully
Discuss how this second read-through
changes their understanding of the book’s
subject
READ THE BOOK SET PURPOSE Have students set a purpose
for reading Endangered Animals This purpose
should be guided by their own interest and questions about animals in danger
of extinction
STRATEGY SUPPORT: ASK QUESTIONS Good questions often start with a question word,
such as who, what, when, where, why, and how They also ask about an important detail
of the story and can be answered in the reading Based on these criteria, ask students
to record questions they have while reading about endangered animals Afterward, have volunteers share their questions as well as the answers they found in the book
COMPREHENSION QUESTIONS
PAGE 5 What are endangered species?
(animals that are in danger of becoming extinct)
PAGE 6 What U.S law protects endangered
species? (the Endangered Species Act)
PAGES 8–11 What is the main reason why the giant panda, spotted owl, and Karner blue butterfly are all endangered or threatened?
(widespread loss of their natural habitats)
PAGE 16 Is the author stating a fact or opin-ion when she writes that “Peregrine falcons became endangered because of a chemical
in the environment”? (She is stating a fact because it can be proven true through scientific evidence and observation.)
5.2.4
FACT AND OPINION ASK QUESTIONS
Endangered Animals
44
Trang 2Skill Work TEACH/REVIEW VOCABULARY
Invite students to make up sentences, each of which includes and helps define a vocabulary word from the glossary
TARGET SKILL AND STRATEGY
FACT AND OPINIONExplain that a
statement of fact can be proven true or
false by reading, observing, or asking an
expert A statement of opinion is a judgment
or belief that cannot be proven true or false but can be supported or explained Help students make distinctions between the two types by creating a two-column chart on
the board, with one column titled Statement
of Fact and the other titled Statement of Opinion Read aloud statements from the
book Challenge students to identify what types of statements they are Write each statement in the appropriate column
ASK QUESTIONS It is important to ask good questions about text information
Asking questions before, during, and after reading helps students activate prior knowledge, clarify confusion, engage with text, and remember important ideas By asking the right questions, students can determine whether or not an author is making
statements of fact or opinion
ADDITIONAL SKILL INSTRUCTION
GENERALIZE Tell students that a generalization
is a broad statement that applies to many examples Students can determine what generalizations the author makes by thinking about a number of specific animals in
the book and deciding what they have in common Students can then use their own knowledge, as well as facts in the book,
to decide whether a generalization is valid
Provide examples of generalizations from the book, such as “Overfishing threatens many species of fish” on page 14 and then invite students to find their own
REVISIT THE BOOK
READER RESPONSE
1 It is the writer’s opinion that the insect is
beautiful Where it once lived is fact
2 Possible response: Which animals suffer
most from poaching? What are governments
doing to stop poaching? Is there anything
I can do?
3 Contribute can change to contribution
Sample sentence: He made a strong
contri-bution to the project
4 Possible response: The map shows a huge
shrinkage of panda habitat over time
EXTEND UNDERSTANDING Tell students to look
at the map on page 8 and discuss what they
can learn from it Point out how the map’s key
tells them this information and then provide
other examples of how map features such as
symbols, scales, and compass roses convey
data Maps should indicate the location of
other habitats mentioned in the book
Have students compare English
termi-nology such as conservation, environment, and
investigation with related words in their home
language
RESPONSE OPTIONS
WRITING Invite students to create endangered
and threatened animal trading cards based
on what they have learned from the book
and from other reference materials On blank
index cards they should write facts about
each animal, including details about its name,
habitat, food, reasons for being endangered
or threatened, and other information that
students find interesting
SCIENCE CONNECTION
Students can learn more
about endangered animals
by using reference sources and
Web sites of zoos Suggest that they
focus on how species become endangered
and what people are doing to help save them
Endangered Animals 45
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Fact and Opinion
• A statement of fact can be proven true or false by reading, observing, or asking an expert.
• A statement of opinion is a judgment or belief It cannot be proven true or false but can be
supported or explained.
Directions Read the following passage Decide which sentences are facts and which sentences are
opinions Then complete the chart below
A law called the Endangered Species Act protects endangered and threatened species It is one of the most important laws in America Under the Endangered Species Act, endangered
species of animals are listed by the government Then plans are made to keep the species from
becoming extinct The government must try to protect the animal habitats from being destroyed
and may breed young animals in captivity for release in the wild Hunting and fishing for
endangered animals might be limited by the government
Some people’s jobs or businesses are affected by these rules But saving endangered species
is worth the sacrifice Without protection, many animals will disappear from the Earth forever
Endangered Animals
46
Name
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47
Vocabulary
Directions Write the word from the box that best completes each sentence.
Check the Words You Know
conservation environment
contribute investigation
enthusiastic
Directions Circle the word that has the same meaning as the vocabulary word.
Directions Write a sentence of your own for each vocabulary word.
11.
12.
13.
14.
15.
Endangered Animals
Name