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 1MONITOR AND FIX UP
SUMMARY This book presents information
about various world habitats, such as the
Antarctic, tropical forests, grasslands, and
temperate forests and the animals that live
in these areas The emphasis is on how
animals adapt to their environments
LESSON VOCABULARY
critical enables
specialize sterile
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss with
students the title and the author of Surviving
the Weather: Animals in Their Environments
Ask: In this context, what does environment
mean? Based on the title, ask them what they
think they will learn about in this book
BUILD BACKGROUND Ask students to share
infor-mation about animals they are interested in
Where do these animals live? Show students a
world map and invite them to discuss different
types of environments around the world
Invite students to name and describe
some animals in their home languages You
may wish to introduce terms they will come
across in the book, such as environment,
migrate, and adapt.
PREVIEW/USE TEXT FEATURES Have students
look at the Table of Contents on page 3 Ask
how this book is organized Have students
look at the photos and the maps Ask how
these features could add to, or help them
better understand, the information they learn
in the text
READ THE BOOK
SET PURPOSE Have students set a purpose for
reading Surviving the Weather: Animals in Their
Environments Students’ questions about
animals and how they have adapted to differ-ent environmdiffer-ents around the world may drive their purpose
STRATEGY SUPPORT: MONITOR AND FIX UP
As students read, encourage them to ask themselves questions and otherwise monitor their comprehension You may ask students
to take notes of the facts and details they remember after they read each chapter
COMPREHENSION QUESTIONS
PAGE 4 In the second paragraph, what is the main idea? What are the supporting details?
(Animals adapt to survive Changes can take thousands of years They make animals better
at finding food, running fast, hiding from ene-mies, and developing other survival skills.)
PAGE 15 Use the map to determine the
conti-nents on which grasslands are found (North
America, South America, Africa, Asia, Australia)
PAGES 16–17 What animals do you see in the photos? What did you learn about these ani-mals in the text? Find the African grasslands
on the map (Elephants, lions Elephants get
water from Boabab trees, Lions live in prides
to hunt together.)
PAGE 19 How has the black-tailed Jack Rabbit
adapted to life in the desert? (Spends most of
day in shade to conserve water and stay cool)
PAGE 21 Why do you think so many different types of plants and animals live in tropical rain
forests? (Possible response: Plentiful food and
water, trees offer protection from predators)
Surviving the Weather
80
Trang 2REVISIT THE BOOK
READER RESPONSE
1 Student responses will vary but should
mention one of the habitats from the book
2 Possible response: Tundra: Average winter
temperature is − 30°; permafrost frozen
all year; musk ox, polar bear, brown bear
Temperate Forests: Four seasons; squirrels,
raccoon
3 Possible response: Animal would have to
change its coat to live in a cold environment
4 Student responses will vary
EXTEND UNDERSTANDING Encourage students
to use the notes they took during reading to
create a Venn diagram comparing and
contrast-ing three different habitats they read about in
the book
RESPONSE OPTIONS
WRITING Encourage students to pick a favorite
animal from the book Have them write a poem
about the animal They should include facts
they learned from the book in their poems
WORD WORK Have students look up the word
adapt How many other words can they
find that have adapt as a root? How many
synonyms of adapt can they think of?
SCIENCE CONNECTION
Have students research an
endangered animal They
should include information about
that animal’s habitat and how that
habitat may be changing Students may
dis-cuss whether the animal could adapt quickly
enough to our changing world to make a
comeback
TEACH/REVIEW VOCABULARY
Have students locate the vocabulary words
in the text Have them define each word using context clues, the glossary, and a dic-tionary Then invite students to list for each word as many words as possible that have similar meanings or are related in some way
TARGET SKILL AND STRATEGY
GRAPHIC SOURCES Remind students that
graphic sources are graphs, maps, pictures,
photographs, and diagrams that help strengthen their understanding of the text
Have students read the text and look at the map on page 15 Discuss how the map helps deepen their understanding of the text Encourage students to keep in mind the connection between graphic sources and the text as they read
MONITOR AND FIX UP Remind students
that good readers constantly monitor, or
check, comprehension as they read If the
text isn’t making sense, they can use fix up
strategies, such as adjusting reading rate, reading on, summarizing facts and details,
or rereading and reviewing Have students read pages 8 and 9 Encourage them to ask
questions as they read (“Do I understand
this?”) and use fix up strategies when
their comprehension falters Discuss with students the strategies they used and how they worked
ADDITIONAL SKILL INSTRUCTION
MAIN IDEA AND DETAILS Remind students that the main idea is the most important idea about a topic It is usually stated very briefly
The supporting details are small pieces of information that tell more about the main idea To practice identifying the main idea and supporting details, have students read page 7 Ask them what the main idea is
(Many different habitats on our planet.) Ask:
What details relate to this idea? (Habitats
can be wet, dry, hot, cold The shape of the land can affect a habitat Students may name six different habitats.)
Skill Work
Surviving the Weather 81
Trang 3Graphic Sources
Graphic sources are graphs, maps, pictures, photographs, and diagrams that help strengthen
one’s understanding of text
Directions On the map below, mark where the world’s different habitats are found, including the
Arctic, temperate areas, grasslands, deserts, and tropical rain forests Show the animals that live in
each area Remember to include a title for your map and a key
Surviving the Weather
82
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Vocabulary
Directions Choose the word from the box that best matches each clue
Write the word on the line
1 If a person does this, he or she helps
make something possible
2 This is something slippery that comes
from the body of an animal
3 This means you are referring to
something that is very important
4 This refers to a place that cannot sustain life.
5 This is when there aren’t very many of a certain thing.
6 When an animal does this, it changes to suit its habitat.
Directions Write a brief paragraph about Surviving the Weather: Animals in Their Environments
using each of the words in the box above
Check the Words You Know
critical enables mucus scarce specialize sterile
Surviving the Weather