STRENGTHENING R eading L istening N ote T aking W riting

Transcription

1 STRENGTHENING R eading L istening N ote T aking W riting CURRICULUM ASSOCIATES, Inc. Level 2

2 Table of Contents Lesson Reading: Nonfiction Note Taking: Finding the Main Idea Lesson Reading: Fiction Note Taking: Story Maps Lesson Listening: Nonfiction Note Taking: Graphic Organizers Lesson Listening: Fiction Note Taking: Graphic Organizers and Story Map Lesson Reading: Nonfiction Note Taking: Graphic Organizer Writing: Compare and Contrast Lesson Listening: Nonfiction Note Taking: Graphic Organizer Writing: Persuasive Lesson Listening: Fiction Note Taking: Story Map Writing: Personal Lesson Reading: Nonfiction Note Taking: List Notes Writing: Informative Lesson Listening: Nonfiction Note Taking: Graphic Organizers Writing: Persuasive Final CheckPoint Lesson Reading: Poetry Note Taking: Identifying Important Details Writing: Poem

3 Lesson 9 Reading: Nonfiction Note Taking: List Notes Writing: Informative How is a report different from other kinds of writing? A report tells facts about a topic. You get the facts for a report from books, magazines, or the Internet. You will write a short report about penguins. But before you can begin writing, you must gather information. In this lesson, you will read two articles about penguins. You will use information from these articles to write your report. Here is the first article about penguins. The first time you read the article, think about the author s most important ideas about penguins. Penguins Penguins are birds. They have feathers and beaks. Unlike most birds, penguins cannot fly. They have flippers instead of wings. The flippers help them to be powerful swimmers. Penguins smooth bodies help them glide through the water. Penguins come in many different sizes. The emperor penguin can grow to be 4 feet tall. The tiny blue penguin is usually just 16 inches tall. 36

4 All penguins have dark backs and white fronts. These colors help protect penguins while they swim. From above, a penguin s black back blends in with the dark waters of the ocean. From below, the white front blends in with the light of the sky. It is hard for other animals to spot penguins in the water. Not all penguins look alike, however. Some kinds of penguins have bands of black feathers across their chest. Others have bright gold, yellow, or orange markings. Writing down the most important information from Penguins will help you prepare your report. You can write down the important information in the form of a list. Here are list notes for Penguins. Some important information is missing. Read the article again. As you read, fill in the missing information. Penguins Penguins birds Feathers & beaks, but cannot Flippers, not wings glide through water Different sizes Dark backs & white fronts Black back blends in with blends in with light sky Not all alike Some have bands of Gold, yellow, orange markings 37

5 When you write a report, you use information from more than one source. Here is another article about penguins. The first time you read it, look for the author s main idea about penguins. Penguin Places Do you always picture penguins standing on a stretch of icy, snowy land? Many penguins do live where it is cold and icy. Other kinds of penguins live where it is warm and sunny. All penguins live in the southern half of the world. Many penguins live on islands in this part of the world. The Galápagos penguin lives on an island off the coast of South America. The temperature there is often over 100 F. That s hot! How does the Galápagos penguin stay cool? The same way you do by taking a dip in cool water. Galápagos penguins spend the hot days in the ocean. They spend the cooler nights on land. 38

6 Antarctica is the coldest place on earth. No plants or trees grow there. But some penguins spend part of each year in Antarctica. Each year, Adélie and emperor penguins return to Antarctica. They go there to lay eggs and begin raising their young. When the chicks are strong enough, the penguins return to the sea. The next year, the flocks return to Antarctica. Luckily, we don t have to travel far to see penguins. Many zoos and aquariums have penguins. Look over these list notes for Penguin Places. Then read the article again. As you read, fill in the missing information. Penguin Places Penguins all live in southern half of the world Many live on lives on island off the coast of South America Temperature can be over 100 F Stay cool by Adélie & emperor penguins Return to each year & raise young Then return to the sea Penguins also live in 39

7 40 Before you begin to write your report, think about what you want to say about penguins. Use your notes as you write. Use this space for your first draft. Then check your writing. Use a new sheet of paper for your final copy

8 Let s Talk Work with a partner. With your partner, look up information about penguins in a book about animals or an encyclopedia. Write down three new facts about penguins. Share your facts with the rest of the class. CheckPoint Answer these questions about Penguins and Penguin Places. Circle the letter of the correct answer. 1. You can tell that all penguins A. live where it is cold and snowy. B. are alike in some ways. C. go to Antarctica to lay eggs. D. have gold or orange feathers. 2. You can tell that some penguins A. can fly long distances. B. are not very good swimmers. C. live where it is warm. D. have wings. 41

9 STRENGTHENING R eading L istening N ote T aking W riting T eacher G uide Level 2 CURRICULUM ASSOCIATES, Inc.

10 Table of Contents Overview How to Use This Program Guide to the Lessons Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Final CheckPoint Graphic Organizers: Sample Answers Writing Rubric Credits and Acknowledgments Writer: Maureen Devine Sotoohi Designer and Illustrator: Susan Hawk ISBN Curriculum Associates, Inc. North Billerica, MA No part of this book may be reproduced by any means without written permission from the publisher. All Rights Reserved. Printed in USA

11 Here is a sample completed story map for The Elves and the Shoemaker. The wording of students story maps will vary. Page 35 Before students begin the writing assignment, review the capitalization, punctuation, and location of each part of a friendly letter: heading, greeting, body, closing, and signature. After students have read the instructions on page 35, ask them what the shoemaker s address might be and what date they plan to use in their letter. Here is a sample answer to the writing assignment. The wording of students answers will vary. CheckPoint The questions in CheckPoint assess students ability to distinguish between real and make-believe in a selection. If students have trouble answering the CheckPoint questions, they may need additional practice with this strategy. 1. A 2. D 12 Title: The Elves and the Shoemaker Characters: shoemaker, his wife, two elves Setting: shoemaker s shop Beginning: One morning, a poor shoemaker wakes up to find a pair of shoes made as if by magic. Middle: At last, the shoemaker and his wife find that two elves have been making the shoes. Ending: The shoemaker s wife sews coats for the elves. When the elves find the coats, they run off. 23 Cobbler Lane Old Town, NY December 23, 2001 Dear Elves, Thank you so much for making beautiful shoes for me to sell. Now I am able to earn enough money to live. I am sorry you had to leave so suddenly. My wife and I hope you will visit again soon. Thank you again. Your friend, Mr. Shoemaker Lesson 9 Pages Reading: Nonfiction Note Taking: List Notes Writing: Informative Preview In this lesson, students read two nonfiction articles about penguins. They complete scaffolded list notes after they read each article a second time. They then take information from the notes and write a short report about penguins. Page 36 After students have read the introductory paragraphs, ask them how this lesson is different from previous lessons (they will read two selections). Then ask students what they will do after they have read the two articles (write a report about penguins). Remind students that reports tell facts about a topic and that the information in a report comes from other sources. Point out to students that, whereas the information for a report comes from other sources, the words they use in writing their reports should be their own. They should not simply copy what they have read. Have students read the instructions on page 36 before they read Penguins the first time. Page 37 This lesson introduces students to list notes. Before students read Penguins a second time, review the list notes on page 37. Explain to students that in list notes, they write down the main idea and list the supporting details under it. Point out to students that while they take notes, they do not need to use complete sentences. Also tell them that to make note taking easier, they can use symbols and abbreviations. Point out the use of the symbol & in the notes. After you have answered students questions about list notes, have students read Penguins the second time. As they read, students should complete the list notes.

12 Here are sample completed list notes for Penguins. Here are sample completed list notes for Penguin Places. Penguins Penguins birds Feathers & beaks, but cannot fly Flippers, not wings Smooth bodies glide through water Different sizes Dark backs & white fronts Protect penguins when swimming Black back blends in with dark water White front blends in with light sky Not all alike Some have bands of black feathers Gold, yellow, orange markings Penguin Places Penguins all live in southern half of the world Many live on islands Galápagos penguin lives on island off the coast of South America Temperature can be over 100 F Stay cool by going into water Adelie & emperor penguins Return to Antarctica each year lay eggs & raise young Then return to the sea Penguins also live in zoos & aquariums Page 38 Page 39 Have students read the instructions on page 38 before they read Penguin Places the first time. Use a globe or world map to point out places mentioned in the article: Galápagos, South America, Antarctica. Then have students read the article. Answer any questions students have about the article before they read it for a second time. Preview the list notes that students are to complete. Then have them read Penguin Places a second time and complete the list notes. Page 40 Before students begin writing, you may want them to meet in small groups or with a partner to discuss what they plan to write in their report. Tell students to use the information in their notes but their own words as they write. After they have finished their drafts, have students check their report to make sure the information they included is correct and makes sense. Students should also check for spelling, punctuation, and grammatical errors. Have students write the final draft on a separate sheet of paper. Here is a sample report. Students reports will vary, but should include some of the information in the sample. Penguins Penguins are birds that cannot fly. All penguins live in the southern half of the world. They are all excellent swimmers. Some penguins live where it is hot and sunny. Other penguins live where it is cold and icy. Emperor and Adelie penguins spend part of each year on Antarctica, where it is always cold. 13

13 Page 41 CheckPoint The questions in CheckPoint assess students ability to make inferences and draw conclusions from a reading selection. If students have trouble answering the CheckPoint questions, they may need additional practice with this strategy. 1. B 2. C Lesson 10 Pages Listening: Nonfiction Note Taking: Graphic Organizers Writing: Persuasive Preview In this lesson, students listen to descriptions of people considered to be great Americans. The first selection is a biographical sketch of Walt Disney. The second selection is a student work about a girl s grandmother. For the first selection, students use a main-idea-and-details chart to write details from the selection that support the author s idea that Walt Disney was a great American. For the second selection, students complete an information web about the author s grandmother. Students then use one or both of the selections as a model for their own description of a great American. Page 42 After students have read the introductory paragraphs, begin a discussion about what makes a person a great American. On the board, write the qualities that students suggest that a great American should have. Add to the list as students complete the lesson. Have students read the listening instructions on page 42. Then read the selection aloud. The Wonderful World Some great Americans have led our country in time of war. Others have built tall buildings or helped people who were sick. Not many Americans, however, have brought the world as much joy and happiness as Walt Disney. Walt Disney created the cartoon characters Mickey Mouse, Donald Duck, Goofy, and Pluto. Walt Disney brought the Mouseketeers and Zorro to television. Who hasn t seen at least one of Disney s wonderful movies Dumbo, Bambi, Sleeping Beauty, or Mary Poppins? Everything Walt Disney touched turned to magic. Walt Disney was born over 100 years ago. He grew up on a farm in Missouri. Many years later, the animals Walt knew on his farm would show up as characters in his cartoons and movies. Walt moved to California as a young man. He wanted to work in the movies. His first efforts were short cartoons that featured Mickey Mouse. People loved the bold little mouse. Then Disney started creating movies. Walt Disney made some of the most popular movies in history. Disney s television programs were also very popular. Walt Disney also brought joy and happiness to millions with his theme parks Disneyland and Disney World. It seems that Walt Disney did more to make Americans smile than anyone else in history. Before you read the selection aloud a second time, have students read the note-taking directions on page 42. A sample completed main-idea-and-details chart is on page 20 of this teacher guide. 14