functional writing targeted

T A R G E T E D

Teacher Edition, Student Edition, and Student Test

This project was developed at the Success for All Foundation under the

direction of Robert E. Slavin and Nancy A. Madden to utilize the power of

cooperative learning, frequent assessment and feedback, and schoolwide

collaboration proven in decades of research to increase student learning.

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Animal Defenses: How Animals Protect ThemselvesWritten by Etta Kaner Kids Can Press Ltd., 1999 ISBN 1-55074-421-6 Informational

Bears Bear WatchingWritten by Jeffrey Allen Success for All Foundation, 2012 Functional Writing

Level 5.2 • Linked Lessons

A Nonprofit Education Reform Organization

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PHONE: (800) 548-4998; FAX: (410) 324-4444

E-MAIL: [email protected]

WEBSITE: www.successforall.org

Produced by the Reading Wings 4th Edition Team

President: Nancy Madden

Director of Development: Kate Conway

Project Manager: Wendy Fitchett

Developers: Kathleen Collins, Victoria Crenson, Richard Gifford, Samantha Gussow,

Angie Hale, Allison Hoge, Susan Magri, Terri Morrison, Kimberly Sargeant

Field Advisory Team: Terri Faulkner, Cathy Pascone

Interactive Whiteboard Developers: Sarah Eitel, Patricia Johnson, Austin Jones, Becca Slavin

Editors: Marti Gastineau, Pam Gray, Jodie Littleton, Janet Wisner

Project Coordinator: Marguerite Collins

Designers: Devon Bouldin, Debra Branner, Barbra Colquitt, Michael Hummel,

Susan Perkins

Illustrator: James Bravo

Media Team: Jeffrey Goddard, Tonia Hawkins, Russell Jozwiak, Jane Strausbaugh

Production Artists: Irene Baranyk, Kathy Brune, Wanda Jackson, Irina Mukhutdinova,

Michele Patterson, Karen Poe, Laurie Warner, Tina Widzbor

Proofreaders: Meghan Fay, Michelle Zahler

Online Tools: Terri Morrison (chair), Michael Knauer, Victor Matusak, Christian Strama,

Mary Conway Vaughan

Rollout Team: Kate Conway (chair), Marguerite Collins, Wendy Fitchett, Nancy Hutchison,

Claire Krotiuk, Terri Morrison, Kenly Novotny, Mary Conway Vaughan

The Success for All Foundation grants permission to reproduce the blackline masters and the student

and test sections of this Targeted Treasure Hunt on an as-needed basis for classroom use.

A Nonprofit Education Reform Organization

300 E. Joppa Road, Suite 500, Baltimore, MD 21286

PHONE: (800) 548-4998; FAX: (410) 324-4444

E-MAIL: [email protected]

WEBSITE: www.successforall.org

Produced by the Reading Wings 4th Edition Team

President: Nancy Madden

Director of Development: Kate Conway

Project Manager: Wendy Fitchett

Developers: Kathleen Collins, Victoria Crenson, Richard Gifford, Samantha Gussow,

Angie Hale, Allison Hoge, Susan Magri, Terri Morrison, Kimberly Sargeant

Field Advisory Team: Terri Faulkner, Cathy Pascone

Interactive Whiteboard Developers: Sarah Eitel, Patricia Johnson, Austin Jones, Becca Slavin

Editors: Marti Gastineau, Pam Gray, Jodie Littleton, Janet Wisner

Project Coordinator: Marguerite Collins

Designers: Devon Bouldin, Debra Branner, Barbra Colquitt, Michael Hummel,

Susan Perkins

Illustrator: James Bravo

Media Team: Jeffrey Goddard, Tonia Hawkins, Russell Jozwiak, Jane Strausbaugh

Production Artists: Irene Baranyk, Kathy Brune, Wanda Jackson, Irina Mukhutdinova,

Michele Patterson, Karen Poe, Laurie Warner, Tina Widzbor

Proofreaders: Meghan Fay, Michelle Zahler

Online Tools: Terri Morrison (chair), Michael Knauer, Victor Matusak, Christian Strama,

Mary Conway Vaughan

Rollout Team: Kate Conway (chair), Marguerite Collins, Wendy Fitchett, Nancy Hutchison,

Claire Krotiuk, Terri Morrison, Kenly Novotny, Mary Conway Vaughan

The Success for All Foundation grants permission to reproduce the blackline masters and the student

and test sections of this Targeted Treasure Hunt on an as-needed basis for classroom use.

Targeted Treasure Hunt: Animal Defenses: How Animals Protect Themselves and Bears Bear Watching

© 2014 Success for All Foundation. All rights reserved.

D ay 1 / Animal Defenses: How Animals Protect Themselves

Targeted Treasure Hunt Teacher Edition 1

I n f o r m at I o n a l ( 6 D Ay )

Animal Defenses: How Animals Protect ThemselvesWritten by Etta Kaner

SummarySome animals run and hide when danger approaches. Some fight back with strong claws and sharp teeth. But some animals defend themselves in unusual ways. In this text, the reader will learn how a skink fends off attackers with its bright blue tongue, how the hero shrew protects itself with an incredibly strong backbone, and how groups of dolphins attack sharks with their snouts when threatened. These are but a few of the amazing facts readers will learn in Animal Defenses: How Animals Protect Themselves.

Instructional Objectives

Reading Word Power Writing

Cy

Cle

1

Drawing conclusions (DC) Synonyms Write a descriptive essay.

Students will use information that the author provides and background information to draw conclusions about the text.

Students will use synonyms to improve their understanding of words.

Students will write short essays describing how they, like the animals they are reading about, might fight off attackers.



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ACTIVE INSTRUCTIONTiming Goal: 40 minutes

Rate New Vocabulary Words

m Display the vocabulary words.

m Have students copy the words into their journals and rate their knowledge of each as they arrive for class.

Success Review and Keeping Score

m Hand out team score sheets and team certificates to each team.

m Point to the Team Celebration Points poster, and celebrate super teams from the previous lesson.

m Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams.

m Guide teams to set new goals for the cycle.

m Have one student from each team write the team improvement goal on the team score sheet. Note each team’s improvement goal on the teacher cycle record form.

m Explain the challenge scores using the rubrics on the team folders.

m Explain the student assessments: fluency, the Student Test, and Adventures in Writing. Tell students there will be questions on the Student Test that are related to the reading skill, vocabulary, and the Word Power skill.

Team Cooperation Goal

m Point out that this lesson’s team cooperation goal is help and encourage others, or choose one based on your class’s needs. Point out the related behavior on the team score sheet. Explain, or model, as necessary.

m Tell students that you will award team celebration points to teams whose members practice the team cooperation goal and related behavior.

Set the Stage

m Introduce the text, author, and reading objective.

This cycle we will read Animal Defenses: How Animals Protect Themselves by Etta Kaner. As we read, we’ll use the information that the author provides and background information to draw conclusions about the text. Good readers draw conclusions about a text to develop a better understanding of the information and topic.

m Point out the strategy target on the team score sheet.


4 © 2014 Success for All Foundation

m Point out that the text is informational, or have students explore the text to figure out that it is informational. Review how informational texts differ from literature.

m Tell students that they will use the TIGRRS process as they read, or ask them what process they use when they read informational text. Review the steps of the TIGRRS process: topic, intent of author, graphic organizer, read, reread, summarize.

m Use Team Huddle to ask students to identify the topic for the first step of TIGRRS. Ask them to support their topic choice. Use Random Reporter to select students to share.

Work with your team to identify the first step of TIGRRS. Use Random Reporter to check responses. Yes. The first step of TIGRRS is identifying the topic of the text. Look at the cover and first few pages of the text. Discuss the topic of the text with your team. Wait for students’ responses. Right. The topic of the text is how animals protect themselves and survive. The title talks about defenses, which means to guard or protect. The subtitle also supports the title, saying that animal defenses are about how animals protect themselves.

m Use the items below to build or activate background knowledge about the topic.

– Use Team Huddle to have students describe how a rattlesnake defends itself. Tell them to think about all the ways that a rattlesnake is able to defend itself. Use Random Reporter to select students to share.

– Use Team Huddle to have students discuss the various methods of protection in the animal kingdom. Tell them to think about animals in the sea and on land. Use Random Reporter to select students to share.

– Tell students that prairie dogs communicate to one another when there is danger. They use different sounds to identify the type of predator. They also use lookouts to track the predator as it gets closer to their dwellings.

m Use Team Huddle to ask students to tell the next step of TIGRRS. Ask them to identify the intent of the author. Use Random Reporter to select students to share.

You have identified the first step of TIGRRS as identifying the topic. What is the next step? Wait for students’ responses. Right. The next step is to identify the author’s intent. What is the intent of the author? Wait for students’ responses. Good. The author’s intent is to inform the reader about how animals protect themselves. The author wants the reader to learn about the different ways that animals on land and in the sea defend themselves.

m Refer to the next step of TIGRRS. Discuss the different graphic organizers that students have used with informational text. Use Team Huddle to have them identify what graphic organizer they should use for this text. Display an idea tree after students identify it as the appropriate graphic organizer.

th



The next step of TIGRRS is to choose the graphic organizer we should use to record important ideas from the text. We can use a sequence chain, T‑chart, idea tree, or Venn diagram to help us organize our ideas. Work in your teams to look at the text. What graphic organizer should we use to record our ideas, and why? Allow teams to preview the text and identify the organizer. Use Random Reporter to select students to share. Very good. We will use an idea tree. We can see sections titled “Putting on a show,” “You can’t hurt me,” and “Let’s stick together.” The information that follows in these sections gives important ideas and details. We will find information about each of these topics as we read each section. Display an idea tree. Talk with your partners. What should we write in the section called “Topic”? What do we write in the circles at the end of the long branches? Where do our supporting details go? We will write “Animal Defenses,” or the topic of the text, in the section called “Topic.” We will write main ideas in the circles at the end of the longer branches. We will write supporting details next to the lines attached to the circles.

m Establish the purpose for reading by telling students that they will learn more about the topic as they read.

Vocabulary

m Ask teams to have teammates make a tent with their hands when they are ready to tell a word the entire team rated with a “+” and a word the entire team rated with a “?.”

m Use Random Reporter to have teams share one word they know and one word they need to study further. Award team celebration points.

m Introduce the vocabulary words.

m Review the routine for partner study of the vocabulary words, reminding students to review all the vocabulary words. Assign partners for this activity.

m Use Random Reporter to follow up the team review. Model the use of strategies, and correct pronunciations when necessary.

m Award team celebration points.

m Review the procedures for students finding words in their daily reading and for adding words to the Vocabulary Vault.



Word and Page Number

Identification Strategy Definition Sentence

camouflage page 11

chunk: cam-ou-flage disguise The soldiers camouflage their clothes and supplies to blend in with their surroundings.

harmlesspage 16

base word + ending:harm + less

safe, not dangerous

Terrence tried to convince me that his dog was harmless and wouldn’t bite me, but I didn’t believe him.

threatenedpage 17

base word + ending:threaten + ed

attacked, put in danger

When animals are threatened, they quickly decide if they are going to fight or run away.

venomouspage 18

base word + ending:venom + ous

poisonous, full of venom

If a venomous snake bites you, get to a doctor immediately so you don’t become very sick.

vibrationspage 29

base word + ending:vibration + s

shaking, trembling

A snake uses vibrations from the ground to detect predators and prey.

naturallypage 34

base word + ending:natural + ly

instinctively, by nature

Michael doesn’t need any training to be a track star; it just comes naturally to him.

approachespage 34

base word + ending: approach + es

comes near Every time Johnny approaches my house, I can hear his loud footsteps coming up the path.

startledpage 35

base word + ending: startl(e) + ed

frightened quickly

Akiko startled Kelvin by sneaking up behind him and shouting, “Boo!” in his ear.

Using the Targeted Skill (Independent Use)

m Introduce the skill and its importance in informational text.

Our skill for this cycle is drawing conclusions. Drawing conclusions about a text is an important way to develop a deeper understanding of the information and topic. It is an effective way to analyze information from the text while using background information to better understand the text.

Student Edition, page 1

Student Edition chart does not contain page numbers or

identification examples.



m Tell students that drawing a conclusion is using information you read and information you already know to make a decision about a topic. Use Team Huddle to have students draw a conclusion about a smooth lake. Use Random Reporter to select students to share responses.

You can use information you read and information you already know to draw conclusions about a topic. Think about a smooth lake. What conclusion can you draw using this information and information you already know? Wait for students’ responses. That’s right. There is no wind. A lake will have ripples if there is wind blowing across it. A smooth lake means that it is a windless day.

m Tell students that they will draw conclusions as they read the text.

listening Comprehension

m Introduce the text, and remind students that it is informational. Remind them that you will use the TIGRRS process as you read.

m Remind students of the topic, intent of the author, and the graphic organizer.

m Tell students that you will start reading the text and applying the skill. Tell them that you will also record the important ideas on the graphic organizer.

m Read pages 4–9 of Animal Defenses aloud. Use Team Huddle to have students draw a conclusion about birds after reading about the citrus swallowtail caterpillar. Remind students to support their answer with details from the text. Use Random Reporter to have students share their conclusion.

What conclusion can you draw about birds after reading about the citrus swallowtail caterpillar? Think about the question, and then discuss it with your team. Wait for students’ responses. Very good. Birds are afraid of snakes. The citrus swallowtail caterpillar makes itself look like a snake to scare birds away. Birds stay away from the caterpillars when they do this because birds are afraid of snakes.

m Identify the important ideas from the text, and add them to the idea tree.

Preview Team Talk

m Preview the Team Talk questions with the class. Point out that the answer to the Write-On question, #3, must be written individually, after students discuss it in their teams.

m Ask students to underline key words or phrases in the Write-On question, or model this if necessary. Ask questions to guide students’ reflection as they determine the meaning of the question.

m Ask students to tell what key words or phrases they underlined and to state the question in their own words.



Team Talk1. Why does the viceroy butterfly need to look like the monarch butterfly? |CE|

a. so predators think the viceroy is poisonous

b. so the viceroy blends in with flowers

c. so the viceroy is prettier

d. so the viceroy can blend in

2. How are an ant and a spider different? |CC|

3. What conclusion can you draw about why the hoverfly also buzzes a warning when threatened? Support your answer with details from the text. (Write-On) |DC|

4. What is a unique defense of the hero shrew? |CL|

a. poisonous fur and claws

b. a hinge on its shell

c. an unusually strong backbone

d. spines with barbs on the end

m Randomly assign team leaders.

TEAMWORKTiming Goal: 45 minutes

Partner Reading

m Explain, or review if necessary, the Partner Reading routines for strategy use with sticky notes and TIGRRS before having students read and restate:

pages 10–23 aloud with partners.

m If some partners finish reading and filling out their graphic organizers ahead of their teammates, have them begin looking over the Team Talk questions.

Team Discussion

m Ensure that students discuss the Team Talk questions thoroughly before having students individually write answers to the Write-On question. Have students revise their answers after discussion if necessary.

m Explain, or have team leaders review if necessary, how to use role cards during Team Discussion.

m Remind students that they will need to prepare each team member to discuss the team’s strategy use, Write-On discussion, and Think-and-Connect discussion to earn team celebration points during Class Discussion.




Team Talk1. Why does the viceroy butterfly need to look like the monarch butterfly? |CE|

a. so predators think the viceroy is poisonous

b. so the viceroy blends in with flowers

c. so the viceroy is prettier

d. so the viceroy can blend in

2. How are an ant and a spider different? |CC|

100 points = An ant is different from a spider because it has only six legs and antennae. A spider has eight legs and no antennae. Birds and lizards eat spiders, but they leave ants alone. 90 points = An ant has six legs and antennae, whereas a spider has eight legs and no antennae. 80 points = Ants have six legs and antennae, while a spider has eight legs.

3. What conclusion can you draw about why the hoverfly also buzzes a warning when threatened? Support your answer with details from the text. (Write-On) |DC|

100 points = I can draw the conclusion that the hoverfly also buzzes a warning when threatened because it needs to act like the honeybee. It is better for the hoverfly to be exactly like a honeybee, or an attacker might not believe it really is a honeybee. Acting exactly like a honeybee protects it from attackers because honeybees are known to sting. 90 points = I can draw the conclusion that the hoverfly also buzzes a warning because an attacker might not believe that it’s a honeybee if it doesn’t act exactly like one. 80 points = Needs to act exactly like a honeybee to be safe.

4. What is a unique defense of the hero shrew? |CL|

a. poisonous fur and claws

b. a hinge on its shell

c. an unusually strong backbone

d. spines with barbs on the end

m If some teams finish ahead of others, have them work on their graphic organizers.

m Award team celebration points for good discussions that demonstrate effective teamwork and that use this lesson’s team cooperation goal.

Class Discussion

m Ensure participation by calling on teams to share responses to all discussions.

m Remember to add individual scores to the teacher cycle record form.

Strategy-Use Discussion

– Use Random Reporter to select two or three students to describe their team’s strategy use with the class.

– Award team celebration points.



Think-and-Connect Discussion

– Use the Team Talk questions, the Team Talk Extenders, and other appropriate questions (examples below) to ask students if they understood and enjoyed the reading and to reinforce understanding of the skill.

– Allow students time to discuss your questions.

– Use Random Reporter to select students to respond to your questions.

Team Talk Extenders

Which animal defense have you found the most interesting so far? Explain why you find it interesting.

Can you think of any animals that mimic another? What are they, and why do they mimic the animal they do?


Write-On Discussion

– Use Random Reporter to ask one or two students to read their written answers to the skill question to the class. If desired, display student answers on the board.


– Construct a class answer, and display it on the board. Refer to the sample answers given in the Team Talk box. Discuss with students what makes the class answer a good, complete answer or how to improve it.

FLUENCY IN FIVETiming Goal: 5 minutes

m Explain to students that when they read correctly, smoothly, and with expression, it shows that they understand what they are reading.

m Tell students to look at the Fluency rubric as you model fluent reading.

m Explain and model reading fluently. Read a passage from the student text. Then reread it, first incorrectly, then choppily, and finally without expression to show a lack of fluency skills.

Page 6

m Ask students to use the Fluency rubric as they practice giving you feedback.



m Explain that students will practice reading fluently with partners on days 2 through 4.

m Tell students that they will receive an informal fluency score. Tell them they may read aloud to you for their score when they feel ready on days 2 through 4.

Team Celebration Points

Total any tallies on the team score sheets, and add points to the Team Celebration Points poster. Guide team reflection about the points they earned.

– How many points did you earn today?

– How well did you use the team cooperation goal and behavior?

– How can you earn more points?



D ay 2



m Remind students of this lesson’s team cooperation goal. Point out the related behavior on the team score sheet.


Set the Stage

m Display and have students complete the Two-Minute Edit to start the class.

m Use Random Reporter to check corrections.

m Remind students of the text, author, and reading objective.

m Point out the strategy target printed on the team score sheet.

Vocabulary



m Have the teams review the vocabulary words. Ask them to use the vocabulary words in new meaningful sentences, if possible, rather than reading the sentences provided.

m Use Random Reporter to check the review.

m Open the Vocabulary Vault, and celebrate students’ words. Have each team record their Vocabulary Vault words on the team score sheet.


Strategic Review

m Ask teammates to summarize the ideas recorded on their graphic organizers from the passage they read/reread the previous day. Use Random Reporter to have students share these items with the class.

m If appropriate, have students survey the section of text that they will read today and predict the topic of this section. Model this if necessary. Use Random Reporter to share the predictions with the class.



m Ask students if they can think of a good question to ask about the text at this point in their reading. Allow volunteers to pose their questions to the class. Model these questions if necessary; an example follows.

Why is it beneficial for the viceroy butterfly to mimic the monarch butterfly?


m Review the topic and the author’s intent with students.

m Remind them of the graphic organizer you are using to help you remember the text.

m Review the important ideas from yesterday’s reading.

Yesterday we read about how the citrus swallowtail caterpillar mimics a snake to stay safe. We learned that many animals are afraid of snakes. Some snakes are poisonous and fast, so many animals stay away from them. We read that the citrus swallowtail caterpillar scares birds away by acting like a snake.

m Tell students that you will continue to record important ideas on the graphic organizer.

m Read pages 24–27 of Animal Defenses aloud. Use Team Huddle to have students draw a conclusion about animals that are both colorful and poisonous. Remind students to support their answer with details from the text. Use Random Reporter to have students share their conclusion.

What conclusion can you draw about animals that are both colorful and poisonous? Think about the question, and then discuss it with your team. Wait for students’ responses. That’s right. These animals want to be left alone. They do not want to be eaten. They want animals to see their bright colors and leave them alone.

m Identify the important ideas from the text, and add them to the organizer.

Preview Team Talk




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Team Talk1. What is the main idea of the section titled “Playing Tricks”? |MI|

a. Animals use colors to keep predators away.

b. Animals use mimicry to keep predators away.

c. Animals use symbiosis to keep predators away.

d. Animals trick predators to get away from them.

2. How does the hairstreak butterfly solve the problem of birds attacking its head? |PS|

3. Why shouldn’t you grab a leopard gecko’s tail if you are trying to catch it? |CE|

a. Their tails are poisonous.

b. Their tails are razor sharp.

c. Their tails fall off their body.

d. Their tails spray a stinky odor.

4. What conclusion can you draw about why attackers eat only freshly killed prey? Support your answer with details from the text. (Write-On) |DC|


Partner Reading

m Explain, or review if necessary, the Partner Reading routines for strategy use with sticky notes and TIGRRS before having students read and restate:


m If some partners finish reading and filling out their graphic organizers ahead of their teammates, have them take turns rereading the pages designated for Fluency in Five.

Team Discussion







Team Talk1. What is the main idea of the section titled “Playing Tricks”? |MI|

a. Animals use colors to keep predators away.

b. Animals use mimicry to keep predators away.

c. Animals use symbiosis to keep predators away.

d. Animals trick predators to get away from them.

2. How does the hairstreak butterfly solve the problem of birds attacking its head? |PS|

100 points = The hairstreak butterfly keeps birds from attacking its head by making its head hard to find. The hairstreak has long fake antennae on the back of its wings to trick birds into attacking them. The hairstreak can get away as the bird attacks the wrong part of its body. 90 points = The hairstreak butterfly keeps birds from attacking its head by making its head hard to find. The hairstreak can get away when birds attack the wrong part of its body. 80 points = Its head is hard to find on its body.

3. Why shouldn’t you grab a leopard gecko’s tail if you are trying to catch it? |CE|

a. Their tails are poisonous.

b. Their tails are razor sharp.

c. Their tails fall off their body.

d. Their tails spray a stinky odor.

4. What conclusion can you draw about why attackers eat only freshly killed prey? Support your answer with details from the text. (Write-On) |DC|

100 points = I can draw the conclusion that attackers eat only freshly killed prey because they could get sick from an animal that has been dead for a long time. Animals won’t eat something that smells rotten and has been dead for a long time. 90 points = I can draw the conclusion that attackers eat only freshly killed prey because they could get sick from an animal that has been dead for a long time. They stay away from dead animals. 80 points = They could get sick from animals that have been dead for too long.





Class Discussion








Team Talk Extenders

Animals like to play tricks on their attackers. Has anyone ever played a trick on you? Explain how they tricked you.

Which do you think would be more effective for protection: symbiosis or playing tricks? Explain why you think so.


Write-On Discussion

– Use Random Reporter to ask one or two students to read their written answers to the class. If desired, display student answers on the board.




m Explain, or have team leaders review if necessary, the routine and rubric for fluency.

m Tell students the page numbers and the paragraphs of the fluency passage. Write or display these on the board.



Pages 30 and 31 (paragraph 1)

m Remind students that partners should use the rubric to provide feedback during fluency practice. Model this with a student if necessary.

m Tell the reading students when they should begin reading, and then time them for one minute. Have the listening students identify where the readers stopped, how many words they missed, and if they met their reading goal. Also have partners share their feedback using the Fluency rubric. Have partners switch roles, and repeat the process.

m Assign individual fluency goals as needed, monitor practice, and assign scores.

m Select two or three students to read the fluency section that they practiced for a score.

m Award team celebration points. Remember to add individual scores to the teacher cycle record form.

WORD POWERTiming Goal: 10 minutes

m Display the Word Treasure clue (two shells that look the same). Use Think‑Pair‑Share to have students identify the treasure (skill). Randomly select a few students to share.

m Reveal the Word Treasure (skill).

Word Treasure

Synonyms are words that mean the same, or almost the same, thing.

If you’re having trouble understanding a word meaning, look for a synonym with a similar meaning and make connections between the words.


tps

Blackline master provided.



m Write the word “nap” on the board, and use Team Huddle to have students give a synonym. Use Random Reporter to select students to share. The words sleep, doze, etc.

m If desired, write the word “nap” on one shell and “sleep” on the other shell.

nap sleep

m Point out that knowing synonyms helps you improve your understanding of words.

m Tell students that they will practice knowing the meanings of the vocabulary words and the Word Power skill in preparation for the test.

m Explain, or have the team leaders review as necessary, the Word Power activity before having students begin.

Skill PracticeWrite a synonym for each word below.

1. sack bag, pouch

2. rage anger, violence

3. shower rain, storm

4. scamper run, dash

Building Meaning

camouflage harmless threatened venomous

vibrations naturally approaches startled

5. Choose a word from the vocabulary list, and write a meaningful sentence for that word.

100 points = The sentence uses the word correctly and includes details to create a mind movie. 90 points = The sentence uses the word correctly and includes one detail. 80 points = The sentence uses the word correctly.

6. Choose the word that best fits in the blank.

Although a horseshoe crab looks big and strange, it is really harmless.

th

Student Edition, pages 2 and 3



m Use Random Reporter to check responses on the skill-practice items.


m Use Random Reporter to share meaningful sentences. Discuss how students can improve sentences to make them more meaningful. Demonstrate with an example if necessary.



m Use Random Reporter to check responses on the remaining item for building meaning.


m Remind students to look for their vocabulary words outside of reading class so they can add them to the Vocabulary Vault tomorrow.








D ay 3





Set the Stage






Vocabulary







Strategic Review


m If appropriate, have students survey the section of text that they will reread today and predict that ideas will become more clear. Model this if necessary. Use Random Reporter to share the predictions with the class.




How does the hairstreak butterfly use trickery to protect itself?




m Review the important ideas from yesterday’s reading.

Yesterday we read about how bright colors are a sign of a poisonous animal. We learned that many animals stay away from other brightly colored animals because they know they are poisonous. We also learned that bright colors can be seen from a far distance, so attackers will stay away from the brightly colored poisonous animals.

m Tell students that as you reread you will look for details about the important ideas and add them to the graphic organizer. Tell students that you will also add any important information you missed the first time you read.

m Reread pages 4–9 of Animal Defenses aloud. Use Team Huddle to have students draw a conclusion about why the African cut-throat finch imitates a snake. Remind students to support their answer with details from the text. Use Random Reporter to have students share their conclusion.

What conclusion can you draw about why the African cut‑throat finch imitates a snake? Think about the question and then discuss it with your team. Wait for students’ responses. Yes. The African cut‑throat finch imitates a snake because many animals are afraid of snakes. Some snakes are poisonous, and others are constrictors. However they are all very dangerous animals. Other animals know to stay away from snakes. The African cut‑throat finch hisses and wriggles its body to look like a dangerous snake to other animals.

m On your idea tree, record supporting details for the main ideas you found on day 1. Also add any main ideas you missed the first time you read.

Preview Team Talk




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Team Talk1. How is the decorator crab’s form of protection important for it? |DC|

a. It tastes extremely bad when attackers eat it.

b. It helps the crab swim away from attackers faster.

c. It can change it whenever it moves somewhere else.

d. It is impossible to see it when out of water.

2. What conclusion can you draw about why prairie dogs have more than one hole for their burrows? Support your answer with details from the text. (Write-On) |DC|

3. How do beavers build a secure home?

a. They use extremely hard wood.

b. They build their doors underwater.

c. They use a maze of pathways and rooms.

d. They build thick outer walls.

4. Use the picture to describe how the king snake is different from the coral snake. |TF • CC|


Partner Reading

m Explain, or review if necessary, the Partner Reading routines for strategy use with sticky notes and TIGRRS before having students reread and restate:



Team Discussion








Team Talk1. How is the decorator crab’s form of protection important for it? |DC|

a. It tastes extremely bad when attackers eat it.

b. It helps the crab swim away from attackers faster.

c. It can change it whenever it moves somewhere else.

d. It is impossible to see it when out of water.

2. What conclusion can you draw about why prairie dogs have more than one hole for their burrows? Support your answer with details from the text. (Write-On) |DC|

100 points = I can draw the conclusion that prairie dogs have more than one hole for their burrows to make certain that they always have a way into or out of their burrows. If one hole is blocked, prairie dogs can get in or out of their burrows through another hole. The multiple holes are a back‑up plan in case one or two holes are blocked. 90 points = I can draw the conclusion that prairie dogs have more than one hole for their burrows to make certain that they always have a way into or out of their burrows. It is a back‑up plan. 80 points = They want to make certain they have more than one way to get in or out of their burrows.

3. How do beavers build a secure home?

a. They use extremely hard wood.

b. They build their doors underwater.

c. They use a maze of pathways and rooms.

d. They build thick outer walls.

4. Use the picture to describe how the king snake is different from the coral snake. |TF • CC|

100 points = The color pattern of the king snake is different from the coral snake. The king snake has a pattern of red, black, yellow while the coral snake has a pattern of red, yellow, black. The king snake’s head is red, whereas the coral snake’s head is black. 90 points = The color pattern of the king snake is different from the coral snake. The king snake’s pattern is red, black, yellow, while the coral snake’s pattern is red, yellow, black. 80 points = The color patterns are different.





Class Discussion








Team Talk Extenders

How does the three-toed sloth’s lack of movement work to its advantage?

Can you think of another way the Cape penduline tit could protect its nest? Explain.


Write-On Discussion

– Use Random Reporter to ask one or two students to read their written answers to the class. If desired, display student answers on the board.





m Tell students the page numbers and the paragraphs of the fluency passage. Write these on the board.

Pages 30 and 31 (paragraph 1) or 10 and 11 (paragraph 1)Student Edition, page 1









m Remind students of the Word Power skill (synonyms) and, if necessary, the Word Treasure clue that Captain Read More uses (two shells that are alike).

m Have students look at the vocabulary list. Refer to the words venomous and startled. Use Think‑Pair‑Share to have students suggest synonyms for these words. Randomly select a few students to share. Venomous = poisonous, toxic; startled = surprised, shocked.

m Remind students that many words have multiple synonyms to give shades of meaning.

m Have students review the example sentences for these words on the vocabulary chart.


m Explain, or have the team leaders review, as necessary, the Word Power activity before having students begin.

tps



Teacher’s Note: Accept reasonable responses for skill practice and test answers; most words have more than two synonyms.


1. screech squeal, scream

2. shove push, press

3. retreat withdraw

4. salute greet, welcome

Building Meaning



5. Choose a word from the vocabulary list, and write a meaningful sentence for that word, or revise your sentence from yesterday.


6. When a big truck drives by, I can feel the vibrations it makes in my house. Vibrations means—

a. smoothness.

b. peace.

c. shaking.

d. noises.










D ay 4





Set the Stage






Vocabulary







Strategic Review


m If appropriate, have students survey the section of text that they will reread today and predict that ideas will become more clear. Model this if necessary. Use Random Reporter to share the predictions with the class.




How can you tell a king snake from a coral snake?




m Review the information that you added to your graphic organizer during yesterday’s reading.

Yesterday we read about animals that try to look dangerous to predators, like the citrus swallowtail caterpillar. We learned that it acts like a snake to scare away hungry birds. We also learned that the blue‑tongued skink scares predators away by hissing and sticking its big blue tongue out.

m Tell students that as you reread you will look for details about the important ideas and add them to the graphic organizer. Tell students that you will also add any important information you missed the first time you read.

m Reread pages 24–27 of Animal Defenses aloud. Use Team Huddle to have students draw a conclusion about why skunks stamp their feet and raise their tails before they spray. Remind students to support their answer with details from the text. Use Random Reporter to have students share their conclusion.

What conclusion can you draw about why skunks stamp their feet and raise their tails before they spray? Think about the question, and then discuss it with your team. Wait for students’ responses. Good. Skunks want to keep predators away. The farther away a predator is, the safer it is for skunks. They use their color to keep a predator away and then use intimidating actions if it continues to get close. They don’t want a predator to get so close that they have to spray it.

m On your idea tree, record supporting details for the main ideas you found on day 2. Also add any main ideas you missed the first time you read.

Preview Team Talk




th



m Point out that question #4 asks them to summarize the text using their graphic organizers. Tell them that this will complete the TIGRRS process.

Team Talk1. Which of the following is a supporting detail for the main idea on

pages 28–33? |MI|

a. The leopard gecko has a tail that breaks off when grabbed.

b. The king snake has a color pattern similar to the coral snake.

c. A baboon’s eyesight is paired with an antelope’s hearing and smell.

d. A skunk uses its bright colors to keep predators away at night.

2. What conclusion can you draw about why a fox will run among other animals like cattle, pigs, and deer? Support your answer with details from the text. (Write-On) |DC|

3. The pronghorn antelope uses the hairs on its rump to— |CE|

a. distract attackers as it is chased.

b. reflect sunlight and warn other antelope.

c. reflect sunlight and blind their attackers.

d. distract their attackers from other antelope.

4. Summarize the text using your idea tree. |SU|


Partner Reading

m Explain, or review if necessary, the Partner Reading routines for strategy use with sticky notes and TIGRRS before having students reread and restate:



Team Discussion







Team Talk1. Which of the following is a supporting detail for the main idea on

pages 28–33? |MI|

a. The leopard gecko has a tail that breaks off when grabbed.

b. The king snake has a color pattern similar to the coral snake.

c. A baboon’s eyesight is paired with an antelope’s hearing and smell.

d. A skunk uses its bright colors to keep predators away at night.

2. What conclusion can you draw about why a fox will run among other animals like cattle, pigs, and deer? Support your answer with details from the text. (Write-On) |DC|

100 points = I can draw the conclusion that a fox will run among other animals to hide its scent. An attacker will try to follow the fox, but it won’t be able to smell the fox’s scent around the other animals’ scents. The attacker might also decide to chase another animal and forget about the fox. 90 points = I can draw the conclusion that a fox will run among other animals to hide its scent. Its attacker won’t be able to smell the fox’s scent from the other animals’ scents. 80 points = The fox wants to hide its scent.

3. The pronghorn antelope uses the hairs on its rump to— |CE|

a. distract attackers as it is chased.

b. reflect sunlight and warn other antelope.

c. reflect sunlight and blind their attackers.

d. distract their attackers from other antelope.

4. Summarize the text using your idea tree. |SU|

100 points = Animals use many ways to protect themselves from predators. They put on a show when in danger. They also blend in with their surroundings and copy other poisonous animals. Many animals also use bright colors to keep predators away. Some animals even work together to protect themselves from danger. 90 points = Animals use many ways to protect themselves from predators. They put on a show where they act like other animals. They also blend in with their surroundings and copy other poisonous animals. 80 points = Animals use many ways to protect themselves from predators.





Class Discussion








Team Talk Extenders

What else can a pronghorn use to lose an attacker? Explain why it is an effective defense.

Can you think of any other animals that work together to stay safe? What are they, and how do they help each other?


– Allow students time to discuss their summaries.

– Use Random Reporter to select students to share their summaries.

Write-On Discussion








m Tell students the page numbers and the paragraphs of the fluency passage. Write these on the board.

Pages 30 and 31 (paragraph 1), 10 and 11 (paragraph 1), or 34 and 35 (paragraph 1)







m Remind students of the Word Power skill (synonyms).

m Remind students that many words have multiple synonyms to give shades of meaning.

Word Power Challenge

sheriff

score


Preparation: Display the Word Power Challenge.



m Direct students’ attention to the Word Power Challenge. Use Team Huddle to have students suggest synonyms for these words. Use Random Reporter to select students to share responses. Sheriff = lawman, policeman; score = gain, win




1. savage cruel, brutal

2. shiver shudder, shake

3. royal regal, kingly

4. scramble struggle, climb

Building Meaning



5. Choose a word from the vocabulary list, and write a meaningful sentence for that word, or revise your sentence from yesterday.



Some lizards can change colors to camouflage themselves.







th




D ay 5





Set the Stage

m Tell students that their reading test today includes comprehension questions and Word Power items.

m Remind students that their scores on this test will contribute to their team scores.

m Introduce the text students will read for their test. Relate it to their cycle text by telling what it is about, but do not give additional information or details.

Today you will read about the North American river otter. You will draw a conclusion about otters and their dens using information from the passage and background knowledge.

Vocabulary

m Remind students that the meanings of the vocabulary words and the Word Power skill will be assessed on their written test.

m Have the teams review the vocabulary words. Remind them to use the vocabulary words in new meaningful sentences.

Prepare Students for the Test

m Distribute the test, and preview it with students without providing information about the answers. Point out that question #3 asks about drawing conclusions.

m Ask students to underline key words or phrases in question #3.

m Make sure that students understand that the test is independent work and that they should continue to use their strategies with sticky notes as they read without their partners’ assistance.

m Tell students to add any relevant ideas from this reading to their graphic organizers and to do so without assistance.

m Remind students that they have 35 minutes for the test.



TESTTiming Goal: 35 minutes

m Allow students to begin.

m Help students monitor their timing by indicating once or twice how much time remains.

m When students are finished, collect pencils or pens, but have students retain the test and graphic organizers.


Team Discussion

m Modify the procedures for Team Discussion to have students discuss independent strategy use and answers to the test.

m Remind students that they will need to prepare each team member to discuss the team’s strategy use during Class Discussion.

m Pass out a colored pen (e.g., red or green ink) to each student.

m Point to the skill question. Ask students to specifically discuss the skill question.

m Ask students to state the question in their own words and tell what key words or phrases they underlined.

m Have students read their answers to the question. Ask the teams to think about what they like about their answers and what they wish they had said differently. Tell them to use their colored pens to add comments to their answers.

m Circulate during Team Discussion, and listen to discussions about test answers.

m Use Random Reporter to have students share additions they made to the targeted skill question.


m Have students share the information that they put on their graphic organizers.

Teacher procedures for Teamwork var y with

strategy instruction.



Class Discussion

m Ask the class to share the comments that they wrote on their test answers. Ask them why these comments made their answers better or more complete.

m Collect the test answers.

m Use Random Reporter to have students discuss their strategy use.


m Use Random Reporter to review and celebrate the team discussions, including new information added to test answers and graphic organizers.











TEST

Test PassageRead the test passage, and complete a graphic organizer. Then reread the passage, and add more ideas to your organizer.

The North American river otter is at home on land or in the water. Otters are quick on land and in the water. They use their tails as propellers to help them swim. They also flex their long bodies and use their webbed feet to move and steer in the water. They are able to swim underwater for up to eight minutes. Otters are able to close their noses and ears when diving under the water.

River otters eat fish. They also eat turtles and crayfish when they can find them. Otters usually hunt at night. They are found in cold and warm water. They build dens along river banks. Their dens have underwater entrances and tunnels. Otters use their underwater entrances as protection from predators. Otters are able to swim better than most animals. They can escape predators by swimming into their homes.

Otters are much more open to predators when they are on land. Young otters are often killed by animals like the bobcat, coyote, fox, wolf, and alligator. Otters are also at risk to effects of pollution. Otters are made to move from their homes as humans build on waterways. They move from the safety of their homes and are killed by predators.

Sources: http://animaldiversity.ummz.umich.edu/site/accounts/information/Lontra_canadensis.html

http://animals.nationalgeographic.com/animals/mammals/american-river-otter

www.chattoogariver.org/index.php?quart=Sp2004&req=otter

Comprehension QuestionsUse your graphic organizer to answer the following questions. The score for comprehension questions equals 90 points. The graphic organizer is worth 10 points. The total possible score equals 100 points.

1. What is the topic of this text? How do you know? |MI|

20 points = The topic of this text is the North American river otter. I know because the author describes what the otters look like and where they live. The author also includes information about their enemies. The passage has a lot of facts about the otter. 15 points = The topic of this text is the North American river otter. I know because the author describes where otters live and their enemies. There are a lot of facts about otters. 10 points = The topic is the river otter because there are a lot of facts about them.

20 points



2. What is the intent of the author? |AP|

a. to show that otters are beneficial to farmers

b. to tell entertaining stories about playful otters

c. to persuade the reader to help the otters’ environment

d. to inform about otters and their environment

How do you know?

20 points = I know the author intends to inform because there is information about otters and their environment. The author describes an otter’s environment and the way otters live in that environment. The passage contains many facts that help me learn about otters. 15 points = I know the author intends to inform because there is information about otters and their environment. The passage has many facts for the reader to learn about otters. 10 points = There are many facts about otters in the passage.

3. What conclusion can you draw about otters and their dens? Support your answer with details from the passage. |DC|

20 points = I can draw the conclusion that otters have underwater entrances to their dens because it is a form of protection from their enemies. The text tells me that an otter’s enemies include foxes and bobcats. I know that foxes and bobcats are not good swimmers. I know that foxes and bobcats would have a lot of trouble getting into an otter’s den through the water. An underwater entrance is a form of protection against an otter’s enemies. 15 points = I can draw the conclusion that otters have underwater entrances to their dens because it is a form of protection from their enemies. The text tells me that foxes and bobcats are an otter’s enemies. They are probably not good swimmers. 10 points = Underwater entrances are a form of protection against an otter’s enemies. Foxes and bobcats are probably not good swimmers.

4. Summarize the text using information from your graphic organizer. |SU|

20 points = Otters can live on land and in water. Otters build dens along the river with an underwater entrance for protection. An underwater entrance is hard for other animals like foxes and bobcats to get into because they can’t swim as well as otters. Otters are often forced to move their homes due to human actions near rivers. 15 points = Otters live on land and in water. Otters build dens along the water with an underwater entrance for protection. Otters are often forced to move their homes due to human actions near rivers. 10 points = Otters live on both land and in water. They build a den with an underwater entrance for protection.

30 points

20 points

20 points



Word PowerNumber your paper from 1 to 12. Write your answers next to the matching numbers on your paper. The total possible score for Word Power questions equals 100 points.

Skill Questions

Write a synonym for each word below.

1. shift move, change

2. scenery view, landscape

3. rumble boom, roar

4. settler colonist, pioneer

Building Meaning



5. Write a meaningful sentence for the word approaches.

10 points = When a car approaches a stop sign, it should come to a complete stop before moving across the intersection. 5 points = When a car approaches a stop sign, it should make a complete stop. 1 point = When a car approaches a stop sign, it should stop.

6. I was startled by the sudden, loud noise.

7. Butterflies are harmless, and they can’t hurt you. Harmless means—

a. very dangerous.

b. not dangerous.

c. very noisy.

d. not helpful.

8. Some snakes are venomous and inject poison to kill their prey.

9. The small mockingbird threatened the larger hawk to keep it away from the mockingbird’s nest. Threatened means—

a. invited.

b. attacked.

c. lost.

d. helped.

5 points

5 points

5 points

5 points

10 points

10 points

10 points

10 points

10 points



10. Because the leaves are naturally green, the plant can make its own food.

11. The moth’s camouflage made it look like bird droppings.

12. The 4-D movie theater had the seats set up so you could feel the vibrations when the train in the movie went by. Vibrations means—

a. shaking.

b. smoothness.

c. peace.

d. noises.

10 points

10 points

10 points



D ay 6


Set the Stage

m Introduce the writing goal.

Today you will write a short essay describing a feature that you would like your body to have to defend yourself. In Animal Defenses: How Animals Protect Themselves, you read about a lot of animals and the different ways they protect themselves from predators. Some animals use camouflage, poison, protective armor, and mimicry to stay safe. You will write an essay about one of these types of defenses or a new one that you imagine. You will share your essays with your classmates.




Build Background

m Introduce the activity, writing a descriptive essay, by telling students that details and descriptive words help their readers make mind movies.

When you write a descriptive essay, you want your readers to be able to make a mind movie about what you are describing. You want your readers to have a clear picture in their heads of what something looks like or what is happening.

m Display the following two passages. Cover example 2 with a sheet of paper. Read example 1 aloud to students.



example 1

A platypus is an animal that looks like a combination of a duck, an otter, and a beaver.

example 2

A platypus is an animal that looks like a combination of a duck, an otter, and a beaver. The platypus is a small animal about the size of a large cat or groundhog. Many people believe it resembles a duck because of the duck-like bill on its face. This bill is actually just the platypus’s snout, and helps it sense food lying on the river bottom. The body of the platypus is similar to that of an otter. The platypus has short, thick fur that traps air bubbles. This keeps the animal warm in cold river water. Its feet are clawed and webbed, much like an otter’s feet. The tail of the platypus stores fat and is broad and flat, like that of a beaver. The platypus uses its tail to swim and navigate rivers.

m Ask students whether they have ever seen a platypus. Use Think‑Pair‑Share to have students discuss whether this description helped them understand what a platypus looks like, or if it would help someone who has never seen a platypus. Randomly select a few students to share. No. It tells what animals a platypus looks like, but it doesn’t tell why it looks like them or how it looks like them.

m Display example 2. Read the passage aloud to students.

m Use Think‑Pair‑Share to have students discuss how this example uses details to help them make a mind movie. Randomly select a few students to share. The example tells what body parts of the platypus look like the body parts of other animals. I can see in my mind how a platypus looks like a duck, an otter, and a beaver at the same time.

m Point out to students that the passages compare features of the platypus to those of other animals. Explain that many people have never seen a platypus, but most people have seen ducks, otters, and beavers, either in pictures or in real life.

m Tell students that they will need to use details, adjectives, and comparisons to write descriptive essays about a feature they would like their bodies to have to defend themselves.


tps



ADVENTURES IN WRITINGTiming Goal: 65 minutes

Planning

m Introduce the activity.

Remember that today you will write a short essay that describes a feature you would like your body to have for self‑defense.

m Introduce the prompt and scoring guide. Use Think‑Pair‑Share to have students clarify the prompt by identifying the topic, audience, purpose, and format.

Writing PromptWrite a short essay describing a particular body feature that you would like to have for self-defense. Many animals have special features for self-defense, such as camouflage, protective armor, or an ability to run over water. Begin your essay with a topic sentence that describes the new body feature you would like to have. Explain at least three ways that your new body feature would help you avoid danger. Write each of these explanations in its own paragraph. Use descriptive words to help the reader make a mind movie about what you are describing. End your essay with a closing sentence that restates the main idea. Your essay will be collected along with your classmates’ work for a book of descriptive essays.

Scoring Guideyou wrote a short, descriptive essay telling about a new body feature you would like to have for self-defense.

15 points

your essay begins with a topic sentence that describes the new body feature.

10 points

your essay has three paragraphs, each explaining one way that the body feature helps you avoid danger.

20 points each (60 points maximum)

you use descriptive details that help readers make a mind movie.

10 points

your essay ends with a closing sentence that restates the main idea.

5 points

m Remind students of the importance of planning their writing before they actually begin to write. Introduce the graphic organizer—the type of organizer and how it is used.

tps




Before we begin writing, it’s very important that we plan what we are going to write. That way, our thoughts and ideas will be organized when we write them down. The best way to plan for writing is to use a graphic organizer. Today we will use a web. This will help us make sure that we include all our ideas for our descriptive essays.

m Demonstrate how to draw the graphic organizer, modeling to the extent necessary.

m Use Think‑Pair‑Share to have students discuss what they will include in their writing. Randomly select a few students to share. Then have students draw their organizers and fill them in with these ideas.

m Monitor students as they complete their plans. Give specific feedback to reinforce good planning, and assist students as needed.

m Ask one or two students who have examples of good planning to share their ideas with the class.

Sample Graphic Organizer

jump over enemies

wade through deep water

run really fast

leap into trees

jump really high

very long legs

run from predators

Drafting

m Tell students that they will use their plans to write a first draft.

m Explain how students will use the ideas in their graphic organizers to write their drafts. Remind them to include all of their ideas, writing in sentences and skipping lines to make room for revisions. Also, suggest that they include new thoughts as they occur.

m While they have their plans in front of them, have students review their ideas with partners and begin to write.

m Remind students to periodically check their writing against the prompt and scoring guide to make sure they are meeting the goal for the activity.

m Monitor students as they begin working. Give specific feedback to reinforce good drafting, and assist students as needed.



m As students complete their drafts, have them read their writing aloud to a partner to see that it includes the intended ideas and makes sense.

m Ask one or two students to share their first drafts with the class to celebrate.

Sharing, Responding, and Revising

m Tell students that they will work with partners to improve their writing. They will share and respond to provide feedback for each other’s drafts.

m Using the chart in the student routines, explain and model, or review if necessary, how to share and respond with partners.

m Ask students to share and respond with their partners.

m Using the chart in the student routines, review how to make revisions.

m Tell students to make sure their partners clearly explain the main ideas and supporting details for each paragraph of the essay.

Your essays have a big main idea. That main idea is a body feature you would like to have for self‑defense. You also have subtopics, or the ways the body feature will help you. You should write each of these in its own paragraph, and each paragraph should clearly state that subtopic’s main idea. This will help your readers better understand what you wrote. As you share and respond to each other’s work, tell your partners where main ideas are not clearly explained.

m Display the following excerpt from an essay. Ask a volunteer to read the excerpt aloud to the class.

I could leap into tall trees if I had long legs. Trees are good places to hide because many animals cannot climb trees or are not tall enough to jump into them. With long enough legs, I could jump into a tree from a great distance and reach safety more quickly. They would also help me jump over dangerous animals. If a large animal charged at me, I would not have to turn around and run from it. I could easily hop over the enemy and run, leaving the predator confused.

m Ask students whether the first sentence of this passage is the main idea. Use Random Reporter to share responses. Possible responses: Yes. The passage talks about jumping into trees; No. The passage also talks about jumping over predators. The first sentence does not mention that.

m Point out to students that this passage does not begin with a topic sentence that makes the main idea of the paragraph clear.

m Use Think‑Pair‑Share to have students provide examples of how the author could begin the paragraph to make the main idea clear. Randomly select a few students to share. Possible responses: “Long legs would help me to jump very high to escape from my enemies.” “I could use my long legs to jump higher than my enemies could reach.”

m Tell students to point out where their partner’s essay does not clearly explain main ideas.




m Ask one or two students to share how they might revise their own work based on their partners’ feedback. Then tell the class to make changes as suggested to their own drafts. Monitor students as they work, giving specific feedback to reinforce and assist as needed.

editing

m Tell students that they will edit their work to get it ready for rewriting.

m Develop a checklist with students by asking them what kinds of errors they should look for when they edit. Add to, or modify, students’ suggestions with your own list of capitalization, punctuation, grammar, and spelling skills. If necessary, go over a few examples of each kind of error.

m If helpful, have students copy the checklist in their journals as a reference.

m Have students reread their first drafts, looking for the types of errors listed and correcting these on their drafts. If your students are familiar with proofreading marks, encourage students to use them.

m Ask students to read their partners’ drafts to check them against the editing list a second time. If they find additional errors, ask them to mark the errors on their partners’ papers.

m Have students share their edits with their partners.

Rewriting

m Tell students that they will rewrite their drafts to include their revisions and edits.

m Ask students to begin rewriting, and assist them as needed.

m When they are finished, have students read over their writing and then read it aloud to their partners as a final check.

m Celebrate by asking one or two volunteers to share their work with the class.

m Collect and score the completed writing activities.


Total any tallies on the team score sheets, and add points to the Team Celebration Points poster. Help students see their team celebration score by using the overlay.

– What is your team celebration score?



Targeted Treasure Hunt Teacher Edition

B l a c k l i n e m a s t e r / Animal Defenses: How Animals Protect Themselves

© 2014 Success for All Foundation


example 1

A platypus is an animal that looks like a

combination of a duck, an otter, and a beaver.

example 2

A platypus is an animal that looks like a

combination of a duck, an otter, and a beaver.

The platypus is a small animal about the size of

a large cat or groundhog. Many people believe it

resembles a duck because of the duck-like bill on its

face. This bill is actually just the platypus’s snout,

and helps it sense food lying on the river bottom.

The body of the platypus is similar to that of an

otter. The platypus has short, thick fur that traps air

bubbles. This keeps the animal warm in cold river

water. Its feet are clawed and webbed, much like an

otter’s feet. The tail of the platypus stores fat and

is broad and flat, like that of a beaver. The platypus

uses its tail to swim and navigate rivers.



I could leap into tall trees if I had long legs. Trees

are good places to hide because many animals

cannot climb trees or are not tall enough to jump

into them. With long enough legs, I could jump

into a tree from a great distance and reach safety

more quickly. They would also help me jump over

dangerous animals. If a large animal charged at me,

I would not have to turn around and run from it.

I could easily hop over the enemy and run, leaving

the predator confused.



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blen

d in Som

e an

imal

s hi

de w

hen

a pr

edat

or is

clo

se b

y, co

nt.

(pp.

10–1

5)

Toad

s pu

ff u

p an

d st

retc

h th

emse

lves

to lo

ok b

ig

and

scar

e pr

edat

ors.

Blue

-ton

gued

sk

inks

his

s an

d st

ick

out

huge

bl

ue t

ongu

es.

Citr

us s

wallo

wtai

l cat

erpi

llars

act

lik

e sn

akes

by

usin

g sp

ecia

l org

ans.

Som

e an

imal

s pu

t on

sho

ws

when

in d

ange

r. (p

p. 6

–9)

beav

ers:

onl

y en

tran

ce t

o ho

me

is u

nder

wate

r

Sna

kes

and

lizar

ds h

alf b

ury

them

selve

s in

san

d or

dirt

.

Som

e an

imal

s hi

de w

hen

a pr

edat

or is

clo

se b

y, co

nt.

(pp.

10–1

5)Ki

ng s

nake

s lo

ok li

ke

pois

onou

s co

ral s

nake

s.

Chuc

kwal

las

hide

in

rock

s an

d pu

ff u

p bo

dy

so c

an’t

be re

mov

ed

Hov

erfli

es lo

ok

like

hone

ybee

s.Vi

cero

y bu

tter

flies

look

lik

e m

onar

ch

butt

erfli

es.

Som

e an

imal

s co

py o

ther

s.

(pp.

16–1

9)

Ani

mal

Def

ense

s: H

ow A

nim

als

Prot

ect

Them

selve

s



Idea

Tre

e

Topi

c:

Titl

e:

Som

e an

imal

s us

e br

ight

co

lors

to

prot

ect

them

selve

s.

(pp.

24–

27)

pois

on-a

rrow

fr

ogs:

very

col

orfu

l, po

ison

ous

skin

One

frog

can

kill

fifty

peo

ple.

Som

e an

imal

s us

e br

ight

co

lors

to

prot

ect

them

selve

s,

cont

. (pp

. 24–

27)

skun

ks: b

lack

and

wh

ite,

spr

ay

Orie

ntal

fir

e-be

llied

toad

s:

brig

ht u

nder

side

, po

ison

ous

cinn

abar

mot

h ca

terp

illars

: yel

low

and

blac

k, po

ison

ous

term

ites

: hun

dred

s at

tack

ene

mie

sIm

pala

s an

d ba

boon

s ke

ep w

atch

tog

ethe

r, an

d ba

boon

s fig

ht.

Dolp

hins

att

ack

enem

ies

as a

gro

up.

Som

e an

imal

s wo

rk t

oget

her

for p

rote

ctio

n.

(pp.

28

–33)

gian

t cl

ams:

th

ick,

heav

y sh

ell

thre

e-ba

nded

ar

mad

illos

roll

into

bal

l pr

otec

ted

by

toug

h sk

in

Som

e an

imal

s ha

ve p

rote

ctive

ge

ar. (

pp. 2

0–2

3)

Sha

rks

and

rem

oras

: re

mor

as c

lean

sh

arks

, sha

rks

prot

ect

rem

oras

.

Her

mit

cra

bs a

nd s

ea

anem

ones

: cra

bs t

rans

port

; an

emon

es s

ting

ene

mie

s.

Som

e an

imal

s wo

rk t

oget

her

as p

rote

ctio

n, c

ont.

(p

p. 2

8–3

3)

Oxpe

cker

s an

d bu

ffal

o: b

irds

eat

inse

cts

off b

uffa

lo a

nd w

arn

them

of d

ange

r.

Luth

er’s

goby

an

d sh

rimp:

wa

rns

blin

d sh

rimp

of d

ange

r

Som

e an

imal

s wo

rk t

oget

her

for p

rote

ctio

n, c

ont.

(p

p. 2

8–3

3)

Ani

mal

Def

ense

s: H

ow A

nim

als

Prot

ect

Them

selve

s

Box

turt

les

can

hide

insi

de

thei

r she

lls.

porc

upin

es:

barb

ed q

uills

clow

n fis

h an

d an

emon

es:

clow

n fis

h liv

e in

an

emon

e, s

afe

from

poi

son,

en

emy

fish

aren

’t; c

lown

fish

cl

eans

ane

mon

e

A b

aboo

n’s

eyes

ight

is p

aire

d wi

th a

n an

telo

pe’s

hear

ing

and

smel

l.



Idea

Tre

e

Topi

c:

Titl

e:

Som

e an

imal

s pl

ay t

ricks

on

the

ir pr

edat

ors,

con

t.

(pp.

34–

37)

Killd

eer b

irds:

mot

hers

pre

tend

to

be in

jure

d to

lure

ene

mie

s aw

ay

from

bab

ies.

Leop

ard

geck

os

lose

the

ir ta

il.

Hog

nose

sna

kes

pret

end

to b

e de

ad.

Aus

tral

ian

suga

r-gl

ider

: fas

t,

glid

es t

hrou

gh t

rees

Red

fox:

hide

s sc

ent

with

tric

ks

as it

runs

.

Pron

ghor

n an

telo

pe: r

un fa

st

and

send

sig

nals

to

othe

rs

warn

ing

of n

earb

y da

nger

.

Som

e an

imal

s ar

e fa

st.

(pp.

38

and

39)

Hai

rstr

eak

butt

erfli

es

look

like

th

ey h

ave

two

head

s.

Opos

sum

s pl

ay d

ead

unti

l th

eir e

nem

ies

go a

way.

Cutt

lefis

h ch

ange

col

or

and

squi

rt in

k bl

obs.

Som

e an

imal

s pl

ay t

ricks

on

the

ir pr

edat

ors.

(p

p. 3

4–37

)

Ani

mal

Def

ense

s: H

ow A

nim

als

Prot

ect

Them

selve

s

C O M M O N C O R E S TAT E S TA N D A R D S / Animal Defenses: How Animals Protect Themselves


Common Core State StandardsThe following Common Core State Standards are addressed in this unit. Full program alignments can be found in the Reading Wings section of the SFAF Online Resources. Contact your SFAF coach for more information.

leVel 5 / Animal Defenses: How Animals Protect ThemselvesEnglish Language Arts Standards: Reading: Informational Text

Key Ideas and Details

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

English Language Arts Standards: Language

Vocabulary Acquisition and Use

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

English Language Arts Standards: Writing

Text Types and Purposes

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


Bears Bear Watching

f u n c t I o n a l t e x t ( 1 D Ay )

Bears Bear WatchingWritten by Jeffrey Allen

SummaryMany state and national parks have informational pamphlets about the wildlife that visitors might encounter in the parks. This pamphlet includes tips and warnings about black bears.

Instructional Objectives

Reading Word PowerText features (TF) Antonyms

Students will use text features to help them understand the text.

Students will use antonyms to improve their understanding of words.


Bears Bear Watching


Rate New Vocabulary Words

m Display the vocabulary words.

m Have students copy the words into their journals and rate their knowledge of each as they arrive for class.

Success Review and Keeping Score

m Hand out team score sheets and team certificates to each team.

m Point to the Team Celebration Points poster, and celebrate super teams from the previous lesson.

m Remind students how to earn team celebration points. Remind them that team celebration points help them to become super teams.

Teacher’s Note: For this lesson, have students set goals related to challenge scores, team celebration points, or team cooperation.

m Guide teams to set new goals for the cycle.

m Have one student from each team write the team improvement goal on the team score sheet. Note each team’s improvement goal on the teacher cycle record form.

m Explain the challenge scores using the rubrics on the team folders. Tell students that they will earn challenge scores in addition to team celebration points.


m Point out that this lesson’s team cooperation goal is explain your ideas/tell why, or choose one based on your class’s needs. Point out the related behavior on the team score sheet. Explain, or model, as necessary.


Set the Stage

m Introduce the text, author, and reading objective.

Today we will read Bears Bear Watching by Jeffrey Allen. As we read, we’ll look for and analyze text features. Good readers use text features to help them better understand the text.

m Point out the strategy target on the team score sheet.


Bears Bear Watching

m Point out that this text is functional writing, or have students explore the text to figure out that it is functional writing. Review how functional texts differ from other informational texts.

m Tell students that they will use the TIGRRS process as they read, or ask them what process they use when they read informational text. Review the steps of the TIGRRS process: topic, intent of author, graphic organizer, read, reread, summarize.

m Use a Think Aloud to model how to identify the topic for the first step of TIGRRS by paging through the text. Point to various text features, and note the text structure.

Let me think about the first step of TIGRRS. I know that the first step is to find the topic of the pamphlet. I know that I can look at the title and the first few pages to find clues that will help me find the topic of the text. I also know that the title is a good place to look for the topic. The title of the pamphlet is Bears Bear Watching. The title tells me that the pamphlet will be about being careful around bears. This is the topic of the pamphlet. I also see some warning signs in the pamphlet, so this is another indication of the topic of the pamphlet.

m Use the items below to build or activate background knowledge about the topic.

– Many people visit local, state, and national parks. People often get to see wildlife that live in these parks. Sometimes there are potentially dangerous animals and plants, so the parks put out information for visitors so they can avoid the dangers. For example, some plants are poisonous and should not be eaten. Parks often provide brochures to visitors about safety issues in the parks.

– Use Team Huddle and Random Reporter to have students review what they learned from Animal Defenses: How Animals Protect Themselves. Point out that human beings don’t have many special qualities for defense: we are not poisonous; our senses of sight, hearing, and smell are only moderate as compared with other animals; we can’t sting; and we are not camouflaged like many animals are. As humans, we have to use our brains to protect ourselves from dangerous animals. Tell students that they will learn how to protect themselves from black bears in today’s reading.

m Tell students the next step of TIGRRS. Use a Think Aloud to model how to identify the intent of the author.

I have identified the topic of Bears Bear Watching, so now I’ll think about the second step of TIGRRS. I know that the second step is to determine the author’s intent. I have to think about the topic of the text to figure out why the author wrote it. I should ask myself questions such as, “Does the author want to entertain me?” or “Does the author want to inform me about something?” After asking myself these questions, I think the author wants to inform me about being careful of bears in the park.

th


Bears Bear Watching

m Point out that in most functional texts, the author’s intent is to help readers learn how to do or make something. This might be in the form of directions, a guide, or another similar format.

m Tell students the next step of TIGRRS. Use a Think Aloud to model how to identify the graphic organizer that they will use to record information from the text. Introduce and display an idea tree. Explain the different parts of the graphic organizer and what will be written in each part.

We will use a graphic organizer to record important ideas, and the next step of TIGRRS is to identify which organizer we will use. Let me take a look at the text. I see headings with bullets underneath. It looks like the author is giving me important ideas and details, so I think the best organizer to use is an idea tree. Display an idea tree. What should we write in the section called “Topic”? We will write “Safety Around Bears.” What do we write in the circles at the end of the long branches? We will write main ideas. Where do our supporting details go? We will write them next to the lines attached to the circles.

m Point out that the same graphic organizer is often used with functional text because of the nature and purpose of the text.

m Establish the purpose for reading by telling students that they will learn more about the topic as they read.

Vocabulary



m Introduce the vocabulary words.

m Review the routine for partner study of the vocabulary words. Tell students to review all four words before their partners take a turn and to take as many turns as needed to learn all the words.

m Use Random Reporter to follow up the team review. Model the use of strategies, and correct pronunciations when necessary.


m Review the procedures for students finding words in their daily reading.



duskpage 9

blend evening It is often hard to see at dusk when the daylight fades.


Student Edition chart does not contain page numbers or

identification examples.


Bears Bear Watching



resortpage 10

chunk: re-sort choice Because I can’t throw very well, I’m always chosen as a last resort to be on the softball team.

detourpage 10

chunk: de-tour go by a roundabout way

We will have to detour to get around the road construction.

heritagepage 10

chunk: her-i-tage traditions passed down

Because the American colonists risked rebellion against King George III, freedom is our heritage today.

Using the Targeted Skill (Introduction and Definition)

m Introduce the skill and its importance in functional text.

In today’s reading, we will focus on the text features. Functional texts often have a lot of information to give, and text features such as headings help us find the information we need quickly. The purpose of functional texts is generally direct. The authors have information that they want the reader to learn, so they use text features to help organize their information in a logical way.

m Use Team Huddle and Random Reporter to have students identify differences between today’s text and text they usually read. (Answers may vary.) The text is short. It has bulleted information under headings, and the sentences are very direct.

m Use Team Huddle and Random Reporter to have students write headings for a pamphlet on skateboarding (or another sport that your students are familiar with). (Accept reasonable responses. Student answers should be related to big‑picture topics, such as safety equipment, how to use a skateboard, and types of tricks.)

m Tell students that they will use the text features as they read the text.

Preview Team Talk





Bears Bear Watching

m Explain to students that they will complete the rest of the TIGRRS process during Teamwork. Tell students that they will read and restate the important ideas, reread and restate details, and then summarize the text. Point out that question #4 asks them to summarize the text using their graphic organizers.

Team Talk1. Where do you find information in the brochure about what to do if you come

across a bear in the woods? (Write-On) |TF|

2. You recently read Animal Defenses: How Animals Protect Themselves. How do black bears defend themselves? |CC|

3. Many people who visit parks feed food scraps to bears. Why is this a bad idea?

4. Use your idea tree to summarize the text. |SU|

m Randomly assign team leaders.


Partner Reading

m Explain, or review if necessary, the Partner Reading routines for strategy use with sticky notes and TIGRRS before having students read and restate.

m Have students take turns reading:


m Tell students to add important ideas to the graphic organizer as they read.

m Remind students that they should reread the text to look for more information or details about the important ideas and add them to the graphic organizer.

m If some partners finish reading and filling out their graphic organizers ahead of their teammates, have them begin looking over the Team Talk questions.

Team Discussion



m Remind students that they will need to prepare each team member to discuss the team’s strategy use, Write-On discussion, and Think-and-Connect discussion to earn team celebration points during Class Discussion. Tell them that they will also share the ideas they recorded on the graphic organizer.



Bears Bear Watching

Team Talk1. Where do you find information in the brochure about what to do if you come

across a bear in the woods? (Write-On) |TF|

100 points = I find information about what to do if I come across a bear in the woods under the heading “If you see a bear.” Under this heading are several things that I could do to stay safe if I see a bear. 90 points = I find information about what to do if I come across a bear in the woods under the heading “If you see a bear.” 80 points = Under the heading “If you see a bear.”

2. You recently read Animal Defenses: How Animals Protect Themselves. How do black bears defend themselves? |CC|

100 points = Black bears are able to defend themselves because they are big and can run fast. They have a good sense of smell that can tell them when danger is near. 90 points = Black bears are able to defend themselves because they are big and can run fast. They have a good sense of smell. 80 points = Because they are big and can run fast. They have a good sense of smell.

3. Many people who visit parks feed food scraps to bears. Why is this a bad idea?

(Answers may vary.) 100 points = Feeding the bears means that they are close to you. The bear might attack if it wants more food. If bears get fed by people, they lose their fear of people. 90 points = Feeding the bears means that they are close to you. The bear might attack if it wants more food. 80 points = It means that they are close to you. The bear might attack.

4. Use your idea tree to summarize the text. |SU|

100 points = General information about bears includes that they are big—standing up to five feet tall and weighing 200 pounds or more. Bears have an excellent sense of smell and can run thirty miles per hour. Safety at the campground and picnic area includes putting food and clothing with strong smells out of the reach of bears and keeping the area clean of food and trash. Safety on a hike includes always being aware, hiking in noisy groups in the middle of the day, and staying on marked trails. Safety when you see a bear includes not running or throwing food at the bear. Give the bear plenty of room, and if it approaches, throw an object to draw its attention away from you. 90 points = General information about bears includes that they are big—standing up to five feet tall and weighing 200 pounds or more. Safety at the campground and picnic area includes putting food and clothing with strong smells out of the reach of bears and keeping the area clean of food and trash. Safety on a hike includes always being aware and hiking in noisy groups. Safety when you see a bear includes not running away from a bear or throwing food at a bear. 80 points = Bears are big. At the campground, put food and clothing with strong smells out of the reach of bears. On a hike, always be aware, and hike in noisy groups. When you see a bear, don’t run.


Bears Bear Watching

m If some teams finish ahead of others, have them begin practicing their fluency pages.


Class Discussion

m Ensure participation by calling on teams to share responses to all discussions.









Team Talk Extenders

What else would you like to know about bears?

Do you think these guidelines for black bears would help you around other animals? Explain.


Write-On Discussion





Bears Bear Watching



m Tell students the page numbers and the paragraphs of the fluency passage. Write or display these on the board.

Pages 7–9 (stopping at “At the campground or picnic area”)







m Tell students that Captain Read More wants to check their memories on a Word Power skill that they have learned.

m Remind students that they have seen Word Treasure clues from Captain Read More. Display the Word Treasure clue for this cycle.



Bears Bear Watching

m Use Think‑Pair‑Share to have students tell you what the Word Treasure clue means. Randomly select a few students to share.

m Reveal the Word Treasure (skill).

Word Treasure

Some words are opposites of other words. They are called antonyms.

Thinking about a word and its opposite helps us understand the relationship between words and helps us understand the word more easily.

m Present the words warm and cold. Use Think‑Pair‑Share to have students identify the relationship between the two words. Randomly select a few students to share. The words are opposites, or antonyms.

m Point out that Captain Read More uses antonyms to help him see the relationships among words to help him understand words.

m Tell students that Captain Read More found a word in their vocabulary list that has an antonym. Have students identify the word and give an antonym. Randomly select a few students to share. Dusk: dawn.


Teacher’s Note: Accept reasonable responses for skill practice; many words have more than one antonym.

Skill PracticeWrite an antonym for each of the following words.

1. altogether apart

2. ancient modern

3. anybody somebody

4. argue agree


tps



Bears Bear Watching

Building Meaning

dusk resort detour heritage

5. Choose a word from the vocabulary list, and write a meaningful sentence for that word.



In the winter, dusk occurs earlier.










Total any tallies on the team score sheets, and add points to the Team Celebration Points poster. Help students see their team celebration score by using the overlay.

– What is your team celebration score?




B l a c k l i n e m a s t e r / Bears Bear Watching


B l a c k l i n e m a s t e r / Bears Bear Watching

Idea

Tre

e

Topi

c:

Titl

e:

Safe

ty

Aro

und

Bear

s

Bear

s Be

ar W

atch

ing

Give

the

bea

r pl

enty

of r

oom

.

safe

ty w

hen

you

see

a be

ar

(p. 1

8)

safe

ty a

t th

e ca

mpg

roun

d an

d pi

cnic

are

a (p

. 17)

Sto

re fo

od a

nd t

rash

aw

ay fr

om b

ears

, 10

feet

up

in a

tre

e an

d 4

feet

awa

y fr

om t

he t

runk

.

Don’

t co

ok o

r sto

re

food

nea

r you

r ten

t;

clea

n up

all

food

.Wea

r cle

an c

loth

es

to b

ed, a

nd s

tore

us

ed c

loth

es a

way

from

bea

rs’ r

each

.

gene

ral b

ear i

nfor

mat

ion

(p. 1

6)

Adu

lts

weig

h 20

0–3

00

pou

nds.

big:

abo

ut 3

feet

wid

e at

sho

ulde

r, up

to

5 fe

et t

all w

hen

stan

ding

Neve

r fee

d a

bear

, an

d do

n’t

run

away

from

it.

have

goo

d se

nse

of s

mel

l, ca

n ru

n 30

mph

safe

ty o

n a

hike

(p

p. 17

–18

)

Hike

in t

he m

iddl

e of

the

day

, and

st

ay o

n tr

ails

.

Carr

y pe

pper

spr

ay.

Hike

in a

gro

up,

and

be n

oisy

.

If a

bear

app

roac

hes,

th

row

an o

bjec

t, s

uch

as a

cam

era,

to

draw

aw

ay it

s at

tent

ion.


Bears Bear Watching

George WashingtonState Park Bears Bear Watching


Bears Bear Watching

As you visit George Washington State Park, you may see black bears. Black bears are common in the forested parts of our state. The color of black bears can be black, brown, or reddish. They eat plants and animals. They have a good sense of smell.

But bears are big! Adult black bears are about three feet tall at the shoulder. When they stand up, they can reach fi ve feet tall. They weigh 200 to 300 pounds. They can run thirty miles per hour.

Bears—teddy bears, cute bear cubs, Goldilocks and the Three Bears, panda bears—many people have a warm and fuzzy image of bears.

Bears Bear Watching


Bears Bear Watching

10 ft.

4 ft.

At the campground or picnic area:

• Pay attention to bear warningsin the park.

• Don’t cook or store food nearyour tent.

• Wrap up food, trash, and anythingwith a strong smell tightly, and placein an airtight container.

• Hang food and anything with astrong odor at least ten feet up ina tree and four feet away from thetree trunk, or place in a bear-proofcontainer or an enclosed vehicle.

• Wear clean clothes to bed. Wrapup and store your used clothingwith the food.

• Clean up the area frequently. Wipedown tables, and dispose of trash in thebear-proof trash cans provided in the park.

On a hike:

• ALWAYS BE AWARE!

• Hike in the middle of the day. Bears are more activeat dawn and dusk. Don’t hike after dark.

• Hike in a group.

• Stay on marked trails.

There are few cases of black bears attacking people. However, it is better to be safe than sorry.

If you see a bear, please follow the safety guidelines.


Bears Bear Watching

• Make a lot of noise while hiking. Sing or talkloudly so bears won’t be surprised.

• Carry a spray such as pepper spray to use as alast resort.

• Leave your dog at home.

If you see a bear:

• NEVER FEED OR THROW FOOD AT A BEAR!

• Stay calm. Don’t make suddenmovements. DON’T RUN!

• Give the bear plenty of room.

• If the bear doesn’t see you, detourquickly and quietly around it.

• If the bear sees you, speak in a normalvoice and wave your arms to tell the bear you area human.

• If the bear makes movements toward you, throw something on the ground away from you, such as a camera. The bear may stop to examine it, giving you time to get away.

Bears are interesting animals and part of our wildlife heritage,but they should be left alone in the woods.

George WashingtonState Park

C O M M O N C O R E S TAT E S TA N D A R D S / Bears Bear Watching


Common Core State StandardsThe following Common Core State Standards are addressed in this unit. Full program alignments can be found in the Reading Wings section of the SFAF Online Resources. Contact your SFAF coach for more information.

leVel 5 / Bears Bear WatchingEnglish Language Arts Standards: Language

Vocabulary Acquisition and Use

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

functional writing targeted

Documents