Animal+Academic+Text+Plan


 * Academic Text **** : Pre-During-Post Plan user:rroe user:bfogususer:kthompson26 **

__ What is the text? __ (title, author, publisher, year, web info if applicable) [|Extreme Animals: Creepy Animals] by Michael Teitelbaum, Kidsbooks, 2004

__ Brief description of the text: __ This book is an informational text. It is written in academic language but also in a very interesting and engaging way. It describes multiple animals from around the world. It includes animals that may not be familiar to the reader. The animals in this book cover a large range, from birds to bats to bugs to fish! The pictures in this book are large, detailed, and colorful photographs that clearly show what the animal is. The text will even specifically reference to the pictures. There is also a short glossary in the back.

__ Necessary background knowledge: __ How to read an academic text, knowledge that there are many different types of animals and that they have different characteristics, basic vocabulary, how to figure out unknown words from context.
 * Pre-Planning **

__ Potential difficulties in the text: __ __ Reading/Writing skills conducive to learn/practice with this text: __ Learn meaning of unknown words by using context and pictures. Gain familiarity with academic text. Learn academic phrases (mortar words) as well as technical terms that are fairly common (brick words).
 * Content: Numerous unknown animals, characteristics of animals (like dangerous, poisonous, fins, etc)
 * Culture: The animals are from different areas, including oceans, that may be unfamiliar to the reader.
 * Language: Higher level vocabulary, complex sentences
 * Text structure: academic text, multiple clause sentences, separate pages of information-not story-like.

__ Academic language (vocabulary and language forms) conducive to learn/practice with this text: __ Poisonous, larvae, exoskeleton, sensors, distances, beneath, camouflaged, antennae, glossary Present tense, "ing" words

__ Elements to pre-teach: __ (background info, vocabulary, language forms, text organization, etc.) Introduce the animals by looking at the pictures. Introduce key vocab. Explain that each pair of pages is about one animal. Explain what an academic text is and how it is formatted.


 * Activity Plan user:rroe user:bfogususer:kthompson26 **

Text Title: [|Extreme Animals: Creepy Animals!]

Appropriate for grade(s) 2nd


 * ** Learning Targets ** || ** Assessments ** ||
 * Academic Language Objective: ||  ||
 * Literacy Objective: 1.3.1:
 * Increase oral and reading vocabulary by listening to and reading a variety of texts. || Personal Dictionary ||
 * Content Objective:
 * 2-3 LS2A** //Ecosystems// support all life on the planet, including human life, by providing food, fresh water, and breathable //air//. || Write in journal how the animals in the book are connected to different ecosystems. ||
 * Relevant Curriculum Standards: ||

Introduce background knowledge using visuals. Include academic language and vocab like exoskeleton, camouflaged, glossary. Also explain what academic text is/ how it is used. Check understanding throughout by asking comprehension questions. For example, What is an exoskeleton, do I have an exoskeleton? What is a glossary used for? Give an example of something that is camouflaged. Discuss information about academic texts like what it is used for, different forms of academic text, when it is used/how to use it. Discuss animals students are familiar with. Introduce activity/expectations. Read first animal to students as example. Partner up students. One partner reads one sentence, then the other partner reads the next. Have the pairs read about two animals. While students are reading, the circulate room, listen to fluency/difficulties, ask each student comprehension questions as well for personal/cultural connections. Help students with difficulties. Web of knowledge activity: Have students sit in a circle together in the middle of the room. Instruct that each student must tell about one fact they learned about the reading. To start bring ball of yarn, model by giving a fact from the book, hold one end of yarn then pass to a student. Student gives fact then passes, continue. Once everyone gives a fact, go around again but instead of a fact each student gives a personal/cultural connection. Give opportunity for students to ask questions and then ask more comprehension questions. Students reflect in journal by writing down something they learned about animals and something they learned about a different culture. They will also add any words with definitions to their personal dictionary. If a student is unable to fully write what they want to, do a personal conference and write the journal with the student.
 * Pre-Reading: **
 * During-Reading: **
 * Post-Reading: **