Link to the Framing Question onnect the Helper Animals •CChart to the framing question, “How would our lives be different without animals?” to the class TLReT-Q Chart •Rtoeturn add, change, or move any sticky Let’s review what we have on our Helper Animals Chart and look at the reasons for the help being given. We’ll explore the reason for the help and then discuss what people’s lives might be like without the animal support. notes to reflect thinking, learning, and questions. SESSION 13 SHARED READING: HELPER ANIMALS THIRD READING Time: Materials: Grouping: approximately 30 minutes Animals (Digital Text) • Helper class Characteristics (from Session 2) • Animal ComparisonChart (from Session 4) • Helper Animals ChartChart (from Session 11) • whole class and small groups Reading Strategy Focus Comprehension: • Analyzing • Making Connections • Synthesizing Oral Language Activities • Inside-Outside Circle • whole-group discussion Critical Thinking • making connections and comparisons • synthesizing ideas Word Solving: • compound words Assessment Opportunities: •participation in Inside-Outside Circle discussions •ability to link ideas to the Framing Question BEFORE READING Activate and Build Background Knowledge sing an Inside-Outside Circle, have students choose a partner and number •Uthemselves one and two. (Alternatively, you could choose the partners and number them.) Have the number ones form a circle facing in towards the centre of the circle and the number twos stand opposite facing their partner. Have students discuss with their partner what they know or learned about the following: © 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 45 Analyzing Analyzing Synthesizing/making connections - Tell your partner one thing that a helper animal could do. -Explain one piece of equipment or asset that the helper animal would need to perform its duties. - Explain why people in a retirement home might find pleasure from an animal. ave the inside circle group move three places to the left. Invite students to •Hdiscuss the same topics with a new partner. ou may wish to have students move one more time to the left three places to •Yshare ideas again. Set Purpose for Reading Making connections/ synthesizing • Ask students to read and to think about the characteristics of animals in Helper Animals and in other books and poems that they have read in this unit. When we read today, think about the books and poems we have read and the characteristics of some of those animals. Do you think any of the animals are like the animals in Helper Animals? B DURING READING Analyzing/inferring Synthesizing Analyzing Analyzing/synthesizing Analyzing Analyzing Analyzing uring the reading, pause to discuss the characteristics of each of the animals. •DProvide prompts as needed: - How does the animal move? Why? - Why should you not bother a service animal at work? - Why do some people need assistance dogs? - What is the purpose of a comfort dog? - What tasks do they perform? - What task can a search and rescue dog do that people cannot do? Why? - Why are there animals that are farm helpers? •ability to link ideas to the Framing Question AFTER READING Revisit the Purpose for Reading Making connections Synthesizing • Display the class Characteristics Chart (from Session 1). Discuss the characteristics of the dogs in Stay. Then, review the characteristics of the animals on the Helper Animals Chart (from Session 11). Record suggestions in the final column. to think of the seven poems •Athatsk students were read and to look at the Animal Comparison Chart from Session 4. Hold a whole-class discussion and add ideas to the final column of the chart. 46 Literacy Place for the Early Years—Grade Two What similarities are there between these animals? How can we compare Luciano’s dogs with one of the helper dogs? Which animals can we place in this last column of the Helper Animals Chart? How are the animals from Pet Parade like the animals in Helper Animals? © 2014 Scholastic Canada Ltd. Link to the Framing Question how Helper Animals, Stay, and Pet Parade all share some common ideas •Discuss about animals and people. In groups of 4 or 5, share some of the common ideas about the framing question, “How would our lives be different without animals?” fter group members have had sharing time, reconvene as a large group to report •Asome of the themes that came up in the discussions. FURTHER READINGS Comprehension n groups of 4 or 5, have students think about the following questions and give •Iexamples for: - What do people get from animals? - What do animals get from people? - Do animals receive the same support from people that people do from animals? - Do animals receive different support from people than people do from animals? students to work in pairs to check the Review of Helper Animals chart •Cinhallenge the text and find out if any of these animals have other jobs. Working with Words or groups of 3 or 4 students, provide the group with a word from •Ithen partners text (e.g., frightened, happiness, retirement, encourage, difficulty). Challenge them to make all of the small words they can using only the letters in the word. Have groups challenge each other to see how many words can be made. Invite the groups to make cloze sentences for other groups to determine the missing words. ell students that the poem contains some compound words. If this is the first •Ttime in teaching compound words, explain that compound words are two smaller words put together to make a new word such as “upstream” (“up” and “stream.”) Discuss how to approach a compound word when reading—break the word into the two smaller parts. Explain that to understand the word, it is helpful to think about the meanings of the small parts; however, sometimes this does not always work (e.g., “fireflies”). eread the text together. Instruct students to raise their hand when they read a •Rcompound word. Write the two parts on a compound words chart. Have students work in small groups to brainstorm other examples of compound words. Add these examples to the Compound Words chart. ou might have students work with a partner to create sentences containing each •Ycompound word. Students could create cloze sentences and pairs could challenge another pair to complete their cloze activity. Teaching Tip: After several rereadings, the Helper Animals Digital Text, six small books, and the Audio CD of the fluent reading of the text can be placed at centres. They can be used for rereading, for building fluency, and for extending comprehension. © 2014 Scholastic Canada Ltd. Literacy Place for the Early Years—Grade Two 47
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