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