Ostrich: Friend or Foe?

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Objective

SWBAT read a 4/5 level informational text using root words knowledge to figure out new words and quote accurately from the text when explaining what the texts says and draw inferences from the text; SWBAT write opinion piece on a topic synthesizing across two texts.

Big Idea

Students will successfully read an informational text using word strategies and quote accurately from the text to answer main idea questions.

My Lens

This lesson has three teaching points:

TP #1:  Readers lean new words by reading root words and their derivations.

TP #2:  Readers use the meanings of new words to understand what they are reading by using their knowledge of the root word.

TP #3: Readers quote accurately from the text when explaining what the texts says and then synthesize across two texts to form a point of view on a topic.

These are ambitious goals for the students.  My intent is to allow students to show what they know and not put a ceiling on the learning task.  I'm not sure if any of the students will have the time today to read the second text, but I have structured the lesson to give them the opportunity to dig deep and work on the skill of comparing facts across two texts.  Some of the students will spend the entire independent work time highlighting derivational words from our vocabulary lesson and answering the questions on the comprehension worksheet.  A few students might have time to synthesize across the two texts (Outstanding Ostriches and Ostriches are Mean presented to them and form an opinion as to whether or not ostriches are friendly or mean.

To prepare for the vocabulary lesson portion of the lesson, I reviewed the text, Outstanding Ostriches and culled words from page 1 and page 2.  I looked for words that are derivations of root words.  I took my list of derivational tier two words (useful words the students will come across in many texts) and created enough paint chip cards for  each student.  For instance, I wrote the word "wonder" at the top of the card with the meaning in parentheses (to think).  Then under the word I wrote 3-5 words that are derivations of wonder- wonders, wondering, wondered..etc.  Here is an example of what the word cards look like.  These words are from a different lesson, however.

I will pass out the vocabulary word cards intentionally.  Matching students' reading level with degree of difficulty of the tier two words I selected from the text.

Mini-Lesson

10 minutes

Before bringing students to the rug, pass out "Outstanding Ostriches", "Ostriches are Mean: Fact or Fiction", Paint chip vocabulary cards, Task #1, and highlighters.

Part I

After presenting the three teaching points (see My Lens) I open the lesson with a quote from Jesse Owens. "We all have dreams.  But in order to make our dreams come into reality it takes an awful lot of determination, dedication, self-discipline, and effort."  I refer to this quote throughout the mini-lesson to focus students on the task.

Start by demonstrating how to present the vocabulary word card.  I use a card with the word muscle and its derivations.  I model how to read the word, give its definition, read the derivations and create a sentence.

Then say, "Your Turn.  Read all the words on your paint chip to yourself.  Ask a friend if you do not know a word."

"Now turn and talk with your partner.  Take turns reading your words to each other." As students are sharing I get down on the rug and listen and coach the partnerships.

"Students, now I would like one of you to volunteer to read your first word, tell its meaning and then read all the words on your card.  End by picking one of the words and use it in a sentence, just like I did."

Call on students to share.  This is an opportunity for all of the students to be pre-exposed to the words in the text Outstanding Ostriches.  Share as many as possible.  Stop before students get restless.

Part II

Prepare Students for independent work: alone, in partnerships, or groups of three

Say, "When you go back to your seat you will look for some of these derivational words in the text and highlight them."  Model by reading the first paragraph. Ask for volunteers to suggest a word to highlight because it is one of the words they heard, such as "fascinating", "enormous" and "wondered".

Show students a copy of the text and have several students come up and highlight word derivatives they have learned.  Explain that when they go back to their seats they will have time to highlight all the words that they remember learning from the paint chip activity.

Next, show the students their worksheet, task #1:  Read Question 1 together, Refer back to teaching point #3(TP #3: Readers quote accurately from the text when explaining what the texts says and then synthesize across two texts to form a point of view on a topic.)

Questioning strategies:  I will call on students who have been quiet up til now during the mini-lesson.

1.  What paragraph will we find the answer to question 1? ( paragraph 2)

2.  How do you know? (the heading)

3. How many world records do you need to find?  ( 4)

4. What is a world record the ostrich holds? ( elicit all four records for being the largest, fastest, biggest eyeball, and largest eggs)  * see reflection

Model how to quote accurately from the text to answer literal comprehension questions (RI5.1) to answer question 1 on teacher example handout.

Allow students to work alone or read with a partner.  Some students will be working with support person to scaffold the activity even more.

Who wants to work in pairs or groups of three?  Stand up and make a tent.  One-by-one dismiss small groups, reminding them to work quietly.

Independent/Partner Work

20 minutes

Dismiss students to their work areas.  Check in with students by giving encouragement and asking them questions about what they are doing.  Support students as they answer the questions that require them to determine the difference between a detail and a main idea. Ask students to read either the question or the paragraph out loud.  Coach them to use their highlighters and pencil as tools to mark up the text.  Circulate among all students and confer with them.  Acknowledge students' thinking  by giving them feedback when they have completed a question and ask questions to help them capture the author's words.

After about 15 minutes- tell students they have a few more minutes to work before it will be time to come back up to the rug to share their thinking.  Remind them they will have more time to work on the question 4 later in the day.

Whole Group Share on Rug

10 minutes

Bring students to the rug.  Say, "Now we can find out the smart things you did today as you learned about the ostrich and answer any questions you might still have, either about the ostrich or about determining the difference between main ideas and details."  Refer students back to teaching point #3: Readers quote accurately from the text when explaining what the texts says.  Have several students reread the teaching point.  Call on students who have been quiet and who have not shared with the group.

Place students' worksheets under the doc camera and share their answers to the questions.

1.  The author calls the ostrich a world record holder.  Why?  Name 4 world records that

the ostrich holds.  The ostrich _______________________________________________

Question 2.  The author states ostriches have super survival skills .   What are the two main reasons ostriches can survive in the deserts and savannahs of Africa?

The two main reasons ostriches can live in the deserts and savannahs of Africa are______

Question 3:  How does an ostrich protect itself from predators?  Name three ways.  Write in complete sentences.______________