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SOLs: Reading
2.10 The student will demonstrate comprehension of information in reference
materials.
a) Use table of contents. b) Use pictures, captions, and charts.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
2.7 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop vocabulary by listening and reading a
variety of texts.
e) Use vocabulary from other content areas.
2.6 The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
d) Reread and self-correct.
2.5 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and
spell words.
c) Decode regular multisyllabic words.
Discussion:
Introduction
Have you ever heard of a whooping crane?
Kind of bird they will learn about in the article
What does it mean when an animal species is endangered?
Some examples are tigers and giant pandas
What is an ultralight plane?
Have you ever been on a plane before?
Ultralight planes are different from planes people fly in
Browse pgs 10-15
Pg 10
Based on the title, what do you think this article will be about?
Read pg 10
THURSDAY - OCTOBER 12
Read pg 14
Break down how they teach cranes to follow after the plane into steps to
make it less tricky to understand
Humans climb into the plane while wearing costumes and holding
puppets
Humans throw cranes food while the plane moves slowly on the
ground
Plane takes off on short trips and the birds start to fly behind it
Picture yourself as one of the scientists trying to get them to follow the
plan
What are you doing?
Would you call to them?
When does the migration begin?
Why do you think the migration starts in the fall?
How long does the journey take to get from Wisconsin to Florida?
Read pg 15
How do the cranes return north in the spring?
How do they know where to go?
Have the adult birds learned how to teach their own yet?
How many whooping cranes were there 60 years ago?
How many whooping cranes are around now?
Closure:
Did we accomplish our purpose for reading?
Do we know how the cranes are being saved?
The article told us cranes are born knowing how to return to the place where they were
raised.
Do your parents live in the city they grew up in?
Do you think youll want to stay living where you live now?
Assessment:
Students will answer true or false comprehension questions about what they have read
Students will put the steps of what scientists to with the cranes, and what cranes do
when migrating, in order