Day 4 Reread and Analyze Science Article Anthology oBjECtIVES Thematic Connection: Animal Adaptations Make Inferences Compare Vocabulary Practice Share Word Knowledge pRogRAm RESouRCES technology only Read with Me MP3 or CD 1, Tracks 10-12 mAtERIALS children's Fold Up Tabs from Day 3 Power Writing Have children write as much as they can as well as they can in one minute about the word attack. For Writing Routine 1, see page BP35. Key Words Have children use the Fold-Up Tabs they made on Day attack attract features 3 (see page T106). Pair children who studied different food message predators Key Words and use Vocabulary Routine 3. prey recognize seem * Have partners present how the pictures and shelter water sentences in their Fold-Up Tabs show the meanings of the Key Words. * Have children create sentences using both Key Words and write the sentences on the back of the Fold-Up Tabs. For Vocabulary Routine 3, see page BP27. Academic Talk Compare Details REVIEW Details are bits of information that tell about something. Have children compare how light was used in "Living Lights" and tell which they found most interesting and why. They should support their comparisons with details from the text. Use the Three-Step Interview: * Pair children and have partners interview each other to find out which use of light each finds most interesting. Have children then compare their preferences and listen for the details their partners use to support their views. * Each child shares the partner's information with the class. Three-Step Interview A Differentiate 1 2 B 3 GROUP Below Level FRONTLOAD Have children do a picture walk with a partner, teacher assistant, or other adult volunteer before conducting the whole-class rereading. For additional support, have children listen to the story using the Read with Me MP3. On Level READ TOGETHER Have children track the print as you reread together. Above Level READ ALONG Have children whisper read as you conduct the rereading. Common CoRE StAnDARDS Reading Use Text Features Identify Author's Purpose Read and Comprehend Informational Text Writing Focus On a Topic Recall Information Language and Vocabulary Use Irregular Verbs Use Knowledge of Language and Its Conventions Determine the Meaning of Words T119e Unit 2 CC.2.Rinf.5 CC.2.Rinf.6 CC.2.Rinf.10 Cooperative Learning Structure: Three-Step Interview For Three-Step Interview, see page BP24. Reread and Analyze Build Comprehension page T99n Reread pages 106-119 together. Say: Both the glowworms on pages 112-113 and the anglerfish on page 116 use light to attract prey . How do they do it? (The glowworms make sticky threads that glow to attract insects to the threads, where the insects get stuck. Anglerfish have a rod on their heads. The end of the rod glows and that attracts fish.) Have children compare other living things as they reread "Living Lights." Use the Reread and Analyze questions on pages T108-109 to T116-117 to build comprehension. See Differentiate Check & Reteach CC.2.W.5 CC.2.W.8 CC.2.L.1.d CC.2.L.3 CC.2.L.4 oBjECtIVE: Make Inferences See if children make inferences as they answer the Reread and Analyze questions. If children are not able to make inferences, have them write down details from the text and photos and describe what the details lead them to think about the living things.