®
GUIDED
READING
Zoo-Looking
NARRATIVE
FANTASY
POEM
Written by Mem Fox and illustrated by Candace Whitman
KEY IDEA In this rhyming narrative poem, Flora goes to the zoo with her father. When she
looks at the animals, she notices many details about them—and some of them even look back!
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.1.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 L.1.5a
Additional Instruction Ask and answer questions about key details in
a text.
RL.1.4 MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses.
RL.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Sort words into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories
represent.
RF.1.3b Phonics & Word Recognition Session 2, Additional Instruction Decode regularly spelled one-syllable words.
RF.1.4
Read with sufficient accuracy and fluency to
support comprehension.
W.1.3
With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
L.1.4
Vocabulary Acquisition & Use ISBN 978-1-62889-091-4
Sessions 1, 2, Additional Instruction Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 1 reading and content, choosing flexibly
from an array of strategies.
Text Types & Purposes Writing Connection Write narratives in which they recount two or more
appropriately sequenced events, include some
details regarding what happened, use temporal
words to signal event order, and provide some
sense of closure.
SL.1.1a Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a
time about the topics and texts under discussion).
Fluency Session 2 Use illustrations and details in a story to
describe its characters, setting, or events.
RL.1.10 Range of Reading & Level of Text Complexity Vocabulary Acquisition & Use W.1.8
Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall
information from experiences or gather information
from provided sources to answer a question.
MONDO BOOKSHOP GRADE 1 1
Session 1 Text Selection: pp. 3–30
LEARNING FOCUSES
RL.1.1, RL.1.7
Students read closely and
use text evidence to ask
and answer questions about
key details in the text, and
they use the illustrations and
details in the narrative poem
to describe characters and
events.
PREVIEWING THE TEXT 5 minutes
Read aloud the title of the book and the names of the author and illustrator.
Talk about the cover illustration. Then invite students to read the back cover
with you.
he book we will read today is titled Zoo-Looking. It was written by Mem
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Fox. Candace Whitman created the pictures. Who will tell us what is happening in the picture on the front cover?
I see a girl looking at a tiger. The title of the book is Zoo-Looking, so I think
the girl is at the zoo.
et’s turn to the back cover and read it together. . . . What else do we learn
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about the girl?
Her name is Flora. She goes to the zoo with her dad.
VOCABULARY
RL.1.4 Point out that the
title, Zoo-Looking, is a
compound word that is used
as a verb, or an action word.
Ask: What do you think
people see when they are
zoo-looking? (zoo animals)
Ask students to name animals
they might see if they were
“zoo-looking.”
READING THE TEXT CLOSELY 10 minutes
Introduce the text pattern by sampling pages 6–9 with students.
Z
oo-Looking is a rhyming poem that tells a story. Let’s look at pages 6 and
7 in the book and read the sentence together. . . . Now let’s do the same on
pages 8 and 9. . . . Can you tell me which words rhyme in the sentences?
black; back
Now who will tell us which words are the same in both sentences?
the words “She looked at the”
ou’ll find these words at the beginning of most the sentences in the book. Look
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for this word pattern and other pairs of rhyming words as you read the book.
Explain the learning focuses to students. Then have them read pages 3–9
on their own. Encourage them to whisper-read or read silently. Check their
application of the learning focuses and provide support as needed.
ELL SUPPORT
L.1.4 Vocabulary Support
vocabulary words such as
silky, slithered, and smack
in context using the ELL
vocabulary strategies in
Getting Started.
Today we are going to read closely and ask and answer questions about
important details in the book. We’ll use both the words in the book and the
illustrations to help us do this. I’ll start. When we looked at the cover of the
book together, I wondered—which animal will the girl see first at the zoo?
See if you can find the answer to my question as you read pages 3–9. . . .
Now, who can answer my question and name the animal that Flora sees first?
giraffe
Did anyone else have a question while reading?
I wondered why the panther on page 7 didn’t look back at Flora.
Let’s look at the illustration and think this through. What is the panther doing
in the picture?
It is walking past Flora.
Who has an answer to the question?
Corrective Feedback
Have students closely reread the
title and pages 3 to 9 to ask and
answer questions. Encourage
them to silently reread section
by section, stopping to think
and talk together about their
understandings.
2 ZOO-LOOKING
I think the panther was busy or it didn’t see Flora. That’s probably why it
didn’t look back at her.
If you are satisfied that students can apply the learning focuses, have them
read the rest of the book. If needed, prompt students to reread pages 3–9,
and ask and answer questions about key details.
ur work today is to continue to answer questions about characters and events in
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Zoo-Looking. We’ll use details in the text and the illustrations to help us do that.
DISCUSSING THE TEXT 10 minutes
Invite students to share questions they had as they continued to read. Guide
them to use the text and illustrations to answer those questions. Remind them
to follow agreed-upon rules for discussion, such as speaking one at a time.
ho would like to share a question they had while continuing to read
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Zoo-Looking?
I can’t find Flora on page 11. The text says, “She looked at the snake,”
but the picture confuses me. Where is Flora?
et’s look closely at the illustration together. Can anyone find Flora? What
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clues helped you?
SL.1.1a DISCUSSION
Collaborative
DISCUSSION TIP
Remind students to listen
carefully as others speak so
they can contribute to the
discussion.
Flora is at the top left of the picture. She is looking down at the snake,
so you can’t see her face. Her purple hat helped me find her. Her hands
helped me find her, too.
Did anyone else have a question?
On page 14, it says, “She looked at the monkey as its baby got a smack.”
I wondered why a monkey would smack its baby.
Did you figure out the answer as you read? If you did, will you tell us about it?
COMPREHENSION SHARE
Look for answers to your
questions as you are reading.
I used the picture to help me figure out the answer. The picture showed me
details that the words did not explain. The “baby” in the picture looks like
a toy or a doll. I think the “baby” that is mentioned in the poem is a toy.
Focus on the word koala on page 21.
Let’s point to the word koala on page 21. This may be a difficult word for you
to pronounce, so say it again with me.
L.1.4 VOCABULARY
Clarify Meaning
koala
he text doesn’t tell us what a koala is like, so let’s use the illustration to
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figure this out. Who will use the picture to describe a koala?
A koala is an animal with gray or brownish fur. It looks like a bear. It has a
big nose. It carries its baby on its back.
Confirm students’ good use of the learning focuses and encourage them to
keep the focuses in mind whenever they read a story or a narrative poem.
ou asked and answered questions about what happened in the book, and
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you used the words and illustrations to help you understand important
details. Remember to do this whenever you read a story or a poem that tells
a story.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
TEACHER’S
CHOICE COMPREHENSION: KEY DETAILS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to draw and label something that Flora did in Zoo-Looking and
then ask and answer a question about it. Review students’ responses as you
evaluate their mastery of the learning focus.
RL.1.1 COMPREHENSION
Key Details
MONDO BOOKSHOP GRADE 1 3
Session 2 Text Selection: pp. 3–30
LEARNING FOCUSES
RL.1.1, RL.1.4, RL.1.7
Students read closely and
use text evidence to identify
words and phrases that
appeal to the senses. They
continue to ask and answer
questions about key details
in the text and to use the
illustrations and details
in the narrative poem to
describe characters and
events.
RETURNING TO THE TEXT 5 minutes
Guide students to reflect on their reading in Session 1. Prompt them to recall
how they applied the learning focuses.
Let’s talk about what we did in the last session.
We read a rhyming poem that told a story. The poem was about what a girl
did at the zoo. We asked and answered questions about important details
in the poem.
Who will tell me what helped us figure out important details in the poem?
We used the words in the poem and the pictures to help us figure out
important details.
READING THE TEXT CLOSELY 10 minutes
Explain the new learning focuses. Then invite students to reread pages 3–9 on
their own. Check in to see how well they have understood the focuses. If you
are satisfied that students can apply them, set the reading assignment for the
session. If not, provide corrective feedback as suggested on page 2 of this
lesson plan.
TEACHER TIP
Help students recall what
the five senses are: seeing,
hearing, touching, tasting,
and smelling. Point out that
students will be able to see in
their minds what is happening
in a story or a poem if they
understand words that appeal
to those senses.
oday we will continue to ask and answer questions about important details
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in the book, Zoo-Looking, and use the illustrations to learn more about the
characters, setting, and events. We will also talk about words in the book that
appeal to our senses. Who can name the five senses for us?
seeing, hearing, touching, tasting, and smelling
ow reread pages 3 through 9 and look for words that appeal to those
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senses. . . . Let’s look at the word silky on page 6. Point to the word and say
it with me aloud.
silky
an you tell me which of your senses you would use to experience
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something silky?
seeing, touch
ELL SUPPORT
RL.1.1 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses:
B: What is ___? Why does
___? Who is ___? Where is
___?
I/A: I want to know what ___
means. I want to know what
will happen ___. I found an
an answer to my question. It
is ___.
4 ZOO-LOOKING
What does the word silky help you picture in this part of the poem?
the panther’s fur
How do you imagine the panther’s coat would look and feel?
smooth, shiny, soft
Remind students to continue to ask and answer questions about details in
the poem.
emember that as you are reading, it is also important to ask and answer
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questions about important details in the book. Did anyone have a question
about a detail as they reread pages 3 through 9?
Page 4 says that the giraffe looked back at the girl, but it doesn’t tell us
anything else about what the giraffe is doing. I see a twig with leaves in the
giraffe’s mouth. What is the giraffe doing with this?
et’s think this through. The text doesn’t give us any more information,
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but I do see part of a tree at the top of the picture. Can anyone answer
this question?
I know that giraffes eat leaves, so I think the giraffe has the twig in its
mouth because it is eating leaves from the tree.
Formative Assessment: Phonics and Fluency Listen to each student read a
portion of the text. Observe how they decode regularly spelled, one-syllable
words, such as black (page 6), crack (page 10), smack (page 14), whack (page
18), and snack (page 22). Pay close attention to fluency as well. If students
need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find
challenging for discussion after the reading.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students identify words that appeal to the
senses. Talk with them about the words and encourage them to also continue
to ask and answer questions about details in the poem. Remind them to follow
your rules for discussion.
et’s continue to talk about words in the book that appeal to our senses. Can
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anyone name a word that appeals to the sense of seeing, hearing, touching,
tasting, or smelling?
I noticed the word slithered on page 10. It tells how the snake moved, and
it really helped me picture that movement in my mind.
SL.1.1a DISCUSSION
Collaborative
DISCUSSION TIP
Remind students to take
turns speaking so everyone
can be heard.
Let’s find the word on page 10. Point to it, and say it aloud again.
slithered
an you tell me which of your senses you would use to experience something
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that slithered?
seeing
Let’s use our hands to show how the snake would have looked as it slithered
through the crack. . . . Did anyone else find a word that appeals to the senses?
I think the word gobbled on page 22 appeals to the senses. It the word tells
how the bear eats its snack. The word appeals to my sense of taste and sight.
Let’s pretend we are the bear and show how it gobbled up its snack.
After discussing sensory words in the text, focus the discussion on questions
and answers about details in the poem. Invite students to find details in the
illustrations as well as the text.
id anyone have additional questions about any details in the poem while
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rereading it?
I wondered why Flora is standing with her arms out on page 13.
COMPREHENSION SHARE
Look closely at the
illustrations to see if they
show details that will help
you understand important
information in the text.
Can someone tell us how we can answer this question?
The answer isn’t in the poem, so we’ll have to look closely at the picture to
figure it out.
es, let’s do that now. Look at the penguin on page 12. Now, who can tell us
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why Flora is standing with her arms out?
Flora is copying the penguin on page 12. The penguin has its wings out,
and Flora is doing the same thing with her arms.
Focus on the word yak on page 27.
Let’s look at the word yak on page 27 again. Point to it and say it with me.
L.1.4 VOCABULARY
Clarify Meaning
yak
ven though yak is an easy word to read, you might not know what it means.
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Let’s use the text and illustration to figure it out. Who will start?
The text on page 27 says, “She looked at the elephant next to the yak.”
The picture shows an animal with horns next to the elephant, so I think that
is the yak. A yak must be an animal with horns that looks something like a
cow or an ox.
MONDO BOOKSHOP GRADE 1 5
Confirm students’ good use of the learning focuses and encourage them to
keep the focuses in mind whenever they read a story or a narrative poem.
We listened to each other and shared our ideas one at a time in our
discussion today. You noticed the words in the poem Zoo-Looking that
appeal to the senses and talked about how those words helped you picture
what the poem has to say. You also asked and answered questions about
important details in the poem. What helped you do this?
details in the text and the pictures
emember to look for sensory words and ask and answer questions about
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important details whenever you read a story or a poem.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
RF.1.3b
PHONICS & WORD
RECOGNITION
One-Syllable Words
TEACHER’S
CHOICE PHONICS AND FLUENCY FOLLOW-UP
Phonics Practice Write black and crack on a whiteboard or easel. Underline
the a in each word. Guide students to use the Sound and Say routine to read
the words.
Let’s practice reading regularly spelled one-syllable words using our Sound
and Say routine. We’ll try it together. (Point to the underlined letter of the
word.) Sound it. (Students say the underlined sound.) Now say the word.
(Repeat for the next word.) Let’s go back to pages 6 and 10 and read these
words in the text.
RF.1.4
FLUENCY
Comprehension
RL.1.4
COMPREHENSION
Sensory Words
W.1.8 , RL.1.1
WRITING
Gather Information
6 ZOO-LOOKING
Fluency Practice Chorally read a portion of the poem with students. Remind
them to make their voices sound like yours as you read. When possible, model
how to use clues in the illustrations to understand the meaning of the text.
TEACHER’S
CHOICE COMPREHENSION: SENSORY WORDS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 11 to further explore the sensory words in the poem and make up
their own. Review students’ answers as you evaluate their mastery of the
learning focus.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Use the blackline master on
page 12 to introduce the constructed response question: What animals can
you see at a zoo? Use information from Zoo-Looking to draw and describe zoo
animals. Have students use self-stick notes to mark places in the book that help
them answer the question. Point out that the details they include can come
from the illustrations as well as from the text. Review students’ self-stick notes
as you evaluate their mastery of the learning focuses.
Session 3 Text Selection: pp. 3–30
RETURNING TO THE TEXT 5 minutes
Explain that students will reread Zoo-Looking again. Have them read independently with as little interruption as possible. Provide support when needed.
Observe students’ fluency and make a judgment as to whether or not they
need additional fluency practice.
Remember to read closely and use the text and illustrations to ask and answer
questions about important details in the book. As you read, continue to look
for sensory words that help you picture what is happening in the poem.
READING THE TEXT CLOSELY 10 minutes
Review the learning focuses and have students reread pages 3–9 on their own.
Check in to see how they are doing with application of the focuses as you have
done previously. Then have students finish reading the book.
LEARNING FOCUSES
RL.1.1, RL.1.4, RL.1.7
Students read closely
and use text evidence to
continue to ask and answer
questions about key details
in the text and to use the
illustrations and details
in the narrative poem to
describe characters and
events. They identify words
and phrases that appeal
to the senses or suggest
characters’ feelings.
Let’s review. Which word on pages 3 through 9 do you think is a sensory word?
the word silky on page 6
Can you tell me the senses that you might use to experience something silky?
seeing, touch
ow, did anyone have an additional question as you read the beginning of
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the book again?
On page 8, Flora looks like she is really close to the tiger. I wondered why
Flora is so close to it. Is she in danger?
Let’s think through this together. Who will start?
If you look carefully at the picture, you can see a wall in front of Flora.
I think Flora is looking down at the tiger. In zoos, animals are often
separated from people by walls. Flora is safe at the zoo.
DISCUSSING THE TEXT 10 minutes
Promote a discussion that links the three learning focuses. Support students as
they share questions and answers about details in the text and continue to identify
sensory words. Have them also identify words that suggest characters’ feelings.
Remind them to follow rules for discussion, such as listening to others with care.
id you find answers to any other questions that you had as you continued to
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reread the book? Who will share a question and answer with us?
I wondered what kind of an animal an ostrich is. The picture on pages 16
and 17 shows that an ostrich has a long neck and long legs like a giraffe,
but I know an ostrich isn’t a giraffe. When I looked closer at the picture, I
noticed that the ostrich has wings and a beak. Those details in the picture
helped me figure out that an ostrich is a bird.
s you asked and answered questions in your reading, what other sensory words
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did you notice? Let’s list some of the words and the senses they appeal to.
I noticed the word smack on page 14. The picture helped me know that
a smack is like a hit, so smack appeals to the sense of touch. I noticed
the word whack on page 18. The word is in slanted letters and has an
exclamation point after it. This makes me think that the word whack can
stand for a sound. It is also a movement that the zebra does with its tail,
so whack is about the sense of sound, touch, and seeing.
SL.1.1a DISCUSSION
Collaborative
VOCABULARY
RL.1.4 Have a discussion
with students about
additional sensory words
in the book, such as smack
and whack. Then work with
students to use the words he
smiled back at the end of the
book to identify characters’
feelings.
MONDO BOOKSHOP GRADE 1 7
ow, let’s reread the last sentence in the book on page 28. . . . Which word
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or words in this sentence helps you understand how the characters feel?
The words “he smiled back” help us know that both characters are happy.
Flora and her dad enjoyed the zoo.
Encourage students to share their understandings with a partner.
Share what you learned with your partner. Remember to take turns speaking.
We can ask and answer questions to help us get the ideas in the stories
and poems that we read. Certain words can help us picture what is happening in a book we read so that we can better understand it. Sometimes
these words make us feel what the words are saying.
W.1.8, RL.1.1
WRITING
Respond to Question
TEACHER’S
CHOICE
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students use the blackline master on page 12 to write a response to the question: What animals can
you see at a zoo? Use information from Zoo-Looking to draw and describe
zoo animals. Tell students they can use their self-stick notes to help them write
their answer.
Writing Connection
W.1.3
WRITING
Narrative
WRITING A NARRATIVE
E-RESOURCE
Summative Assessment Have students compose a story in which
they tell about another trip to the zoo that Flora takes with her dad. Suggest
that they include zoo animals in their story that are different from the animals
in Zoo-Looking. Remind them to write a beginning, middle, and end to their
story, and suggest that they use temporal words to signal event order.
What other animals do you think Flora would see if she took another trip to
the zoo with her dad? Write a story that tells what she would see. Make sure
your story has a beginning, middle, and end. Use words such as first, next,
then, and last to help you tell about things in order.
8 ZOO-LOOKING
TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Sort Words into Categories Reinforce word concepts by having students sort
the names of animals in the poem by category. Write the categories: Furry or
Hairy Mammal, Bird, and Snake or Fish on a whiteboard or easel. Prompt students to find animal names in the book and sort them by the categories. Write
students’ responses below the appropriate category headings.
L.1.5a VOCABULARY
Sort Words into Categories
et’s look at page 4 and find a name of the animal in the text. Who will tell
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me the animal name?
giraffe
Now look at the categories that I have written: Furry or Hairy Mammal, Bird,
and Snake or Fish. In which category does a giraffe belong?
Furry or Hairy Mammal
Who will find another animal name in the book and categorize it for us?
I see the word panther on page 6; a panther is a big cat. It belongs in
the category Furry or Hairy Mammal. I see the word snake on page 10.
A snake belongs in the Snake or Fish category. I see the word penguin on
page 12. A penguin belongs in the Bird category.
VOCABULARY
Multiple-Meaning Words Point out the word coat on page 6 and engage
students in a discussion about different meanings of the word.
L.1.4 VOCABULARY
Multiple-Meaning Words
et’s read aloud the sentence on page 6 in the book. . . . Now point to the
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word coat. The word is used as a noun, or a naming word, in this sentence.
What does the word mean in this sentence?
It means “fur.” It means “the covering that is on an animal.”
Can you give me another meaning for the noun coat?
A coat can also be something you wear over your clothes to keep you warm.
Let’s discuss another meaning for the word coat. Listen to this sentence: I use
a brush to coat the wall with paint. Will someone please act out this sentence
for me? . . . What does the word coat mean in my sentence?
to cover a wall or surface with a layer of something, like paint
Can you tell me how coat is used in the sentence I just gave you? What kind
of word is it?
a verb or action word
PHONICS
Read Regularly Spelled One-Syllable Words Use the Sound and Say routine for
more practice with regularly spelled, one-syllable words. Guide students to identify
the letters and sounds that differ in a list of words drawn from the text, or that you
have created in advance. Depending on the ability of your group, you can work
with word pairs (smack, whack) or a word bank containing several pairs of words.
RF.1.3b PHONICS & WORD
RECOGNITION
One-Syllable Words
et’s practice finding some letter sounds that change one word into another
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word. Here is the word smack. We read this word in the book we just ­finished.
Let’s say each sound in smack. (Say the sounds.) Now here is a word that looks
almost like smack. (Point to the word whack.) What letters are different? (Students
name the letters wh.) Let’s say the sounds together. What’s the word? (Students
say whack.) Which sound was different from smack? ­(Students say /w/.)
MONDO BOOKSHOP GRADE 1 9
Name
Date
Comprehension: Key Details
1. Draw and label something that Flora did at the zoo.
Flora _____________________________________________ at the zoo.
2. Write a question about what Flora did.
© Mondo Publishing
3. Write an answer to your question.
Score:
10 ZOO-LOOKING
Name
Date
Comprehension: Sensory Words
In Zoo-Looking, we read many words that were about
our senses. Fill in the blanks with the words used in
the book.
The panther had a
The snake
The monkey got a
The zebra’s tail went
black coat.
through a crack.
.
!
Make a picture of something you can hear, taste,
touch, smell, or see.
© Mondo Publishing
Use a word to describe it.
Score:
MONDO BOOKSHOP GRADE 1 11
Name
Date
Constructed Response
What animals can you see at a zoo?
Use information from Zoo-Looking to draw and describe zoo animals.
1. Draw and label a zoo animal. Use a sensory word to
describe it.
Animal name: Description: © Mondo Publishing
2. Draw and label another zoo animal. Use a sensory
word to describe it.
Animal name: Description: Score:
12 ZOO-LOOKING