®
Guided
Reading
Report
“Animals of the
Arctic”
Written by Suzy Gazlay
KEY IDEA The Arctic is a cold and windy place, but some animals make it their home.
These animals have special ways to stay warm, find food, and keep safe.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.1.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 SL.1.4 Presentation of Knowledge & Ideas Sessions 1, 2, 3 Ask and answer, and Additional Instruction
questions about key details in a text.
RI.1.4 MAIN FOCUS Craft & Structure Sessions 2, 3, and Additional Instruction Ask and answer questions to help determine or
clarify the meaning of words and phrases in
a text.
RI.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3, and Additional Instruction Describe people, places, things, and events with
relevant details, expressing ideas and feelings
clearly.
L.1.4 Vocabulary Acquisition & Use
Session 1
L.1.4a Use illustrations/photographs and details in a
text to describe its key ideas.
RI.1.9 MAIN FOCUS Integration of Knowledge & Ideas Sessions 3 Identify basic similarities in and differences
between two texts on the same topic (e.g.,
in illustrations/photographs, descriptions, or
procedures).
RI.1.10 Range of Reading & Level of Text Complexity Session 2 and Additional Instruction
ISBN 978-1-62889-337-3
With prompting and support, read informational
texts appropriately complex for grade 1.
RF.1.3e Phonics & Word Recognition Additional Instruction Decode two-syllable words following basic patterns
by breaking the words into syllables.
RF.1.4a Fluency Session 2 Determine or clarify the meaning of unknown or
multiple-meaning words or phrases based on
grade 1 reading and content.
Vocabulary Acquisition & Use Sessions 1, 2 Use sentence-level context as a clue to the
meaning of a word or phrase.
L.1.5c Vocabulary Acquisition & Use Additional Instruction Identify real-life connections between words and
their uses (e.g., note places at home that are cozy).
W.1.2 Text Types and Purposes Writing Connection Write informative/explanatory texts in which they
name a topic, supply some facts about the topic,
and provide some sense of closure.
W.1.8 Production & Distribution of Writing Sessions 2, 3 With guidance and support from adults, recall
information from experiences or gather information
from provided sources to answer a question.
Read grade-level text with purpose and
understanding.
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Session 1 “Animals of the Arctic”
Learning Focus
RI.1.1 Students read
closely to ask questions
about key details in a text.
They cite text evidence to
answer questions about key
details in a text.
Previewing the Text 5 minutes
Read the title and author credit with students. Invite students to think about
the title and the photograph on page 5.
Let’s read the title and look at the photograph. What might be happening?
A mother polar bear sits with two baby bears. They are in the snow.
What would you like to find out by reading this report?
What other kinds of animals live in the Arctic? How do they keep warm?
Let’s read to find out more about animals that live in the Arctic.
reading the Text CLOSELY ELL SUPPORT
L.1.4 Vocabulary Support
vocabulary such as Arctic,
polar, layers in context using
the ELL strategies in Getting
Started.
10 minutes
Explain the learning focus for students. Have students read part of page 5.
Check on their application of the focus.
Informational reports like this have many key details. As we read, we are
going to ask questions about key details and look for answers to our
questions in the report. Try to ask questions about the key details as you read
page 5. . . . Who had a question about a key detail?
Why do polar bears have fur on the bottoms of their paws?
id you or one of your friends find an answer to that question in the text?
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Who would like to share the answer?
The fur helps them walk on the cold ice.
Can you show all of us exactly where in the text it states that?
Yes right here it says, “This helps them walk on the ice.”
he key detail was that polar bears have fur on the bottoms of their paws.
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Our question about that detail was why do they have fur on their paws.
We found the answer to the question in the text.
Corrective Feedback
Have students closely reread
the title and first sentences
to identify details. Encourage
them to silently or softly
reread line by line and look at
the pictures, stopping to think
and talk together about their
understandings.
SL.1.4
DISCUSSION
Collaborative
If you are satisfied that students can apply the focus, have them continue this
thinking to the end of the selection. If you are not, prompt students to reread
the text segment to ask a question about a key detail and find the answer
in the text.
ur work today is to ask and answer questions about key details in the text
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as we read. Now let’s read to page 8.
Discussing the Text 10 minutes
Invite students to share a question they asked about key details in the text
and point out where they found the answer in the text.
et’s talk about some of the questions about key details you asked while
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reading the report. Share with us a question you asked about a detail.
How do polar bears catch seals?
What was the answer to your question?
They have sharp teeth and claws.
an you show us where you found the answer? Yes, the text says polar bears
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have sharp teeth and sharp claws.
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an someone else share a question about a key detail they had while reading
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the report?
The question I had about a detail was, “How do Arctic foxes keep their
noses warm?”
What was the answer to your question and where did you find the answer?
Here. The sentence near the bottom. It says they curl their tails around
their faces.
COMPREHENSION SHARE
It may be helpful to ask
yourself who, what, where,
when, why, or how questions
after you read each section
of the report. Doing this will
help you understand what
you read.
an someone else share a question they had about a key detail while reading
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the report?
I asked the question, “Why do Arctic foxes change color?”
What was the answer to your question and where did you find the answer?
The answer is that they change color to make themselves hard to see. This
keeps them safe. I found the answer at the end of the report.
ow let’s try to describe the things we read about using details from the
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report.
Polar bears stay safe because they can see, hear, and smell well. Arctic
foxes stay safe because they can change color and make themselves hard
to see.
I like the way you shared your ideas clearly when you described the things
you read about using details. We should do that often as we talk about what
we read.
Draw attention to the unfamiliar word layers on page 5.
et’s look at the word layers on page 5. What words are around the word
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layers in the sentence?
DISCUSSION TIP
Have students use the text
to describe a place, thing,
or event. Then ask questions
such as these, so that they
provide more details:
•What does this place/thing/
event look like?
• What happens there?
• What else do you notice?
L.1.4a VOCABULARY
Context Clues
I see the words two and of fur.
polar bear has two layers of fur. Think of a cake. If a cake has more than
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one layer, it has two parts on top of each other. What do you think the
meaning of the word layers is?
More than one part of something, like fur, that is on top of the other.
What other things might have layers?
Onions and sandwiches have layers. Earth also has layers.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read a report.
oday we asked questions about details in a report and found the answers
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to our questions in the text. Keep the work we’ve done in mind as you read
other reports.
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: ASK AND ANSWER QUESTIONS
E-RESOURCE
Formative Assessment Have students use the blackline masters
on pages 10–11 to practice the comprehension skills in this lesson plan.
Students should complete page 11 as practice at the end of Session 2. Review
students’ answers as you evaluate their mastery of the learning focus.
RI.1.1 Comprehension
Key Ideas and Details
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Session 2 “Animals of the Arctic”
Learning FocusES
RI.1.1, RI.1.4, RI.1.7
Students return to text to
read closely, ask and answer
questions about key details,
determine the meaning of
words, and use pictures
and details to describe
key ideas.
Returning to the Text 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s talk about what we did during the last session.
We asked questions about key details in the report as we read. We looked
for answers to the questions we asked in the report.
Reading the Text CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread the selection. Check
in to see how well they have understood the focuses. If you are satisfied that
students can apply them, have them reread the balance of the selection. If not,
provide corrective feedback as suggested on page 2 of this plan.
ur work as readers today is to ask and answer questions about key details
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and to figure out the meanings of words we might not know. We’ll also use
the pictures and details to tell about important ideas in the report. Let’s
reread pages 5–6 silently. Remember to ask and answer questions about key
details. . . . Please share a question about a key detail.
What do polar bears look like?
What is the answer to this question, and where is the answer found?
Polar bears look white like snow and have two layers of fur. The answer is
found in the fourth and fifth sentences on page 5.
What other questions did you ask about key details?
How do polar bears catch seals?
COMPREHENSION SHARE
Have a discussion about
the meanings of key
domain-specific words, such
as fur, paws, claws. Model
how to use context clues to
understand what each word
means. What do you think
the word claws means?
What clues are in the text?
What is the answer to this question, and where is the answer found?
They have sharp teeth and claws. The answer is found in the third
and fourth sentences on page 6.
Draw students’ attention to asking and answering questions to determine the
meaning of words.
ook at the word sharp on page 6. What question could I ask if I didn’t know
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the meaning of this word?
Can the photograph help me figure out the meaning of the word?
he word sharp tells about the polar bear’s teeth and claws. The question
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we asked was if the photograph could help us figure out the meaning of
the word. The photograph shows the polar bear’s claws. They are long and
pointy. This helps us figure out that sharp means “having a fine point.”
Focus on how the pictures and details from the text can help describe
key ideas.
his report has photographs and words. We can use both to describe
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important ideas about the animals in the Arctic. Look at the photograph on
page 5 and reread the fourth and fifth sentences. Use the photograph and
the text to tell about the polar bears.
Polar bears are white and have fur.
eep reading closely to the end of the report. Think about asking and
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answering questions about details and unfamiliar words, and using the
photographs and words to tell about important ideas.
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Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. If
students need additional practice with fluency, provide the necessary support
at the end of the session.
Discussing the Text 10 minutes
Guide a discussion in which students discuss asking and answering questions
about key details and unfamiliar words.
SL.1.4 discussion
Collaborative
I would like to hear some questions you asked about key details while
reading the rest of the report. Please share a question.
How do Arctic foxes stay warm?
What was the answer and where did you find it?
They dig into the snow to stay warm. I found it in the fifth sentence on
page 7.
sking and answering questions about key details in the text helps you find
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out important information about animals in the Arctic. Did anyone ask a
question to help find the meaning of an unfamiliar word?
I wasn’t sure what the word seasons meant. I asked myself it there were
context clues I could use. I found the words winter and summer and used
them as clues to figure out the meaning of the word seasons.
Continue the discussion, focusing on using pictures and details to describe
key ideas.
e can also use pictures and details from the text to describe key ideas
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from the text. Look at the photograph on page 8. Reread the last five
sentences. What key idea can you tell about by using the photograph and
the text?
Arctic foxes have brown fur in the summer that helps them stay safe.
What details in the photograph helped you describe this key idea?
The fox is brown and the ground is brown. It is hard to see the fox.
What details in the text helped you describe this key idea?
The text says that in the summer, their fur is brown and is the same color as
the land. This makes them hard to see.
ELL SUPPORT
RI.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 learn
about _____. I found an
answer to my question.
It is _____.
o we can use details from pictures and details from the text to describe key
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ideas in a report.
Focus on the word coats on page 7.
et’s look at the word coats on page 7. This word has more than one
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meaning. What are the meanings of the word coats?
A piece of clothing worn over clothes to keep warm; the fur of an animal; a
covering of something like paint that dries.
eread the sentence. Are there clues in the sentence to help you figure out
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which meaning of the word is right?
One clue is the word fur.
So, what is the meaning of the word coats in this sentence?
The fur of an animal.
L.1.4a VOCABULARY
Context Clues
COMPREHENSION SHARE
Look at the pictures to see if
they show details that connect
to the big idea. Use the
pictures and details in the text
to talk about the big ideas.
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Encourage students to describe events from the text with details, expressing
their ideas clearly.
hile we discuss the report as a class, we can describe events from the
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report using details. You can use details to make sure you have clearly shared
your ideas. Please describe an event using details.
Arctic foxes dig in the snow and curl their furry tail around their face to
stay warm.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
RF.1.4a
FLUENCY
Purpose
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read grade-level text with purpose and
understanding. Model adjusting reading rate to the purpose of the text, for
example, slowing down for more complex informational text. Have students
echo read page 8 after you.
TEACHER’S
W.1.8, RI.1.1
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Use the blackline master on
page 12 to introduce the constructed response question: How do animals stay
safe and warm in the Arctic? Have students use self-stick notes to mark places
in the report that help them answer the question. Point out that details they
include can come from the pictures as well as the main text. Review students’
self-stick notes as you evaluate their mastery of the learning focus.
TEACHER’S
RI.1.10
READING
Independent
CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED
In preparation for Session 3 (teacher’s choice), have students read the
short text selection “Underground Homes” on page 10 of the Themed Text
Collection. Remind students to think about the learning focuses from prior
sessions as they read.
efore our next session together, I would like you to read “Underground
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Homes” on your own. As you’ve done before, ask and answer questions
about key details in the text.
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Session 3 “Animals of the Arctic” and “Underground Homes”
Key Idea Animals have many different kinds of homes. Some animals make
their homes on ice. Other animals make their homes underground to keep cool.
REFLECTING ON THE TEXTS 5 minutes
Ask students to reflect on what they learned over the past sessions. Invite
them to review and reflect on both stories.
e have learned to ask and answer questions about key details as we
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read. Why do you think it’s important to ask and answer questions about
key details?
Asking questions while you read helps you understand what you read.
ho will share a question they asked while they read “Underground
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Homes”?
LEARNING FOCUSES
RI.1.1, RI.1.4, RI.1.7, RI.1.9
Students return to the
text to read closely. They
compare and contrast texts
and cite text evidence
that helps them to answer
questions about key details
they have asked and to
determine the meaning of
words. Students continue to
use pictures and details to
describe key ideas.
Why do meerkats have doors to go in and out of their homes?
CROSS-TEXT ANALYSIS 10 minutes
Guide students to compare and contrast the two reports.
SL.1.4 DISCUSSION
Collaborative
et’s think about the two reports we read and the different kinds of homes
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animals have. What question did you have about a key detail as you read?
Why do kangaroo rats keep the door sealed tight?
ho would like to share about how animals in the Arctic and the desert are
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the same?
Animals in the Arctic and the desert have ways to stay safe.
What do you notice about how these animals are different?
Animals in the Arctic find ways to stay warm. Animals in the desert find
ways to stay cool.
It’s helpful to think about how details in texts are the same and different. This
helps you understand what you read in both texts.
Guide students to synthesize details across both reports. The analysis should
lead to connections and new understandings based on both texts.
et’s think about how discussing the two texts together helps you
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understand both more deeply. Turn and talk with a partner about that. What
are both reports about?
They are both about animal homes.
Both texts also tell about the ways animals stay safe in their homes
INTEGRATING THE LEARNING 10 minutes
Invite students to integrate the information from both stories and concisely
state the big ideas across both texts.
ften when we read, we try to say what a text was mostly about—the big
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idea—in one sentence. Now we’re going to think through key details of
these two texts to find a big idea in one or two sentences. Turn and talk with
a partner. Think about how we can state a big idea that would go with both
texts. . . . Who would like to start?
Animals make homes to stay safe.
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TEACHER’S
W.1.8, RI.1.1
WRITING
Respond to Question
TEACHER’S
CHOICE
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 one of these questions:
How do animals stay safe and warm in the Arctic? How do animals stay safe
and cool in the desert? Tell students that they can use their self-stick notes to
help them write their answer.
Writing Connection
W.1.2
writing
Informational
WRITING A INFORMATIVE TEXT
E-RESOURCE
Summative Assessment Review with students what makes
a strong informational/piece. Students will work independently to write
an informational paragraph about how authors describe animals and their
homes. Guide them to use an idea web to find details from the text about
the animal they choose. Students may wish to share their paragraphs.
ow that you’ve read about different animals and their homes, let’s write
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an informational paragraph that answers the question: How do the authors
describe animals and their homes? Use details from both reports in your
description. Let’s quickly review what makes a strong informational piece
before we get started.
We need a main idea and supporting details. We also need a concluding
sentence that restates the main idea.
emember that you’re writing an informational paragraph, so make sure
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you include details and a sense of closure.
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TEACHER’S
CHOICE
Additional Instruction
Optional Guided Reading: “A Home in A Tree”
Prior to Session 3, for students needing additional guidance, you may want to
conduct a guided reading lesson with the short text, “A Home in a Tree.” Use
the learning focuses from Sessions 1 and 2 to reinforce both practice with the
standards and the learning.
RI.1.1, RI.1.4, RI.1.7 Comprehension
Ask and Answer Questions
oday we’ll spend some time practicing the reading skills we worked on with
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our first text. We will ask and answer questions about key details in the text.
We’ll do this by stopping to ask questions about the text as we read. Try to
ask a question about a key detail in the first sentence. Then we’ll read on to
find an answer to the question.
Independent Reading: “Underground Homes” and/
or “A Home in a Tree”
If you have not done guided reading with “A Home in a Tree,” send students
off with instructions for independent reading of the report before they do
their cross-text constructed responses. Alternatively, you might send students
off to read “Underground Homes” independently after a review of the learning
focuses.
VOCabulary
Real-life Connections Discuss with students the following words: weave,
hidden, and sealed. Guide students to understand the meanings of the words.
In “A Home in a Tree,” the birds weave their nests. What kinds of things do
people weave?
They weave blankets, sweaters, and rugs.
he report says that bird nests are hidden in the leaves. What are some
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things that you know of that are hidden?
When my friends and I play Hide-and-Seek, the seeker has to find the
hidden kids.
In “Underground Homes” we learn that kangaroo rats keep the door to their
hole sealed. What other things are sealed?
RI.1.10 READING
Independent
L.1.5c VOCABULARY
Real-life Connections
VOCABULARY TIP
As part of their work
on identifying real-life
connections between
words and their uses, have
students create pages in their
vocabulary notebooks that list
one of their favorite places
and the real-life words that
are related to it.
Some things that are sealed are envelopes and windows.
Word Recognition
Syllables Help students practice decoding regularly-spelled two-syllable words.
RF.1.3e WORD RECOGNITION
Decode Two-syllable Words
e’ve talked about syllables in words and the different ways we can divide
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words to locate the syllables. Locating syllables helps us both figure out
words we don’t know and also helps with spelling. Let’s read these three
words: bottoms, Arctic, tunnels. When words include double consonants, like
the tt in bottoms, we divide the syllables between the two consonants:
bot-toms. Who will divide the other two words for us? This is a great way to
take words apart so you can read them more easily, even if you just do it in
your head.
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Name
Date
Comprehension: Ask and
Answer Questions
As you read the report, ask questions about the ideas and
details in the text. List each question and answer.
Questions:
© Mondo Publishing
Answers:
Score:
10 ”animals of the Arctic”
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Name
Date
Comprehension: Using Text and
Photographs
What do the text and photographs tell you about animals
in the Arctic? Use details from text and photographs to
help your answer.
Think about the question above as you read the report. Write down details
from the text and photographs that answer the question. You may need
more than one copy of this sheet.
Details from the Text:
© Mondo Publishing
Details from the Photographs:
Score:
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Name
Date
Constructed Response: Write to Source
Put a check next to the question you are answering.
Use details from the text and photographs in your answer.
Use your self-stick notes to help you find details.
How do animals stay safe and warm in the Arctic?
They
to stay safe.
They
to stay warm.
How do animals stay safe and cool in the desert?
They
© Mondo Publishing
to stay safe.
They
to stay cool.
Score:
12 ”animals of the Arctic”
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