Teacher’s Guide Animal Habitats - Pittsburgh Public Schools · PDF fileShe has taught English as a Second Language in Mexico, ... lesson plan allows you to complete one theme during

Teacher’s Guide for

Animal HabitatsFluent ScienceIncludes:• Lesson Plans• Learning Masters• Pre- and Post-Test Assessments• Take-Home Book Masters

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Copyright ©2008 The Hampton-Brown Company, Inc., a wholly owned subsidiary of The National Geographic Society, publishing under the imprints National GeographicSchool Publishing and Hampton-Brown.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage and retrieval system, without permission in writing from the Publisher.

National Geographic and the Yellow Border are registered trademarks of the NationalGeographic Society.

National Geographic School PublishingHampton-BrownP.O. Box 223220Carmel, California 93922www.NGSP.com

Printed in the United States of America.

ISBN 978-07362-57343

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Program Overview

About the Program . . . . . . . . . . . 2

Accessible Academic Content . . . 4

Flexible Use . . . . . . . . . . . . . . . . 6

Animal Habitats Lessons

Lesson Overview . . . . . . . . . . . . . 8

Lesson 1 . . . . . . . . . . . . . . . . . 10

Lesson 2 . . . . . . . . . . . . . . . . . 12

Lesson 3 . . . . . . . . . . . . . . . . . 14

Lesson 4 . . . . . . . . . . . . . . . . . 16

Lesson 5 . . . . . . . . . . . . . . . . . 18

Learning Masters

What I Learned . . . . . . . . . . . . 22

How I Learned . . . . . . . . . . . . . 23

Vocabulary Log . . . . . . . . . . . . 24

Readers Theater . . . . . . . . . . . . 25

Learning Masters . . . . . . . . . . . 26

Graphic Organizer . . . . . . . . . . 30

Family Focus . . . . . . . . . . . . . . 31

Pre- and Post-TestAssessments

Instructions . . . . . . . . . . . . . . . 34

Answer Key . . . . . . . . . . . . . . . 35

Student Profile . . . . . . . . . . . . . 36

Class Profile . . . . . . . . . . . . . . 37

Pre-Test . . . . . . . . . . . . . . . . . . 38

Post-Test . . . . . . . . . . . . . . . . . 41

Take-Home Book Masters

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PROGRAM OVERVIEWAbout the Program

2

Content and Literacy Development for Diverse Language Learners

National Geographic’s Windows on Literacy: Language, Literacy & Vocabularyprogram is designed for today’s classroom—diverse, challenging, and complex.Many children come to school without the basic background knowledge andoral language development needed for academic success. Language, Literacy & Vocabulary provides the extra support young learners need to experience success from the start.

National Geographic’s Language, Literacy & Vocabulary program offers richopportunities for beginning learners to build background knowledge, developvocabulary and oral language, and learn grade-level content. Throughout the nation, teachers told us they needed materials that scaffolded the learning so that children from diverse language backgrounds, at-risk readers, and children with learning challenges would have opportunities to achieve theirfull potential. The Language, Literacy & Vocabulary program meets this need through:

• Thematic units built around essential key concepts in science, social studies, and math

• Academic vocabulary development

• Age-appropriate and engaging nonfiction texts

• Considerate text with strong picture-text match

• Scaffolded, multilevel instruction for students at different levels of language proficiency

• Springboards to related reading and writing

• Customized instruction for English language learners (ELLs)

• Research-based instructional strategies

• Rich and varied teacher support and tools


3

Abou

t the

Pro

gram

Consulting Author: Linda Hoyt

Linda Hoyt is an educational consultant who strives to help teachers and school districts implement bestpractices in literacy instruction. She has had a richarray of experiences in education, ranging from classroom teaching to working as a reading specialist,curriculum developer, Title 1 teacher, staff developer,and Title 1 District Coordinator. She is the author of numerous books, articles, and videos and conductspresentations and workshops on literacy throughoutthe country.

Program Advisor: Mary Hawley

Mary Hawley is an educational consultant who has worked with teachers, educators, and publishers to implement best practices for teaching students withdiverse language backgrounds. She has taught English as a Second Language in Mexico, worked with migrant and refugee children in Indiana, and studiedin Latin America. In recent years, she has been instrumental in developingSpanish reading programs and products for English language learners.

Program Reviewers

Susan Brandt, Director of Staff Development and Support Programs,Arlington Heights School District 25, Arlington Heights, Illinois

Theresa Castelan, English Language Development Resource Teacher, Clovis Unified School District, Clovis, California

Dr. Beverly Ann Chin, Professor of English, University of Montana

Danielle Clayton, Director of English Learners, Kings Canyon Unified School District, Reedley, California

Paula Olson, retired teacher, Fairfax County Public Schools, Fairfax, Virginia

Sheryl Powell, Pre-Kindergarten Teacher, Wells Branch Elementary School,Austin, Texas


4

Accessible Academic Content

Success From the Start!

Achieving academic success is essential for children to make adequate yearlyprogress and for continued academic growth. Conclusive data and researchshow that children who fall behind on their acquisition of academic contentand vocabulary during the K–2 years will fall further behind as they advancethrough the grade levels. To help children achieve success from the start andprevent them from falling behind, Windows on Literacy: Language, Literacy & Vocabulary gives children access to the core grade-level content they needfor standards-based academic success through these features:

• Explicit instruction in core academic content and vocabulary to build a foundation for future success

• Focused, targeted, standards-based content

• Alignment with TESOL standards

• Multiple exposures to and applications of academic vocabulary

• Carefully leveled developmental texts

• Picture glossaries of key content vocabulary

• Simple, engaging, and visually striking student book pages

• Strong picture-text match

• Familiar language and simple sentence structures

• Multiple opportunities for oral language development

• Theme Builders for building background and developing oral language

• Opportunities for writing and related reading

PROGRAM OVERVIEW


5

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Con

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One Program for Your Diverse Classroom

Windows on Literacy: Language, Literacy & Vocabulary recognizes that every classroom includes diverse language learners as well as children whose background knowledge and oral language require development. Teachers told us they wanted one program that they could use with English languagelearners, children with reading and vocabulary challenges, and children withlearning issues that affect their ability to acquire and process language. Withappropriate modifications for different needs, Language, Literacy & Vocabularygives teachers a sound, research-based instructional plan to meet the commonneeds among diverse language learners.


PROGRAM OVERVIEW

6

Flexible Use

Windows on Literacy: Language, Literacy & Vocabulary is designed to be usedin a variety of classroom situations. This flexibility allows you to custom fit the program to match your scheduling and program needs.

Regular Classrooms

The chart below shows the suggested pacing for use in the regular classroom.Each theme can be completed in five days.

Day 5 • Lesson 5

Day 1 • Lesson 1

Day 3 • Lesson 3

Rereading and AssessmentGuided WritingOptional ReadingHome ConnectionAdminister Post-Test

Administer Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading

Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Day 2 • Lesson 2 Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group Reading Modeled Writing

Day 4 • Lesson 4 Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension StrategyGuided Writing

Pacing Guide:One Week for One Theme


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Flex

ible

UseAfter-School Programs

Language, Literacy & Vocabulary works within a variety of after-school programs.Whether your after-school program meets every day or only three days a week, the program can easily be adjusted to meet your scheduling needs.

• For programs that meet every day, one theme can be completed each week of the program.Use the Pacing Guide on page 6.

• For programs that meet three times per week, one theme can be completed every two weeks. Use the suggested plan shown below.

Summer School Programs

Language, Literacy & Vocabulary is the perfect fit for your summer school program.When time is short and results matter, your class time must be productive. The five-daylesson plan allows you to complete one theme during each week of your summerschool program. Whether your summer school plan includes a four-, five-, or six-week program, you can select developmentally appropriate themes that focus on thecontent areas of math, science, and social studies while developing strong literacy skills.

Four-Week Program

Choose four themes.

Five-Week Program

Choose five themes.

Six-Week Program

Choose six themes.

Week 1 • Day 1 • Lesson 1

Pre-TestRead Concept BookIntroduce Concepts and VocabularyModel the Reading


Reread Concept BookDevelop Concepts and VocabularyIntroduce Comprehension StrategySmall Group ReadingModeled Writing


Read First Related Nonfiction BookDevelop Concepts and VocabularySmall Group ReadingPractice Comprehension StrategyShared Writing

Week 2 • Day 3 • Complete Lesson 5

Complete Guided WritingOptional ReadingHome ConnectionPost-Test

Week 2 • Day 2 • Begin Lesson 5

Assess and ExtendRereading and AssessmentBegin Guided Writing


Read Second Related Nonfiction BookReview Concepts and VocabularySmall Group ReadingApply Comprehension Strategy

Pacing Guide:Two Weeks for One Theme


Overview Animal Habitats

8

<None>

•Use academic vocabulary related tothe study of animal habitats

•Use appropriate language forms to describe animal habitats and to summarize

•Develop fluency in reading, writing,listening to, and speaking English

SCIENCE• Identify the different kinds of habitats

in which animals live

•Understand that animals live in habitats that provide for their basic needs

•Describe how animal adaptations helpanimals survive in their habitats

READING/LANGUAGE ARTS• Learn and apply the comprehension

strategy: Summarizing

•Use the text features: Charts/GraphicOrganizers and Graphic Locators

•Write about animal habitats

• Learn and use vocabulary related toanimal habitats

To compare progress before and afterteaching this theme, use the Pre-Test andPost-Test Assessments, pages 33–43.

Before Theme Assessment

STANDARDS Theme Materials

Optional Reading

Windows on Literacy Content-Based FictionRain Forest Discovery Level 17

Turtle Beach Mystery Level 18

Windows on Literacy NonfictionMud, Mud, Mud Level 7

Polar Bears Level 8

What Lives in a Tide Pool? Level 14

Going Up the Mountain Level 18


Audiolesson on CD

Theme Builder Learning Masters

Concept Book Nonfiction Books

✁

Animal Habitats

by

Level 18


Instructional HighlightsKey Concepts• Animals live in many different

kinds of habitats.• Animals live in habitats that

provide for their basic needs,which include food, water, air,and shelter.

• Animal adaptations help animalssurvive in their habitats.

Comprehension StrategySummarizing

Key Concept WordsArctic ocean desert prairie habitat rain forestlevel zone

Text FeaturesCharts/Graphic OrganizersGraphic Locators

Lesson 1*

Teacher’s Guide pp. 10–11

Read Animal Habitats

• Administer Pre-Test, p. 38

• Introduce Concepts and Vocabulary

• Model the Reading

Lesson 2Teacher’s Guide pp. 12–13

Reread Animal Habitats

• Develop Concepts and Vocabulary

• Introduce theComprehension Strategy:Summarizing

• Small Group Reading

• Modeled Writing


Read Life in the Ocean

• Develop Concepts and Vocabulary


• Practice the Comprehension Strategy:Summarizing

• Shared Writing


Read The Rain Forest

• Review Concepts and Vocabulary


• Apply the Comprehension Strategy:Summarizing

• Guided Writing


Assessand Extend

• Administer Post-Test, p. 41

• Rereading

• Guided Writing

• Assessment Tools

• Optional Reading

• Home Connection

Theme Planner

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•Understand that animals live in manydifferent kinds of habitats

• Learn and use vocabulary related to animal habitats

•Use photos to predict vocabulary

•Use text features, such as GraphicLocators, to comprehend text

Photos: rain forest, desert, ocean, Arctic, prairie

Theme Builder

Animal Habitats

Learning Masters page 25

Audiolesson 10

Materials

OBJECTIVES

ntroduce Theme QuestionAsk students: What do you know aboutthe places, or habitats, where animalslive? What do these habitats provide tohelp animals survive? Explain thatthey will learn about animalhabitats. They will also learn thelanguage to use when describinganimal habitats.Have students draw a picture of ananimal in its habitat. Ask them towrite a sentence under the picturetelling what the animal has or doesthat helps it survive in its habitat.Turn and Talk Provide learningpartners with photos of differenthabitats. Have them write at leastone question about each habitat.

Develop Oral LanguageDisplay a photo of a rain forest.Ask students to describe the scene.Model a sentence using rain forestand levels: A rain forest has many levels.A level is a specific part of the rain forestwhere different animals live.

Then display a photo of a desert.Ask students to describe the scene.Model sentences using desert andhabitat: The desert is a habitat for many animals.

Tell students that they just describedtwo different kinds of habitats—rainforest and desert. Explain that theocean, Arctic, and prairie are otherhabitats for animals.Turn and Talk Have partners taketurns describing the photos of theother habitats.Introduce Readers TheaterDisplay the Readers Theaterselection on the Theme Builder.

Assign the roles of the interviewerand the handler to groups ofstudents to read in unison.Encourage students to addappropriate expression and gesturesto their reading. Have learningpartners use Learning Masterspage 25 to practice reading theReaders Theater selection.

Introduce Key VocabularyUse the Think and Discuss sceneto teach Key Concept Words andmodel language forms.The Arctic is one kind of habitat.

The Arctic has snow and ice.

Continue to model sentences usingthe words listed below. As youintroduce words, jot them down onchart paper. Display this WordBank throughout the theme.Turn and Talk Have students workwith partners to practice using thelanguage forms for describing. Forexample: The is very .

Build BackgroundDisplay the Think and Discussscene on the Theme Builderagain. Ask students to describe the habitats.Turn and Talk Then have partnerstalk about one habitat and practiceusing the language forms fordescribing. For example: A (rain forest) has (many tall trees).

Introduce Concepts and Vocabulary

Theme Builder (Scene)

Theme Builder (Poem)

Lesson 1 Read Animal Habitats

Arctic level rain forest

desert ocean zone

habitat prairie


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Model the Reading

Newcomers/Beginning During reading, have students point to the animalin each photo of a habitat. Have them show what they know about theanimal by pantomiming its movements or making its sounds.

Developing Ask students simple questions to review and reinforce content,such as, “Is the Trench Zone at the top or at the bottom of the ocean?”

Expanding/Bridging Ask students to say two sentences about a particularhabitat and the animals that live in it, such as, “The Arctic is cold andsnowy. Polar bears have fur to keep them warm.”

Customize Instruction for ELLs

Customize the ReadingStudents reread and talk aboutAnimal Habitats on their own to build fluency.

• Students who are not yet able toread the book can point to uniquefeatures in each habitat.

• Students who need extra supportcan reread the book whilelistening to the audiolesson.

• Students who can read the bookmight read independently or aloudwith partners.

Learning Masters/page 25

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Interviewer: Hello and welcome to the show. Ourguests today are a camel and its handler. What isthis animal’s habitat?

Handler: It lives in the desert. The desert is veryhot and dry.

Interviewer: Amazing! How does it survive?

Handler: Well, camels don’t have to drink water very often.

Interviewer: What a great adaptation!

Handler: The camel’s long eyelashes protect it from sand.

Interviewer: Camels are so interesting! Thank you for coming.

Preview the BookDistribute copies of AnimalHabitats. Read aloud the title andthe author’s name. As you pagethrough the book, point out:• There is a Contents page

showing the sections in the book.• Important words are highlighted

in bold or in color bars.• Diagrams called graphic locators

are used to show levels or zones.

Predict VocabularyEncourage students to use photosto predict vocabulary: Which wordsdo you expect to see in this book?

Display pages 8–9 and cover thewords: Which words do you expect tosee on these pages?

Students may mention the animalson the pages and the things theyneed. Add these words to theWord Bank. Have students talkwith partners and use Arctic, desert,and rain forest to name the habitats.Continue the activity with otherpages as time allows.

Model the ReadingInvite students to follow along asyou read aloud pages 4–7 inAnimal Habitats. Read fluently,modeling smooth, accurate reading

with appropriate expression. Afterreading each pair of pages, pauseto think aloud. Also, encouragestudents to ask questions and make observations.

Pages 4–5Think Aloud This is like the Think andDiscuss scene on the Theme Builder.The labels help identify different kinds of habitats.

Pages 6–7Think Aloud The highlighted words inthe captions identify the habitats.

Share the ReadingNow have partners complete thereading. Encourage them to pauseafter reading one or two pages andhave conversations about what theyhave read. Ask them to share whatthey already know about theanimals and their habitats.

Reread for FluencyTo have students practice fluentreading, model reading pages12–13. Have students echo-read inunison each sentence as you finish,imitating your model. Then havestudents reread the entire bookindependently to build fluency. See Customize the Reading.


12

•Understand that animals live in manydifferent kinds of habitats and thatanimal adaptations help them survivein their habitats

•Use vocabulary to talk about variousanimal habitats

• Learn the comprehension strategy:Summarizing

•Read to gain fluency in oral and silent reading

•Write descriptions of animal habitats

Realia: photo of flying fish

Theme Builder

Animal Habitats

Learning Masters pages 24, 26, 27

Audiolesson 10

Materials

OBJECTIVES

Lesson 2

Develop Oral LanguageDisplay the photo of the flyingfish. Ask students to describe thefish. What adaptation does this fishhave that helps it survive? What wordsdescribe this adaptation?

Turn and Talk Encourageconversation partners to talk aboutthe wing-like fins of the flying fishand how they help the fish fly outof the water to escape danger. Havethem use these language forms:The (flying fish) has large (fins). These(fins) are like (wings).

Revisit Readers Theater Display theReaders Theater selection on theTheme Builder. This time, havethe handler bring a polar bear onthe show. Change the informationto fit polar bears. Assign the rolesof the interviewer and the handlerto groups of students and read in unison.

Build BackgroundDisplay the graphic organizer onthe Theme Builder with thephotos covered with sticky notes.Point to the label of one habitatand read it aloud. Ask studentswhat would be included in such ahabitat. What animals would livethere? How would they survive?Follow the same procedure for the other habitats.Turn and Talk Encourage partners todescribe habitats and tell how eachgives animals the things they need.Begin Vocabulary Log As studentsread, encourage them to use stickynotes to tag words that they wouldlike to save. After reading, studentscan record the words and theirnotes about them.Use Learning Masters page 24.

Develop Concepts and Vocabulary

Introduce SummarizingWhen students summarize, theycondense information in a text tothe most important ideas. Bylooking carefully at the facts,graphics, and photos in anonfiction text, students cansynthesize information into ameaningful summary.Think Aloud When I read a book on a topic, I want to be able to pull all the information together so I can talkabout the topic quickly and easily. That’scalled summarizing.

Model SummarizingTurn to pages 16–17 and modelthe comprehension strategy andlanguage forms for summarizing.The important information on thesepages is that the animals shown are ableto survive in the desert because theyknow how to find shelter, food, and water.

This text is about the fact that desertanimals do things or have adaptationsthat help them survive.

For additional practice insummarizing, have partners workon Learning Masters page 26.

Introduce the Comprehension Strategy

Theme Builder (Graphic Organizer)

Reread Animal Habitats


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Modeled Writing

Use the graphic organizer on theTheme Builder to review some KeyConcepts of the theme. Prepare tomodel writing, including providingdetails through examples.Think Aloud I know that animals in ahabitat find what they need to live. I willchoose one habitat—the rain forest—andgive examples that show animalsmeeting their needs.

An orange and black jaguar drinkswater from a pool. Busy ants carryleaves near the jaguar’s feet. The antswill eat the leaves. Above, two brightred macaws climb a tree. They arebuilding a nest. All these animals findwhat they need in the rain forest.

Continue, using animals fromanother habitat. Give examples ofthe animals meeting their basicneeds in a habitat.

Customize the ReadingStudents reread and talk aboutAnimal Habitats using one of thefollowing options:

• Look through the pages, pointingout and naming the colors of theanimals and their habitats.

• Reread the book while followingalong with the audiolesson.

• Read independently or read aloudwith a partner.

Small Group Reading


The graphic locators below for the rain forest and the ocean are notcomplete. Use what you learned to write the correct information on eachgraphic locator.

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Twilight

Trench

Levels of a Rain Forest

Emergent

Canopy

Ocean Zones

Learning Masters/pages 24, 26

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Summarizing

Read pages 12–13 in Animal Habitats. List the important ideas.

The important ideas on these pages are

1.

2.

3.

Read your list. Use the ideas to help you summarize these pages.

This text is about

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List

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As students read, invite them toshare what they notice. Use someof the suggestions below toencourage observations and talkabout the book.

Pages 4–9Support Comprehension Guidestudents to summarize by havingthem name the things that allanimals need to survive. (Animalsneed food, water, oxygen, and shelterto survive.)

Pages 10–13Check Understanding How would yousummarize the information shown on thegraphic locators on pages 10 and 12?(There are four levels in the rainforest habitat. There are four zones inthe ocean habitat. Different animalslive in each level or zone.)

Pages 14–19Support Comprehension Havestudents study the photos andsentences containing the followingwords to explain the words’meanings: wide-open, floes, blubber,and gather.

Pages 20–21Check Understanding Have studentsuse the Word Bank to help themtalk about each habitat. What is eachhabitat like? What plants and animalsdoes it have? How are the habitatsalike? How are they different?

Discuss the BookInvite students to share what theylearned. Ask them to name a factabout the habitats or animals thatthey found interesting or surprising.Encourage them to use the words inthe Word Bank to discuss what theyhave read. Remind students to addwords to their Vocabulary Logs.Students can complete LearningMasters page 27.

Reread for FluencyRead the captions on pages 10–11aloud very slowly and ask studentshow you might improve yourfluency. (Read faster.) Point out thatit is important to use a speed thatmakes sense. Now have partnersprepare to read these pages. First,discuss the meaning of any difficultwords. Have partners review andpractice reading these words. Thenhave partners practice reading thepages aloud. For other suggestions,see Customize the Reading.


14


• Practice the comprehension strategy:Summarizing

•Understand that animal adaptationshelp animals survive in their habitats

•Use a chart to comprehend text

•Use context clues to find word meanings

Realia: world map or globe

Theme Builder

Life in the Ocean

Learning Masters page 28

Audiolesson 10

Materials

OBJECTIVES

Lesson 3

Develop Oral LanguageModel the Key Concept Wordsocean and zone. For example, pointout oceans on a world map or globe.Much of the Earth is covered by oceans.Oceans have different zones. A zone is alayer or section. Different animals live inthese zones.

Turn and Talk Have conversationpartners take turns creatingsentence stems that can becompleted with ocean and zone.For example:The east coast of the United States is onthe Atlantic (Ocean).

Many fish that live in the deep (zones)of the (ocean) have adaptations thathelp them see.

Revisit Readers Theater Display theReaders Theater selection on theTheme Builder. Assign the roles ofthe interviewer and the handler togroups of students to read in unison.Encourage students to add gesturesor motions.

Build BackgroundDistribute copies of Life in theOcean. Invite students to talk aboutsea creatures that they have seen.Encourage them to use thelanguage forms for describing:A squid is .

Its tentacles have .

Develop Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss question on the back cover: Which zone dohatchet fish live in?Page through the book and do the following:• Point out the highlighted words

in the text and their placement inthe graphic locators.

• Point out the Index and havestudents use it to find information.

• Ask students to predict what theywill learn.

Predict Vocabulary Encouragestudents to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

List the words students mention.Add Key Concept Words in thebook that students do not mention.

Text Feature: Charts

Introduce Display the chart onpages 22–23. A chart shows groups of information. This chart showsinformation in rows.

Model If I want to know which animalslive in the Twilight Zone, I find the rowlabeled “Twilight Zone” and follow it tosee which animals are shown there.

Practice Have students use the chartto answer these questions: What isthe name of the bottom zone? Name theanimals that live there.

Read Life in the Ocean


15

Shared Writing

Review the writing you modeled inLesson 2. Point out that writerssometimes add a chart to theirwriting to make their ideas clearer.Work with students to create a chartwith a column for each habitat.

Now invite students to help you tocontinue to write about animalsand their habitats. Help studentsframe a sentence stating a newmain idea.

Newcomers/Beginning Have students make drawings of ocean animalsand write the name of the zone in which they live.

Developing Encourage students to describe the water in the various zonesby asking questions such as, “Is the light bright?” “Is the water cold?”

Expanding/Bridging Have students describe in detail what animals doand the adaptations they have to survive in the various zones.


Customize the ReadingStudents reread and talk about Life in the Ocean using one of thefollowing options:

• Look through the pages, pointingout the adaptations of the animals.


• Read independently or aloud witha partner.


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List adjectives to describe the water and an animal found in each zoneof the ocean. Then use some of the words in a sentence about the zone.

Sunlit Zone

Adjectives:

Sentence:

Twilight Zone

Adjectives:

Sentence:

Midnight Zone

Adjectives:

Sentence:

Trench Zone

Adjectives:

Sentence:

Read the BookAs students read, invite them to share what they notice. Usesome of the suggestions below toencourage observations and talkabout the book.

Pages 2–3Key Concept Words ocean, zoneSupport Comprehension Explain themeaning of words that students maynot understand, such as surface.Show students how they can findthis meaning using context clues.(Contrast with “very deep water.”)

Pages 4–9Check Understanding Describe theadaptations of flying fish and sea turtlesthat help them survive in the SunlitZone. (Flying fish have fins like wings.Sea turtles have strong flippers toswim quickly. These adaptations canhelp them catch food or get away fromtheir enemies.)

Pages 10–17Support Comprehension Drawstudents’ attention to thehighlighted words in the text andtheir placement in the graphiclocators on pages 10 and 14.

Pages 18–23

Practice the Comprehension Strategy

Encourage students to Summarizeto help them understand pages18–21.What do we know from reading thesepages? What do you think is the mostimportant information? How can we givethis information in two sentences?

Guide students to understand thatsummaries give only the mostimportant information, not all the information.

Discuss the BookInvite students to use the WordBank to tell about the book. Whathave they learned about the oceanzones in both Life in the Oceanand Animal Habitats? What newinformation did Life in the Oceanprovide? Remind students to addwords to their Vocabulary Logs.Use Learning Masters page 28.

Reread for FluencyHave students reread the entirebook independently to buildfluency. See Customize the Reading


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• Apply the comprehension strategy:Summarizing

•Develop an understanding thatanimals live in habitats that providefor their basic needs, which includefood, water, air, and shelter

•Use Graphic Locators to comprehend text

•Make inferences

Photos: animals in different levels of arain forest, such as the forest floor andthe emergent level

Theme Builder

The Rain Forest

Learning Masters pages 29, 30

Take-Home Book Masters: Animal Habitats

Audiolesson 10

Materials

OBJECTIVES

Lesson 4

Develop Oral LanguageModel the Key Concept Wordslevel and rain forest. Display anddiscuss the photos of differentlevels of a rain forest: Rain forestshave four levels. Different kinds ofanimals live on each level.

Turn and Talk Have partners taketurns describing the photos ofdifferent levels of a rain forest. For example:There are ants and other insects on thebottom level of the rain forest.

Encourage students to uselanguage forms for describing.

Revisit Readers Theater Display theReaders Theater selection on theTheme Builder. Repeat the ReadersTheater with information on a newanimal. Assign the roles of theinterviewer and the handler togroups of students to read in unison.

Build BackgroundDistribute copies of The RainForest. Invite students to share whatthey know about rain forests andthe animals that live there. Are theanimals they know insects, reptiles,mammals, or birds? What does therain forest provide these animals?

Review Concepts and Vocabulary

Small Group ReadingGet Ready to ReadPreview the Book Read aloud thetitle, the author’s name, and theThink and Discuss questions onthe back cover: Would you like tolive in a rain forest? Which levelwould you choose?Page through the book and do the following:• Describe the animals in

the photos.• Point out the colors of the labels

and how they correspond to thecolors on the graphic locators.

• Ask students to predict what theywill learn.

Predict Vocabulary Encouragestudents to use photos to predictvocabulary: Which words do youexpect to see in this book?

Display a page and cover thewords: Which words do you expect tosee on this page?

List the words that studentsmention. Add Key Concept Words in the book that students do not mention.

Text Feature: Graphic Locators

Introduce Have students look at thegraphic locator on the left side ofpage 4. A graphic locator is a kind ofkey that shows location or order.

Model Point to the bottom level ofthe graphic locator. This graphiclocator shows the four levels of a rainforest. We are looking at the bottom one,the forest floor.

Practice Have students tell whatthe graphic locators on pages 8, 12,and 14 indicate.

Read The Rain Forest


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Animal Habitats

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17

Guided Writing

Distribute copies of the Take-HomeBook Masters. Read the title andpage through the book. Explain tostudents that they will write booksabout animal habitats. Work withstudents to:• Complete the Contents page.• Name and describe animals in

each habitat.• Share writing ideas for each pair

of pages.Record students’ writing ideas forthe pages of their books on chartpaper. Have them suggest detailsor graphic locators to add to thephotos as appropriate.

Now have partners talk together to plan what to write. Have eachstudent complete a graphicorganizer to plan writing. Studentsmay name each habitat and listsuch information as animals thatlive in the habitat and words todescribe the habitat. Display the Word Bank and remindstudents to check their VocabularyLogs as they begin to write.Use Learning Masters page 30.


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The Rain Forest

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Use this Contents page for to answer questions about The Rain Forest.

ContentsLevels of the Rain Forest 2Forest Floor 4Understory 8Canopy 12Emergent Level 14

1. Under which heading would you find information about animals thatlive at the very top of the rain forest?

2. Under which heading would you find information about all fourlevels of the rain forest?

3. What information would you expect to find on pages 4 to 7?

4. How is a Contents page different from an Index?


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Use this graphic organizer to plan what you will write in your Take-Home Book on animal habitats.

Habitats

Customize the ReadingStudents reread and talk about TheRain Forest using one of the followingoptions:

• Look through the pages, pointingout the animals that they would liketo learn more about.


• Read independently or aloud witha partner.

Read the BookAs students read, invite them to share what they notice. Usesome of the suggestions below toencourage observations and talkabout the book.

Pages 2–3Key Concept Words level, rain forestCheck Understanding What do younotice about the picture on the chart onpage 3? How does this help youunderstand the levels of the rain forest?(It shows trees and plants at each levelof the rain forest. I can see the trees orplants at each level.)

Pages 4–7Check Understanding Why are there somany leaves on the ground? (They mayfall from the trees or from animalsabove eating them.)

Pages 8–15

Apply the Comprehension Strategy

Use language forms to helpstudents Summarize theinformation on pages 8–15.The important information on thesepages is .

This text is about .

Page 16Support Comprehension Guidestudents to use the Index to findinformation about different animalsand levels of the rain forest.

Discuss the BookInvite students to use the WordBank to discuss the book and toshare what they learned. Were theysurprised by what they learnedabout the rain forest habitat? Howis the rain forest habitat similar tothe ocean habitat described in Lifein the Ocean? (Both habitats aredivided into layers, or sections, inwhich specific animals live. The rainforest has levels, and the ocean haszones.) Have students add words totheir Vocabulary Logs.Use Learning Masters page 29.

Reread for FluencyHave students reread the entirebook independently to buildfluency. See Customize the Reading.


18

•Use Key Concepts and Key ConceptWords in writing

•Demonstrate oral language proficiency

•Demonstrate comprehension of theme selections

•Read related titles to reinforce KeyConcepts and vocabulary

Take-Home Book Masters: Animal Habitats

Learning Masters pages 22–23, 31–32

Materials

OBJECTIVES

Lesson 5 Assess and Extend

Guided Writing

Students continue writing the Take-Home Books they began in Lesson4. Review the group list of writingideas. Display the Word Bank.Page through the theme books toreview the text features, includingcharts and graphic locators. Talkabout text features that studentscould add to their Take-HomeBooks. For example, they mightadd graphic locators to illustratethe rain forest and ocean habitats.Point out that good writers:• Plan what they are going to

write. Have students use theircompleted graphic organizers toguide their writing.

• Add details or examples to maketheir ideas clearer. Students canadd examples of adaptations.

• Revise their work. Have studentscheck that they gave a clear mainidea with each paragraph.

Have students complete thePicture Glossary and About theAuthor last.As students write, circulate tocoach and support individuals. Ifstudents need help, have them usetheir graphic organizers to recall orprioritize information they can add.Have partners exchange books anddiscuss what they like in each other’sbook. For example, a partner maypoint out a good opening sentencethat hooks the reader. Each writerdecides what changes to make andadds any final touches.

Newcomers/Beginning Provide sentence frames that reinforce thelanguage forms for describing, such as, “Deserts are hot and dry.”

Developing Ask questions with simple answers to help students think ofwhat they will write, such as, “In the ocean, are the animals in the SunlitZone the same as in the Trench Zone?”

Expanding/Bridging Encourage students to use a variety of sentences andsentence lengths.



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Animal Habitats

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Allow time for children toindependently reread the themeselections. Display the Word Bankfor children’s reference as they read.

As children reread, meet withindividuals. Use the Post-Test onpages 41–43 to evaluate children’sprogress and to update theirrecords.

Rereading and Assessments


19

Assessment ToolsSelf-AssessmentAllow children to reflect and assesstheir own learning by completingLearning Masters pages 22–23.

• What I Learned, page 22

• How I Learned, page 23

ReadingIn addition to the Pre-Test andPost-Test Assessments, thefollowing assessment tools,available online, can help youevaluate and record children’sprogress in reading.

• Retelling Guide and Scoring Rubric

• Fluency Scoring Guide

• Oral Reading Record

WritingUse the completed Take-HomeBooks available online and thefollowing tools to assess children’sdevelopment as writers.

• Writing Rubric

• Developmental Checklist

Content AssessmentHave students work in groups tocreate a picture album of animalsgrouped by habitat. Studentsshould share ideas aboutadaptations animals have and howan adaptation helps an animal livein the habitat. Have studentsinclude captions for their drawings.

Vocabulary and Oral LanguageUse the following resources,available online, in addition to theThink and Discuss scene on theTheme Builder, to assess orallanguage development.

• Content Vocabulary Checklist

• Oral Language DevelopmentalChecklist

Optional ReadingReading related titles allowsstudents to explore concepts andvocabulary at different levels. Italso allows them to use readingstrategies in different types oftexts. Encourage students tocompare the theme books to thebooks in the next column.

Optional TitlesThese related Windows on Literacytitles reinforce Key Concepts of theAnimal Habitats theme.

Nonfiction Titles

Mud, Mud, Mud Level 7

Polar Bears Level 8

What Lives in a Tide Pool? Level 14

Going Up the Mountain Level 18

Fiction Titles

Rain Forest Discovery Level 17

Turtle Beach Mystery Level 18

Home ConnectionThe Family Focus letters onLearning Masters pages 31–32summarize key concepts aboutanimal habitats and adaptations.

In the Share and Learn activity,family members take a walk toobserve animals and talk about howthe animals survive in their habitat.

Learning Masters/pages 22–23

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How I Learned

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Think about reading the books in this theme. Draw an X next to the things you did as you read.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Choose one thing from your list. Tell how it helped you understand the text.

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What I Learned

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List the three most important things you learned in this theme. Tell why you listed each one.

1.

2.

3.

Learning Masters/pages 31–32

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Enfoque en la familia

Vocabulario

• Ártico(Arctic)

• desierto(desert)

• hábitat(habitat)

• nivel(level)

• océano(ocean)

• pradera(prairie)

• selvatropical(rainforest)

• zona(zone)

Estimada familia,Su escolar ha estado leyendo los libros Animal Habitats (Loshábitats de los animales), Life in the Ocean (La vida en elocéano) y The Rain Forest (La selva tropical) en nuestraunidad de estudio sobre los hábitats de los animales. Favor deusar esta página para hablar con su escolar acerca de loshábitats de los animales.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. También revise el Diario deVocabulario que ha creado para el tema. Use estas preguntaspara discutir el libro juntos.

•¿Qué es un hábitat?•¿Qué necesitan los animales en sus hábitats?•¿Cuál hábitat o animal te parece más interesante? ¿Porqué?•¿Cuáles son algunas de las adaptaciones de los animales?

Ideas ClaveSu escolar ha estado aprendiendo estas ideas importantes:

• Los animales viven en muchos diferentestipos de hábitats.

• Los animales viven en hábitats que proveensus necesidades básicas, que incluyen lacomida, el agua, el aire y el refugio.

• Las adaptaciones de los animales les ayudana sobrevivir en sus hábitats.

Compartir y aprenderDé un paseo con su escolar para observar losanimales en su comunidad o en un parque obosque. Al ver los animales, pídale a su escolarque describa el animal y lo que hace. Pregúntelesobre la manera en que sobrevive el animal.Algunos ejemplos de preguntas son: “¿Qué comeel animal? ¿En dónde encuentra comida, refugio yagua?” Anime a su escolar que use el Vocabularioy cualquier vocabulario nuevo que ha aprendidosobre los hábitats y animales.

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Family Focus

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Dear Family,Your child has been reading the books Animal Habitats, Lifein the Ocean, and The Rain Forest in our unit of study onanimal habitats. Please use this page to talk about animalhabitats with your child.

Your child has written a Take-Home Book. Invite your child toshare the book with you. Also, share your child’s VocabularyLog for the theme. Here are some sample questions to helpyou discuss the Take-Home Book together:

•What is a habitat?•What do animals need in their habitats?•Which habitat or animal you have read about is most

interesting to you? Why?•What are some animal adaptations?

Key ConceptsYour child has been learning these important ideas:

•Animals live in many different kinds of habitats.•Animals live in habitats that provide for their basic

needs, which include food, water, air, and shelter.•Animal adaptations help animals survive in

their habitats.

Words to Know

• Arctic

• desert

• habitat

• level

• ocean

• prairie

• rainforest

• zone

Share and LearnTake a walk with your child to observeanimals in your neighborhood or in a park orforest preserve. As you see animals, haveyour child describe the animal and what it isdoing. Ask your child questions about howthe animal survives, such as, “What doesthis animal eat? Where does it find food,shelter, and water?” Ask your child to use theWords to Know and any new vocabulary heor she learned about habitats and animals.

Related Fiction Titles



Learning MastersFluent: Animal Habitats


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22 Animal Habitats | Learning Masters

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What I Learned

List the three most important things you learned in this theme. Tell why you listed each one.

1.

2.

3.


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Learning Masters | Animal Habitats 23

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How I Learned

Think about reading the books in this theme. Draw an X next to the things you did as you read.

I made connections.

I thought about what would happen next.

I asked questions before I read.

I asked questions while I read.

I made pictures in my mind.

I picked out the most important ideas.

I figured things out without the author telling me.

Choose one thing from your list. Tell how it helped you understand the text.


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Vocabulary LogW

ord

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Mea

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Dra

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wor

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Tell

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Add

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Readers Theater

Interviewer: Hello and welcome to the show. Ourguests today are a camel and its handler. What isthis animal’s habitat?

Handler: It lives in the desert. The desert is veryhot and dry.

Interviewer: Amazing! How does it survive?

Handler: Well, camels don’t have to drink water very often.

Interviewer: What a great adaptation!

Handler: The camel’s long eyelashes protect it from sand.

Interviewer: Camels are so interesting! Thank you for coming.


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Summarizing

Read pages 12–13 in Animal Habitats. List the important ideas.

The important ideas on these pages are

1.

2.

3.

Read your list. Use the ideas to help you summarize these pages.

This text is about


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The graphic locators below for the rain forest and the ocean are notcomplete. Use what you learned to write the correct information on eachgraphic locator.

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Animal Habitats

Twilight

Trench


Emergent

Canopy

Ocean Zones


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Life in the Ocean

List adjectives to describe the water and an animal found in each zoneof the ocean. Then use some of the words in a sentence about the zone.

Sunlit Zone

Adjectives:

Sentence:

Twilight Zone

Adjectives:

Sentence:

Midnight Zone

Adjectives:

Sentence:

Trench Zone

Adjectives:

Sentence:


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The Rain Forest

Use this Contents page to answer questions about The Rain Forest.

ContentsLevels of the Rain Forest 2Forest Floor 4Understory 8Canopy 12Emergent Level 14

1. Under which heading would you find information about animals thatlive at the very top of the rain forest?

2. Under which heading would you find information about all fourlevels of the rain forest?

3. What information would you expect to find on pages 4 to 7?

4. How is a Contents page different from an Index?


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Web

Use this graphic organizer to plan what you will write in your Take-Home Book on animal habitats.

Habitats



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Family Focus

Dear Family,Your child has been reading the books Animal Habitats, Lifein the Ocean, and The Rain Forest in our unit of study onanimal habitats. Please use this page to talk about animalhabitats with your child.

Your child has written a Take-Home Book. Invite your child toshare the book with you. Also, share your child’s VocabularyLog for the theme. Here are some sample questions to helpyou discuss the Take-Home Book together:

• What is a habitat?• What do animals need in their habitats?• Which habitat or animal you have read about is most

interesting to you? Why?• What are some animal adaptations?

Key ConceptsYour child has been learning these important ideas:

• Animals live in many different kinds of habitats.• Animals live in habitats that provide for their basic

needs, which include food, water, air, and shelter.• Animal adaptations help animals survive in

their habitats.

Words to Know

• Arctic

• desert

• habitat

• level

• ocean

• prairie

• rainforest

• zone

Share and LearnTake a walk with your child to observeanimals in your neighborhood or in a park orforest preserve. As you see animals, haveyour child describe the animal and what it isdoing. Ask your child questions about howthe animal survives, such as, “What doesthis animal eat? Where does it find food,shelter, and water?” Ask your child to use theWords to Know and any new vocabulary heor she learned about habitats and animals.



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Enfoque en la familia

Vocabulario

• Ártico(Arctic)

• desierto(desert)

• hábitat(habitat)

• nivel(level)

• océano(ocean)

• pradera(prairie)

• selvatropical(rainforest)

• zona(zone)

Estimada familia,Su escolar ha estado leyendo los libros Animal Habitats (Loshábitats de los animales), Life in the Ocean (La vida en elocéano) y The Rain Forest (La selva tropical) en nuestraunidad de estudio sobre los hábitats de los animales. Favor deusar esta página para hablar con su escolar acerca de loshábitats de los animales.

Su escolar ha escrito un libro para llevar a la casa. Pídale a suescolar que le lea el libro. También revise el Diario deVocabulario que ha creado para el tema. Use estas preguntaspara discutir el libro juntos.

• ¿Qué es un hábitat?• ¿Qué necesitan los animales en sus hábitats?• ¿Cuál hábitat o animal te parece más interesante? ¿Porqué?• ¿Cuáles son algunas de las adaptaciones de los animales?

Ideas ClaveSu escolar ha estado aprendiendo estas ideas importantes:

• Los animales viven en muchos diferentestipos de hábitats.

• Los animales viven en hábitats que proveensus necesidades básicas, que incluyen lacomida, el agua, el aire y el refugio.

• Las adaptaciones de los animales les ayudana sobrevivir en sus hábitats.

Compartir y aprenderDé un paseo con su escolar para observar losanimales en su comunidad o en un parque obosque. Al ver los animales, pídale a su escolarque describa el animal y lo que hace. Pregúntelesobre la manera en que sobrevive el animal.Algunos ejemplos de preguntas son: “¿Qué comeel animal? ¿En dónde encuentra comida, refugio yagua?” Anime a su escolar que use el Vocabularioy cualquier vocabulario nuevo que ha aprendidosobre los hábitats y animales.


AssessmentsFluent: Animal Habitats


34 Animal Habitats | Assessments

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Administering the Tests

About the Pre-Test and Post-TestThe Pre-Test and Post-Test measure students’ performance in four skill domains:

• Concept Words• Key Concepts• Comprehension Strategies• Text Features

The Pre-Test gives information about each student’s baseline proficiency with the theme of study. Analyzing student results will help you select appropriateteaching strategies and target areas of need. The Post-Test, when comparedwith the Pre-Test data, captures students’ gains and serves as a useful tool indocumenting student progress.

Administering the Test Before distributing the test, be sure that students have their Concept andRelated Nonfiction books accessible These texts are often referred to inboth the Pre- and Post-Tests.

Distribute the test.

Look to make sure that each student is working on the correct page. Readall directions and test items out loud to students. Have students workindividually on sections and allow a reasonable amount of time for themto complete each item.

Collect all tests and score them using the Answer Key on page 35. 4

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Answer Key

Scoring the Pre-Test and Post-TestItems 1–12 and 15–18 are worth one point. Items 13–14 are worth 2 points. There are 20 points total.For free response answers that require students to draw or write, answers need to show an understandingof the key word or concept to receive the point. Do not penalize students for incorrect spelling or grammar.

Pre-Test

Post-TestConcept Words

(1–6)Key Concepts

(7–12)Comprehension Strategy

(13 & 14)Text Features

(15–18)1 point each 1 point each 2 points each 1 point each1. (b) 7. desert Points Description 15. (b)2. (e) 8. coats 2 Response demonstrates a complete

understanding of the strategy.16. (c)

3. (d) 9. rain forest 1 Response demonstrates a partialunderstanding of the strategy.

17. rattail or tripodfish

4. (a) 10. ocean 0 Response is totally incorrect or irrelevant. 18. rattail or tripodfish5. (c) 11. snout Note: Do not score written response for

grammar, mechanics, or spelling.6. (f) 12. floor

Concept Words (1–6)

Key Concepts (7–12)

Comprehension Strategy (13 & 14)

Text Features(15–18)

1 point each 1 point each 2 points each 1 point each1. (e) 7. sun Points Description 15. (a)2. (a) 8. ocean 2 Response demonstrates a complete

understanding of the strategy.16. (b)

3. (b) 9. Arctic 1 Response demonstrates a partialunderstanding of the strategy.

17. What AnimalsNeed

4. (d) 10. water 0 Response is totally incorrect or irrelevant. 18. The OceanHabitat5. (f) 11. air Note: Do not score written response for

grammar, mechanics, or spelling.6. (c) 12. warm



Student Profile for Pre-Test and Post-Test

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Test & Date

ConceptWords

KeyConcepts

Compr.Strategy

TextFeatures

PointScore

PercentScore

Pre-Test

Date: ___ /6 /6 /4 /4 /20 %

Post-Test

Date: ___ /6 /6 /4 /4 /20 %



Class Profile

Teacher Name

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PercentScore

PointScore

PercentScore

/20 % /20 %



Pre-Test

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Draw a line from the word to what it means.

1. Arctic a. A very hot, dry and sandy place thatanimals live.

2. desert b. This is what we call a place whereanimals live.

3. habitat c. A tropical place where animals livethat is hot and wet.

4. ocean d. A wet and salty place where animals live.

5. prairie e. A very cold place that animals live.

6. rain forest f. Also called “the plains.” This is a wide-open space where animals live.

Concept Words

57343_WOL_LLV_Fluent_AH.qxd:Layout 1 4/16/08 12:24 PM Page 38


Pre-Test

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Look at the words in the Word Bank. Choosethe word that best completes the sentence.Write the word on the line. Follow the example.

Example: Animals live in many different kinds

of .

7. Some animals dig holes underground to find shelter from

the hot .

8. An habitat provides a home for sea turtles

and fish.

9. A mother polar bear and her baby cub live in the cold

habitat.

10. Animals have special needs to survive. They need to eat food

and drink .

11. Animals need shelter to protect them and to breath.

12. A walrus lives in the cold Arctic habitat. They have a thick layer

of blubber to keep them _______________ in the freezing cold.

Key Concepts

habitats

Word Bank

ocean Arctic

air sun

water warm

habitats



Pre-Test

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Read pages 14–15 in Animal Habitats. What is the important information on these pages?

13. The important information is

14. This is important because

At the right you see agraphic locator of the Levels of a Rain Forest.Look at the picture andanswer the questions.

15. Which level is on the top? a. Canopy b. Forest Floor c. Emergent

16. Which level is the lowest? a. Understory b. Forest Floor c. Canopy

Turn to the Contents page in Animal Habitats.

17. What information will you find on page 8?

18. What information will you find on page 12?

Text Features

Comprehension Strategy


Emergent

Canopy

Understory

Forest Floor



Post-Test

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Draw a line from the word to what it means.

1. zone a. A very cold place that animals live.

2. levels b. An ocean can be divided into thesefour different areas (from the surfaceto the floor).

3. rain forest c. Also called “the plains” this is a wide-open space where animals live.

4. Arctic d. A tropical place where animals livethat is hot and wet.

5. prairie e. A rain forest can be divided intothese four different areas (from thetree tops to the forest floor).

6. desert f. A very hot, dry and sandy place thatanimals live.

Concept Words



Post-Test

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Look at the words in the Word Bank. Choosethe word that best completes the sentence.Write the word on the line.

7. A camel may find an oasis in the

to drink water.

8. Some animals, like the Musk oxen, grow thick

to protect them from the cold.

9. A is a tropical habitat

where it is hot and wet.

10. Sea creatures live in the habitat.

11. The long of the anteater helps this animal

sniff out ants to eat.

12. The forest is a place where many animals

find food.

Key Concepts

Word Bank

floor coats

desert rain forest

ocean snout



Post-Test

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Read pages 4–7 in The Rain Forest. What is the important information on these pages?

13. The important information is

14. This is important because

At the right you see a graphic locator of the Levels of the Ocean Zones. Look at the picture and answer the questions.

15. What Zone is the highest?

a. Twilight b. Sunlit c. Trench

16. Which Zone is the lowest?

a. Sunlit b. Midnight c. Trench

Turn to pages 22–23 in Life in the Ocean.What two animals live in the Trench Zone?

17.

18.

Text Features

Comprehension Strategy

Twilight

Midnight

Trench

Ocean Zones

Sunlit



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Animal Habitats

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Contents

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Animals Live in Habitats 4

Rain Forests and 6

and Prairies 8

The Arctic 10

Picture Glossary 12

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About the Author

Animals find food and shelter they need to live in their habitats.

Animals Live in Habitats


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Rain Forests and Oceans

Deserts and Prairies

Many animals, such as the fennec fox, come out at night to find food.

Different animals live in the rain forest and ocean.


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Nat

iona

l Geo

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Soc

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11


© 2

006

Nat

iona

l Geo

grap

hic

Soc

iety

✁10

12

The Arctic

Picture Glossary

Animals may have thick fur, blubber, or feathers to keep warm.

Desert: Fennec F Ocean: O

Prairie: G Rain Forest: M



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Documents

Teacher’s Guide Animal Habitats - Pittsburgh Public Schools · PDF fileShe has taught English as a Second Language in Mexico, ... lesson plan allows you to complete one theme during