17 Reference 190 Article for Reading Strategies
First, skim headings and key words in bold print. Second, form questions from the headings and key words. Third, read the text, reading closely to understand information about headings and key words. Fourth, scan headings and key words again to find answers to questions.
Frogs and Toads SECTION 1 How Frogs and Toads Are Alike Frogs and toads have many things in common. One way they are alike is
that they are both classified in the group of cold-blooded animals called amphibians. Cold-blooded means that an animal’s body temperature changes to match its surroundings. Amphibians are animals that can live on land and in water. For this reason, both frogs and toads have long back legs for jumping and webbed feet for swimming. Another way frogs and toads are alike is that they both catch insects with their long, sticky tongues. Finally, both frogs and toads start life as tadpoles hatched from eggs laid in water. A tadpole is the larva, or baby stage, of frogs and toads. During the tadpole stage, frogs and toads have gills so they can breathe under water. Later, they develop lungs for breathing air as they mature into adult frogs and toads.
SECTION 2 How Frogs and Toads Are Different Even though frogs and toads are very similar, there are a few ways in which
they are different. One difference in frogs and toads is their skin. Toads have dry, bumpy skin that is darker in color than frogs’ skin. A frog’s skin is moist, smooth, and lighter in color than a toad’s. Another difference is their body shape. Toads have wide, flat bodies, and frogs have narrow, slender bodies. Finally, toads and frogs require different living habitats, which is the place where a plant or animal normally lives and grows. Frogs must always live near
water in order to keep their skin moist. Toads need less water and can live in dry places.
Examples show how to apply what is being learned.
684 Level 4 | Chapter 17 Chapter 1 Extending the Lesson:
Blogging A blog is like an online
journal where you can express your opinions and make comments about what is going on in your class, family, school, and community. Since others can read what you have written, you must be careful not to write anything private, rude, or unkind. You must always accept the responsibility for how you express yourself in a place that other people can read.
The following activities can be used to blog.
1. Wall blog at home (parent supervision)
Use poster board, butcher paper, white shower curtain, or white board to set up a home blog in a central location in your house. All family members can read and write blog entries.
2. Wall blog at school (teacher supervision)
You can read and write blog entries on butcher paper, poster board, or a white board.
3. Class blog on the computer (teacher supervision)
Post entries on the class blog. Use your scheduled time for the blog to write, read, respond, and reflect.
Students Extend the Lesson to promote a deeper understanding of concepts, skills, and subjects.
Assessments are provided in
Rubrics ensure writing traits are being incorporated.
8 Level 4 | Chapter 1
Comprehension Questions provide a scaffold for class discussions.
References are clear and concise.
Use Reference 190 to answer the questions below Using the Skimming Strategy
The purpose of skimming is to get a general idea of the article before you actually read it. Use titles, headings, subheadings, and key words to help you. 1. What is the title of the article? 2. Name the headings. 3. What are the bold-type words in each section? 4. What is the main idea of the article?
Strategy 2 Using the Questioning Strategy
The purpose of questioning is to get your mind ready for information. It gives you a reason for reading and makes it easier to remember main ideas and understand key words. Turn headings and key words in the article into questions. 1. How are frogs and toads alike? 2. What does cold-blooded mean? 3. What are amphibians? 4. What is a larva? 5. When are gills and lungs used? 6. How are frogs and toads different? 7. What is a habitat?
Strategy 3 Strategy 4 Using the Reading Strategy
The purpose of reading is to understand the information under headings and to get definitions for key words. Now, read the article.
Using the Scanning Strategy
The purpose of scanning is to help you use headings and key words to find answers to questions. Scan headings, key words in bold print, underlined words, and topic sentences to help you find the answers to the questions below. 1. How are frogs and toads alike? 2. Which section contains these bold-type words: cold-blooded, amphibians, larva, gills, and lungs?
3. What does cold-blooded mean? 4. What are amphibians? 5. What is a larva? 6. What are frogs and toads called in the larva stage? 7. When do frogs and toads breathe with gills? 8. When do frogs and toads breathe with lungs? 9. How are frogs and toads different?
10. Which section contains the word habitat in bold-type? 11. Which section tells you where frogs and toads live? 12. What is the main idea of the article?
Based on what you’ve learned, can you tell whether this is a picture of a frog or a toad?
Level 4 | Chapter 17 685
Classroom Practice 8 Name: ________________________________________________________________ Date:_______________
GRAMMAR: Exercise 1:
Classify each sentence. The tired little kitten slept soundly today. An old teapot whistled very loudly.
Exercise 2: 1. ___________________ 2. ___________________ 3. ___________________ List the adverb questions.
What are the article adjectives? Exercise 3: 1. _______________________________
2. _______________________________ 3. _______________________________
Exercise 5: 1. Would you like ____ orange?
Exercise 6: Write a or an in the blanks. 2. Would you like ____ fresh orange?
3. We saw ____ very large fire. 4. We saw ____ extremely large fire.
Fill in the circle beside each correct answer.
1. minute : hour :: pages : ______ 2. late : wait :: ______ : night
Rose, you go to Parker Elementary on Miller Street, don,t you? Exercise 7:
Write the capitalization and punctuation rule numbers for each correction in bold. Use References 7 and 9 on pages 24 and 29–30.
Exercise 4: List the adjective questions. 1. _______________________________
2. _______________________________ 3. _______________________________
Level 4 | Chapter 2
The Sentence Booklet is a consumable workbook intended to support your study of Shurley English and our unique approach to Language Arts. As grammar skills are introduced or as you review previously taught skills, you may utilize this book of sentences for additional classification or skill practice. Sentences are in large print and grouped by skill in this full-size, softcover booklet.
This booklet covers multiple grade levels and is cross compatible with all editions of Shurley English.
End Lesson 2
End Lesson 5
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