Teacher's Resource - Nelson Education

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Teacher Modelling Transparency 6 Use Transparency 6: Hello from P.E.I. and its related teacher notes in Transparencies for Teacher Modelling to model how readers use visualizing. Before VISUALIZING A FOREST 1. Direct students’ attention to the forest habitat shown in Let’s Talk (Student Book pages 42 and 43). Tell them you will describe a scene inside this forest. 2. Have students imagine they are hiking through the forest. Say: • In front of you is a path into the forest. There are small twigs and leaves on the path. The twigs snap as you walk on them. You see galls and funguses growing on some trees. Leaves rustle in the wind. Birds chirp in the trees. You hear a rustling sound. You see a salamander darting over a fallen tree. You look more closely and see some centipedes and sowbugs crawling on a fallen tree. 3. Tell students that making pictures in their minds while they listen to words being read aloud helps them to understand what they are hearing. Ask: • What pictures did you make in your mind • Were there any words you had a hard time visualizing Point out that if students have a hard time visualizing, it might be because they don’t understand one or more of the words used. Clarify any unknown words with students. Point out that they can also make pictures in their minds while they read to themselves to help them understand what they are reading. Understanding reading strategies Visualizing Making pictures in your mind, or visualizing, while you read can help you understand what you read. Informational writers often give you details to help you make clear pictures in your mind. 44 Add to the picture in your mind when you get more information. Stop to visualize what is happening in this busy sentence! Look for words that help you make pictures in your mind. Visualize the beetles making tunnels. Now visualize water seeping in. Habitats and Communities springtails Many creatures live among the fallen leaves. You can see some of them roundworms under a magnifying glass. Bacteria and most protists are invisible except under a microscope. Vocabulary mites Written by Donald M. Silver Illustrated by Allan and Deborah Drew-Brook-Cormack There’s a dead tree in the forest. It has been lying on the forest floor for years. And yet … it’s too alive for any nature detective to ignore. Dead and alive It’s one mystery that’s easy to solve! As soon as the tree fell, beetles began to tunnel under the bark. Water seeped in. Funguses and bacteria invaded and started to soften and break down the wood inside. Look at the tree now. It is riddled with tunnels and full of cracks. Ants and termites nest within. Mosses and mushrooms grow from it. The tree is alive with snails and sowbugs, salamanders, spiders, and centipedes— making their living feeding, hunting, and hiding. protists bacteria bristletails bacteria one-celled micro-organisms centipedes insects with long, flat bodies and many pairs of legs fertile able to produce funguses living things that live on other organic matter galls growths found on the leaves, stems, or roots of plants nutrients substances in a plant’s or animal’s food that it needs to live and grow protists one-celled micro-organisms that live in moist habitats riddled having many holes salamanders lizard-like amphibians sowbugs small insects that can curl into a ball Strategy Tip: Sound it out Show students how to break a word they don’t know into syllables in order to figure it out. Suggest that they sound out each syllable, for example, “salamanders”: sal-a-man-ders. NEL 18 <strong>Nelson</strong> Literacy 4 Teacher’s <strong>Resource</strong>: Habitats and Communities NEL
Meanwhile, bacteria and funguses are causing the dead tree to slowly rot. But more than the fallen tree will decay and disappear. So will last year’s leaves that litter the forest floor. The animal droppings, pods, galls, and dead animals will disappear, too. Bite by bite they will be eaten by insects, worms, and other litter feeders. Bit by bit they will be broken down into minerals and other nutrients by bacteria, protists, and funguses. These recyclers return the minerals and nutrients to the soil, keeping it fertile. Without recyclers, trees and other plants could not keep growing. Yes, there’s a dead tree in the forest, and it helps the woods stay alive. NEL Unlike termites, carpenter ants don’t eat wood. Instead, they chew out tunnels from the wood for their nests. Differentiated Instruction: Extra Support Connect to personal experience. Have you ever seen a dead bird or squirrel outside Use the information here to visualize how an animal decomposes over time. Listening and Drawing Present visualizing in a listening activity. Describe a picture without showing it to students. Ask them to draw what they visualize. Reveal the picture. Talk about how students used both what they heard and their personal experiences to create their pictures. Tell students that making pictures in their minds while they read also helps them to understand what they are reading. 45 During INTRODUCING THE TEXT 1. Give students a few moments to look at the article’s title and illustrations. Ask: • What do you think you are going to read about 2. Direct students to read Understanding Reading Strategies with you. Tell them that they will be learning to use the strategy of visualizing while they read this article. READING/VIEWING AND DISCUSSING THE TEXT 1. Let students read the first paragraph on page 44. Ask: • How do you think a tree can be both dead and alive 2. Have students read the second and third paragraphs. Invite them to create a picture in their minds of what they’ve read. Ask: • What did you see as you read the paragraphs 3. Direct students’ attention to the first sticky note on page 44 and have them read it. Ask: • What words really helped you make a picture in your mind as you read • What did you visualize when you read the word “riddled” If necessary, define it as “having many holes.” 4. Have students read the second sticky note on page 44. Ask: • What living things can you add to your mental picture • What are the living things in your picture doing • How is this picture different from your first picture ➜ CONTINUED NEL Life in a Rotting Log 19
Page 1 and 2: Teacher’s Resource Sample materia
Page 3 and 4: STEP 3 Use Transparencies for Teach
Page 5 and 6: CANADA’S REGIONS Social Studies 4
Page 7 and 8: Student Book 4a, pages 41-66 PRESCR
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Page 11 and 12: Copyright © 2008 by Thomson Nelson
Page 13: Which of the animals below live in
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Page 21 and 22: In a Rainforest Instructional Focus
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Page 25 and 26: Tropical rainforests are found near

Teacher's Resource - Nelson Education

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