Teacher’s Guide

[Pages:28]Teacher's Guide

Growing Things Having Fun My Community

Animals Everywhere Going Places

Having Fun

AniMmGyaTrlCsohowEimnvigmnesrguynwithyere

Going Places Growing Things

PlantsHaving Fun

Going Places My Community Having Fun Growing Things Animals Everywhere

Play Ball!

PGlaocinegs

Train Ride!

Play Ball!

Train Ride!



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Plants Play Ball.indd c2-c3

Word Count: 0

My Community Animals Everywhere

Going Places Growing Things

Having Fun



Trains.indd c2-c3Word Count: 13

Animals Everywhere Going Places

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My Community

FCooomdminunMityy Susan Bennett-Arm9isW/1t8oe/ra2d0dC1,2oPuhn8:Et.5:D91v:.496eAPrMnyimwhaelsre

Susan Bennett-Armistead, Ph.D.

Reptiles 9/18/2012 9:39:16 PM

Susan Bennett-Armistead, Ph.D.

9/18/2012 8:33:37 PM

Reptiles



REPTILES.indd c2-c3

Food in My Community



Food in My Community.indd C2-C3

Word Count: 24

Word Count: 16

Susan Bennett-Armistead, Ph.D. 9/18/2012 8:50:50 AM Susan Bennett-Armistead, Ph.D.

9/18/2012 7:56:04 PM

Susan Bennett-Armistead, Ph.D.

Teacher's Guide

Susan Bennett-Armistead, Ph.D.

Published in the United States of America by the Hameray Publishing Group, Inc. Copyright ? 2013 Hameray Publishing Group, Inc. Publisher: Raymond Yuen Assistant Editor: Tara Rodriquez Designer: Stephani Sturtz All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without permission in writing from the publisher. Reproduction of any part of this book through photocopy, recording, or any electronic or mechanical retrieval system without the written permission of the publisher is an infringement of the copyright law. ISBN 978-1-60559-846-8 Printed in the United States of America 1 2 3 4 5 6 HP 18 17 16 15 14 13

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Table of Contents

Overview....................................................................................... 4 Animals Everywhere..................................................................... 7 Going Places.............................................................................. 13 Growing Things.......................................................................... 17 Having Fun................................................................................. 22 My Community............................................................................ 25

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Overview

My World is a collection of themed informational texts for young children. It's designed to address interests that many young children have, while simultaneously building their knowledge about the world as well as their literacy learning. Each theme includes the following:

? A collection of ten little books on the theme ? Terms and facts that support the theme ? Suggested additional resources to extend the theme

What Is Informational Text? Informational text is a subset of nonfiction that is written with the purpose of informing readers about the natural or social world. It has some common features that can help you spot it, such as these:

? Uses timeless verbs and generalized nouns, as in "dogs bark" or "plants grow from seeds"

? Realistic illustrations or photos ? Charts or graphs ? No characters ? Topical ? May be non-linear, meaning you need not read from the

beginning of the book to the end of the book as you would with a story ? S pecialized vocabulary, which is sometimes bolded or in italics ? Factual and accurate ? Table of contents, index, and glossary

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Of course, not all informational texts have all of these features. However, the presence of these features and text structure is a good clue that the text is informational in nature. We can point out these features to children as we read an informational text to help them become aware of the differences in genres. There is good evidence that very young children are aware of genre differences. Texts like those in this collection can assist you in supporting their growing awareness. For more detail about informational text and how to use it with young children, see Reading and Writing Informational Text in the Primary Grades: Research-Based Practices (2003) by Duke and Bennett-Armistead.

How should I use the texts in this series? The little books in this collection can be used in a variety of ways, depending on your objective. You might:

? Use them for a read-aloud to introduce the concepts and provoke interest.

? Use them for a read-aloud to introduce the structure of informational text.

? Use them for a read-aloud to promote comprehension using some of the questions included in the books.

? Compare them to other texts that you've read to assist children in making text-to-text connections.

? Include them as reference books in dramatic play. ? Include them in the science corner for reference. ? Include them in the book corner for independent

exploration. ? Encourage beginning readers to read them independently

or with support through guided reading or partner reading.

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? Invite children to expand on the books by encouraging their use as a writing prompt.

? Send them home with children to share with their families.

However you choose to use them, know that you will be advancing both children's knowledge of the world and their developing literacy.

How to use this information: The following information is designed to assist you as you work to develop content-rich themes to teach young children about the world around them. Use the focus vocabulary to enrich children's understanding and their language use associated with the theme. Each book in the series provides suggestions for questions that might extend children's curiosity and learning about one of five themes: animals, transportation, plants, recreation, and community. Consider using this information in three ways: 1) as part of planned experiences and discussions; 2) to take advantage of children's spontaneous questions or opportunities that arise through their play; and 3) to share with your families the information you are talking about in class, so they can further the conversation at home through book-reading, discussion, and providing experiences that allow for greater understanding of the concepts. For more detail on how to plan a theme using terms and facts, see Teaching Young Children Using Themes (2011) by Kostelnik et al.

The following sections provide theme-specific vocabulary, background knowledge for teachers, and additional resources.

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Animals Everywhere

Focus Vocabulary for the Theme

animal birth carnivore crepuscular diurnal domesticated egg habitat hatch herbivore

living nocturnal non-living offspring omnivore parent pet plan scientist wild

What Teachers Need to Know Animals live all over the world. Animals live on every continent and in every ocean.

Animals that are taken care of by people are domesticated. Some examples are cows, goats, and chickens.

Domesticated animals often give us food such as milk, eggs, or meat.

Domesticated animals that live in our homes are called pets. Some examples are fish, parrots, and cats.

Animals that take care of themselves are wild. Some examples are toucans, Komodo dragons, and whales.

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