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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen to draw conclusions.
Concept Vocabulary
downwind in the same direction
as the wind
glimpse a very quick look
gurgled made a bubbling sound
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place the words on the web and provide additional words for practice, such as acute and airborne.
If… students are unable to place words on the web,
Check Vocabulary
DAY 1
Grouping Options
Reading
Whole Group
Introduce and discuss the
Question of the Week. Then
use pp. 330l–332b.
Group Time
Differentiated Instruction
Read this week’s Leveled
Readers. See pp. 330f–330g
for the small group lesson
plan.
Whole Group
Use p. 353a.
Language Arts
Use pp. 353e–353h and
353k–353m.
Set Purpose
Have students listen and draw conclusions about the narrator, such as what kind of person he is and where he lives.
Creative Response
Have students work in pairs or small groups to act out stalking or tracking an animal in the wild. Drama
ELL
Activate Prior Knowledge Before students listen to the Read Aloud, ask them what they know about animals in the wild and how to track them.
Access Content Point out the word stalking in the selection and explain that it means "to track or follow," as in tracking or following animals in the wild. Before reading, share this summary: This selection is about how to track and observe animals in the wild.
Homework Send home this
week’s Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL APPROPRIATE PHRASING As you read "Wildlife Watching," model grouping
words as phrases. For example, pause at commas and group words together,
as in the first paragraph, which has many shorter sentences and clauses.
LISTENING COMPREHENSION
After reading "Wildlife Watching," use the following questions to assess
listening comprehension.
  1. Why do you think the trail the narrator traveled was "familiar"? (He had
    walked it many times before.)
    Draw Conclusions
  2. What kind of person do you think the narrator is? (Possible responses:
    Patient; observant; likes being alone; likes the outdoors)
    Draw Conclusions
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week's lesson
and the unit theme.
  • Draw an Observing Nature Concept Web.
  • Read the sentence with the word gurgled aloud. Ask students to repeat
    the word and discuss what it means.
  • Place gurgled in an oval attached to Sound. Explain that gurgled is related to
    this concept. Read the sentences in which the words glimpse and downwind
    appear. Have students say the words, place them on the web, and provide
    reasons for why they placed them where they did.
  • Brainstorm additional words and categories for the web. Keep the web on
    display and add words throughout the week.
Concept Vocabulary Web
by Jim Arnosky
Read ALOUD
Wildlife Watching
   The woods were rain-soaked. Soil gurgled under the press of my footsteps.
I walked a familiar trail, wide-eyed for a glimpse of wildlife. Ahead, something
moved on the soggy leaves. It was a little snake! I tried to get a closer look,
but it scooted behind a fallen tree branch. I approached again, very slowly,
and knelt a few feet from the broken branch. The snake didn't move. It was an
olive-colored garter snake with bright yellow stripes down its back. Each of its
scales was "keeled" in the center by a raised line. The snake's eyes looked like polished stones. They made me wonder what they were seeing. Its delicate
head was jade green and its mouth was white. A tiny forked tongue flicked
out. It was dark red.
   The little snake had sensed my approach and was seeking cover when I
spotted it. Once behind the branch, it felt hidden, so it stayed, even when I
came near. One secret to getting close to small, shy animals is to let them
find cover before trying to approach them.
   Wild animals are sensitive to everything around them. Stalking them takes
practice and patience. In reptiles, fish, and mammals, the sense of smell is
acute. A snake depends on its sense of smell to locate food and detect danger.
A salmon can smell a bear in the water a mile upstream. A fox can sniff a
rabbit's scent in tracks that are days old.
   Wherever you go you leave some of your scent in microscopic molecules that are released from your body and clothing. These molecules fall to the ground as you move. They cling to vegetation. They float in the air and drift to surrounding areas. Often your scent reaches an animal long before you do, which scares it away. When you see a wild animal, stay downwind. This will keep your scent in back of you and away from the animal you are watching.
   Most animals can hear as well as they can smell. Even snakes, fish, and
others deaf to airborne sounds can feel noises vibrating through the ground.
When stalking wildlife, be as quiet as possible. Step softly. Try not to scrape
against trees or brush. If you must make a sound, do so when the animal
you are watching is busy chewing food, shifting position, or moving to a new
spot. It will be making noises of its own and may not notice yours. If you are
heard and the animal becomes alert—freeze in your tracks!
   Keep still and most animals will not see you, even if you are out in the open.
In general, animals look out for movements. Many animals, including most
mammals, see only in shades of gray. A motionless figure is difficult for them
to single out of a scene. Sometimes the shape of a standing human, still or
moving, will frighten them. You can disguise your human shape simply by
crouching down.
   I was once crouched downwind from a beaver who was working away on its
dam. At times the busy engineer was less than ten feet from me. It rolled some
continued on TR1