THURSDAY - OCTOBER 12

SOLs: Reading
2.10 The student will demonstrate comprehension of information in reference
materials.
a) Use table of contents. b) Use pictures, captions, and charts.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
2.7 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of prefixes and suffixes.
c) Use knowledge of antonyms and synonyms.
d) Discuss meanings of words and develop vocabulary by listening and reading a
variety of texts.
e) Use vocabulary from other content areas.
2.6 The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
d) Reread and self-correct.
2.5 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs to
decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode and
spell words.
c) Decode regular multisyllabic words.

Discussion:
Introduction
Have you ever heard of a whooping crane?
Kind of bird they will learn about in the article
What does it mean when an animal species is endangered?
Some examples are tigers and giant pandas
What is an ultralight plane?
Have you ever been on a plane before?
Ultralight planes are different from planes people fly in
Browse pgs 10-15
Pg 10
Based on the title, what do you think this article will be about?
Read pg 10
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Read the deck on pg 11

Remind students what a deck is
Did this make you want to read the rest of the article? Why?
Read top of pg 11
How did the whooping crane get its name?
Is the whoop loud or soft?
Read bottom of pg 11
What is the main idea?
Scientists help keep the cranes safe because they arent safe in
the wild
The article give us a detail, or one small part, about how. What is a detail
about how they keep them safe?
How do you think the scientists will trick the baby cranes into thinking they
are being raised by other cranes?
Why do you think cranes raised by humans would not want to return to
the wild when they grow up?
Summarize the page
Read pg 12
How to the scientists trick the cranes inside the eggs? Why?
Read the captions under the photo on pg 12
What is the picture of?
What does the caption mean?
Why do humans hide under white costumes?
Read first paragraph pg 13
What do they put on their hands? Why?
The pictures on these pages really help us understand the article better.
Why?
What else do scientists do to help the cranes?
Why do cranes sleep in the water?
What kind of predators?
Read deck at top of pg 13
Take important ideas from the article and repeat them near the
photograph that shows that idea
Read second paragraph pg 13
What does migrate mean?
How do birds normally learn to migrate?
How do the scientists trick the cranes into migrating?
What is the main idea of this article?
Scientists trick cranes to save them
What are the details that tell you how they do it?
Play crane sounds
Dress in costumes
Feed with puppets
Pretend to be their parents
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Read pg 14
Break down how they teach cranes to follow after the plane into steps to
make it less tricky to understand
Humans climb into the plane while wearing costumes and holding
puppets
Humans throw cranes food while the plane moves slowly on the
ground
Plane takes off on short trips and the birds start to fly behind it
Picture yourself as one of the scientists trying to get them to follow the
plan
What are you doing?
Would you call to them?
When does the migration begin?
Why do you think the migration starts in the fall?
How long does the journey take to get from Wisconsin to Florida?
Read pg 15
How do the cranes return north in the spring?
How do they know where to go?
Have the adult birds learned how to teach their own yet?
How many whooping cranes were there 60 years ago?
How many whooping cranes are around now?
Closure:
Did we accomplish our purpose for reading?
Do we know how the cranes are being saved?
The article told us cranes are born knowing how to return to the place where they were
raised.
Do your parents live in the city they grew up in?
Do you think youll want to stay living where you live now?

Assessment:
Students will answer true or false comprehension questions about what they have read
Students will put the steps of what scientists to with the cranes, and what cranes do
when migrating, in order