B. Engaging the Reader: Read-aloud of Venom (10 minutes)
- Display the cover of Venom so all students can see. Open to pages 10 and 11 and ask:
– “What did we learn about animal defense mechanisms when we read aloud Venom yesterday?”
- Listen for responses like: “Bees and wasps use venom to protect themselves and their hives.” Validate responses and explain to students that they will be listening to another section of Venom today.
- Using a document camera, display a blank Listening Closely note-catcher (page 4 Animal Defenses research journal). Invite students to open to page 4 in their Animal Defenses research journals to view their note-catchers. Remind them that they will be using this note-catcher to record information heard during the read-aloud.
- Use equity sticks to call on students. Review how to use the note-catcher by asking:
– “What kind of information do we record in each part of this note-catcher?” Listen for responses like: “How ants protect themselves in the first column, and explain how that helps the ant survive in the second column, and we record other facts about ants in the box below. Then we write a gist statement at the bottom.”
- Explain to students that they will listen to a new part of Venom read aloud several times. Remind them that the first time they hear it, they should simply listen to what is being read. The second time they hear it read, they should begin to fill in the table.
- Read aloud pages 26 and 27.
- Invite students to turn and talk with a neighbor, sharing one interesting thing they heard during the read-aloud. Use equity sticks to call on two students to share what their partners found interesting.
- Tell students that they will now hear pages 26 and 27 read aloud a second time. They should now record notes in the note-catcher as you read aloud.
- Read aloud pages 26 and 27 in Venom, stopping briefly after each paragraph. If necessary during each short pause, remind students to fill in notes on their note-catchers.
- Ask students to Think-Pair-Share about each of the following questions:
* “What is an example of how ants protect themselves?” Listen for responses like: “Some ants sting or spray their enemies.”
* “How do those defense mechanisms help ants survive?” Listen for responses like: “Fire ants stings cause their enemies to itch, which lets the ant get away.”
- Ask students to paraphrase orally with a partner, then record a gist statement.
- Give students a few minutes to work, then use equity sticks to call on pairs to share their gist statements. Listen for responses like: “This section talked about different kinds of ants, but mostly it was about fire ants. It talked about how these ants protect themselves by stinging, biting, and spraying their enemies.”