Daytime, Nighttime

Written by Kim Toffan Text Type: Non-fiction: Description—Comparison

Summary: This book uses repeated text to describe what a variety of living things do in both the day and the night, from the poppy flower to a moose. The end of the book poses the question back to the reader, asking what they do in the day and night.

Text Features Print Concepts • consistent placement of text • two or three lines of text with return sweep • repeated phrases ‘In the day’ and ‘In the night’ • punctuation: periods, question mark

Visual Literacy • yellow sun and blue moon backgrounds accompanying each photo denote daytime and nighttime • supportive photos for text

FIRST READING

Reading Strategies Comprehension • a range of strategies are integrated throughout the lesson (Making Connections, Predicting, Self-monitoring, Evaluating, Inferring, Analyzing, Synthesizing) • the comprehension purpose for reading focuses on Analyzing

Working with Words • comprehending vocabulary from context and pictures

Assessment Opportunities Note each student’s ability to: • attend to print • analyze visual information and predict meaning from the photographs • ask and respond to questions • apply the inquiry question to classroom and school activities

Time: approximately 30 minutes

1 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. BEFORE READING Establishing the Inquiry Focus Just like we sleep during the night, • Explain to the students that, just like and go to school during the day, us, many living things do different other living things do different things things in the day than they do at night. at night than they do during the day. [Making connections] Some animals are busy during the day, and some animals are busy during the night.

Activating and Building Background Knowledge • Build a simple T-chart with the students Let's think about some of our daytime to record some typical daytime and and nighttime activities. What are nighttime activities they might do on a some things that we do only in the weekday or evening. Allow students time daytime or only at nighttime? What to share with a partner then ask partners do you do after school? What do you to share with the whole group. Record do before school? What do you do some of these ideas on the chart. during the day on the weekend? [Making connections]

Daytime Nighttime school sleep ride my bike have a bath go to my friend’s house get ready for bed school choir practice watch TV

• Show students the front What do you think this book will be about? Why and back covers of Daytime, do you think that? What clues do you get from Nighttime and read the the front and back covers? What do you notice author’s name. Provide about what the fox does during the daytime and prompts to encourage students nighttime? What might we find out in this book? to make predictions about the possible content of the book. [Predicting/inferring/making connections]

• Prepare the way for further inquiry in Today, we are going to read a book exploring how daily and seasonal changes about animals and plants and what affect living things. [Self-monitoring/ they do in the daytime and nighttime. making connections] Have you ever thought about what plants do at night? Do you have any ideas about what they might do?

• Show the back cover of the book again Looking at the photograph of this and read the question. Ask students to moose, I can see that moose eat in consider how many different answers the daytime. I think that a moose there might be to this question. [Self- sleeps at night like we do because I monitoring/making connections] have seen them walking around in the daytime. I wonder if I am going to learn a new fact about moose from this book.

Teaching Tip: If you have already read the Shared Reading text Is This a Moose? by Jenny Armstrong, link this selection to your discussion. (See Literacy Place for the Early Years Grade One.) [Making connections]

2 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Setting a Purpose for Reading • Ask students to read with you to find out Let's read to find out what some about the habits of a variety of animals different animals and plants do in and plants and what they do during the the day and at night. The nighttime and daytime. [Analyzing] photographs will add lots of information so we'll read slowly and look at them carefully. DURING READING

• Begin reading the text and invite students to join in after the first two text boxes have been read on page 2. Track the print with a pointer.

Teaching Tip: Chiming in will be stronger on this first read if you begin by modelling for the students using think alouds. Start by reflecting on and analyzing the title page photo and then the photos on page 2. Next, read the text boxes on page 2 to establish the repeated pattern of the beginning phrases. Slowing to reflect on each new set of photographs, before beginning to read again, should help assist students in reading more of the text with you.

• Discuss concepts in the text by offering prompts: -- (title page) Look at this photo on the title page. Is it daytime or nighttime? Do you know what this animal is called? What does it look like he is doing? [Analyzing/inferring] -- (page 2) Here we have two photos. One was taken in the daytime and one was taken at nighttime. How do we know it is daytime or nighttime in the photos? What does the duck appear to be doing in the daytime photo? What kind of clue does the water give you about the time of day? What about the duck in the nighttime photo? [Analyzing/inferring/making connections] -- (page 2) What do you notice about the background of the page, behind the photos? Why do you think the yellow sun and blue moon are there? [Analyzing/ inferring] -- (page 3) I’m thinking that if the fox goes hunting in the night, other animals must not sleep at night, either. What other animals can you think of that are awake at night and sleep during the day? [Making connections/self-monitoring] -- (page 4) Here is the picture we saw on the title page. Now we can use the photographs and text here to find out what this animal is called and what it likes to do at night. [Making connections/analyzing/synthesizing] -- (page 5) What animal are we going to read about now? We already know some facts about moose. What did we predict a moose does in the day and at night? Let’s read and find out if we were right. [Predicting/making connections/self- monitoring] -- (page 6) This flower looks beautiful here in the sun. I know that morning glories only stay open in the morning because I have some in my garden. They close up around lunchtime. It looks like the flower has closed up in the nighttime photo. [Making connections/inferring] -- (page 7) I’m thinking that we already know some things about bats. Looking at the photos on this page, do you think we will learn a new fact about bats from the text? [Making connections/inferring] -- (page 8) This page looks different from the others. What can we see that is similar to the other pages? What is different? What is the punctuation mark at the end of the last sentence? Could this be a clue for us as we look at the photograph? [Analyzing/inferring/self-monitoring]

3 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. • Clarify any vocabulary that might limit comprehension (e.g., ‘cool,’ ‘tucked,’ ‘curled,’ ‘damp,’ ‘slimy,’ ‘crunchy’). Use the photographs to support the discussion and contextualize the words using personal experiences your students may have had (e.g., ‘tucked’: my tissue in my pocket; ‘damp’: the grass at recess after a light rain).

AFTER READING

• Ask students to turn and tell a partner Tell your partner about an about what one of the animals or animal or plant we read about. plants do in the daytime and in the Tell about what things they do nighttime. Have some students share in the daytime and nighttime. their responses with the whole group. [Analyzing/synthesizing]

• As a class, reread the question Now that we have read this text and thought posed on the last page. Revisit about the question on the last page, let's look the T-chart made in Before back at what we recorded as our daytime and Reading and ask students nighttime activities. Did reading the text give if our chart answers this you some other activities to record? I know the question. Students may wish photograph on the last page makes me think of to suggest more activities, a couple of activities we didn't write down. which can be added to the chart, as well.

Teaching Tip: Adding new information to the T-chart in a different colour signals to students that reading the text helped to further the inquiry.

• Ask the students why they think the text in the book is in white boxes. Does this help us to read it? [Inferring/evaluating]

• Ask those students who have a pet at home to observe their pet in the daytime and at nighttime (students may need to enlist the help of their parents for nighttime monitoring). Tell students to be prepared to share their findings with the class (before the second reading of the text).

• Provide students with a series of word cards taken from your T-chart. Ask them to sort the words in a pocket chart under the headings ‘Daytime’ and ‘Nighttime.’ You may also wish to use words from the text (e.g., ‘looks,’ ‘sleeps,’ ‘hunts,’ ‘eats’) to create additional word cards.

Teaching Tip: For additional support for students, add a simple sketch on the back of each word card.

Reading Strategies Comprehension • a range of comprehension strategies is integrated throughout the lesson (Making Connections, Inferring, Analyzing, Synthesizing) • the comprehension purpose for reading focuses on Analyzing

Working with Words • learning high frequency words

Assessment Opportunities Note each student’s ability to: • join in with the reading • show interest in the inquiry • analyze visual information • recognize high-frequency words

Time: approximately 20–25 minutes

BEFORE READING

Revisiting the Inquiry Focus My dog plays and eats in the • Ask those students who have pets to daytime and sleeps at night, just like share with the class their findings about me. I know she plays when I go out what their pet does in the daytime and at in the day, because her toys are all nighttime. If no students come back with over the house when I come home. information, share a personal experience At night, my dog waits until I go to noting the different activities of animals bed, and then she goes to sleep, too! during the daytime and nighttime. [Making connections]

Activating and Building Background Knowledge • Ask students to turn and talk to a partner about one of the living things in the book and how their activities differed in the nighttime and daytime. If word cards based on the text were made for the pocket chart, these can be used to assist students’ recall. [Analyzing/synthesizing]

• In small groups or in front of the class, ask Think about the photographs students to stand up and dramatize the we saw in the text. Act out daytime and nighttime activities of a few one of the living things living things from the text (e.g., duck with doing a daytime or nighttime head tucked under its wing; fox on the hunt activity. at night; moose busy eating; poppy’s wide- open petals; bat flying, looking for food) while the other students try to guess what they are dramatizing.

5 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Setting a Purpose for Reading • Ask the students to read the story with you and think about how the author has Let's read the book again, and signalled the differences between day and this time we'll think about what night in the book. [Analyzing] clues the author has used to tell us that she is talking about the daytime or the nighttime. Help me look for the clues as we read.

DURING READING • As you reread the text, invite students to join in. With the repeated phrase at the beginning of each text box and with photographic support, most students should be able to join in for this reading.

Teaching Tip: To help support struggling students, reread the first page again yourself and then invite all students to join in the reading.

• Pause after reading pages 2 and 3 and revisit the purpose for reading. Use prompts such as the following: -- Where does the text talk about what the animals do in the daytime? [Analyzing] -- What clues in the text tell us that the top halves of the page are about the daytime? [Analyzing] -- What clues in the visuals tell us that the top halves of the page are about the nighttime? [Analyzing]

• As you continue reading, encourage students to note the different ways that they can tell where the author is writing about the daytime, and where she is writing about the nighttime.

• After reading page 8, ask students how they can tell whether the author is talking about the daytime, nighttime, or both. Emphasize the importance of paying close attention to the text, in addition to the visuals.

AFTER READING

• Review the different ways that the author signalled to readers which parts of the text were about daytime activities and which parts were about nighttime activities.

• Provide the small versions of the book for students to read independently or with a partner. Encourage them to look carefully at the photographs on each page before reading the text boxes.

• Students can listen to the fluent reading of the text provided on the audio CD as they follow along in the smaller versions of the text. Remind them to look closely at the photographs as they follow along.

• Ask students to complete Daytime, Nighttime BLM by completing the sentences and drawing themselves doing something in the day, and something in the night, while providing other visual clues in the pictures that show whether it is daytime or nighttime.

6 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. • Provide students with two pieces of paper, one black and one yellow. Gather small plastic replicas of a duck, fox, salamander (or lizard), moose, poppy, and a bat. Ask students to use the figures to retell the information in the text, placing them on the black and yellow papers, as appropriate. Place a small copy of the text nearby for reference. Listen for the use of book language as students do their retells (e.g., ‘cool water,’ ‘tucked under,’ ‘curled up,’ ‘hunts,’ ‘damp,’ ‘moss’).

Teaching Tip: Students who need more support can be paired with others who can read the text as they manipulate the figures.

Working with Words • There are four words from the Grade One How many letters are in the High-Frequency Word List that appear in word ‘day'? Let's count them the text: ‘In,’ ‘the,’ ‘day,’ and ‘do.’ Identify together as we clap for each. one word (e.g., ‘day’) and reread the text Say the word with me. Now containing the word. Frame the word with a let's say each letter name. cardboard frame, piece of coloured acetate, What is our new word? or Wikki Stix. Have the students find the word and frame it on other pages. Help students remember the word by doing a brief activity. Make the word with letter cards in a pocket chart or magnetic letters on a magnetic surface.

• More practise with high-frequency words can be provided by having students make the words with letter cards or magnetic letters, using the Word Wall for checking spelling.

• Additional high-frequency word practise can be provided by playing Bingo with high- frequency words. (See the ‘Playing Bingo with High-Frequency Words’ lesson plan in the Grade One Working with Words Guide, page 54.)

• Focus on a target letter by masking it and identifying that letter within words in the text. For example, both upper and lower case ‘i’ are in this text. You can feature the formation of the letter in a Morning Message or other Shared Writing activity. (See the Letter Knowledge Focused Lessons in the Grade One Working with Words Guide, pages 39, 43, 44.)

THIRD READING

Teaching Tip: The digital cloze version of this text can be used for the third reading. This allows students the opportunity to fill in the correct missing words as the text is read. It also models how the digital cloze works so students can, in pairs, do the same in future exposures to the text.

Reading Strategies Comprehension • a range of comprehension strategies are integrated throughout the lesson (Making Connections, Self-monitoring, Inferring, Analyzing, Synthesizing) • the comprehension purpose for reading focuses on Inferring and Making Connections

Working with Words • building words

7 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Assessment Opposrtunities Note each student’s ability to: • participate in the cloze reading • infer from photographs and make connections to information • show an interest in the inquiry • recognize featured high-frequency words • build words

Time: approximately 20–25 minutes

BEFORE READING

Revisiting the Inquiry Focus • Ask students to think about what We are learning how living things are we have learned so far. Model a affected by daily and seasonal response to support their thinking. changes. We know that every day is [Synthesizing/making connections] made up of some daylight time and

some nighttime. The change in daylight affects the activities of most living things, including us humans!

Activating and Building Background Knowledge • Ask students to recall what they are learning about living things and the daily change from day to night. Invite a few students to share their ideas with the class. [Analyzing/synthesizing/self-monitoring]

• Have students turn and talk to a partner and then have a few students report back to the whole class. Offer prompts to keep the discussion focused: -- Which living things do we know that sleep in the daytime? Why do you think they do this? [Analyzing/synthesizing/inferring] -- Why do some living things sleep at night like we do? [Analyzing/inferring] -- What do you wonder about what the poppy flower does in the day and night? [Self-monitoring/inferring]

Setting a Purpose for Reading • Ask the students to read the text with you Let's read the text again and see if to see if we can find out why certain living we can discover reasons why some things hunt at night and sleep in the day. living things sleep in the daytime and [Inferring/making connections] hunt at night. I'm thinking we are going to need to look at the photographs carefully and be thinking about the foods these animals eat. DURING READING

• Read the story together using We are going to read the text in a different the digital version with the cloze. way today. I have it projected on the screen Explain to the students that you and you will see that there are some words will read along together and then missing. We are going to read the text together and when we come to a missing word, I will you will pause before each blank pause and I want you to say the word that space/word. It is their job to chime makes sense and sounds right. in with the missing words. As this is the third reading, most students should be able to participate.

8 Literacy Place for the Early Years—Grade 1 © 2011 Scholastic Canada Ltd. Teaching Tip: You may choose to show students the page in the big book that corresponds with the first projected page and do a practice cloze before beginning the reading.

• Discuss content by offering prompts: -- (page 2) Would it be easy for a duck to see plants at night? Do you think this could be why ducks eat in the day and sleep at night? Why or why not? [Inferring/making connections] -- (page 3) What do you think the fox is watching? [Inferring] -- (page 3) What does the text tell us about some small animals? [Analyzing/ synthesizing] -- (page 5) Why might a moose have to eat during the day, instead of at night? [Inferring/synthesizing] -- (page 7) What else do we know about bats that helps us understand why nighttime is the best time for them to hunt for food? (because they can easily find prey at night using echolocation, thereby avoiding contact with birds) [Making connections/inferring/synthesizing]

AFTER READING

• Ask students to discuss with a partner if they Talk to your partner about were able to confirm why certain living things a chosen animal from the hunt at night and sleep in the day. Invite text and provide facts for some students to share with the whole group. why it needs to hunt at [Synthesizing] night and sleep in the day.

• Encourage students to ‘dig deeper’ as they think about their own activities. Ask students to consider the question on the last page and decide how many of their activities they do only in the daytime or nighttime, and explain why. Discuss which activities could be done both in the day and night. Have students share their thoughts with a partner. Conclude with a few students sharing with the whole group. [Analyzing/synthesizing]

Working with Words • For a demonstration lesson for the following word solving and building activity, see the Literacy Place for the Early Years Grade One Working with Words Guide, pages 71-74. See also the reproducible large letter cards on pages 159-172 and small letter cards on pages 155-158 of the Grade One Working with Words Guide. [Building words]

Key Word: Daytime Context: title, Daytime, Nighttime

Building Words me day time daytime my may dime tad mad eat mat

rhyming pattern rhyming pattern Words starting rhyming ‘ay’ ‘ime’ with ‘m’ pattern ‘ad’

day time me tad way dime my mad

Transfer to a Reading Context - bad (The storm wasn’t too bad.) - say (What did he have to say?)

Transfer to a Writing Context - mime (Which pattern will help me spell ‘mime’? I want to write, ‘I will mime the action.’) - play (Which pattern will help me spell ‘play’? I want to write, ‘I play hockey after school.’)