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Daytime, Nighttime

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Daytime, Nighttime 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.
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