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CHANDLER UNIFIED SCHOOL DISTRICT SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS

EXTENDED TEXT: Title: Put Me In The Zoo Robert Lopshire 13: 9780394800172 Title Author ISBN GRADE LEVEL: Kindergarten

SYNOPSIS: Put Me in the Zoo follows the escapades of Spot, a polka-dot leopard. Spot changes his spots, in both size and color, in an attempt to convince two children that he is special enough to be exhibited in the zoo.

BACKGROUND: Robert Lopshire wrote and illustrated Put Me in the Zoo. He resided in Wilmington, Delaware. Robert Lopshire died on May 4, 2002, at the age of 75. He wrote and illustrated books for more than thirty years.

TEXT COMPLEXITY ANALYSIS: Quantitative – 150L – Below the 2-3 Grade level band Qualitative – According to the Kansas Rubric, this text has low complexity. It is-readily accessible The text has a simple organization and simple graphics that reinforce the text. It has conversational language that is explicit and literal. Knowledge demands are low. Most kindergarten students are familiar with a zoo and circus. Reader and Task- Kindergarten readers have the cognitive and reading capabilities to comprehend this text. They have enough prior knowledge of the content to manage the text successfully. Students will be motivated and engaged with the content of this text.

MOTIFS AND THEMES: Sense of Belonging, Individuality

LANGUAGE:

Tier 2 Vocabulary Conceptual Vocabulary

 habitat  zoo  endangered  circus  persuade  convince

Conventions of Standard English or Knowledge of Language focus standard: Page 1 of 8 Chandler Unified School District Common Core Reading List Created May 2013 Page 2 of 8 Chandler Unified School District Common Core Reading List Created May 2013 COMPANION TEXTS: 1-3 Short Informational and Literary Texts A short description of the Label Difficulty: text  Advanced Text Title and Author and how it relates to the  Grade Level extended text  Meant for Scaffolding

1. Rosenthal, Amy Krouse., and Scott Magoon. Spoon. New York: 1-5- Belonging and All the texts are grade level Disney/Hyperion, 2009. Print. Individuality appropriate, some 2. Henkes, Kevin. Chrysanthemum. New York: Greenwillow, 1991. Print. differentiated instruction 3. Chodos-Irvine, Margaret, Margaret Chodos-Irvine, Judythe Sieck, 6-10- may be required. Sandra Grebenar, and Pascha Gerlinger. Ella Sarah Gets Dressed. Science/Organisms San Diego: Harcourt, 2003. Print. & Environments – 4. Prelutsky, Jack, and Christine Davenier. Me I Am! New York: Farrar, Social Straus and Giroux, 2007. Print. Studies/Foundations 5. Campbell, Rod. Dear Zoo. New York: Four Winds, 1983. Print of Economics PO1 6. Bleiman, Andrew, and Chris Eastland. Hello, Mommy ZooBorns! New & 2(Different types York: Simon Spotlight, 2013. Print. of jobs and 7. Komiya, Teruyuki, Toyofumi Fukuda, and Kristin Earhart. Life-size description of work- Zoo: From Tiny Rodents to Gigantic Elephants, an Actual-size Animal zookeeper vs. circus Encyclopedia. New York: Seven Footer Kids, 2009. Print. worker) 8. Wallace, Karen. A Trip to the Zoo. New York, NY: Dorling Kindersley Pub., 2003. Print. 11-13- Math/K.MD.2 9. Ehlert, Lois, and Lois Ehlert. Circus. [New York]: HarperCollins, 1992. – Describe and Print. compare 10. Rey, H. A., and H. A. Rey. See the Circus. Boston, MA: Houghton measurable Mifflin, [199. Print. attributes 11. Crews, Donald. Ten Black Dots. New York: Greenwillow, 1986. Print. 12. Clements, Andrew, and Mike Reed. A Million Dots. New York: Simon & Schuster for Young Readers, 2006. Print. 13. Carle, Eric. 1, 2, 3 to the Zoo. New York: Philomel, 1982. Print.

of 8 Chandler Unified School District Common Core Reading List Created May 2013 STANDARDS-BASED ACTIVITIES: K.RL.1 – In a small group, students will read the text chorally and individuals will generate “I wonder…” questions. The teacher will record the questions on a chart or white board.

EXAMPLES of possible student question: “I wonder why the leopard wants to live in the zoo?” “I wonder if the zookeepers will let him stay at the zoo?” “I wonder why the zookeepers kicked him out of the zoo?”

Once the group has finished reading the text, the teacher will guide them in going back over their questions to see which questions were answered in the book and which questions remain unanswered.

K.RL.2 and K.SL.5 – Students can reread the book, Put Me In The Zoo, with a partner. Once they finish reading the text the students can create a flow map to sequence the events in the story. Students could use pictures or words to complete their flow map. They will need to make sure the events they choose are in the correct sequence. Once the students have their flow maps complete, they will get back with their partner and use their flow map to retell the story to their partner.

of 8 Chandler Unified School District Common Core Reading List Created May 2013 K.RL.3 / Kindergarten Science Concept 3: Organisms & Environments / Social Studies Concept 1: Foundations of Economics PO1-Different types of jobs PO2-Description of different work done at different jobs (zookeeper vs. circus worker) Teacher could use double-bubble map/Venn diagram to integrate with these other content area standards, using Put Me In The Zoo as a jumping off point.

*Compare and contrast 2 different settings (zoo/circus), 2 different environments /animal habitats, or 2 different jobs (zookeeper/circus worker), after reading Put Me In The Zoo. As a whole class, or during small group instruction, complete a double-bubble map, with the students.

K.RFS.1 and K.RL.7-Students can be working on both of these standards in one small group lesson. K.RFS.1 – As the students are choral reading, in a small group, the teacher will monitor and facilitate the student’s ability to:  Read left to right, top to bottom, and page by page  Recognize that spoken words are represented in written language by specific sequenced letters

 Count the number of words, spaces, and letters, on a specific page or within a specific sentence Page 5 of 8 Chandler Unified School District Common Core Reading List Created May 2013  Name letters found on a page or within a sentence

K.RL.7-As the teacher is monitoring and facilitating some of the above skills, the teacher can also provide prompting and support, for the students to describe the relationship between illustrations and the story. The teacher might ask, “What part or parts of the illustration matches the words or text?”

EXAMPLE: Page 15

Teacher: The text says, Look! Now all his spots are blue!, and his spots have turned blue in the illustration. Here is an example of where the text or words match the illustration or picture.

K.RFS.2 – As a whole group, the class could recognize and produce the rhyming words in the book. The teacher could create a tree map and brainstorm words.

EXAMPLE:

of 8 Chandler Unified School District Common Core Reading List Created May 2013 Other Standards that can be assessed, monitored, and practiced using Put Me In The Zoo, during small group reading instruction.

K.RFS.3 – The students could apply grade level phonics and word analysis skills to decode words in the story, while choral reading the text. The teacher could also choose to have the students read the book with a buddy and monitor, observe and record observations about the skills and strategies applied by individual readers.

K.RFS.4 –The students could reread the text, or a portion of the text, focusing on reading smoothly, accurately, with appropriate rate, and with expression, to increase their reading fluency skills.

K.SL.4-Students can make text-to-self connections, with a partner. They can relate to and share prior knowledge and personal experiences the text reminded them of.

K.L.5-Students can demonstrate their understanding of frequently occurring adjectives. As a group, the teacher and students could create a tree map for the adjectives found within the book.

of 8 Chandler Unified School District Common Core Reading List Created May 2013 K.W.2-Writing Prompt – Create a Class Book

Teacher Explains:

In the story, the leopard could do many things. He had lots of talents, such as making his spots larger, and juggling his spots. We are going to brainstorm a list of talents students in our class have.

Have students brainstorm one unique talent they may have (can hop on 1 foot, bounce a basketball, jump rope). Once everyone has an idea, use the following writing frame to create a class book. Students will need to illustrate their idea and complete the sentence frame.

They would put ( student name ) in the zoo if they could see what (he/she) could do. ( Student name ) can ( talent ).

Math- K.MD.2- Describe and compare measurable attributes

The teacher could display several pages from the book and compare the spots.

Which page has more spots? Which page has less spots? Which page has smaller spots? Which page has bigger spots/taller spots?

Additional Books by Robert Lopshire:

Lopshire, Robert. The Big Red Book of Beginner Books. New York: Random House, 2009. Print.

Lopshire, Robert. Put Me in the Alphabet!: A Beginners Workbook about ABC's. New York: Random House, 1997. Print.

Lopshire, Robert. I Want to Count Something New!: A Beginners Workbook about 1-2-3's : Fun with Numbers and Counting. New York: Random House, 1997. Print.

"I Want to Be Somebody New! (I Can Read It All by Myself Beginner Book)." By Robert Lopshire. N.p., n.d. Web. 02 May 2013.

of 8 Chandler Unified School District Common Core Reading List Created May 2013