Reading Educator’S Guide10

Reading Educator’s Guide10

Lexile Level 900L – 1050L Preface

Spot On Reading Educator’s Guide provides educators with the necessary support to help learners engage with the texts and hone their reading skills. Each story is accompanied by

• Pre-reading discussion ideas to get readers to talk about themes or ideas related to the text they are about to read; • Answers to the whilst-reading questions; • Strategies focused on specific reading skills to guide readers and develop their comprehension skills; • Comprehension Notes to guide learners through the comprehension practices should they encounter difficulties; • Answers to the comprehension practices; • Extension activities to get learners thinking beyond the text. Contents

lexile 1 Space Junk 4 910L

2 Snuggle Time 6 920L

3 Weather Signs and Rhymes 8 940L

4 Granddaddy 10 950L

5 Taking His Best Shots 12 960L

6 Drilling in the Ocean Floor 14 980L

7 The Seal Is a Sneaky Swimmer 16 1000L

8 Learning to Speak Bear 18 1020L

9 Hubble Opens Our Eyes 20 1040L

10 Big Night at the Vernal Pool 22 1050L 1 Space Junk (Pages 4–7) Lexile: 910L

Reading Skills: Identifying the Main Ideas and Details; Identifying Cause and Effect; Identifying Problem and Solution

Pre-reading Ask readers if they know what “junk” is. Explain that this refers to anything that is considered useless or of little value. Have them think about whether they have anything they would think is junk at home then get them to share their thoughts.

Whilst-reading Questions Help readers understand the text better by asking these following questions. • What did the astronaut drop? Answer: He dropped a large vise while he was on a space walk. • What does the image created by the European Space Agency show? Answer: It shows that space junk has formed a cloud around Earth. • What does the U.S. Space Command do about space junk? Answer: It tracks 9,800 of the largest pieces and notifies all space agencies when any of these are on a collision course with a space station, shuttle, or satellite.

Reading Skills 1. Identifying the Main Ideas and Details Have readers identify the main ideas in the story. Help them to see that the story is about how space junk is created, the danger it poses, and what certain entities are doing to reduce it. Then, get readers to identify the details that support each of the main ideas.

2. Identifying Cause and Effect • Have readers think about why space junk has accumulated in space. Get them to identify the reasons presented in the text, such as the space race that resulted in many satellites and rockets going up into space, the increasing use of satellites, the explosion of rockets in space, as well as the loss of various items in space by astronauts and so on. • Then ask readers to think of the effect of having so much debris in space. Ask them what kind of danger space junk poses and what kind of damage it can do. Ask them to cite examples from the text, such as the damage caused to the Mir space station or the damage caused by a speck of white paint to the space shuttle. Help them to understand that it is not just the size of the object but also the speed at which the object is traveling. Since everything in space travels very fast, even small objects are dangerous.

3. Identifying Problem and Solution Remind readers of the problems posed by space junk. Then have them identify the current solution as well as some of the long-term solutions mentioned, such as, the tracking of space junk, the designing of rockets that fall back toward Earth and burn up in the atmosphere, as well as the removal of satellites no longer in use.

4 Space Junk Comprehension Notes (Pages 8–9) 1. Have readers look at the first paragraph on page 4 for the answer.

2. Refer readers to the last paragraph on page 5 to find the articles.

3. Remind readers what a danger space junk poses to anyone or anything in space. Help them to understand that the vise in space could still cause damage in future.

4. Direct readers’ attention to the examples of space junk on pages 5 and 6 and help them to infer from these what space junk is.

5. Have readers look at the section entitled “Collisions in Space” to understand why space junk is dangerous.

6. Get readers to look at the second and fourth paragraphs on page 6 then help them craft an explanation using the information provided.

7. Refer readers to the second paragraph on page 5 and the last paragraph on page 7. Help them to understand that rockets are used to launch satellites, after which they float in space and are in danger of exploding due to unused fuel. If they fall back to Earth, they would burn up in the atmosphere.

8. Encourage readers to think about what they can do to prevent more litter in space. Discuss the issue with them before they attempt the question.

Answers (Pages 8–9) 1. collision course; tool 2. Any two of the following: glove, camera, toothbrush, comb, power screwdriver 3. damage; spacecraft 4. Space junk is any kind/type of debris or rubbish orbiting in space. 5. It can cause damage to spacecraft or harm astronauts. 6. Small objects can cause a lot of damage when they are traveling at great speeds and hit a surface. 7. It would burn up in the atmosphere instead of float around in space. 8. Accept all reasonable answers.

Extension Activity Get readers to do some research into space junk and have them present their findings. Encourage them to discover what others might be doing to prevent space litter or reduce what is already out there. Discuss their own ideas on this subject.

Space Junk 5 2 Snuggle Time (Pages 10–11) Lexile: 920L

Reading Skills: Identifying the Main Idea; Inferring; Understanding Words

Pre-reading Ask readers what “snuggle” means. Explain that it means to get into a warm and comfortable position. Point to the title and have them guess what the story might be about.

Whilst-reading Questions Use the following questions to help readers understand the story better as they read it aloud. • Who cuddles the chicks? Answer: The mother hens do. • Where do the foals sleep? Answer: They sleep in the meadow, beneath the sky.

Reading Skills 1. Identifying the Main Idea Ask readers what the main idea of the story is. Help them to see that the story gives them a snapshot of children — human and animal — with their mothers and how safe and protected the children feel. Guide them to understand that the main idea is about motherly love.

2. Inferring Use the following prompts to help readers think about how the writer conveys the idea of safety and security. • Where are the young children in relation to their mothers? • Who protects the young animals? • How does the smile on the boy’s face tell you how he is feeling? • How does the woman make the boy feel safe? • What does the cat’s action tell you about its surroundings?

3. Understanding Words • Remind readers that rhyming words have same sound endings. Have them read the story out loud again, emphasizing the words that rhyme with each other e.g. hens and begins, shed and bed, sky and by, do and too. Ask them to think of more words that rhyme with these. • Have readers think about the words “cuddle”, “cozy”, “snuggle”, and “hug”. Guide them to understand that all four words give the impression of warmth and comfort and they are used in the story to show how the youngsters feel when around their mothers and reinforce the idea of motherly love.

6 Snuggle Time Comprehension Notes (Pages 12–13) 1. Have readers look at the first three pictures and their accompanying text for the answer.

2. Get readers to look at the picture in the activity and the text on page 11. Help them understand that the boy is hugging his mother.

3. Refer readers to the last picture of the story and point to the book on the bed. Guide them to understand that it is night (there is a full moon through the window) and the boy is getting ready for bed.

4. Get readers to read the text again and help them to notice words such as “cuddle”, “cozy”, “close by”, “snuggling”, and “hug”. Guide them to understand that these give a sense of security and the presence of the mothers make the youngsters feels safe.

5. Have readers look at the text at the top of page 11 and help them understand that the secure feeling comes from having the mother near by, regardless of where they might be.

6. Refer readers to the picture of the cat and point out that the cat is cleaning itself. Help them understand that this means that it feels safe and comfortable around the two humans.

7. Get readers to look at the expression on the boy’s face and point out that he looks happy. Encourage readers to think about why he feels this way. Have them notice that mother and child are hugging each other and ask them how this would make them feel.

8. Have readers look at all the pictures and read the text again. Guide them to understand that this is the writer’s way of showing maternal love, regardless of the species.

Answers (Pages 12–13) 1. mothers 2. hugging; mother 3. bedtime; story 4. protected/safe 5. Their mothers are close by and offer a sense of security. 6. a. The cat is cleaning itself. b. It feels safe in the house with the boy and his mother. 7. Accept all reasonable answers. Suggested answer: He feels loved because he knows his mother is there for him. 8. Accept all reasonable answers. Suggested answer: He wants to show that the boy and the young animals all experience love, warmth, and security from their mothers.

Extension Activity Get readers to think about situations where they have felt loved and protected by any of their family members. Have them share these experiences. This is a good opportunity to get them to understand the importance and value of family love and support.

Snuggle Time 7 3 Weather Signs and Rhymes (Pages 14–17) Lexile: 940L

Reading Skills: Identifying the Main Ideas and Details; Identifying Cause and Effect; Inferring

Pre-reading Draw readers’ attention to the title and ask them what they think weather signs are. Then, discuss what the story might be about.

Whilst-reading Questions Get readers to read the story aloud, stopping to ask them the following questions. • What does a red sky at night usually mean? Answer: It means there will be fair weather tomorrow. • What happens to some animals when a summer storm approaches? Answer: Some grow restless while others come out of their hiding places. • What can you tell from a cricket’s chirps? Answer: You can tell the temperature.

Reading Skills 1. Identifying the Main Ideas and Details Have readers identify the main ideas in the story. Help them to see that the story is about signs in nature that help humans predict the weather. Then, get readers to identify the details that support each of the main ideas with the help of the following questions: • What does a red sky at night or in the morning suggest about the weather? • What signs might tell us that a storm is approaching?

2. Identifying Cause and Effect Have readers think about the different causes for the various phenomena. Get readers to create a table and help them to think about the following: • What might be the cause of a red sky in the morning or at night? • Why might some animals grow restless when a storm approaches? • What might cause the leaves to show their undersides? • Why might a cricket be an indicator of the temperature?

3. Inferring • Refer readers to the text on page 15 and help them understand the rhyme better. The writer used science and logic to explain how the rhyme is true. Get readers to understand how this impacts sailors or anyone going out to sea e.g. fishermen who rely on this weather “forecast” to decide if they should go out to sea to earn their living. • Direct readers’ attention to the first line on page 16. Point out to them that the subsequent paragraphs show how animals and nature give humans signs about upcoming weather.

8 Weather Signs and Rhymes Help them to understand that they should pay more attention to what goes on around them to understand weather patterns better.

Comprehension Notes (Pages 18–19) 1. Get readers to look at the first paragraph of the story for the answer.

2. Direct readers to the third paragraph on page 16 to understand how animals know when a storm is coming.

3. Get readers to read the text on page 15 to understand what the movement of clouds and air mean.

4. Refer readers to the last three paragraphs on page 16 for the answer.

5. Ask readers what the animals’ behavior suggests (pages 16 and 17). Get them to think about how they can use that to predict the weather.

6. Direct readers’ attention to the two examples mentioned in the second last paragraph of the story.

7. Have readers scan through the text then get them to think about some of the signs our forefathers used. Next, ask them whether these signs can really forecast the weather and why. Then, guide them to understand that the writer has used science to explain why some of these signs may be true.

8. Direct readers to the text on pages 17 and 15 to understand the causes of restless animals and red skies in the morning respectively.

Answers (Pages 18–19) 1. weather; forecasts 2. a. low-frequency sound waves; b. smells brought by storm winds 3. stormy; dangerous 4. gusty; lift 5. We can learn about the weather. 6. The first example is that the thickness of an animal’s coat cannot predict if there will be a cold winter. The second example is that a groundhog who does not see his shadow on February 2 cannot predict a delay in the start of spring. 7. Accept all reasonable answers. Suggested answer: He presents us with weather signs that our forefathers had used and uses scientific logic to show that there is truth to these signs. 8. a. The dog’s super-sensitive hearing and sense of smell tells it that a storm is coming soon. b. Yes, I would because the red sky is caused by moister air moving in to an area and this moist air could bring rain.

Extension Activity Get readers to do some research on the given weather rhymes and encourage them to look for others. Have them to share their findings. Also get them to find out more about the traditional holiday called Groundhog Day and share what they discover.

Weather Signs and Rhymes 9 4 Granddaddy (Pages 20–23) Lexile: 950L

Reading Skills: Inferring; Understanding Words and Descriptions

Pre-reading Draw readers’ attention to the title and ask them who or what “granddaddy” refers to. Explain that other than being used to refer to someone’s grandfather, it is also used to denote someone or something that is the first or oldest in a particular place, field, or area. Ask them what they think the story might be about.

Whilst-reading Questions Invite readers to read the story aloud. Help them understand the text better by asking the following questions. • What were they trying to catch? Answer: They were trying to catch trout. • What were Granddaddy’s magic words supposed to do? Answer: They were supposed to guarantee that whoever said them would catch a fish. • What did the boy do to Walter in the end? Answer: He set him back in the river and let him go.

Reading Skills 1. Inferring • Ask readers to infer the main idea of the story. Help them understand that it recounts how a boy managed to catch a prized fish but eventually let it go. Help them to understand that the main idea is that there is more joy in the struggle to obtain the prize rather than actually getting the prize itself. • Have readers note what the boy observed when he pulled Walter out of the water. Guide them to see that when the fish started to lose the brilliance it had in the water, the boy changed his mind about keeping Walter. Then get readers to think about why his grandfather had never managed to catch Walter as well — probably for the same reasons. Draw readers’ attention to what Granddaddy said at the end.

2. Understanding Words and Descriptions • Revisit the discussion from Pre-reading and ask them what the title refers to. Help them understand that it has two meanings: it refers to the boy’s grandfather and also to Walter, the “granddaddy” of the fish in that river. • Ask readers why they think the boy and his grandfather gave the fish a name. Guide them to understand that this made the trout special and made it a part of their lives. • Personifying the fish also meant that the writer could give it many human traits. Get readers to pick out the words and phrases that seem to make Walter “human”. Help them to identify how Walter “winked” at the boy (page 20), how it was “panting like a dog” (page 23), how it looked at the boy with “a great wet eye, unblinking and sad” (page 23), and how the boy seem to see its “mouth lift in a great wide smile” (page 23).

10 Granddaddy Comprehension Notes (Pages 24–25) 1. Refer readers to the text on page 20. Help readers see that the boy is fishing and had hooked a good-sized trout.

2. Have readers look at the last paragraph on page 21 to read what the boy dreamed about that night.

3. Direct readers to the third paragraph of page 21 to understand how the boy felt after losing Walter.

4. Ask readers to look at paragraph 4 of page 21 to see what Granddaddy said.

5. Get readers to look at paragraphs 3 and 4 on page 21 to understand that the boy was upset at not being able to catch the fish. His grandfather’s words and warm gesture made him feel better.

6. Have readers look at the first paragraph on page 23 and read about the struggle between the boy and the fish. Help them understand that the fish had been fighting and was out of breath.

7. Draw readers’ attention to the difference between the boy’s initial reaction upon catching the trout and his eventual action. Guide them to infer that the boy could not bear to bring it home as the trout seemed to look very miserable after it was caught.

8. Get readers to read the fourth paragraph on page 21. Next, ask them what the title refers to, whether it has more than one meaning.

Answers (Pages 24–25) 1. trout/fish 2. caught; world-famous 3. robbed; unfair 4. persistence; luck 5. He comforted the boy and pulled him closer. 6. He noticed that Walter seemed to be out of breath. 7. He felt sorry for Walter and could not bear to bring him home. 8. Accept all reasonable answers. Suggested answer: It refers to the boy’s grandfather as well as Walter, the fish that the grandfather calls “the granddaddy of all the trout in this river”.

Extension Activity Have readers think about whether they would have done the same thing as the boy in letting the trout go. Get them to share their thoughts and give reasons for their answer.

Granddaddy 11 5 Taking His Best Shots (Pages 26–29) Lexile: 960L

Reading Skills: Identifying the Main Ideas and Details; Identifying Words

Pre-reading Ask readers what they think of photography, then draw their attention to the title and ask them what the story might be about.

Whilst-reading Questions Use the following questions to help readers understand the story better. • What is a Z-rig? Answer: It is a system of pulleys secured by a tree at the side of a river. • What type of camera does Fielder use? Answer: He uses a large-format camera (like those used 100 years ago). • Why was Fielder stranded for three hours? Answer: Marmots had chewed through his car’s spark-plug wires.

Reading Skills 1. Identifying the Main Ideas and Details Ask readers what the main ideas of the story are. Help them to understand that the story is about nature photographer John Fielder, what he does for his craft, and the adventures he has had. Use the following prompts to get readers to think about the details that support the main ideas. • Why does Fielder have to bring all the heavy photography equipment on his trips, including his traditional large-format camera? • How is a photograph like a painting? • How does the writer show that Fielder has encountered all kinds of things during his journey? • What does the natural world offer, especially to Fielder? • How is the section on photography tips related to the story about Fielder?

2. Identifying Words Remind readers that verbs are action words or doing words and adjectives are describing words. Get them to go through the story slowly and pick out all the verbs and adjectives. Ask them: • how the verbs help to move the story along e.g. when used to portray the action when Fielder was in the raft on the rapids; • how the adjectives paint a more vivid picture e.g. “melting snow” and “chilly water”.

12 Taking His Best Shots Comprehension Notes (Pages 30–31) 1. Have readers look at the first paragraph of the story and ask them what Fielder was in and where he was.

2. Get readers to look at the last paragraph on page 27 for the answers.

3. Refer readers to the second paragraph on page 28 which gives examples of some of Fielder’s adventures.

4. Get readers to look at the picture in the activity and then refer them to number 7 in the “Eight Tips for Taking Your Best Shot”.

5. Ask readers how similar a painting is to a photograph. Guide them to understand that both are able to capture the beauty of nature but a camera will do so in less time compared to a painting which takes a longer time to complete.

6. Get readers to think about what nature offers and what Fielder has managed to capture with his camera.

7. Ask readers why they think the section has been included. Help them understand how it is related to story about Fielder and what it might help readers with.

8. Refer readers to the last two paragraphs of page 28 to help them understand that Fielder “works to preserve the wild and open spaces”. Have them think about how Fielder might be able to do this. Point to some of the photographs in the story that show the flowers and landscape that he has photographed. Then, ask readers what he might have done while trying to take that shot.

Answers (Pages 30–31) 1. drowning; raft 2. best; nature 3. avalanche; rafting 4. fence; frame 5. He means that the camera is a wonderful instrument because it enables people to capture the beauty of nature in the same way as a painting does but in less time. 6. There is so much in the natural world that Fielder, a nature photographer, is able to take pictures of. 7. Accept any reasonable answers. Suggested answer: He wants to provide additional information that will help readers take better photographs. 8. Accept any reasonable answers. Suggested answer: When he takes pictures of flowers, he ensures that he does not do anything that will destroy them or their natural surroundings.

Extension Activity Ask readers if they have ever taken photographs of something in nature before. If they have, invite them to share their experiences explaining what camera they used, why they wanted to take that photo, how the photo turned out, and how it made them feel. If they have not, ask them what shot of nature they would like to take and why.

Taking His Best Shots 13 6 Drilling in the Ocean Floor (Pages 32–37) Lexile: 980L

Reading Skills: Identifying the Main Ideas and Details; Inferring and Drawing Conclusions

Pre-reading Ask readers what they know about drilling. Discuss where people drill and what they drill for. Point to the title and ask readers what they think the story might be about.

Whilst-reading Questions Help readers understand the story better by asking the following questions: • What does JOIDES Resolution do? Answer: It finds out what’s beneath the ocean floor. • Why is gas hydrate difficult to study? Answer: It decomposes when taken from the high pressure environment in which it is formed. • How do the sulfur-containing minerals help animals that live deep in the ocean? Answer: The minerals provide food for seafloor bacteria which, in turn, are food for the animals living deep in the ocean.

Reading Skills 1. Identifying the Main Ideas and Details Have readers think about what the main ideas of the story are. Help them to understand that it focuses on the work being done on board the JOIDES Resolution and explains what is happening deep in the seabed. Next, get them to identify the details that support the main ideas.

2. Inferring and Drawing Conclusions Use the following prompts to help readers infer information and draw conclusions. • Why does the writer use the word “library” to describe the core samples? • What could be beneficial about discovering that the amounts of gas hydrate exceeds all other kinds of fossil fuels put together? • How does the analogy of the coffee maker better explain percolation? • Why is so much effort put into keeping the ship steady while it is drilling? • What does the JOIDES Resolution do and what does that say about the type of vessel it is?

14 Drilling in the Ocean Floor Comprehension Notes (Pages 38–39) 1. Get readers to read the last paragraph on page 33 for the answer.

2. Refer readers to the text on page 34 to read about the discoveries made and what they can tell.

3. Have readers look at the text on page 36 and read about what happens to the hot seawater.

4. Ask readers to describe a library. Help them to understand that libraries usually have many items of great variety.

5. Refer readers to the first paragraph on page 35 and point to the sentences about gas hydrates and fossil fuels. Help readers understand what fossil fuels are, their importance to human lives, and the state of the resources today.

6. Get readers to think about how the reference to coffee makers helps their understanding of “percolation”. Guide them to infer the purpose of using the analogy.

7. Have readers look at the text box on the last page of the story to understand how much effort goes into keeping the ship steady while the drilling occurs. Help them to infer the importance for this.

8. Get readers to think about what the JOIDES Resolution really does and ask them to think about the type of vessel that it is.

Answers (Pages 38–39) 1. laboratory; labeled 2. Earth; past 3. superhot; “undissolves”; deposits 4. It suggests that the core samples are abundant and varied. 5. Gas hydrates could be another source of energy. 6. It is to help people better understand how percolation works by relating it to a common electrical appliance which would be easier to understand. 7. Accept any reasonable answer. Suggested answer: It is important to keep the ship right over the drill site for long periods of time so that drilling can be done properly. 8. Accept any reasonable answer. Suggested answer: It is a seagoing ocean drilling research vessel.

Extension Activity Get readers to do some research about deep-sea exploration to find out more about what people are looking for, where, and the methods they are using. Have them present their findings, then discuss the impact these explorations and their methods have on the world.

Drilling in the Ocean Floor 15 7 The Seal Is a Sneaky Swimmer (Pages 40–43) Lexile: 1000L

Reading Skills: Identifying the Main Ideas and Details; Comparing and Contrasting; Summarizing

Pre-reading Ask readers if they have seen seals swim, either in real life, on television, or in a video. (For those who have not, show them a short video.) Get them to think about how seals swim through the water and have them share their thoughts about the speed and manner in which they move through the water.

Whilst-reading Questions Get readers to read the story aloud, stopping to ask them the following questions. • What were Terrie’s seals trained to do? Answer: They were trained to swim against a current of water pumped through a water channel. • How did they measure the drag a seal must overcome while swimming? Answer: They measured the pounds of force on the rope held onto by the seal while it was being towed at different speeds. • How is a seal able to spend a longer time swimming below the water surface than humans? Answer: A seal’s body is made to be able to store a bigger supply of oxygen than humans can thus enabling it to swim longer underwater.

Reading Skills 1. Identifying the Main Ideas and Details Have readers think about the main ideas of the story. Help them to understand that the text is about how seals are able to swim so well effortlessly and how this compares to human beings. Get readers to identify the details that support the main ideas.

2. Comparing and Contrasting Use the following questions to get readers to compare humans and seals: • What is the difference between the effort a person puts into swimming and a seal’s? • What is the difference between how people swim and how seals swim? • What is the difference between the amount of oxygen a human body can store compared with that of a seal’s? • What is the difference between the physical attributes of a human being and a seal that help or hinder in the swimming process?

3. Summarizing Ask readers if they remember the main points of the story. Have them jot these down as notes. Then, get them to write a short summary based on their notes.

16 The Seal Is a Sneaky Swimmer Comprehension Notes (Pages 44–45) 1. Have readers look at the text on page 40 to understand that Terrie was once a swimming instructor and her observations about how people swam led her to study marine mammals.

2. Refer readers to the text box at the end of the story for the answer.

3. Direct readers’ attention to the first paragraph on page 41. Help them to understand how both activities are similar.

4. Get readers to look at the first paragraph on page 42. Guide them to understand that seals are mammals and unlike fish, cannot breathe in water. Ask them how this affects the way seals swim and breathe.

5. Direct readers to the section entitled “A Sensible Pattern” and help them understand how waves create drag.

6. Refer readers to the text on page 42 to understand why seals tend to swim below the surface.

7. Have readers refer to the text on page 43 and help them understand that having enough oxygen is only one reason why seals can swim very fast.

8. Ask readers what the meaning of “sneaky” is and have them check the dictionary if needed. Guide them to understand that “sneaky” means stealthy or furtive. Then, help them to make the connection between the meaning and how the seal swims.

Answers (Pages 44–45) 1. hard; energy 2. oxygen; streamlined 3. faster; oxygen; muscles 4. air/oxygen; hunts; breath 5. Waves will cause the person to use up more energy as the drag will be greater. 6. Swimming below the surfaces requires less energy as the seal has less drag there than when it swims on or close to the surface. This means the seal conserves energy and can swim for a longer time. 7. No, he wouldn’t. The oxygen will allow the person to breathe underwater for longer but he would still be less streamlined than a seal and would not be able to swim as fast due to drag. 8. Accept all reasonable answers. Suggested answer: Seals have learned how to conserve their energy by swimming longer underwater than on the surface and this makes them fast and stealthy.

Extension Activity Get readers to do some research on how other marine mammals swim and then compare this with how the seal swims. Help them to create a table that outlines the similarities and differences.

The Seal Is a Sneaky Swimmer 17 8 Learning to Speak Bear (Pages 46–49) Lexile: 1020L

Reading Skills: Identifying the Main Idea; Inferring; Distinguishing between Fact and Fiction

Pre-reading Ask readers what they know about bears and how they got their ideas about the animal (personal experience, television, books). Point to the title of the story and ask them what they think the story might be about.

Whilst-reading Questions Help readers understand the story better by asking the following questions: • What does the bear’s bluster really mean? Answer: It means the bear is nervous. • What has Dr. Rogers watched the bears do? Answer: He has watched them communicate with each other, forage for food, play, and claim their territory. • What is a bear’s life ruled by? Answer: It is ruled by fear and food.

Reading Skills 1. Identifying the Main Idea Ask readers about the main idea of the story. Help them to understand that the text is about how Dr. Rogers changed his own perception about bears and is now working to change others’.

2. Inferring Use the following as prompts to help readers infer meaning from the text. • Why does Dr. Rogers say that he has never heard a bear growl in the wild? • From what Dr. Rogers has done with the bears, what can we tell about their relationship? • Why does Dr. Rogers explain the three intensity levels of bear sounds in such detail? • Why does Dr. Rogers say that bears have an “almost-human moan or cry”? • What does Dr. Rogers tell us to do and not do when we are near bears?

3. Distinguishing between Fact and Fiction Have readers think about how much the common beliefs about bears are true or untrue. Guide them to understand that they need to be able to distinguish between what is fact and what is popular belief. Help them see that they may need to do their own research to discover how much is the truth and how much is based on hearsay.

18 Learning to Speak Bear Comprehension Notes (Pages 50–51) 1. Refer readers to the first paragraph of the story for who Dr. Rogers is and to the second paragraph on page 47 for what he studies.

2. Have readers look at the fourth paragraph on page 47 for the answer.

3. Direct readers’ attention to the section entitled “False Bear Sounds” and help them understand that bears are not as fierce as people make them out to be.

4. Get readers to look at the text on page 46 to read about what Dr. Rogers was doing with the students.

5. Remind readers that mother bears are very protective of their cubs. Guide them to understand that if Dr. Rogers had been allowed into the bear’s den and near newborn babies, it would mean that man and animal had a very trusting relationship.

6. Ask readers why Dr. Rogers would use the term “almost-human”. Help them to understand that by doing this, he is trying to show how similar bears are to human beings.

7. Refer readers to the last page of the story and have them read about what humans should and should not do around bears.

8. Point to the third paragraph on page 47 and have readers think about why people would dub in the sounds. Guide them to understand that many people’s perception of bears is based on what other people say they are like and not usually on fact.

Answers (Pages 50–51) 1. biologist; bears 2. sounds; movements 3. fierce 4. wild/forest; behavior; sounds 5. They have such a trusting relationship that the bears allow him into their dens and near their newborns. 6. He is trying to show that bears have emotions that are similar to humans and they express them in the same way. 7. Humans should remember that bears are anxious about humans so they should respect their space. Humans should also not keep any food or garbage near bears so as not to attract their attention. 8. Accept any reasonable answers. Suggested answer: It is because bears are big creatures that can look very fierce so people think that they are threats.

Extension Activity Ask readers if they think that the common beliefs people have about other animals such as lions, hyenas, and snakes are true, especially after reading this story. Encourage readers to do research on one animal to debunk or support the beliefs and then present their findings.

Learning to Speak Bear 19 9 Hubble Opens Our Eyes (Pages 52–55) Lexile: 1040L

Reading Skills: Identifying the Main Idea; Inferring

Pre-reading Ask readers if they have ever heard of the Hubble Space Telescope. Explain that this is the largest and most versatile telescope in Earth’s orbit which allows it to see the sky more clearly than a telescope on the ground. Discuss what such a telescope might be able to show.

Whilst-reading Questions Get readers to read the story aloud, stopping to ask them these questions. • How was Hubble placed in space? Answer: It was placed in space by a space-shuttle crew. • What is the Milky Way made up of? Answer: It is made up of more than 100 billion stars and one sun. • What do the blue clusters denote? Answer: They denote hot young stars. • How long does a beam of light take to travel the length of a “tornado”? Answer: It takes six months.

Reading Skills 1. Identifying the Main Idea Have readers think about the main idea of the story. Help them to understand that it is about the pictures that the Hubble Space Telescope is able to take and what this tells us about space.

2. Inferring • Have readers look at the caption for the first picture of the story and ask them why they think NASA decided to place Hubble in space instead of leaving it on Earth. Help them to understand that since Hubble is in space, it is not confined to one location but moves around the planet, thus allowing it to access more directions and to see more into space. • Direct readers to look at the caption again and have them think about the new space telescope that NASA is designing. Get them to note that Hubble has been sending pictures back since 1993 (page 52). Get them to think about how much technology has changed over the last few decades and how that would impact the new telescope. • Get readers to look at the last paragraph on page 53 and help them understand that the writer conveys the idea that the galaxies are very far away by stating that their light traveled billions of years before it was picked up by Hubble. Explain to them that even if this is in light-years (the distance that light can travel in one year in space), the galaxies are still extremely far from Earth.

20 Hubble Opens Our Eyes Comprehension Notes (Pages 56–57) 1. Direct readers’ attention to the last paragraph on page 53 and get them to read the description of the photograph.

2. Refer readers to the text on page 53 and help them understand that stars that give off bright light will block the light coming from the distant galaxies.

3. Get readers to look at the last paragraph on page 53 and read what the writer says about how far away the galaxies are.

4. Have readers look at the text on page 54 to understand the space between galaxies and the space between stars.

5. Direct readers’ attention to the text on page 54 to understand how new stars are formed.

6. Get readers to look at the text on page 55. Help them to understand that “twisters” had formed within the Lagoon Nebula because of the movements of hot and cold gases.

7. Remind readers that Hubble was placed in space. Get them to think about what this means. Then, ask them to compare this to what Hubble would see if it were placed in one spot on Earth.

8. Refer readers to the caption on page 52 that explains that NASA is designing a new space telescope. Have them think about what this new telescope could do given how technology has progressed. Ask them what would like to see.

Answers (Pages 56–57) 1. The two things are stars and galaxies. 2. The light from the bright stars can cancel out the light given out by the galaxies making it harder for the telescope to detect the light from these galaxies. 3. He states that the light from these faraway galaxies traveled more than ten billion years through space before Hubble is able to detect it. 4. Stars are spaced very far apart so it is not possible for them to collide but galaxies pass through each other and their powerful gravitational pulls cause them to crash into each other. 5. New stars are formed when clouds of gas and dust collide with great force. 6. “Twisters” were formed by the various movements of hot and cold gases within the Lagoon Nebula. 7. An orbiting Hubble means that it can take pictures from more directions as it circles the Earth. 8. Accept all reasonable answers.

Extension Activity Get readers to research more about space and the Hubble telescope and have them present their findings. Discuss why humans embark on space research.

Hubble Opens Our Eyes 21 10 Big Night at the Vernal Pool (Pages 58–61) Lexile: 1050L

Reading Skills: Understanding Words; Predicting

Pre-reading Ask readers what they know about frogs, either from personal experience or what they have read or seen on television. Have them share what they know.

Whilst-reading Questions Invite readers to read the story aloud. Help them understand the text better by asking the following questions. • What is Big Night? Answer: It refers to the wood-frog migration that occurs annually in the north-eastern states. • What does the raucous sound refer to? Answer: It is the mating call of the wood frogs. • What do the tadpoles feed on? Answer: They eat leaves, algae, and other plant material.

Reading Skills 1. Understanding Words • Explain to readers that knowing the meaning of certain words can help them better understand texts or put the events in context. Point to the word “vernal” and the meaning given in the story. Help them to understand the reason why the pools are called vernal — that they will only exist during spring. Ask them what this implies when the pool is no longer there. Next, point to the word “squooshy” and ask them if they know its meaning. Explain that this is a variation of the word “squishy” which means soft and wet. Get readers to look at the word in context and help them understand that it helps to paint a better picture of the path the family was on — it wasn’t just dark, it was soft and wet, which means it probably was muddy. • Ask readers what geese do on a yearly basis and help them to understand that they will always fly south for the winter and return to their place of birth in the spring. Guide them to make a connection between this migratory pattern and that of the wood frog’s. Both will return to their birth places in the spring time to reproduce. Help readers to understand the reason the writer includes this analogy. It is to help them understand better what Big Night is all about.

2. Predicting Have readers look at the last paragraph of the story and help them understand that the cycle will repeat itself year after year. Remind them that the writer has made reference to the geese who migrate annually and guide them to understand that there will be another Big Night next spring.

22 Big Night at the Vernal Pool Comprehension Notes (Pages 62–63) 1. Refer readers to the first paragraph of the story for the answer.

2. Have readers look at the second paragraph on page 58 to read about how wood frogs survive the winter.

3. Remind readers about the geese’s annual migratory pattern and help them to make a connection to that of the wood frog’s.

4. Get readers to look at the second paragraph on page 59 to understand more about the word “vernal” and how the pools are formed.

5. Have readers read the last two paragraphs on page 59. Help them understand that the frog’s journey is dangerous because they could be caught by predators or they could be crushed by vehicles. The latter is prevented when some towns close the roads.

6. Point to the word “squooshy” in the first paragraph on page 60 and help them understand that it indicates that the path was probably muddy.

7. Refer readers to the second paragraph on page 61. Guide them to understand that the pool is temporary and it is enclosed.

8. Remind readers that the frogs migrate on a yearly basis so this will happen again next spring.

Answers (Pages 62–63) 1. They set out on a nature outing to witness the wood frogs’ migration. 2. They live under the leaves in the woods, in a semi-frozen state, and their internal organs are protected from the cold by special chemicals. 3. Geese fly back to their place of birth every year just like how wood frogs return to the vernal pools which is their birth place. 4. “Vernal” means spring and these pools are formed in spring when rainwater and melted snow and ice create temporary pools. 5. Some towns close roads near the vernal pools and post signs so that the frogs will not be crushed by passing vehicles. 6. We are told that the path to the vernal pool was squooshy, which means it was soft and wet. 7. The vernal pools are temporary so its waters will dry up in summer. Being pools, they have no inlet or outlet that the fish can swim through to get to other water sources. 8. Next spring, the wood frogs will start the migration again. This is because the migration pattern is a yearly event.

Extension Activity Get readers to research more on amphibians. Have them focus on one particular amphibian and share their findings. Encourage them to find some information that others might not know.

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This edition 2016

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