What Do Animals Do At The Zoo?

Lift Off to Literacy: Using a Shared Reading Approach

Lesson Plan THIS FILE IS NOT ARTWORK - Please use this file for position only

Early Emergent reading stage Levels A & B Set: Living Things

Shared Book

Student Version

Vocabulary Starter

Students will have fun listening along to and joining in with this beautifully illustrated rhyming book of well known and loved animals found at the zoo. Enjoy sharing this title with your students and encourage them to chant along with you.

Vocabulary Oral vocabulary chatter din elephants flick lions monkeys prance roar trumpet slither snakes snarl snore squeal wiggle

High-frequency words a and at from in on that the they to

Key concepts • Lots of different animals live in a zoo.

• A nimals act in different ways.

• W e need to give zoo animals the right food.

Texas Essential Knowledge and Skills Reading K(2) (D) (i) Demonstrate print awareness by identifying the front cover, back cover, and title page of a book.

K(3) (C) Identify and use words that name actions; directions; positions; sequences; categories; and locations.

K(5) (F) Respond using newly acquired vocabulary as appropriate.

Phonics and Phonemic Awareness K(2) (A) (i) Demonstrate phonological awareness by identifying and producing rhyming words.

K(2) (B) (i) Demonstrate phonological awareness by recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

Writing K(6) (B) Provide an oral, pictorial, or written response to a text.

Speaking and Listening K(1) (B) Restate and follow oral directions that involve a short, related sequence of actions.

What Do Animals Do at the Zoo?

Introducing the book

Second reading of the book

Ask: What animals do you like to see at the zoo? Provide time to listen to the students’ responses and talk about them.

Read the book to the students a second time. This time, encourage the students to join in reading with you. Specifically encourage them to read the opening sentence on each even page. Say: We will all read this sentence together:

Talk about the things that the zoo animals in this book do, the features they have, and the food they eat. For example, say: Some of you said that you like to see lions at the zoo.

Lions can roar. What else do they do? What do they eat? Discuss students’ responses.

Show the students the front cover of the shared book What Do Animals Do at the Zoo? Say: This book will tell us about animals at a zoo and the things they do there.

First reading of the book Read the book to the students with few stops along the way.

Use a pointer to follow along the bottom of the text as you read the words. This will accentuate the left-to-right directionality of the text and the return sweep. Read the text with rhythm and expression. For example, on pages 2 and 3, emphasize the words snarl and roar. On pages 4 and 5, accentuate and stretch out the word everyone. Read page 16 in a tired voice to accentuate how the people are feeling.

What do the lions do all day, those lions that live at the zoo?

After reading each double-page spread discuss the way the animals on those pages behave. For example, on pages 2 and 3, say: It says that lions prance. Prance means to walk around confidently with a springy or bouncing walk.

Invite a student or students to act like that animal. Say: Could you pretend to be a lion? Show us how you would prance, snarl, and roar.

If appropriate, complete the retelling activity on the inside back cover of the shared book.

Talking about the book Invite students to respond to the book and to talk about their thinking.

Ask: What did you learn about zoo animals? What did you learn about the food that these zoo animals eat?

Why might the children have been quite worn out at the end of the book? What does quite worn out mean?

What other animals could the author have included in this book?

ELL support Encourage the students to name and talk about zoo animals such as bears, giraffes, and seals. Discuss what foods each of the animals eat. Use the Vocabulary Starter Zoo Animals to discuss other animals that can be seen at zoos. Show and talk about the labeled photographs.

Returning to the book Return to the book on multiple occasions, inviting the students to join in. Encourage them to take increasing responsibility for reading the text themselves. Select the focus for subsequent lessons based on your students’ strengths and needs.

Phonemic awareness Model how to chunk words into syllables. Say: I am going to break the names of the animals in the book into syllables or parts.

First, I will start with the word lion. Clap each syllable as you say it (e.g. li-on has two syllables). Invite the students to join in and clap with you as they say the two syllables. Repeat with the other names of the animals in the book.

Extending oral language Browse through the book and examine the words on the pages that describe the noises that the different animals make.

Talk about what each word means. For example, on pages 2 and 3, say: It says that lions snarl and roar. These two noises are different. A snarl isn’t as loud as a roar. Let’s all snarl. Let’s all roar.

Fluency Turn to pages 2 and 3 and say: I am going to read this page twice.

Listen carefully so you can tell me what is different about the two ways that I read this page. On the first read, read fluently with expression and rhythm. On the second read, read the words in a halting, disjointed manner. Discuss the two different styles of reading.

Print concepts

Phonics Turn to the front cover of the book. Say: The word zoo is in the title of this story. Who can find the word zoo on the front cover?

Invite a student to point to the word zoo. Say: Well done. That word says zoo. It has three letters in it. The first letter is the letter “z.”

Let’s all make the sound that the letter “z” makes at the beginning of the word zoo – /z/.

Turn to pages 2 and 3 and ask another student to find the word zoo. Ask: Can anyone see another word that has the letter “z” at the beginning of it? Encourage a student to point to the word zookeeper. Say: Both zoo and zookeeper begin with the letter “z” and start with the /z/ sound.

Ask a range of questions about the parts of the book (e.g. front cover, title, back cover). Ask: Where is the front cover of this book? Invite a student to show the front cover and the correct way to open the book.

Ask: What do we find on the front cover of a book? Invite a student to point to the title and to the picture on the front cover.

Point out the author’s and illustrator’s names. Say: There are words and a picture on this front cover. Ask: What is the difference between words and pictures in a book? Discuss students’ responses.

Writing – Modeled Say: I am going to write about another animal that you can see at a zoo.

Model writing a sentence about zebras: Zebras run quickly.

They dart and dash.

Talk about your writing as you write. Say: I have chosen the words dart and dash because this explains how zebras move quickly and change direction suddenly. Students could do their own writing about a zoo animal and what it does at the zoo.

THIS FILE IS NOT ARTWORK - Please use this file for position only

Independent practice Select students to listen and read along to What Do Animals Do at the Zoo? Provide students with a small book and a reading pen. Encourage students to listen and read along from start to finish and then revisit their favorite pages.

Activity card My animal eats ...

You will need: crayons Draw an animal and the food it eats.

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