Readtopia® Educator Guide
Birds That Fly Underwater
Anchored by Penguins in Antarctica
Upper Elementary
CONTRIBUTORS
Mike Byrne, Clock Tower Images
Patricia Cunningham, PhD
Laura Cuthbertson, MA
Allison Dennis, PhD
Karen Erickson, PhD
Don Johnston, MS
Jenay Prytula
Caroline Ramsey Musselwhite, EdD, CCC-SLP
Carol Seibert
Helen Sillett, PhD
Jerry Stemach, MS, CCC-SLP
EDITOR
Mary Krenz
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© Copyright 2025 Building Wings LLC and the University of North Carolina at Chapel Hill.
Concept, Design and Edited by Dr. Karen Erickson Center for Literacy and Disability Studies,
University of North Carolina at Chapel Hill.
All proceeds directed to University of North Carolina at Chapel Hill from this curriculum
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Birds That Fly Underwater
Introduction
BIRDS THAT FLY UNDERWATER
Penguins in Antarctica
Readtopia is designed to support literacy and math instruction for upper elementary learners with complex
learning needs. Each Readtopia Thematic Unit provides the resources you need to teach comprehensive
literacy. Multi-leveled materials allow learners to learn at their optimal instructional level. Lessons are
structured to provide both whole and small group instruction. Notes within the Educator Guide will help
you teach while implementing the most effective instructional strategies that will help your learners learn.
EDUCATOR TIP
Print the Educator Guide for quick and easy access throughout the unit.
This guide provides a complete lesson sequence table, notes that walk
through every lesson, and valuable Tips. It’s a great place to capture
learner successes, and jot down notes or questions to bring to fellow
educators or colleagues.
RESOURCES & INSTRUCTIONAL COMPONENTS
VIDEOS quickly engage learners and provide an opportunity to introduce vocabulary,
build background knowledge, and mental models to support learning. The educator notes
use the Anchor, Watch, and Respond lesson framework to help learners comprehend
and make personal connections to video content. HINT: View videos several times
for multiple purposes to expand and reinforce learning.
DIFFERENTIATED TEXT SETS—offering five levels of accessible text—anchor reading
comprehension as you introduce, model, and practice literacy and communication skills through
Interactive Read Aloud and Shared Reading lessons. You will guide and provide instruction
for your learners as they read / listen to each chapter three times for multiple purposes:
1
2
3
Learners listen to the Conventional Level 5 text during whole group
Interactive Read Aloud lessons.
You and your learners read together the Emergent Level 2 text
during whole group instruction Shared Reading lessons.
Encourage learners to re-read / look at texts at their personal reading levels.
Provide opportunities for learners to read independently and / or in small groups
and with family members.
• Daily reading during bell times or times you specifically set for independent reading
• Send individually-leveled texts home with learners to read with family
over the weekend
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Birds That Fly Underwater | Penguins in Antarctica
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Anchored by Penguins in Antarctica
Introduction
EDUCATOR TIP
As learners progress into Transitional Level 4 and Conventional Level 5,
help them to build reading fluency by having them read Emergent Level 1
or Emergent Level 2 text to themselves (silent or aloud) and / or aloud
to learners who are not yet reading independently. Reading simpler text
to peers builds confidence and increases self-esteem as learners
are empowered to help others.
INFORMATIONAL TEXT—provided at three levels—includes science, social studies,
and social / emotional topics related to the anchor literature. Through the implementation
of the Anchor, Read, Apply lesson framework, you introduce, model, and practice effective
Close Reading strategies for learners in both whole group and small group activities.
In this way, learners receive guidance and instruction as they read / listen to each article
three times:
1
2
3
Learners read / listen to the Transitional Level 3+4 — OR — Conventional Level 5
text as a whole group.
Learners read / listen to the Close Reading text at their individual reading levels.
Learners work individually or in small groups to respond to the On-the-Back
Activity at their individual reading level. These activities are not intended to assess
learner understanding—they are intended to help learners take in, remember,
and apply information through close reading and listening. Learners
are encouraged to re-read the article text to find and check their responses.
PHONICS INSTRUCTION—offered at four instructional levels. In classrooms with a wide range
of learner abilities, Readtopia phonics instruction is typically delivered in small groups
to differentiate instruction. Lessons follow a specific order and explicit instructional format,
providing lesson scripts that can be effectively delivered by paraprofessionals or teaching
assistants, with minimal guidance.
• Learning Letters™ phonics lessons help build alphabetic awareness using an adapted
Enhanced Alphabet Knowledge routine.
• Learning Letters Plus™ phonics lessons are built on the Learning Letters lessons.
(These lessons lay the foundation for success with Learning Words.)
• Learning Words™: A Spelling Based Approach to Phonics lessons helps learners
learn to spell and decode single syllable words.
• Independent Learning Words™: A Spelling Based Approach to Phonics lessons
are built on the Learning Words lessons. (These lessons could also be used
as homework.)
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Birds That Fly Underwater
Introduction
INTEGRATED MATH—provided at four levels—connect basic mathematical concepts
with thematic unit content using Video / Vocabulary, Hands-On Application,
and Independent Practice lessons.
• Video / Vocabulary lessons are designed to introduce math concepts, symbols,
and vocabulary in an engaging way. The concepts, symbols, and vocabulary
introduced during Video / Vocabulary lessons are used throughout the domain,
as well as future units. HINT: View videos several times for multiple purposes
to expand and reinforce learning.
• Hands-On Application lessons include the Anchor, Read, Apply framework.
Hands-On Application lessons give learners the opportunity to work with manipulatives,
diagrams, cooking supplies, etc., making abstract ideas concrete.
1
2
3
Learners participate in a whole group activity designed to build
background knowledge.
Learners are broken into small groups where they focus on targeted skills.
Learners conclude the lesson by sharing their findings as a whole group.
• Independent Practice—offered at four instructional levels—gives learners the opportunity
to practice the skills learned during the Video / Vocabulary lesson and the Hands-On
Application lesson. These lessons are an informal way of assessing the learners’
knowledge, and give educators the opportunity to provide feedback.
OVERVIEW OF INSTRUCTIONAL STRATEGIES
ANCHOR, READ, APPLY is the framework used to deliver comprehension instruction.
• Anchor is used to access background knowledge and set a purpose for reading.
• Read takes the most amount of time and focuses on text that learners can read / listen
to as presented within a variety of informational text types (e.g., article with a sidebar,
timeline, map, charts, biography, directions, and facts).
• Apply provides learners with the opportunity to demonstrate whether they were
successful with the purpose and teaches them to go back to the text to confirm
their answer.
INTERACTIVE READ ALOUD lessons are used to help learners learn and practice strategies
for comprehending more complex text. Using the Conventional Level 5 Differentiated Text,
three read aloud approaches are outlined and supported. They include:
1. Picture Walk
2. Vocabulary
3. Key Ideas and Details
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Birds That Fly Underwater | Penguins in Antarctica
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Introduction
Anchored by Penguins in Antarctica
SHARED READING lessons are designed to engage readers in interactions while reading
together with an educator. The focus is on reading with learners—not to them. Learners
are guided to lead the interactions and make meaning as they read together with
a knowledgeable educator. Scripted interactions for each page of the Emergent Level 2
Differentiated Text helps you model appropriate and effective communication with learners.
These interactions are designed to build:
• Emergent literacy understandings
• Expressive and receptive communication skills
• Understanding print and concepts of print
ENGLISH LANGUAGE ARTS OBJECTIVES
VIDEO LESSONS
• Identify details and engage in collaborative discussion related to the main idea
of a video presentation.
INTERACTIVE READ ALOUD LESSONS
All Lesson Types
• Engage in collaborative interactions about text.
• Identify details in a text that is read aloud.
Picture Walk
• Identify parts of illustrations that depict a particular setting, or event.
• Build understanding and make connections by describing and talking about
illustrations.
• Demonstrate understanding while actively engaged in shared reading of stories.
Vocabulary
• Determine the meaning of words in a text.
• Literal meaning of words and phrases in context.
• Real-life connections between words and their use.
• Words that describe personal emotions.
Key Ideas and Details
• Identify words in a text to answer a question about explicit information.
• Describe and discuss information about the characters, setting, and / or facts
that are in the text.
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Birds That Fly Underwater
Introduction
SHARED READING LESSONS
• Engage in collaborative interactions about text.
• Identify details in a text that is read aloud.
• Build reading / listening comprehension skills including:
• Important background knowledge
• Emergent literacy understandings
• Expressive and receptive communication skills
• Understanding print and concepts of print
INFORMATIONAL TEXT LESSONS
• Use information from visual elements and words in the text to answer questions
about explicit information.
• Use information from words and pictures in the text to answer questions
about explicit and inferred information.
• Use information from words and pictures in the text to answer questions
about explicit information.
MATH OBJECTIVES
OPERATIONS & ALGEBRAIC THINKING
• Use shapes and numbers to create a pattern.
FIRST THINGS FIRST
Prepare unit materials in advance to ensure a smooth, easy implementation
of daily differentiated lessons and documentation of learner progress.
• Determine what Readtopia level will support each of your learners.
Use the Placement Tool (found at the top of every Readtopia webpage)
and knowledge about your learners to quickly identify which of the leveled
materials are most likely to result in a successful reading experience.
• Use the Print Center to print the Unit Resources you will need for each learner.
A link to the Print Center is provided at the top of each Unit Resources webpage.
• Place the Differentiated Texts, learner lesson materials, and supports
in a 3-ring binder or a folder for each learner or store in a file box.
HINT: Print two extra copies of each Differentiated Text—one for yourself
and an extra set to have handy if a learner might benefit from a higher
or lower level during the course of the unit.
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Introduction
Anchored by Penguins in Antarctica
• Prepare a folder for each learner to collect observations, comments,
and unit assessments*.
* Readtopia Unit Assessments—Embedded in each unit, short leveled quizzes provide
a snapshot of your learners’ reading comprehension. Transitional and Conventional
level learners complete Modified Cloze Maze quizzes, while Emergent level learners
complete a Vocabulary quiz to track comprehension. Cumulative reading assessments
for the anchor literature and close reading informational texts assess comprehension
at the end of each unit.
Oral Reading Fluency is another strong indicator of your learners’ reading
comprehension. Use the reading fluency passages to perform quick,
formal One-Minute Fluency Probes mid-way through the unit and at the end
of a unit. (Find these passages and educator scoring tools for Transitional Level 4
and Conventional Level 5 literature text levels under the Unit Resources tab.)
• Fill out the Emergent Literacy Measures for each of your emergent learners.
• Print and send the Letter to Parents and the Instructional Elements that describes
the unit.
• Provide books, magazines, and the Differentiated Text for Independent Reading.
Plan to allow time within your day for learners to engage in independent reading.
During independent reading, learners can apply what they are learning by browsing
through books, turning pages, and practicing following the text from left to right.
EDUCATOR TIP
For the Emergent Literacy Measures, Oral Reading Fluency information,
and more assessment tools go to the Resources tab (at the top of every
Readtopia webpage) and look under Assessments / Progress Monitoring.
(The Letter to Parents and Instructional Elements for each unit
are also under this Resources tab.)
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Birds That Fly Underwater
Introduction
Readtopia:Shorts are perfect for those one-to-two week time periods when you don’t want to
jump right back into a four-to-six week full Readtopia® Thematic Unit. Use a Readtopia:Short unit:
• When you have a week or two right before a holiday
• During that busy, awkward time between Thanksgiving and Winter Break
• Provide a shorter, less-intense literacy experience between full Readtopia Thematic Units
READTOPIA:SHORTS UNIT | BIRDS THAT FLY UNDERWATER
Anchored by Penguins in Antarctica
• This thematic unit has 30 lessons.
• The 15-30 minute lessons allow for flexible instruction throughout your day.
CONTENT AREA TOPICS
Science
• Life Science—Krill; Penguins In Motion; Penguin Poop
Social Emotional
• Living in Antarctica
Social Studies
• Living in Antarctica; Penguin Nest Building
INFORMATIONAL TEXT TYPES
• Article with a Sidebar
• Fantastic Facts
MATH DOMAINS
• Operations & Algebraic Thinking
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Anchored by Penguins in Antarctica
Introduction
DEVELOP LIFE SKILLS THAT EQUIP LEARNERS
WITH PRACTICAL TOOLS THAT FOSTER INDEPENDENCE
An engaging folktale has also been included as an optional BONUS
text to be read just for fun at the end of the unit. Read it together
as a whole group. Extend the fun with optional activities related
to the story. Then, send home leveled versions for learners to enjoy
at home with family.
VOCABULARY TIPS
Locate and print the Character Vocabulary Cards
and Math Vocabulary Instruction Cards located
on the Birds That Fly Underwater Unit Resources
webpage. These will help your learners make connections
with the vocabulary words and support your lessons
as they become familiar with math vocabulary.
IMPORTANT NOTE
There is no need to do this if you are printing from the Print Center—
these cards are already included in the leveled materials.
Character Vocabulary Cards
and Math Vocabulary Instruction
Characters / Vocabulary Words
Chinstrap penguin
Emperor penguin
Gentoo penguin
Jason
krill
Math Vocabulary Words
Operations & Algebraic Thinking
pattern
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repeat
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Birds That Fly Underwater
Introduction
CORE WORDS
The following is a list of core words specific to Penguins
in Antarctica. The pages where these words are located within
the differentiated texts will help you teach these words in context.
Locate Core Word Cards on the website under the Unit Resources
tab, along with ideas to support your instruction in the
Curriculum Guide.
IMPORTANT NOTE
There is no need to do this if you are printing from the Print Center—
these cards are already included in the leveled materials for
Transitional Level 3, Transitional Level 4, and Conventional Level 5.
(These cards are not provided at the Emergent levels.)
Core Word Cards
Core Words
Core Words
Level 3
Level 4
Level 5
fast
Pgs. 7, 9
Pgs. 11, 16
Pg. 11
here*
Pgs. 6-7
Pgs. 6-9
live
Pgs. 6-7
Pgs. 7, 9
she*
Pgs. 10-11
they
Pgs. 7-9
work
Pg. 6
Pgs. 5-6, 13
Pgs. 6, 14
*AAC Core Vocabulary Words
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Birds That Fly Underwater | Penguins in Antarctica
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Anchored by Penguins in Antarctica
Lesson Plan
Lesson
Lesson Title
Located
Completed
Chapter 1: Welcome to Antarctica
Interactive Read Aloud Explanation
Focus | Picture Walk
Pgs. 12-13
1
Interactive Read Aloud
Focus | Picture Walk
Pgs. 14-24
2
Alphabet / Phonics Instruction Lesson
Pgs. 25-26
3
Math Video Lesson: Operations & Algebraic
Thinking
Pgs. 27-29
4
Alphabet / Phonics Instruction Lesson
5
Close Reading Lesson
Article with a Sidebar | Living in Antarctica
6
Alphabet / Phonics Instruction Lesson
IMPORTANT
Use the C-5 Level
Differentiated Text
IMPORTANT
[See Lesson 2]
Pgs. 30-34
[See Lesson 2]
Shared Reading Explanation
Pgs. 35-39
7
Shared Reading
Pgs. 40-47
8
Alphabet / Phonics Instruction Lesson
Use the E-2 Level
Differentiated Text
[See Lesson 2]
Chapter 2: Penguins in the Ocean
Interactive Read Aloud Explanation
Focus | Vocabulary
Pgs. 48-50
9
Interactive Read Aloud
Focus | Vocabulary
Pgs. 51-60
10
Alphabet / Phonics Instruction Lesson
11
Video Lesson: Penguins In Motion
12
Alphabet / Phonics Instruction Lesson
13
Math Lesson: Hands-On Application
Domain | Operations & Algebraic Thinking
14
Alphabet / Phonics Instruction Lesson
15
Close Reading Lesson
Fantastic Facts | Krill
16
Alphabet / Phonics Instruction Lesson
17
Shared Reading
18
Alphabet / Phonics Instruction Lesson
IMPORTANT
Use the C-5 Level
Differentiated Text
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Birds That Fly Underwater | Penguins in Antarctica
[See Lesson 2]
Pgs. 61-66
[See Lesson 2]
Pgs. 67-70
[See Lesson 2]
Pgs. 71-75
[See Lesson 2]
Pgs. 76-84
[See Lesson 2]
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Birds That Fly Underwater
Lesson
Lesson Plan
Lesson Title
Located
Completed
Chapter 3: Hatching Eggs in Antarctica
Interactive Read Aloud Explanation
Focus | Key Ideas and Details
Pgs. 85-86
19
Interactive Read Aloud
Focus | Key Ideas and Details
Pgs. 87-93
20
Alphabet / Phonics Instruction Lesson
[See Lesson 2]
21
Video Lesson: Penguin Nest Building
Pgs. 94-100
22
Alphabet / Phonics Instruction Lesson
[See Lesson 2]
23
Math Lesson: Independent Practice
Domain | Operations & Algebraic Thinking
Pgs. 101-102
24
Alphabet / Phonics Instruction Lesson
[See Lesson 2]
25
Close Reading Lesson
Fantastic Facts | Penguin Poop
Pgs. 103-107
26
Alphabet / Phonics Instruction Lesson
[See Lesson 2]
Shared Reading
Pgs. 108-118
IMPORTANT
Use the C-5 Level
Differentiated Text
27
Modified Cloze Maze / Vocabulary Assessment
28
Alphabet / Phonics Instruction Lesson
Pg. 119
[See Lesson 2]
End-of-Unit Activities
End-of-Book Cumulative Assessment
Pg. 120
Close Reading Assessment
Pg. 121
29
30
Bonus Story |
Black and White: The Story of an Emperor Penguin
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Pgs. 122-123
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Anchored by Penguins in Antarctica
Lesson 1
INTERACTIVE READ ALOUD
Differentiated Text:
Conventional Level 5
EXPLANATION
FOCUS | Picture Walk
Picture Walk Interactive Read Aloud lessons are designed to help build learners’ curiosity
about and interest in stories. During the picture walk, the text is not the focus. Instead, the focus
is on the pictures and building understandings and connections by describing and talking
about the pictures on each page of the graphic novel. Then, when the text is read aloud,
learners will use the knowledge gained from the pictures to build additional understanding.
This knowledge will continue to support learners as they continue to read the entire story
over time. Picture Walk Interactive Read Aloud lessons will help learners make progress on
the Language Comprehension and Communication scales on the Emergent Literacy Measure.
During the Picture Walk Interactive Read Aloud lesson, the educator will:
POINT TO A PICTURE and COMMENT ON A KEY ELEMENT OF IT.
Educators provide multiple opportunities for learners to communicate their thoughts and feelings
following each comment they make. Then, as in all shared and interactive reading lessons:
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
Next, educators READ ALOUD the text that is related to the picture. Then:
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
IMPORTANT NOTE
Readtopia Interactive Read Aloud lessons are designed to engage
and elicit participation from ALL of the learners in your classroom.
Simple comments are accessible to your most emergent learners,
yet allow and encourage transitional and conventional learners
to respond in greater depth and detail as they are able.
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Birds That Fly Underwater | Penguins in Antarctica
After you have looked at and
commented on each picture,
whether or not the learners interact,
go on to the next picture or page
and repeat the process.
The next section provides more
detail in the context of an actual
Interactive Read Aloud lesson.
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Birds That Fly Underwater
Lesson 1
EXAMPLE
7
POINT TO A PICTURE and COMMENT ON
A KEY ELEMENT / CONCEPT
Look! Penguins
are everywhere!
Point to the penguins
in the pictures.
WAIT • REPEAT • RESPOND
EXAMPLE
Learner: (Points to that on AAC solution and looks at the pictures.)
Educator: (Points to that on learner’s AAC solution and points
to the top and bottom pictures.)
That! That is a lot of penguins. (expand)
Penguins are everywhere! (extend)
EDUCATOR TIP
Accept, model, encourage,
and repeat all forms
of communication.
• Verbal / Vocalization
• Facial Features
• Body Language
• Sign Language
• AAC
READ the text.
WAIT • REPEAT • RESPOND
Lots of penguins live
in Antarctica. But no humans
live there all the time.
It’s too cold and windy!
Point to the penguins
in the pictures.
WAIT • REPEAT • RESPOND
EXAMPLE
Learner: (Wraps arms around body.)
Brrrr. It’s really cold!
Educator: (Wraps arms around body.)
Brrrr. It’s really cold!
It’s too cold and windy for people. (expand)
But not for penguins! (extend)
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Anchored by Penguins in Antarctica
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
IMPORTANT NOTE
The Interactive Read Aloud lessons use the Conventional Level 5 Text ONLY.
5
Look! I see fur, giant goggles,
and an orange coat.
Point to things in the picture
as you name them.
WAIT • REPEAT • RESPOND
I wonder if there is a person
under all that stuff.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
There is a man under all
of those clothes and goggles.
He’s a scientist named Jason.
I wonder why he is dressed
that way.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
6
I see snow… and penguins!
Point to things in the picture
as you name them.
WAIT • REPEAT • RESPOND
I see a person in an orange coat.
I wonder if that is Jason.
Point to the person.
WAIT • REPEAT • RESPOND
READ the top text box.
WAIT • REPEAT • RESPOND
The person is Jason. He works
in a place called Antarctica.
Penguins live there. It sure
looks cold!
Point to the picture.
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
6
This looks like the Earth.
I see land and water.
Point to the globe on the left.
Point to the land and the water.
WAIT • REPEAT • RESPOND
This is Earth, too. I see a big
white shape. There is water
all around it.
Point to the globe on the right.
Then, point to Antarctica.
WAIT • REPEAT • RESPOND
READ the top text box.
WAIT • REPEAT • RESPOND
Oh… I see! This is Antarctica.
Point to Antarctica
on the right-hand globe.
WAIT • REPEAT • RESPOND
This picture shows us that
Antarctica is at the very bottom
of the world.
Point to the globe on the left.
Point to Antarctica.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
7
Look! Penguins are everywhere!
Point to the penguins
in the pictures.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Lots of penguins live in Antarctica.
But no humans live there all
the time. It’s too cold and windy!
Point to the penguins
in the pictures.
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
8
I see a ship.
Point to the ship.
WAIT • REPEAT • RESPOND
There is ice floating in the water.
I wonder if the ship is near
Antarctica.
Point to the ice.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
The ship is bringing food for the
people who work in Antarctica.
I wonder what kind of food the
ship is bringing them.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
9
I see lots of penguins.
Point to the penguins.
WAIT • REPEAT • RESPOND
It looks cold! I see snow
everywhere. Do you think that
the penguins like the snow?
Point to the snow.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Penguins love Antarctica!
Millions of penguins live there.
And there are different kinds
of penguins. Do you think that
these are Emperor penguins?
Point to the bottom picture.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater | Penguins in Antarctica
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Anchored by Penguins in Antarctica
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
10
This penguin
is taller than this kid!
Point to the penguin
and the child.
WAIT • REPEAT • RESPOND
This penguin is four feet tall.
Point to the four-foot line
and label.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This is an Emperor penguin.
It is four feet tall. How tall
is four feet? Let’s find out!
Use a yardstick or other
measuring tool to measure
four feet from the floor.
On the wall or board, use tape
or a marker to show a height
of four feet. Or use your own
body to show where four feet
would be. (I am 5 feet 4 inches
tall. An emperor penguin would
come up to my shoulders.)
WAIT • REPEAT • RESPOND
Are you taller than an Emperor
penguin? Let’s measure!
Use a measuring tool
to measure the height of one
or more learners. Mark their
height on the board or wall
next to the four-foot mark.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
11
Two penguins. Are these
penguins the same or different?
Point to the pictures.
WAIT • REPEAT • RESPOND
This penguin’s head is mostly
black. It has an orange beak.
Point to the top picture.
WAIT • REPEAT • RESPOND
This penguin has more white
on its head. Look… there is
a black line under its chin.
Point to the bottom picture.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Two different kinds of penguins.
A Gentoo and a Chinstrap.
Point to each penguin
as you name them.
WAIT • REPEAT • RESPOND
How do you think the Chinstrap
penguin got its name?
Here’s a hint. Look at the black
line on this penguin’s neck.
Point to the line under
the bottom penguin’s chin.
WAIT • REPEAT • RESPOND
This line looks like the strap
that holds a helmet on your
head. It is called a chinstrap
because it goes under your chin.
Point to the line under
the bottom penguin’s chin.
WAIT • REPEAT • RESPOND
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Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
12
Four penguins.
Four different sizes.
Point to the top picture.
WAIT • REPEAT • RESPOND
They’re swimming!
I see ice in the water.
It must be really cold.
Point to the bottom picture.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
There are different kinds
of penguins, but they
all like living in Antarctica.
Brrrrr. Too cold for me!
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
13
I see a penguin swimming
under the water.
Point to the penguin.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
That water is freezing cold!
The penguins’ bodies are built
for the cold. Is your body built
to live in a place like Antarctica?
WAIT • REPEAT • RESPOND
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Lesson 1
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Picture Walk
Chapter 1: Welcome to Antarctica
14
I see penguins. I see penguins
in groups, penguins in pairs,
and penguins alone.
Point to the groups, pair,
and individual penguins
in the picture.
WAIT • REPEAT • RESPOND
It looks like penguins
like to hang out with their
friends. What do you think?
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Penguins like to work and play
together. Many people like to
do things together, too. In some
ways, penguins are like people.
Encourage learners to think
of other ways that penguins
are like people (e.g., penguins
walk on two legs, an Emperor
is as tall as some young people,
some people like to swim, etc.).
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 2
ALPHABET INSTRUCTION
Emergent Learners | Learning Letters™ Alphabet Instruction
Learning Letters™ offer educators an explicit approach to alphabet instruction for Emergent
level learners. These lessons use an adapted Enhanced Alphabetic Knowledge routine
developed by Jones and colleagues (2013), which include strategies by Erickson and Koppenhaver
(2019). These explicit and effective instruction lessons of letter names, shapes, and sounds
also focus on the application and use of alphabetic knowledge.
Designed to be taught daily, Learning Letters lessons present a new letter each day.
A consistent 4-step instructional routine is repeated over the course of five instructional cycles.
Each cycle varies the order of letter instruction based on features that make letters easier—
or harder—to learn. Unique practice activities included in each of the five cycles engage
learners in the application and use of alphabet knowledge, and provide variety within
the context of a consistent instructional routine.
The Learning Letters approach to teaching alphabetic knowledge provides repetition
and practice that is distributed over time to support deeper learning, application and use
(Jones & Reutzel, 2012).
Transitional Learners | Learning Letters Plus™ Alphabet Instruction
Learning Letters Plus™ contains 100 lessons. Each lesson begins with a reinforcement
of the alphabet learning strategies found in Learning Letters™. In the first set of 50 lessons,
learners use their beginning knowledge of letter sounds to compose 2-3 letter words.
In the next set, they build on this as they begin to compose 3-4 letter words. This approach
lays the foundation for success with Learning Words.
WHERE TO FIND YOUR ALPHABET /
PHONICS INSTRUCTION MATERIALS
Materials for the Alphabet / Phonics Instruction lessons
can be found on the Resources > Alphabet & Phonics
webpage OR on the individual webpages for these
lessons.
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Lesson 2
Anchored by Penguins in Antarctica
PHONICS INSTRUCTION
Transitional Learners | Learning Words Phonics Instruction
Learning Words: Spelling-Based Phonics lessons address the needs of your Transitional
level learners. They target phonemic awareness, phonics, and spelling skills. The lessons
follow a carefully crafted scope and sequence. Each lesson includes five steps that
systematically and explicitly build skills over time.
IMPORTANT NOTE
Phonics Instruction activities are recommended for learners reading
at individualized reading levels. These levels often overlap, requiring
that a learner be moved to a more or less difficult phonics activity level
to ensure growth and success. Use your knowledge and observation
of your learners to identify when such a shift will benefit them.
Conventional Learners | Independent Learning Words
Phonics Instruction
Independent Learning Words lessons are designed for learners who are ready for some
independent word study work. These learners do very well in educator-directed Learning
Words lessons.
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Birds That Fly Underwater
Lesson 3
MATH VIDEO LESSON: Operations & Algebraic Thinking
DOMAIN | OPERATIONS & ALGEBRAIC THINKING
Chapter 1: Welcome to Antarctica
ANCHOR
PURPOSE STATEMENT
Today we will learn about patterns. A pattern can be numbers or shapes that repeat
over and over. Patterns follow a rule so you can tell what comes next. You can see patterns
everywhere! Patterns are in clothing, in buildings made of bricks, in artwork, and in nature.
Look for and comment on a pattern in the classroom (learner’s clothing, wall decoration, etc.)
WATCH THE VIDEO
VIDEO REVIEW
1. What was the video about?
2. What was your favorite part about the video?
3. What is the next shape in the first pattern?
CHALLENGE QUESTIONS
(Use these if you think your learners need additional questions to increase the length
of the lesson and overall complexity.)
4. The first pattern had two repeating shapes. What did the second pattern use?
5. Can you create your own pattern using the numbers 1 and 2?
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Lesson 3
VOCABULARY INSTRUCTION
We have some new vocabulary words to learn today.
The first word is pattern. Does anyone remember the word
pattern from the video?
Hold up the picture of pattern.
Pattern is when a group of numbers or shapes repeats
over and over. A pattern follows a rule so that you can
tell what comes next.
Hold up the picture of repeat.
Vocabulary Instruction
The next new word is repeat. Repeat means to do or say
the same thing over and over.
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for this Video Activity can be found
on the Unit Resources webpage > Video Lessons
OR on the webpage for this lesson.
SUMMARY QUIZ
Now, we are going to play a vocabulary game. Our vocabulary game includes
our new math words. It also includes some words from our story. First, I will
give you some pictures. Then I will say a word. I want you to find the right picture
for each word. Ready?
Hold up the word penguin.
The first word is penguin. Find penguin.
Hold up the word pattern.
The next word is pattern. Find pattern.
Hold up the word Antarctica.
The next word is Antarctica. Find Antarctica.
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Birds That Fly Underwater
Lesson 3
Hold up the word repeat.
The last word is repeat. Find repeat.
Great job working on your new vocabulary words. Remember, a pattern
is when a group of numbers or shapes repeats over and over. Patterns
follow a rule so you can tell what comes next.
CHALLENGE ACTIVITY
(Use these if you think your learners need additional questions to increase the length
of the lesson and overall complexity.)
Read learners the definition and have them find the correct picture card.
Example: Show me the picture that means when something is said or done
over and over. The learner would then attempt to select the picture for repeat.
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Lesson 5
CLOSE READING LESSON
ARTICLE WITH A SIDEBAR |
LIVING IN ANTARCTICA TO OBSERVE PENGUINS
OBJECTIVE | Use information from visual
elements and words in the
text to answer questions
about explicit information.
Chapter 1: Welcome to Antarctica
INSTRUCTIONAL
TERMS
article
a short piece of writing
like we find in a magazine
sidebar
text and pictures that
help us understand
the article
LESSON PREPARATION
ANCHOR ACTIVITY
• Prepare to display (print or project) the maps of Antarctica as provided.
Anchor Activity Maps
• Prepare to display (print or project) the pictures from the text as provided.
Anchor Activity Images
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Birds That Fly Underwater
Lesson 5
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for these Anchor Activities can be found on
the Unit Resources webpage > Informational Text /
Close Reading Lessons and Comprehension Tasks
OR on the webpage for this lesson.
EDUCATOR TIP
Use free Communication Boards to support participation
by your AAC users. Some good resources include:
• Readtopia LessonPix Communication Supports
(Resources > Educator > Communication Supports webpage >
Readtopia-Specific Communication Supports > LessonPix)
• Project Core (General Vocabulary)
https://www.project-core.com/communication-systems/
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
1. Display the world map as provided.
We are reading about a scientist in Antarctica. He is studying penguins.
Let’s look at some maps to learn more about this cold, cold continent.
On this map of the world, we see that Antarctica is at the very bottom
of our Earth. The South Pole is on the continent of Antarctica.
Point to and name the continents / countries on the map,
beginning in the north and working south to Antarctica.
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Lesson 5
2. Display the map of Antarctica.
This shows the continent of Antarctica. Antarctica is bigger than the United States!
It is surrounded by water. This map shows us some different parts of Antarctica.
Let’s read some of the labels on the map.
Read labels showing mountains, the South Pole, etc.
Did you notice that there are no cities or towns on this map? That’s because people don’t live
there full time. There are some small towns where scientists live and work for part of the year.
Other people who help the scientists also live there.
3. Display pictures from Chapter 1 as provided.
In Chapter 1 of our book, we met Jason. Jason is a scientist who works in Antarctica.
Why is Jason living in such a cold, far-away place?
Pause for learner responses.
Yes! He studies penguins for a few months each year. What’s it like to live in Antarctica?
Let’s look at a few pictures to help us remember what Jason told us.
Encourage learners to use the pictures to help them remember facts about Antarctica,
including:
• It’s not easy to live there.
• It’s cold and windy—the coldest and windiest place on Earth.
• The wind can blow a person over!
• There are no trees, bushes, or food growing there.
• All food for people has to be brought in on a ship or plane.
• Millions of penguins live there.
• Five different kinds of penguins live in Antarctica.
• There is lots of ice and snow.
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Birds That Fly Underwater
Lesson 5
PURPOSE STATEMENT
Whew! Antarctica doesn’t sound like a very nice place to live.
Scientists must really love what they do if they’re willing to
go there! Would you want to go there? Let’s read to find out
more about what it’s like to live in Antarctica.
KEYWORD
GLOSSARY
Antarctica
the land around
the South Pole.
Antarctica is a continent.
READ
scientist
As a whole group, read the Transitional Level 3+4
or Conventional Level 5 Article with a Sidebar.
Use the Successful Strategies Instructional Tip Sheets
to support instruction.
a person who studies
nature and explains
why things happen
APPLY
Hand out Close Reading Passages according to reading level.
CLOSE READING PASSAGES
We learned about what it’s like to live and work in Antarctica. Turn your page over
and let’s see what you learned. Don’t forget that you can turn the page over to the front
and check your answers!
Work in small groups to read / re-read the article and complete the On-the-Back Activity
at learners’ individual reading levels.
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Lesson 5
EXTENSION
Explore more about what it’s like to live and work in Antarctica. Here are a few video links
to get you started. REMEMBER: Always preview videos before showing them to your class
to make sure they are appropriate for your learners. All external internet links can change
or become unavailable without notice.
• Life Under The Ice with Ariel Waldman!
A Field Trip to Antarctica! | SciShow Kids
https://www.youtube.com/watch?v=go1Vg6mik24
• Could You be an Antarctic Scientist?
Life in the Freezer | BBC Earth
https://www.youtube.com/watch?v=zbgkeca1nPc
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Birds That Fly Underwater
SHARED READING
Differentiated Text:
Emergent Level 2
Lesson 7
EXPLANATION
INTERACTING AND MAKING MEANING
Shared Reading lessons are designed to engage emergent readers in interactions while
reading together with an educator. The focus is on reading with learners—not to them.
The goal is to guide learners in leading the interactions and making meaning as they read
together with a knowledgeable educator.
Using two research-based strategies, Shared Reading lessons provide the instructional guidance
and support that help you to teach learners to engage with text in ways needed to eventually
read and / or listen with comprehension. Scripted interactions for each page of the
Emergent Level 2 text help you model appropriate and effective communication with learners
presenting with a wide range of needs and abilities. These interactions are designed to build:
• Emergent literacy understandings
• Expressive and receptive communication skills
• Understanding and concepts of print
Through reading and interacting with learners around engaging content during shared reading,
you will demonstrate how to make meaning from print. And you’ll show learners that reading
a good story is fun and entertaining!
STRATEGY | CAR
The CAR shared reading strategy provides a structure that guides emergent readers,
encouraging engagement and interaction with a story while building, supporting, and modeling
communication skills. CAR is appropriate for your emergent readers in the earliest stages
of symbolic communication and print awareness, who may or may not show interest
and enjoyment during shared reading.
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Lesson 7
In short, the CAR strategy begins by reading the text on a page and then:
COMMENT | Make a simple comment about the text or illustration.
WAIT 5 or more seconds to give the learners a chance to make a comment.
ASK | If learners do not make their own comments, explicitly ask them to participate.
WAIT 5 or more seconds to give the learners a chance to make a comment.
RESPOND | Watch learners carefully and repeat or attribute meaning to
any communication act. Then, respond by adding a little more.
EDUCATOR TIP
It is important to pause for at least 5 seconds after each comment and / or
question in order to allow learners enough time to process the language
and construct an answer or initiate a new comment or question.
After the CAR cycle, whether or not the learners interact, go on to the next page and repeat it.
The next section provides more detail in the context of an actual shared reading lesson
implementing the CAR strategy.
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Birds That Fly Underwater
Lesson 7
EXAMPLE
7
READ the Page… PAUSE… and COMMENT
Comments focus on illustrations, the meaning
of the text, and the print itself.
(Wrap your arms around yourself.)
Brrr! It’s really cold.
STOP and WAIT 5+ Seconds
ASK for Participation
If no student communicates, they are explicitly
asked to participate.
You can say it, “Brrr!”
STOP and WAIT 5+ Seconds
REPEAT and RESPOND by Adding More
TEACHER TIP
The adult repeats what the student says / does,
and expands and extends the student’s response
by adding a little more (typically one or two words).
Accept, model, encourage, and repeat
all forms of communication.
• Verbal / Vocalization
EXAMPLE
• Facial Features
Learner: (Wraps arms around body
and vocalizes indistinctly.)
• Body Language
• Sign Language
• AAC
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Educator: (Wraps arms around body.)
Brrr! You look really cold. (expand)
It’s really cold in Antarctica. (extend)
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Lesson 7
STRATEGY | PUT A CROWD IN THE CAR
As learners begin to initiate communication and interact during shared reading,
the CROWD strategy is added to the CAR. CROWD questions and comments follow
the CAR structure of interaction while guiding learners in more sophisticated communications
and interactions through the use of one of these five structures:
Completion: Learners are asked to complete a sentence presented by the educator.
This is Jason. He is wearing warm clothes.
Jason is ready to ______________________.
Recall: Learners are asked to tell about things that have been read.
How tall do Emperor penguins get?
Open-Ended: Learners are asked questions that don’t have a specific answer.
Learners draw on their background knowledge to tell about story illustrations
and / or vocabulary.
(Point to the snow and ice.)
Look at all that snow and ice. It is really, really cold there.
Would you like to work there? Why or why not?
Wh– Questions: Learners are asked to respond to direct wh– questions.
Why do penguins have white bellies?
Distancing: Learners are guided in connecting something in the book to their
personal experience.
The wind is so strong it could blow you over.
Have you ever been outside on a really windy day?
What happened?
The next section provides more detail in the context of an actual shared reading lesson
implementing the CROWD in the CAR strategy.
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Birds That Fly Underwater
Lesson 7
EXAMPLE
8
READ the Page… PAUSE… and COMMENT
Comments focus on illustrations, the meaning
of the text, and the print itself.
The wind is so strong it could blow you over.
Have you ever been outside on a really
windy day? What happened? (Distancing)
STOP and WAIT 5+ Seconds
ASK for Participation
If no learners communicate, they are explicitly
asked to participate.
Have you ever been outside on a really
windy day? What happened?
STOP and WAIT 5+ Seconds
REPEAT and RESPOND by Adding More
The educator repeats what the learner says / does,
and expands and extends the learner’s response
by adding a little more (typically one or two words).
EXAMPLE
Learner: (Touches her hair and frowns.)
Educator: Oh… did your hair get all messed up?
(extend)
(Touches hair and frowns.)
That happens to me too! (expand)
Learner: (Shakes head “yes” and smiles.)
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Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
IMPORTANT NOTE
The Shared Reading lessons use the Emergent Level 2 Text ONLY.
READ the Page
5
40
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to Jason.)
Look! It’s Jason.
This is Jason.
He is wearing warm
clothes. Jason is ready
to ___________________.
(Completion)
Tell me what you see.
You finish it. Jason is ready
to ___________________.
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: Jason’s coat.
Learner: (Signs work.)
Educator: Jason’s coat.
(Points to Jason’s coat.)
Jason has an
orange coat.
It looks really warm.
Educator: (Signs work.)
Work. Yes, Jason
is ready to work!
He is wearing a warm
coat and goggles.
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Birds That Fly Underwater
Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
6
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to the penguins.)
Jason works with penguins!
(Point to the globe on the
left of the bottom picture.)
Jason works in Antarctica.
Where is Antarctica?
(Wh– Question)
Look at the penguins.
Listen to what it says.
(Reread the bottom
text box.)
“Antarctica is way down
here. Antarctica is at
the bottom of the Earth.”
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Smiles and points to
like on AAC solution.)
Learner: At the bottom.
Educator: Like.
(Points to like on
learner’s AAC solution.)
You like penguins.
I like penguins, too.
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REPEAT and RESPOND
by adding a little more.
Educator: At the bottom.
(Points to the bottom
of the globe on the left.)
Antarctica is at the
bottom of the Earth.
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Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
7
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Wrap your arms
around yourself.)
Brrr! It’s really cold.
You can say it, “Brrr!”
(Point to the snow and ice.)
Look at all that snow and ice.
It is really, really cold there.
Would you like to work
there? Why or why not?
(Open-Ended)
(Point to the snow and ice.)
Look at all that snow and ice.
Would you like to work there?
Why or why not?
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Wraps arms around
body and vocalizes
indistinctly.)
Learner: I like to play in the snow.
Educator: (Wraps arms
around body.)
Brrr! You look really
cold. It’s really cold
in Antarctica.
42
REPEAT and RESPOND
by adding a little more.
Birds That Fly Underwater | Penguins in Antarctica
Educator: You like to play in the
snow. But would you
like to work there?
It’s really cold there!
Learner: Yes! I want to work
with penguins.
Educator: You want to work
with penguins. Wow!
The cold wouldn’t
stop you. Brrr!
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Birds That Fly Underwater
Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
8
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Yikes! It’s windy.
The wind is so strong
it could blow you over.
Have you ever been
outside on a really windy
day? What happened?
(Distancing)
You say it, “Yikes!”
Have you ever been
outside on a really windy
day? What happened?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: Yikes!
Learner: (Touches her hair
and frowns.)
Educator: Yikes! It’s windy.
The wind could
blow us over.
Educator: (Touches hair
and frowns.)
Oh… did your hair
get all messed up?
That happens
to me, too!
Learner: (Shakes head “yes”
and smiles.)
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Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
9
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to the penguin.)
He’s tall!
Show me the penguin.
He’s tall!
How tall do Emperor
penguins get? (Recall)
(Point to the 4 feet line
and label.)
How tall do Emperor
penguins get?
REPEAT and RESPOND
by adding a little more.
44
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to the penguin.)
Learner: I’m tall!
Educator: (Points to the penguin.)
He’s tall.
(Points to the penguin
again, and then to
the boy.)
This Emperor penguin
is taller than this kid.
Educator: You are tall!
(Points to the 4 feet
line and label on
the diagram.)
An Emperor penguin
grows to be about
4 feet tall. I think you
will grow even taller
than this penguin!
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Birds That Fly Underwater
Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
10
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Two penguins.
(Point to the bottom
picture.)
This is a Chinstrap penguin.
Why is Chinstrap
a great name for him?
(Wh– Question)
Tell me what you see.
(Point to the line under
the Chinstrap penguin’s
neck.)
Look at the line under
the penguin’s neck.
Why is Chinstrap
a great name for him?
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Moves arms
in swimming motion.)
Learner: It looks like a strap.
Educator: (Points to the top picture
and pretends to swim.)
I think you see the
penguin swimming.
This is a Gentoo penguin.
They swim fast!
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REPEAT and RESPOND
by adding a little more.
Educator: Yes! It looks like a strap.
It looks like a strap
under the penguin’s chin.
(Points to the line under
the penguin’s chin.)
Chinstrap is a great
name for this penguin!
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Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
11
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to the penguins.)
(Point to the penguins.)
They don’t care!
Penguins don’t care if it’s
cold and windy. Do you
care if it’s cold and windy
outside? Why or why not?
(Distancing)
You say it,
“They don’t care!”
Look! The penguins don’t
care if it is cold and windy.
Do you care if it’s cold
and windy outside?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to penguins
and signs don’t care.)
Learner: No cold and wind!
Educator: (Points to penguins
and signs don’t care.)
Don’t care. Penguins
don’t care if it is cold
and windy.
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Educator: No cold and wind!
You don’t like the cold
and wind. Our bodies
are not made for
weather like that.
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Birds That Fly Underwater
Lesson 7
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 1: A Very Cold Place
READ the Page
12
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Look!
A penguin’s body
is made for cold weather.
What other animals
live in really cold places?
(Open-Ended)
Look! What do you see?
Tell me. What other
animals live where
it is really cold?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: I see snow!
Learner 1: Seals!
Educator: You see snow! Snow
is cold. Penguins
live in a cold place.
Educator: Seals! Seals can
live in really cold
places. What other
animals can live in
really cold weather?
Learner 2: Polar bears!
Educator: Oooo… polar bears.
Yes! Polar bears
like cold weather.
They are white
like the snow.
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Lesson 9
INTERACTIVE READ ALOUD
Differentiated Text:
Conventional Level 5
EXPLANATION
FOCUS | Vocabulary
Vocabulary Interactive Read Aloud lessons are focused on vocabulary target words that
are central to the unit but have utility across units in Readtopia. Most words featured in these
lessons are multi-meaning words that appear among the most common 2,500 core words
in spoken English. Vocabulary Interactive Read Aloud lessons will help learners make progress
on the Language Comprehension and Communication scale on the Emergent Literacy Measure
in Readtopia.
During the Vocabulary Interactive Read Aloud lesson, the educator will:
SET A PURPOSE FOR LISTENING to a portion of the text by directing learners to listen
for a specific word. Then, as in all shared and interactive reading lessons:
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
Next, educators READ ALOUD the text that is related to the picture. Then:
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
THINK ALOUD to identify the meaning of the target word.
EXPAND on the meaning of the word as it is used in the story text.
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
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Birds That Fly Underwater
Lesson 9
EDUCATOR TIP
Accept, model, encourage, and repeat all forms
of communication:
• Gestures
• Intonation
• Facial Expressions
• Body Language
After this interactive instructional cycle,
whether or not the learners interact,
go on to the next text box or page
and repeat the process.
The next section provides more detail
in the context of an actual Interactive
Read Aloud lesson.
EXAMPLE
22
SET a PURPOSE for LISTENING
You know the words “up”
and “down.” The ceiling
is up. The floor is down.
What else is down?
Point to the ceiling
and the floor.
WAIT • REPEAT • RESPOND
EXAMPLE
Learner: (Signs and vocalizes clouds.)
Educator: (Signs clouds.)
Clouds.
(Signs and speaks.)
Clouds are up. (expand)
What is down? (extend)
Listen for the word “down”
as I read. Think about what
“down” means in this story.
WAIT • REPEAT • RESPOND
This continues on the next page.
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Anchored by Penguins in Antarctica
Lesson 9
22
READ the text.
WAIT • REPEAT • RESPOND
THINK ALOUD to identify the meaning of the target
word and EXPAND on the meaning of the word
as it is used in the story text.
It says, “...a layer of fluffy
soft feathers called down.”
Down feathers help
to keep the penguin warm.
Point to the bottom picture.
EXAMPLE
Learner: Feathers are down.
Educator: Feathers are called down. Down feathers
are soft and fluffy. (expand)
Down feathers help penguins stay warm. (extend)
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Birds That Fly Underwater
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
IMPORTANT NOTE
The Interactive Read Aloud lessons use the Conventional Level 5 Text ONLY.
15
Listen for the word “Antarctica.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “This might be
the most fun part of my job
in Antarctica.”
Point to the words
as you read them.
WAIT • REPEAT • RESPOND
Antarctica is a continent,
like North America. It is the
coldest and windiest place
on Earth. What else do you
know about Antarctica?
Encourage learners to recall
other facts about Antarctica
(e.g., the South Pole is there,
it is at the bottom of the world,
penguins live there, etc.).
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
16
Listen for the word, “waddle.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “Walking isn’t easy
if you’re a penguin. It’s more
of a waddle than a walk.”
Point to words as you read them.
WAIT • REPEAT • RESPOND
Look at the picture.
This penguin is walking.
Its short little legs take short
little steps.
Point to bottom picture.
When the penguin walks,
its body moves side to side
like this…
Demonstrate the walk (waddle)
of a penguin.
WAIT • REPEAT • RESPOND
Can you think of another
bird who waddles when it walks?
I’ll give you a hint…
Yes! A duck also waddles
when it walks.
Mime a duck waddling
and quacking.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
17
Listen for the word, “glide.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “Sometimes,
penguins glide on their bellies.”
Point to the words in the
sentence as you read
them aloud.
WAIT • REPEAT • RESPOND
This penguin is gliding.
It is sliding smoothly
over the snow on its belly.
Point to the penguin
in the top picture.
WAIT • REPEAT • RESPOND
People glide when they go
down a hill on a sled or skate
on ice. Can you glide?
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
18
Listen for the word, “carnivore.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This word is “carnivore.”
That’s a long word! Car-ni-vore.
Carnivore.
Point to the word “carnivore”
in the last sentence on the page.
Let’s say it together a few times.
Carnivore… carnivore.
Encourage learners to say
the word “carnivore” together
with you.
WAIT • REPEAT • RESPOND
This says, “An animal that
eats meat or fish is called
a carnivore.” Penguins eat fish
and other seafood. Are penguins
carnivores? Yep… they sure are!
Point to the words of the
last sentence as you read
them aloud.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
19
Listen for the word, “krill.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “Gentoo penguins
eat small fish. They also
eat krill…”
Point to the words
as you read them aloud.
WAIT • REPEAT • RESPOND
This is a krill. Krill are small
sea animals. They are 2 inches
long. That’s about as long
as two quarters lined up
next to each other.
Point to the top picture.
Point to the “2 inches” labels
on the krill and the quarters.
WAIT • REPEAT • RESPOND
How many krill do you think
a penguin needs to eat to fill
its belly?
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
20
Did you ever dive into a pool?
When I dive into a pool, I do this.
Place your arms above
your head, bend at the knees,
then lean forward as if diving.
WAIT • REPEAT • RESPOND
Listen for the word, “dive”
as I read. Think about what
“dive” means in this story.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “On a deep dive…
penguins must hold their breath.”
In this story, “dive” means
to go down in the water.
The penguins go down far.
They dive deep!
Point to the words
as you read them aloud.
Then, point to the picture
of the penguin.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
21
Listen for the word, “orcas.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
This says, “Seals and killer
whales (orcas) like to eat
penguins.”
Point to the words in the
first sentence of the bottom
text box as you read them aloud.
WAIT • REPEAT • RESPOND
An orca is a kind of whale.
It is called a killer whale
because it kills and eats
other animals.
Point to the bottom picture.
WAIT • REPEAT • RESPOND
Penguins and orcas are both
carnivores. They both eat meat.
Penguins eat krill and fish.
Orcas eat penguins and seals.
Watch out, penguins…
stay away from hungry orcas!
WAIT • REPEAT • RESPOND
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Anchored by Penguins in Antarctica
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
22
You know the words “up”
and “down.” The ceiling is up.
The floor is down. What else
is down?
Point to the ceiling and the floor.
WAIT • REPEAT • RESPOND
Listen for the word, “down”
as I read. Think about what
“down” means in this story.
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
It says, “...a layer of fluffy
soft feathers called down.”
Down feathers help to keep
the penguin warm.
Point to the bottom picture.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
23
Listen for the word, “waterproof.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Penguins make their
feathers waterproof.
What does that mean?
Point to the word “waterproof”
in the bottom text box.
WAIT • REPEAT • RESPOND
Do you have a raincoat?
Raincoats are waterproof.
No water can get under
the coat, so your body stays
warm and dry.
WAIT • REPEAT • RESPOND
A penguin’s feathers
are waterproof like a raincoat.
Their feathers keep the penguin’s
body warm and dry.
WAIT • REPEAT • RESPOND
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59
Anchored by Penguins in Antarctica
Lesson 9
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Vocabulary
Chapter 2: Penguins in the Ocean
24
Listen for the word, “ocean.”
WAIT • REPEAT • RESPOND
READ the text.
WAIT • REPEAT • RESPOND
Penguins spend a lot of their
time in the ocean. An ocean
is a really large body of water.
It is much bigger than a lake.
And ocean water tastes like salt!
Point to the word ocean.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 11
VIDEO LESSON: Penguins In Motion
TOPIC | HOW PENGUINS MOVE ON LAND AND IN THE WATER
OBJECTIVE | Identify details and engage in collaborative discussion
related to the main idea of a video presentation.
Chapter 2: Penguins in the Ocean
LESSON PREPARATION
ANCHOR ACTIVITY
• Write the title, How Do Penguins Move? on the board or chart paper.
• Print and display pages 16 and 17 of the Conventional Level 5 Text under the title as shown.
How Do Penguins Move?
Conventional Level 5:
Text Page 16
Conventional Level 5:
Text Page 17
IMPORTANT NOTE
Learners will be encouraged to waddle, glide, swim, and dive.
Be sure to allow plenty of room for them to move safely as they
do so.
Invite your physical therapist / occupational therapist to work
with learners who have physical disabilities. Encourage learners
unable to physically participate to make positive comments
about what they see (e.g., Wow, great glide!, Awesome dive!).
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Anchored by Penguins in Antarctica
Lesson 11
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
1. Display the title and pages 16 and 17 from the text as shown.
How Do Penguins Move?
We read about how penguins move on land and in the ocean.
Let’s read from our book again to help us remember how penguins move.
2. Point to the bottom text box on page 16.
As I read, listen for words that tell how penguins move on land.
Penguins must walk on very short legs.
Walking isn’t easy if you’re a penguin.
It’s more of a waddle than a walk.
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Birds That Fly Underwater
Lesson 11
How do penguins move on land?
Pause for learner responses (e.g., Penguins waddle.).
Record responses under page 16.
How Do Penguins Move?
Penguins waddle.
Demonstrate waddling as you say—
When you waddle, you take small steps. You swing your body from side to side.
Your arms come out from your sides. Let’s try to waddle like a penguin!
Be careful not to waddle into someone!
Pause for learners to waddle. Have fun watching each other waddle!
3. Point to the top text box on page 17.
As I read, listen for words that tell another way penguins move on land.
Sometimes, penguins glide on their bellies.
That looks fun!
How else do penguins move on land?
Pause for learner responses (e.g., Penguins glide (on their bellies).
Record learner responses under page 17.)
Demonstrate gliding as you say—
When I go ice skating, I glide across the ice. I can move quickly and smoothly.
I glide when I go sledding. I use a sled to glide across the snow on my belly
or on my bottom. Show me how you can glide. Be careful not to glide into anyone!
NOTE: To demonstrate gliding when ice skating, slide your feet smoothly
across the floor while moving your arms back and forth.
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Anchored by Penguins in Antarctica
Lesson 11
4. Point to the bottom text box on page 17.
As I read, listen for two ways penguins move in the ocean.
Penguins can really move in the ocean.
They are amazing swimmers and divers.
They have a perfect smooth shape for swimming.
How do penguins move in the ocean?
Pause for learner responses (e.g., Penguins swim. Penguins dive.).
How Do Penguins Move?
Penguins waddle.
Penguins swim.
Penguins glide.
Penguins dive.
When I swim under the water, I move my arms from above my head to the sides
of my body like this:
Demonstrate swimming under the water.
NOTE: To demonstrate swimming under the water, lean forward and move your arms
from above your head to the side of your body.
Penguins swim under the water. Let’s pretend to swim like penguins.
Pause for learners to pretend to swim underwater.
Encourage learners to praise each other’s efforts!
When I dive into the water, I place my arms above my head, bend my knees,
and then jump head first into the water. It kind of looks like this:
Demonstrate diving into the water.
NOTE: To demonstrate a person diving into the water, place your arms above your head,
bend at the knees, then take a step as you lean forward.
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Birds That Fly Underwater
Lesson 11
Once I dive into the water, I like to dive deeper.
I move just like I am swimming under the water,
but I push myself to go down deeper.
Demonstrate diving deeper under the water.
NOTE: To demonstrate a person diving deeper
under the water, lean forward, place your hands
and arms together above your head, then make
a sweeping motion as you repeatedly move
your outstretched arms to the sides of your head.
Let’s pretend to dive deeper like a penguin.
Pause for learners to pretend to dive deeper
under the water. Encourage learners to praise
each other’s efforts.
PURPOSE STATEMENT
It’s fun to move our bodies like penguins! Today, we will
watch a video of penguins moving. We will watch them
move on land and in the ocean. Let’s watch how they
waddle, glide, swim, and dive.
KEYWORD
GLOSSARY
diver
a person, animal, or thing
that jumps head first
into the water.
a person, animal, or thing
that swims deeper under
the water.
female
a girl or a woman;
female animals either lay
eggs or give birth to babies.
Female penguins lay eggs.
glide
to move smoothly
and with little noise
male
WATCH THE VIDEO
Watch the video from beginning to end without stopping
to provide an engaging and cohesive viewing experience
that best supports learner engagement and comprehension.
a boy or a man;
male animals do not lay
eggs or give birth to babies
penguin
a large black and white bird.
Penguins have feathers
and webbed feet. Penguins
have wings but cannot fly.
Instead, they use their
short wings for swimming.
waddle
to walk with short steps,
swinging your body
from side to side
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Anchored by Penguins in Antarctica
Lesson 11
APPLY
We watched a video about how penguins move. Let’s think about what we learned.
Look at the pictures to help you remember. Tell a partner or adult what you learned.
Hand out leveled Video Response Sheets according to reading level.
Work in small groups to view and discuss pictures from the video.
VIDEO RESPONSE SHEETS
VIDEO IMAGES
Included are six screenshots from the video to help with your classroom discussion.
Video Screenshot Images
WHERE TO FIND YOUR VIDEO SCREENSHOTS
Screenshot images for this video can be found
on the Unit Resources webpage > Video Lessons
OR on the webpage for this lesson.
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Birds That Fly Underwater
Lesson 13
MATH LESSON: HANDS-ON APPLICATION
DOMAIN | OPERATIONS & ALGEBRAIC THINKING
Chapter 2: Penguins in the Ocean
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
1. Play the video from the previous lesson.
2. Write the word pattern on the board.
3. Remind learners that:
a. Pattern: is when a group of numbers or shapes repeats over and over.
A pattern follows a rule so that you can tell what comes next.
b. Repeat: to do or say the same thing over and over.
4. Ask learners to listen while you clap and snap a repeated pattern:
clap, snap, clap, snap, clap, snap, clap, snap.
5. Can you hear a pattern when I clap my hands and snap my fingers?
If I clap (clap), snap (snap), clap (clap), snap (snap), and clap (clap),
what comes next?
6. Provide the learners with 5 squares and 5 triangles.
7. I want you to make a pattern with these shapes. Make a pattern that repeats.
Which shape came first? Which shape came next?
PURPOSE STATEMENT
Let’s work together to learn more about patterns. We will make patterns
that repeat over and over. The patterns will follow a rule.
Learners will complete patterns with classroom objects.
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Anchored by Penguins in Antarctica
Lesson 13
APPLY
DIRECTIONS
During this portion of the lesson, learners are divided into four groups based on ability.
Differentiated instruction is delivered in small groups.
Hands-On Application Activities
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for this Hands-On Application Activity
can be found on the Unit Resources webpage >
Math Activities OR on the webpage for this lesson.
Today, we are going to make patterns.
Group 1 (M1)
Using picture cards with penguins and seals to demonstrate
an AB pattern. Review the pattern orally with the learners.
We are going to make a pattern using picture cards that have
animals from Antarctica. The pattern will repeat more than once.
Pick one of the pictures to go first. Then pick the other picture
to go next. Great! Now let’s see if we can repeat the pictures
in the same order to make a pattern. First <name the first
type of card> and then <name the second type of card>.
Now you have the start of a repeated pattern. Let’s keep going!
Can you explain your pattern? What comes next?
(Check for correctness.)
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Birds That Fly Underwater
Lesson 13
APPLY
Group 2 (M2)
Using manipulatives (teddy bear counters, snap cubes, color counters, or 3D shapes)
demonstrate an AB pattern.
We are going to make a pattern using <name manipulatives>. The pattern
will repeat more than once. Pick one of the manipulatives to go first. Then pick
the other type of manipulative to go next. (Check for correctness.) Great!
Now let’s see if we can repeat the manipulatives in the same order to make
a pattern. First <name first manipulatives> and then <name second manipulatives>.
Now you have the start of a repeated pattern. Let’s keep going! Can you explain
your pattern? What comes next? (Check for correctness.)
Group 3 (M3)
Demonstrate an AB pattern with numbers.
We are going to make a pattern using two different numbers. The number pattern
will repeat more than once. Pick a number from 1-9 to go first. Then pick a different
number from 1-9 to go next. Great! Now let’s see if we can repeat the numbers
in the same order to make a pattern. First <name first number> and then
<name second number>. Now you have the start of a repeated pattern.
Let’s keep going! Can you explain your pattern? What comes next? How many
times did your number pattern repeat? (Check for correctness.)
Group 4 (M4)
Demonstrate a more complex number pattern like ABC or AABC or any variation
that includes more than 3 numbers in the sequence.
We are going to make a pattern using more than three different numbers.
The number pattern will repeat more than once. Pick a number from 1-9 to go first.
Then pick a different number from 1-9 to go next. Now pick another number
from 1-9 that you have not used to go third. Great! Now let’s see if we can repeat
the numbers in the same order to make a pattern. First <name first number>
then <name second number>, and then <name third number>. Now you have
the start of a repeated pattern. Let’s keep going! Can you explain your pattern?
What comes next? How many times did your number pattern repeat?
(Check for correctness.)
CHALLENGE ACTIVITY
(Use these if you think your learners need additional questions to increase the length
of the lesson and overall complexity.)
Learners could look for even and odd number patterns.
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Lesson 13
Anchored by Penguins in Antarctica
FOLLOW-UP
Share learner created patterns.
We worked together to create patterns. Remember, patterns are when groups of numbers
or shapes have a design that repeats over and over. Patterns follow a rule so you can
tell what comes next. Patterns are everywhere!
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Birds That Fly Underwater
Lesson 15
CLOSE READING LESSON
INSTRUCTIONAL
TERMS
FANTASTIC FACTS | KRILL
OBJECTIVE | Use information from words
and pictures in the text to
answer questions about explicit
and inferred information.
fact
something that is true
Chapter 2: Penguins in the Ocean
LESSON PREPARATION
ANCHOR ACTIVITY
• OPTION 1: Prepare a large bowl of gummy worms as appropriate for your learners’
dietary requirements / limitations. Keep one gummy per learner aside for use at the
beginning of the activity.
EDUCATOR TIP
Look for gummy worms that are about 2 inches long.
Krill are about 2 inches long.
• OPTION 2: If real food is not available, prepare to display or project the pictures as provided.
Anchor Activity Images
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Lesson 15
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for this Anchor Activity can be found on
the Unit Resources webpage > Informational Text /
Close Reading Lessons and Comprehension Tasks
OR on the webpage for this lesson.
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
OPTION 1
1. On each learner’s desk / table / tray, place one gummy worm.
DO NOT show learners the bowl of gummy worms.
Keep the bowl hidden until step 2.
I have a treat for you! Do you think this treat is enough,
or would you like more?
Pause for learner responses.
What if I say, you can have more gummy worms, but you have to come up
and get one gummy at a time. Do you think that is a good way to get
your gummies? Is there a better way to get your gummies? What is it?
Pause for learner responses (e.g., educator could bring gummies to learners,
educator could give more than one gummy at a time to learners, etc.).
2. Show learners the bowl of gummy worms.
How about this? Would you like to get your gummy worms out of this bowl instead?
Why?
Pause for learner responses (e.g., I could get more pieces at one time,
I could eat more gummies more quickly, etc.).
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Birds That Fly Underwater
Lesson 15
3. It’s a lot of work to come to me and get one gummy at a time. It takes a long time
to eat enough gummies that way. But when the gummy worms are together,
it’s easy to eat more. We can eat more food in less time.
OPTION 2
1. Display or project the picture of the French fry as shown.
IMPORTANT NOTE
Keep the picture of the full meal out of learners’ sight until step 2.
Let’s say you go through the lunch line and get only one French fry.
If you want more, you have to return to the line for each fry. And if you want
a burger… you only get one bite at a time, too! It would be lots of work
to get your lunch! How long would it take you to eat lunch that way?
Pause for learner responses.
2. Display or project the picture of a full meal as shown.
Is this a better way to get your lunch? Why?
Pause for learner responses (e.g., all of the food is together in one place,
it is less work to get each bite of food, not enough time to eat lunch
if you have to stand in line to get another bite of food, etc.).
3. It’s lots of work to get one bite of food at a time from the lunch line.
It takes a long time to eat enough food that way. But what happens when
the burger and fries are on a plate? Then, it’s easy to eat more food in less time.
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Lesson 15
PURPOSE STATEMENT
KEYWORD
GLOSSARY
In Chapter 2, we read that:
Gentoo penguins eat… krill, which are small sea animals.
Today, we will learn more about the small krill that penguins
like to eat. As you read, listen for answers to these questions—
krill
a small sea animal.
Animals like penguins,
seals, and whales
eat krill.
EDUCATOR TIP
As appropriate to learner abilities, write the purpose questions
on the board or chart paper.
• How big is a krill?
• What other animal eats krill?
swarm
Krill live and move
together in a large group
called a swarm. Bees,
other insects, and even
people sometimes swarm
together in a large group.
• What special thing can krill do with their bodies?
• What is a swarm? Can you guess how a swarm
makes it easier for penguins to eat krill?
IMPORTANT NOTE: The second part of this question
asks learners to make an inference. The answer is not
explicitly stated in the text, however the Anchor Activity
should support learners in making a correct inference.
READ
As a whole group, read the Transitional Level 3+4 or Conventional Level 5 Fantastic Facts.
Use the Successful Strategies Instructional Tip Sheets to support instruction.
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Birds That Fly Underwater
Lesson 15
APPLY
Hand out Close Reading Passages according to reading level.
CLOSE READING PASSAGES
We read some fantastic facts about krill. Turn the page over and let’s see what we learned.
Remember that you can turn back to the front page to find and check your answers!
FOLLOW-UP
We learned that krill swim in a huge group, called a swarm.
How does a swarm make it easier for penguins to eat krill?
As needed, help learners to recall what they learned in the Anchor Activity:
Having all your food in one place makes it easier to eat more food more easily.
EXTENSION
Read and watch videos about krill and krill swarms. View the links below to get started.
REMEMBER: Preview all Internet links before showing them to your learners.
Links provided may change or become unavailable without notice.
• 30-second video of a krill swarm:
https://www.facebook.com/watch/?v=923836351048830
• Short video showing close-ups and swarms of Antarctic krill.
Also shows penguins feeding on krill:
https://www.youtube.com/watch?v=Stfv3HZdERI
• Three-minute video showing why krill are “nature’s smallest superheroes”:
https://www.youtube.com/watch?v=km0GAPvQLBc
• Great close-ups and more information about Antarctic krill.
Show only excerpts of this four-minute video, or show the entire video
as learner attention span and vocabulary allow:
https://www.youtube.com/watch?v=Stfv3HZdERI
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Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
See EXPLANATION
on Pgs. 35-39
Chapter 2: Penguins in the Ocean
IMPORTANT NOTE
The Shared Reading lessons use the Emergent Level 2 Text ONLY.
READ the Page
13
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Jason rides a snowmobile.
Jason rides a snowmobile.
Would you like to ride
a snowmobile?
Why or why not?
(Distancing)
Look! Do you see it?
Look! Jason rides
a snowmobile. Would you
like to ride a snowmobile?
Why or why not?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
This continues on the next page.
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Birds That Fly Underwater
Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
13
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
EXAMPLE
EXAMPLE
Learner: (Smiles and points
to the snowmobile.)
Learner: (Gives a thumbs up.)
Educator: (Smiles and points
to the snowmobile.)
You see the
snowmobile.
That looks fun!
Educator: (Gives a thumbs up.)
Are you saying that
you would like to ride
a snowmobile?
Learner: (Smiles and nods head
up and down excitedly.)
Educator: (Smiles and nods head
up and down excitedly.)
Yes! Riding a snowmobile
would be fun… and cold!
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Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
14
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Two birds!
Penguins must walk.
Penguins must walk
on very short
___________________.
(Completion)
Tell me what you see.
You finish it. Penguins
must walk on very short
___________________.
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to the bird
in the top picture
and signs fly.)
Learner: Flippers.
Educator: (Points to the bird
on top and signs fly.)
Fly. This bird is flying.
Most birds fly.
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(Point to the penguin.)
Birds That Fly Underwater | Penguins in Antarctica
Educator: (Points to penguin’s
flippers.)
Flippers. Penguins use
their flippers to keep their
balance when they walk.
(Points to the penguin’s
legs.)
Penguins must walk
on very short legs.
Their short legs help
them walk on the snow.
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Birds That Fly Underwater
Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
15
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CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Two penguins!
Look at the pictures.
Which penguin
is swimming fast?
(Wh– Question)
Two penguins.
You show me.
Look at the pictures.
Which penguin
is swimming fast?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Wraps arms
around self and
vocalizes, /b/.)
Learner: (Points to the
bottom picture.)
This one!
Educator: (Wraps arms
around body and
vocalizes, /b/.)
Brr! You look cold.
Are you looking
at the penguin
sliding on the snow?
Educator: (Points to the
bottom picture.)
This one!
This penguin
is a fast swimmer.
Penguins swim fast
enough to catch fish.
Birds That Fly Underwater | Penguins in Antarctica
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Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
16
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Look! Gentoos.
Gentoos are the fastest
swimmers. What other
animals move really fast?
(Open-Ended)
You say it, “Gentoos.”
(Point to the Gentoos.)
Gentoos are fast swimmers.
What other animals
move really fast!
REPEAT and RESPOND
by adding a little more.
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REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: Gentoos.
Learner: (Signs my dog.)
Educator: Gentoos!
I see gentoos
swimming.
Gentoos are the
fastest swimmers!
Educator: (Signs your dog.)
Your dog is a really
fast runner. Penguins
are fast swimmers.
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Birds That Fly Underwater
Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
17
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
27 minutes!
That’s a loooong time.
Look at the picture.
Penguins hold their breath
when they go under water.
Tell me about a time
when you hold your breath.
(Distancing)
(Point to the penguin.)
(Point to the picture.)
27 minutes is a looong
time to hold your breath!
Can you hold your breath?
Tell me about a time
when you hold your breath.
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Takes a deep
breath, holds it,
then lets it out.)
Learner: When I dive
into the pool.
Educator: (Takes a deep
breath, holds it,
then lets it out.)
You can hold your
breath! You can hold
your breath for a little
while. Penguins
can hold their breath
for 27 minutes!
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Educator: When you dive
into the pool.
You hold your breath
when you dive
into the pool.
Penguins hold their
breath when they
dive deep down
into the ocean!
Birds That Fly Underwater | Penguins in Antarctica
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Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
18
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Be careful little penguin.
Why do penguins
have white bellies?
(Wh– Question)
Let’s say it together.
“Be careful!”
I am going to read
this again. You listen
to remember why penguins
have white bellies.
(Read the bottom
text box again.)
Why do penguins
have white bellies?
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to why
on AAC solution.)
Learner: Whales eat them.
Educator: (Points to why on learner’s
AAC solution.)
Do you wonder why the
penguin needs to be careful?
Learner: (Shakes head yes.)
Educator: That’s a good question.
Seals and whales
eat penguins. Penguins…
be careful. Don’t get eaten!
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REPEAT and RESPOND
by adding a little more.
Birds That Fly Underwater | Penguins in Antarctica
Educator: Whales eat them.
A penguin’s belly
is white. A white belly
is hard to see in
the water. If a whale
can’t see them,
it can’t eat them!
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Birds That Fly Underwater
Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
19
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CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Feathers!
Penguins stay warm with
feathers. What can you do
to stay warm? (Distancing)
Show me the feathers.
What can you do
to stay warm?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to feathers.)
Learner: (Pulls on clothing.)
Educator: (Points to the
feathers.)
Feathers!
Penguins stay warm
with feathers.
Educator: (Pulls on clothing.)
I see. You wear
your hoodie
and long pants.
That’s good.
You look nice
and warm!
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Lesson 17
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 2: Penguins in the Ocean
READ the Page
20
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Penguins need the ocean.
Penguins need land.
Why do you think penguins
need land? (Open-Ended)
Look.
Look.
(Point to the ocean.)
(Point to the land.)
Penguins need the ocean.
Penguins need land.
Why do you think penguins
need land?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to the land.)
Learner: They need
someplace to sleep.
Educator: (Points to the land.)
You are pointing
to the land. Are you
thinking that penguins
also need land?
Learner: (Shakes head no.
Points to the ocean.)
Educator: (Points to the ocean.)
Penguins need
the ocean. They get
food from the ocean.
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Educator: They need someplace
to sleep. That makes
sense. Let’s keep
reading. Maybe
we will learn more
about why penguins
need land.
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Birds That Fly Underwater
Lesson 19
INTERACTIVE READ ALOUD
EXPLANATION
Differentiated Text:
Conventional Level 5
FOCUS | Key Ideas and Details
Key Ideas and Details Interactive Read Aloud lessons are intended to teach learners about
the information in the text. Educators are guided in describing and discussing information
about the characters, setting, and / or facts that are in the text. Sometimes, lessons also
focus on building learners’ understanding of the structure of the text. Key Ideas and Details
Interactive Read Aloud lessons will help learners make progress on the Language
Comprehension scale on the Emergent Literacy Measure.
During the Key Ideas and Details Interactive Read Aloud lesson, the educator will:
READ the text aloud and COMMENT ON ONE KEY IDEA or DETAIL on each page.
Then, as in all shared and interactive reading lessons:
WAIT 5 or more seconds to give the learners a chance to make a comment.
WATCH and LISTEN TO learners carefully.
REPEAT or attribute meaning to any communication act.
RESPOND by adding a little more.
After you have read the text and commented on a key idea or detail, whether or not the learners
interact, go on to the next page and repeat the process.
The next section provides more detail in the context of an actual Interactive Read Aloud lesson.
EDUCATOR TIP
Accept, model, encourage, and repeat all forms
of communication:
• Gestures
• Facial Expressions
• Intonation
• Body Language
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Lesson 19
EXAMPLE
27
READ the text aloud and COMMENT ON
ONE KEY IDEA or DETAIL
READ the text.
WAIT • REPEAT • RESPOND
Look… The eggs have
hatched! The parents
take turns keeping the chicks
safe and getting them food.
Point to the top picture.
WAIT • REPEAT • RESPOND
EXAMPLE
EDUCATOR TIP
Learner: (Points at the top picture.)
Cute!
Accept, model, encourage,
and repeat all forms
of communication.
Educator: (Points at the top picture.)
Cute! They’re cute. (expand)
Mother and baby chicks are cute. (extend)
• Verbal / Vocalization
• Facial Features
• Body Language
• Sign Language
• AAC
It’s a lot of work to take care
of the chicks. Mom and Dad
have to work together.
That’s called teamwork.
WAIT • REPEAT • RESPOND
EXAMPLE
Learner: (Points to help on AAC solution.)
Educator: (Points to help on learner’s AAC solution.)
Help. The mom and dad help each other. (expand)
They take care of the chicks. (extend)
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Birds That Fly Underwater
Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
IMPORTANT NOTE
The Interactive Read Aloud lessons use the Conventional Level 5 Text ONLY.
25
READ the text.
WAIT • REPEAT • RESPOND
Have you ever seen an egg
swim? Me either! Penguins
have to lay their eggs on land.
Point to the picture.
WAIT • REPEAT • RESPOND
What would happen if a penguin
tried to lay an egg on the water?
Pause for learner responses.
WAIT • REPEAT • RESPOND
That’s right! The egg would
sink to the bottom of the ocean.
That wouldn’t be good for
the egg!
WAIT • REPEAT • RESPOND
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Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
26
READ the top text box.
WAIT • REPEAT • RESPOND
Penguins like to live together
in a large group. The group
is called a colony.
Point to the picture.
WAIT • REPEAT • RESPOND
Thousands of penguins
live together outside
in the wind and cold.
And no bathrooms!
No wonder it’s stinky.
WAIT • REPEAT • RESPOND
26
READ the bottom text box.
WAIT • REPEAT • RESPOND
These Gentoo penguins
made a round nest out of stones.
I hope they found some feathers
and moss to make the nest
softer. Stones are hard!
With your finger, trace the shape
of the nest in the picture
on the right.
WAIT • REPEAT • RESPOND
Look! There are two eggs
in the nest.
Point to the eggs in the picture
on the right.
WAIT • REPEAT • RESPOND
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Birds That Fly Underwater
Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
27
READ the text.
WAIT • REPEAT • RESPOND
Look… The eggs have hatched!
The parents take turns keeping
the chicks safe and getting
them food.
Point to the top picture.
WAIT • REPEAT • RESPOND
It’s a lot of work to take care
of the chicks. Mom and Dad
have to work together.
That’s called teamwork.
WAIT • REPEAT • RESPOND
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Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
28
READ the text.
WAIT • REPEAT • RESPOND
Ewww! The parent throws up
the food into a chick’s mouth.
That’s gross!
Point to the bottom picture.
WAIT • REPEAT • RESPOND
Human babies can’t chew up
their food. Penguin chicks
can’t chew up their food either.
The parents have to chew it up
for them. I’m glad we don’t feed
human babies that way!
WAIT • REPEAT • RESPOND
29
READ the text.
WAIT • REPEAT • RESPOND
Emperor penguins walk
70 miles to hatch their eggs.
That’s a long walk!
Point to the picture.
WAIT • REPEAT • RESPOND
Emperor penguins want to hatch
their eggs in a colder part
of Antarctica. I wonder why.
WAIT • REPEAT • RESPOND
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Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
30
READ the text.
WAIT • REPEAT • RESPOND
The mother Emperor only lays
one egg… not two like Gentoos.
WAIT • REPEAT • RESPOND
Look! The father penguin
balances the egg on top of
his feet. He covers the egg
with his belly to keep it warm.
I wonder how the father moves
around with that egg on his feet.
Point to the male penguin
with the egg in the top
and bottom pictures.
WAIT • REPEAT • RESPOND
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Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
31
READ the text.
WAIT • REPEAT • RESPOND
Wow! The father Emperor
doesn’t walk with the egg.
He stands together with
other fathers for two months.
That’s eight weeks!
Point to the top picture.
WAIT • REPEAT • RESPOND
The fathers don’t eat for eight
weeks! I’ll bet they are hungry
by the time the chicks are born.
Point to the bottom picture.
WAIT • REPEAT • RESPOND
32
READ the text.
WAIT • REPEAT • RESPOND
The fathers and chicks are
hungry! They wait for the moms
to come back with food.
WAIT • REPEAT • RESPOND
Look! There’s a mom coming
back now. Time to eat!
Point to the penguin in the
foreground of the top picture.
WAIT • REPEAT • RESPOND
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Lesson 19
INTERACTIVE READ ALOUD LESSON
Differentiated Text: Conventional Level 5
FOCUS | Key Ideas and Details
Chapter 3: Hatching Eggs in Antarctica
33
READ the text.
WAIT • REPEAT • RESPOND
Did you learn anything about
penguins that surprised you?
What did you learn?
WAIT • REPEAT • RESPOND
Do you think that you would
like to go to Antarctica someday?
Why or why not?
WAIT • REPEAT • RESPOND
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Lesson 21
VIDEO LESSON: Penguin Nest Building
TOPIC | HOW PENGUINS BUILD NESTS
OBJECTIVE | Identify details and engage in collaborative discussion
related to the main idea of a video presentation.
Chapter 3: Hatching Eggs in Antarctica
LESSON PREPARATION
ANCHOR ACTIVITY
• Print and cut apart Animals and Their Nests Picture Cards as provided.
• Be prepared to display or project Animals and Their Nests Picture Cards.
Animals and Their Nests
Picture Cards
• Print one Whose Nest Is It? Response Card for each learner.
Whose Nest Is It? Response Card
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Birds That Fly Underwater
Lesson 21
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for these Anchor Activities can be found
on the Unit Resources webpage > Video Lessons
OR on the webpage for this lesson.
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
1. Display the bird’s nest picture as provided.
When we think of a nest, we often think of birds. But many kinds of animals build nests.
Some animals build their nests on the ground or in trees. Other animals build their nest
near the water. A nest is important! A nest is a home for some animals. For other animals,
a nest is just a place to have their babies.
2. Display the Animal Picture Cards on the board in the order presented.
Hand out one Whose Nest Is It? Response Card to each learner.
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Lesson 21
I have five pictures of animals on the board: a little fish called a betta, a gray squirrel,
a butterfly, a beaver and a wasp. I will tell you about some of their nests.
Try to guess who made the nest. Let’s begin.
3. Display the gray squirrel nest.
This animal builds its nest in a tree.
It makes its nest with leaves and branches.
Look at your Whose Nest Is It? card.
Point to the animal that you think made the nest.
If you said a gray squirrel, you’re correct!
The male and female squirrels work together to build the nest.
Place the squirrel nest under the gray squirrel.
EDUCATOR TIP
Offer learners only 2 (3) animals from which to choose
in order to simplify the task.
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Birds That Fly Underwater
Lesson 21
4. Display the beaver nest.
This animal builds its nest near a river, lake, or pond.
It makes its nest with mud and branches.
Whose nest is it? Point to the animal that you think made this nest.
If you said a beaver, you’re correct!
The female beaver picks the place for its home.
Place the beaver nest under the beaver.
5. Display the paper wasp nest.
This animal makes its nest on a tree branch or under a roof.
It mixes its spit with chewed-up wood to make something like paper.
Then it builds its nest with the paper.
Whose nest is it? Point to the animal that you think made this nest.
If you said a wasp, you’re correct! It’s called a paper wasp.
Female wasps build their nests in the springtime when it starts to get warm.
Place the wasp nest under the paper wasp.
6. Display the betta fish nest.
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Lesson 21
This animal makes its nest just under the top of the water.
It takes a big breath of air and then blows bubbles.
All the bubbles are the same shape and size.
Whose nest is it? Point to the animal that you think made this nest.
If you said a betta fish, you are correct! The male betta fish makes the nest to get
a female betta fish to lay her eggs. Betta fish are about as big as your little finger.
Place the betta nest under the betta fish.
7. Display the butterfly eggs on a leaf.
Look, the only animal left is the butterfly.
Butterflies don’t make nests. They lay their eggs on a leaf.
Place the eggs on a leaf below the butterfly.
When the eggs hatch, caterpillars are born.
They can start eating the leaf right away!
PURPOSE STATEMENT
Wow! All kinds of animals build nests. Animals build nests in many places.
They use lots of different things to make their nests. Today, we will watch a video
to learn how penguins make their nests. Let’s watch to find out how penguins
make their nests!
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Birds That Fly Underwater
Lesson 21
KEYWORD GLOSSARY
WATCH THE VIDEO
colony
Watch the video from beginning to end without
stopping to provide an engaging and cohesive
viewing experience that best supports learner
engagement and comprehension.
A colony is a place where
a group of people or animals
like penguins live.
female
a girl or a woman; female animals
either lay eggs or give birth to
babies. Female penguins lay eggs.
APPLY
We watched a video about how penguins make
their nests. Let’s think about what we learned.
Look at the pictures to help you remember.
Tell a partner or adult what you learned.
huddle
to stand close together.
Hand out leveled Video Response Sheets
according to reading level. Work in small groups
to view and discuss pictures from the video.
VIDEO RESPONSE SHEETS
People and some animals
like penguins might huddle
to keep warm.
male
a boy or a man; a male animal
cannot lay eggs or give birth
to babies
nest
A nest is a home for animals.
For some animals, it is a place
to have their babies. Animals
build nests in trees, on the ground,
and near water. They use a variety
of things to build their nests.
penguin
A penguin is a large black
and white sea bird. Penguins
have feathers and webbed feet.
Penguins cannot fly, but they use
their short wings for swimming.
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EXTENSION
Have fun exploring other fascinating animals and their nests. Here are a few links to get
you started. REMEMBER: Always preview videos before showing them to your class to make
sure they are appropriate for your learners. All external internet links can change or become
unavailable without notice.
• ABCs of Animal World: Names of Animal Nests
https://abcsofanimalworld.blogspot.com/2011/07/names-of-animal-nests.html
• 8 Animals that Build Nests (It’s Not Just Birds!)
https://a-z-animals.com/blog/animals-that-build-nests-its-not-just-birds/
VIDEO IMAGES
Included are five screenshots from the video to help with your classroom discussion.
Video Screenshot Images
WHERE TO FIND YOUR VIDEO SCREENSHOTS
Screenshot images for this video can be found
on the Unit Resources webpage > Video Lessons
OR on the webpage for this lesson.
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Lesson 23
MATH LESSON: INDEPENDENT PRACTICE
DOMAIN | OPERATIONS & ALGEBRAIC THINKING
Chapter 3: Hatching Eggs in Antarctica
INDEPENDENT PRACTICE
PURPOSE STATEMENT
We are going to work independently to complete an operations and algebraic thinking activity.
All of you are going to work to complete a pattern. Remember, a pattern is when a group
of numbers or shapes repeats over and over. A pattern follows a rule so that you can tell
what comes next. Some of you will make a pattern out of pictures, some of you will make
a pattern out of shapes, and some of you will make a pattern out of numbers.
WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for this Independent Practice Activity
can be found on the Unit Resources webpage >
Math Activities OR on the webpage for this lesson.
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COMPLETE INDEPENDENT PRACTICE
OPERATIONS & ALGEBRAIC THINKING
M1
• Complete simple patterns using pictures of objects
M2
• Complete simple patterns using shapes that differ
in one feature (e.g., color, size)
M3
• Complete simple patterns using numbers
M4
• Complete complex patterns using numbers
EDUCATOR TIP
For M3 and M4 learners, remind them to count each set,
not each number, as a repetition of the pattern.
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CLOSE READING LESSON
INSTRUCTIONAL
TERMS
FANTASTIC FACTS | PENGUIN POOP
OBJECTIVE | Use information from words
and pictures in the text to answer
questions about explicit information.
fact
something that is true
Chapter 3: Hatching Eggs in Antarctica
LESSON PREPARATION
ANCHOR ACTIVITY
• Display or project the Animal Tracks worksheet as provided.
• OPTIONAL: Print and hand out an Animal Tracks worksheet to each learner.
Animal Tracks Worksheet
PURPOSE STATEMENT
• Prepare to display or project the horse manure (poop) picture as provided.
Purpose Activity Images
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WHERE TO FIND YOUR ACTIVITY MATERIALS
Materials for these Anchor and Purpose Activities
can be found on the Unit Resources webpage >
Informational Text / Close Reading Lessons
and Comprehension Tasks OR on the webpage
for this lesson.
ANCHOR
ACTIVATE BACKGROUND KNOWLEDGE
1. Let’s say that you are a park ranger. You want to know what kinds of animals
are living in your park. Sometimes, you see an animal. But many times,
the animals are not near you. You can’t see them. You can’t hear them.
But animals often leave their footprints in the dirt.
Display or project the Animal Tracks worksheet as shown.
OPTIONAL: Hand out worksheets for learners to complete as you make matches
as a group.
2. Most park rangers are trained to identify animal tracks—or footprints.
Let’s see if we can match some common animals to their footprints.
I’ll point to an animal and say its name. Then, I will point to each footprint.
When I point to the animal’s footprint, raise your hand (give a thumbs up, look up, etc.).
Work as a group to come to a consensus. Draw a line from the animal to its footprint.
OPTIONAL: Have learners draw lines on their own worksheets to match animals
to their footprints.
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3. Continue to match each animal to its footprint.
4. We identified some animals by their tracks, or footprints. Park rangers and scientists
can also identify animals by the poop they leave behind! Rangers also call animal
poop “scat”. How do people identify animals this way? They look at the size, the shape,
and the color of the poop, or scat. They also look for clues about the food the animal ate.
Here’s a good example!
5. Display the picture of horse manure (poop) as provided. If possible, project the picture
in a large format so that learners can more easily see details.
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Lesson 25
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This is a picture of horse poop! Horse poop is pretty easy
to identify. The poop looks like big, smelly round balls.
When the poop hits the ground, it often breaks apart.
Then, you can see grass and hay in the poop. This makes
sense, since horses eat grass and hay! Not all of their food
gets digested—or changed in their stomach. Their food
comes out looking very much like it did when it went in!
The poop is the color of the grass or hay that the horse
ate. If the horse ate green grass, the poop is green.
If it ate brown hay, the poop is brown.
KEYWORD
GLOSSARY
colony
A colony is a place
where a group of people
or animals like penguins
live.
Look at this horse poop. Can you see hay or grass?
krill
Give learners time to look at the picture in detail.
Point out pieces of hay that are visible in the poop.
a small sea animal.
Animals like penguins,
seals, and whales eat krill.
PURPOSE STATEMENT
In Chapter 3, we read that:
Penguins usually live together in a large group.
We say that they form a colony. It’s noisy and stinky.
Thousands of penguins make a lot of poop.
moss
a kind of plant that
grows on penguin poop
in Antarctica
In fact, scientists find penguins by following their poop!
Let’s read some fantastic facts to learn more.
READ
As a whole group, read the Transitional Level 3+4 or Conventional Level 5 Fantastic Facts.
Use the Successful Strategies Instructional Tip Sheets to support instruction.
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APPLY
Hand out Close Reading Passages according to reading level.
CLOSE READING PASSAGES
We read some fantastic facts about penguin poop. Turn the page over and let’s see
what we learned. Remember that you can turn back to the front page to find and check
your answers!
EXTENSION
Read and watch videos about identifying animal scat (poop). REMEMBER: Preview all Internet
links before showing them to your learners. Links provided may change or become unavailable
without notice.
• Read the book “Whose Poop Is That?” by Darrin Lunde.
• Video of book being read aloud:
https://www.youtube.com/watch?v=7T03u7g0Cn4
• Or look at identification videos and charts online:
• https://www.youtube.com/watch?v=nSOvV34UFbk
• https://www.youtube.com/watch?v=YTU2u_AuZ38
• https://www.wildlifetrusts.org/wildlife/how-identify/identify-poo
• https://www.popsci.com/story/science/identify-animal-poop/
• https://naturalsciences.org/docs/special-exhibits/AnimalScat.pdf
Includes activity and a recipe for making fake poop using oatmeal
• https://www.childhoodbynature.com/nature-detective-identifying-scat/
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
See EXPLANATION
on Pgs. 35-39
Chapter 3: Eggs in Antarctica
IMPORTANT NOTE
The Shared Reading lessons use the Emergent Level 2 Text ONLY.
READ the Page
21
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
Look! An egg.
Where do penguins
lay eggs? (Wh– Question)
(Point to the egg.)
(Point to the bottom
text box.)
Look! An egg.
I am going to read
this again. You listen
to remember where
penguins lay eggs.
(Read the bottom
text box again.)
Where do penguins
lay eggs?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
This continues on the next page.
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SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
21
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
EXAMPLE
EXAMPLE
Learner: (Points to look on AAC
solution. Then points
to the egg.)
Learner: On land.
Educator: (Points to look on
learner’s AAC solution.
Then points to the egg.)
Look! An egg.
You see it. Penguins
lay eggs on land.
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Educator: On land. Yes!
Penguins lay eggs
on land.
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SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
22
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
A nest!
(Point to the nest.)
Penguins make their nests
like this. What do they
use to build their nest?
(Wh– Question)
Show me the nest.
(Point to the picture.)
Tell me. What do penguins
use to build their nest?
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to the nest.)
Here it is!
Learner: Rocks and feathers.
Educator: (Points to the nest.)
Here it is! You found
the nest. Penguins
make a nest like this.
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Birds That Fly Underwater | Penguins in Antarctica
Educator: Rocks and feathers.
Good thinking!
Penguins build
their nests with
rocks and feathers.
They use feathers
and moss to make
their nest soft
and cozy.
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Birds That Fly Underwater
Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
23
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to the baby chicks.)
Aww! So cute.
(Point to the baby chicks.)
Aww! So cute.
Say it with me, “Aww!”
The eggs hatch. Then one
penguin keeps the chicks
___________________.
(Completion)
Listen! The eggs hatch.
Then one penguin
keeps the chicks
___________________.
(Provide options as needed:
e.g., cold or warm.)
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Vocalizes indistinctly.)
Learner: (Smiles and points to
happy on AAC solution.)
Educator: (Points to the
baby chicks.)
Aww. These baby
chicks are so cute.
They hatched
from their eggs.
Educator: (Smiles and points to
happy on learner’s
AAC solution.)
Happy. Do you think
the baby chicks
are happy to be warm?
Learner: (Nods head “yes.”)
Educator: (Nods head “yes.”)
Yes. I think the baby chicks
are happy. I think they
are happy to be warm.
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
24
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Clap hands together.)
(Point to the picture
on page 23.)
Yay! Food.
One penguin keeps
the chick warm.
(Point to top picture
on page 24.)
The other penguin brings
___________________.
(Completion)
You can say it.
“Yay! Food.”
Remember, one penguin
keeps the chick warm.
The other penguin brings
___________________.
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
(Clap hands together.)
EXAMPLE
EXAMPLE
Learner: (Excitedly claps
hands together.)
Learner: (Signs good food.)
Educator: (Excitedly claps
hands together.)
Yay! Food.
One Emperor penguin
brings food. I’ll bet
the chick is happy!
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Educator: (Signs good food.)
The other penguin brings
good food for the chick
to eat. One penguin keeps
the chick warm and the
other brings it something
to eat. That’s teamwork!
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Birds That Fly Underwater
Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
25
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
That’s a long walk!
Penguins have to go
from their nest to the
ocean. It’s 70 miles away!
How do penguins
get there? (Recall)
Penguins have to walk
70 miles to get to the
ocean. That’s a long walk!
How do penguins
get to the ocean?
Do they walk or swim?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: (Points to the penguin
in the bottom picture.)
Learner: It’s too far!
Educator: (Points to the penguin
in the bottom picture.)
This penguin
has a long walk.
Penguins have to walk
70 miles to the ocean.
That makes me tired.
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Educator: It’s too far!
Their nest is 70
miles away from the
ocean. How do they
get there? Do they
walk or swim?
Learner: They walk.
Educator: They walk. It is a long
way to walk. It must
take them a long time
to get there!
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
26
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Point to the mother
and father penguin.)
They work together.
They work together.
Tell me what you see.
(Point to the top picture.)
The mother lays one egg.
What does the father do?
(Distancing)
Listen to what it says.
(Reread the bottom
text box.)
“The father keeps it from
freezing.” What does
the father do?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
This continues on the next page.
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
26
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
EXAMPLE
EXAMPLE
Learner: (Points to the egg
in the bottom picture.)
Learner: (Points to stop it
on AAC solution.
Then wraps arms
around body.)
Educator: (Points to the egg
in the bottom picture.)
You see the egg.
The father is keeping
the egg from freezing.
That’s good!
Educator: (Points to stop it on
learner’s AAC solution.
Then wraps arms
around body.)
Stop it. Do you think
the father stops the
egg from freezing?
Learner: (Smiles and shakes
head “yes.”)
Educator: (Smiles and shakes
head “yes.”)
Yes. The father
stops it from freezing.
He keeps the egg
under his belly
and on his feet.
That can’t be easy!
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
27
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Raise arms above head.)
Everyone is happy
to see the mother.
She has been gone
for 2 months. Now they
can eat. Who are you
happy to see? Why?
(Distancing)
Woohoo! Mom’s back.
Let’s say it together.
(Raise arms above head.)
Who are you happy to see?
Why?
“Woohoo! Mom’s back.”
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
EXAMPLE
EXAMPLE
Learner: Woohoo!
Learner: My cousin.
Educator: Woohoo!
Mom’s back.
The baby chick
finally gets to eat.
Educator: Your cousin.
Why are you happy
to see your cousin?
Learner: We play video
games.
Educator: You play video games.
That’s good. Cousins
make the best friends.
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Lesson 27
SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
READ the Page
28
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
(Wave goodbye.)
Jason works in Antarctica.
He works with penguins.
Now you know more about
penguins. Would you like
to work with penguins?
Why or why not?
(Distancing)
Bye, Jason!
You say it. “Bye, Jason!”
Would you like to work
with penguins?
REPEAT and RESPOND
by adding a little more.
REPEAT and RESPOND
by adding a little more.
This continues on the next page.
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SHARED READING LESSON
Differentiated Text: Emergent Level 2
Chapter 3: Eggs in Antarctica
28
CAR
CROWD IN THE CAR
COMMENT ... ASK ... RESPOND
COMMENT ... ASK ... RESPOND
EXAMPLE
EXAMPLE
Learner: (Waves goodbye.)
Bye!
Learner: (Looks skeptical
and wiggles hand
left and right.)
Maybe.
Educator: (Waves goodbye.)
Bye! Bye, Jason!
Thanks for telling
us about penguins.
It was really
interesting.
Educator: (Looks skeptical
and wiggles hand
left and right.)
Maybe. Do you think
you may want to
work with penguins?
Why or why not?
Learner: (Smiles and points
to the snowmobile.)
Ride fast!
Educator: (Smiles and points
to the snowmobile.)
Ride fast! You want
to ride a snowmobile
so you can go fast.
You could ride fast
and work with
penguins.
That would be fun...
but really cold!
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Birds That Fly Underwater
Lesson 27
MODIFIED CLOZE MAZE ASSESSMENT
Transitional and Conventional
Learners (Levels 4+5)
Today you are going to re-read
a passage from your book.
When you come to a blank line
with three word choices below it,
circle the word that makes the most
sense to complete the sentence.
When you are finished, check your
work by going back and reading
the passage again using the words
you have circled.
Transitional Learners
(Level 3)
Today you are going to listen
to a passage from your book.
There will be words missing from
some of the sentences in the
passage. Your job is to listen
to three words and choose the
word that makes the most sense
to complete each sentence.
VOCABULARY ASSESSMENT
Emergent Learners
(Levels 1+2)
Today we are going to match some
vocabulary words to pictures from
your book. Your job is to listen to
each word and choose the picture
that shows what that word means.
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Lesson 29
Anchored by Penguins in Antarctica
CUMULATIVE END-OF-BOOK ASSESSMENT
We have finished reading the book Penguins in Antarctica. Now we are going to answer
some questions to see how much you remember. Let’s look at the questions.
Hand out the Cumulative End-of-Book Assessments.
Transitional and Conventional
Learners (Levels 4+5)
Transitional Learners
(Level 3)
Emergent Learners
(Levels 1+2)
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Lesson 29
CUMULATIVE CLOSE READING ASSESSMENT
We have finished our unit of study. Now we are going to answer some questions
to see how much you remember.
Hand out the Cumulative Close Reading Assessments.
Conventional Learners
(Level 5)
Transitional Learners
(Levels 3+4)
Emergent Learners
(Levels 1+2)
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Lesson 30
BONUS STORY
Black and White: The Story of an Emperor Penguin
STORY OVERVIEW
Black and White: The Story of an Emperor Penguin is the story of a young penguin
with problems. This story has been included as a BONUS reading activity.
Read the Conventional Level 5 story as a whole group. Then, print leveled versions of the
story according to learner needs and send the story home for a family reading experience.
WHERE TO FIND YOUR BONUS MATERIALS
Materials for this bonus story can be found
on the Unit Resources webpage > Bonus Story
OR on the webpage for this lesson.
EXTEND THE READING EXPERIENCE IN THE CLASSROOM!
• Do a Reader’s Theater activity, using the leveled text
that works best with your learners’ skills.
• Assign roles (mother, father, baby / young penguin,
mother that tries to steal the baby penguin, adoptive parents)
and pantomime the story as it is read aloud.
• Research more interesting facts about penguins.
Create posters to share what they learned.
• Encourage learners to share their reactions to the story.
How did the young penguin’s problems make them feel?
What did different adult penguins do to help the young penguin?
• Engage learners in writing their own imaginative story about
an animal with a problem. Encourage learners to choose an animal.
Then, have them do some research about their chosen animal
before they write their story.
• Discuss the meaning of “Every dark cloud can have a silver lining.”
Work as a group to list something positive or hopeful that can be found
in a bad situation. For example: Your best friend won’t be in your class this year.
You can make new friends. You failed the math quiz. The teacher is going
to let you retake the quiz.
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EXTENSION
Host a Penguin Party.
• Decorate your room with black and white balloons and pictures of penguins.
• Have learners dress in black and white clothing.
• Serve “black and white” treats (Oreo cookies, black licorice, white marshmallows,
blackberries and vanilla yogurt, vanilla ice cream with dark chocolate topping,
black and white cookies / cake, Junior Mints, etc.).
EDUCATOR TIP
Do a web search using key words “black and white party snacks”
for more ideas!
• Show a fun penguin movie. For example:
• Happy Feet 1 & 2
• Mr. Popper’s Penguins
• March of the Penguins
• The Penguins of Madagascar
IMPORTANT NOTE
Always preview movies before showing them to learners.
Obtain approval from parents and / or administration
as required by your school district.
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