There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:
Use text features. Despite being narrative nonfiction and being such a basic book (its AR readability level is 2.3), A Hummingbird’s Life is chock-full of text features. There’s an info box at the front giving background information on the Ruby-throated hummingbird, a glossary, and an About the Author section.
Use main idea and supporting details to determine importance. Another great benefit of this text being so short is that you can copy the entire book onto a piece of chart paper, project it using document I’ve typed here, or give each student their own copy to mark what they believe are the main ideas.
Trade a word / guess a word that makes sense. Many primary science units (at least in our school district) are about animals, habitats, and ecosystems. Talk with students about how their familiarity with new vocabulary they’ve learned in their science unit can help them read accurately.
Behaviors that Support Reading
Increase Stamina. Because of the limited amount of text in this book, this might be a good book for young primary students to practice making it all the way through a read aloud without needing a body break.
Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!
Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!
It’s Friday Choice. A and X are busily working to finish their perimeter homework, a group of students in the back of the room are singing the Double Rainbow song, and I found this recording of the Caldecott award-winning Joseph Had a Little Overcoat.
The bag includes a lesson connected with Washington state EALRs 2.1.3: Connects previous experience and knowledge when reading. and 2.2.1 Finds similarities and differences in texts. Pages in the texts are marked with labels for suggested comprehension questions.
As with most of our bookroom books, you can find a CAFE menu highlighted in the bag. I saw several routes that lessons could take — please highlight others with your ideas! If you’d like a copy of the CAFE menu aligned to Washington state standards, one should be laminated and attached to the side of the bookshelf immediately inside the bookroom door.
Retell the story (you could also have students make a plot grid where they compare and contrast the different versions of The Three Little Pigs. A great blackline master for book comparison is available on Appendix p. 30 in Guiding Readers and Writers by Fountas and Pinnell)
Use prior knowledge to connect with text
Recognize literary elements (genre, plot, problem/resolution, theme)
Reread text (particularly if students are reading several different versions of The Three Little Pigs)
Practice high-frequency words (and phrases — if you see a fairy tale that starts with “Once,” chances are you know that it will begin with “Once upon a time.” That’s how good readers can start reading in phrases instead of word-by-word.)
When we read fairy tales or fables in class, my students inevitably ask, “But who wrote it FIRST?” They are often completely perplexed to discover there isn’t THE FIRST Aesop’s Fables or THE FIRST Cinderella that they can put their hands on. That’s why I think this site is so fantastic. It shows several “original versions” of The Three Little Pigs from across the globe.
I can’t remember if I’ve posted these here before, but here are the tutorial videos I mentioned to staff members a while ago. If you have any further questions or other suggestions for helpful videos, let me know!