WILD SHOTS, Theyre My Life by Ranger Rick Magazine

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WILD SHOTS, Theyre My Lifeby Ranger Rick
Magazine
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(No Transcript)
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My Dolphin Encounter by Joan Bourque

• Have you ever seen an animal in the wild? If
  you did, how did you feel? Were you excited, or a
  little afraid? Heres what happened to me.
• I was snorkeling with a few friends in the
  shallow lagoon off the coast of Lighthouse Reef,
  an atoll near Belize, Central America. The water
  was clear enough to let the sun dance on the
  sandy ocean bottom. I was busy discovering the
  many colorful fish who live there when something
  caught my eye and made me look up to the surface.
  It was a huge dolphin. Big and gray, but moving
  very fast. The dolphin zoomed in front of me for
  a second, then seemed to just disappear. I was
  thrilled. It felt like magic.

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• In my mind, the dolphin was enormous. I was
  both frightened and eager to see it again. It
  returned right away and seamed to use its snout
  to read me, as if it were using a metal
  detector to see what was inside me. Then the
  dolphin started swimming very fast and jumping up
  and out of the water. To me, it seemed to be
  very excited. I just stared in awe and hovered
  on the surface, still a bit afraid of its size
  and strength. Later I was to learn this dolphin
  is a female and her name is Pita. Pita is only 6
  feet in length but she seemed bigger than that to
  me.

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• She did her disappearing act a few more times.
• It reminded me of playing hide-and-seek with my
• friends when I was a kid. I kept looking around
  in
• all directions but couldnt find her. Then, out
  of the
• blue, she appeared and came very close. Once
• she got so close, I couldnt helps but reach out
  to
• touch her. It was almost as if she were asking
  me
• to play with her. I was careful not to touch her
  
• blowhole or her mouth.
• She started diving to the bottom, which was
  about 15
• feet deep. We were in an area with a little sea
  grass and
• a few coral heads. I would dive down to the
  bottom next
• to her, then swim back to the surface. We had
  definitely begun a game of monkey in the
  middle.

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• I went back to my boat to get my camera. I
  tried to get into a position where the sun would
  be in the background and the dolphin would swim
  in front of my lens. She did this a few times,
  but, after a while, she came up from behind me
  and pushed me gently as if to say, Enough with
  the photos. Lets play some more.

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Listening Comprehension 206H

• 1. How do you think Joan Bourque feels about
  dolphins? What clues do you get from the story?
• 2. How do you know the dolphin feels comfortable
  around people? Give specific examples.
• 3. What part of this story did you find the most
  interesting?
• 4. Put yourself in the narrators place.
  Describe how you think you would feel if you saw
  a dolphin in the water?

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Building Background

• Name some wild animals you have seen in the
  animals natural environments.
• Animal Where I Saw It How I Spotted It
• 1.
• 2.
• What creatures might a photographer take pictures
  of by the ocean?
• What skills might a wildlife photographer need?
• What might be hard about taking pictures of wild
  animals?

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Vocabulary

• Curious full of questions about things and
  wanting to know the answers.
• Collapsed to fall down from being very tired,
  hot, or sick.
• Marine having to do with the sea.
• Delicate easily broken or damaged needing to
  be treated with care.
• Creature any living being, animal, or person.
• Survived to live through a difficult time.

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Vocabulary Worksheet page 37

• 1. A penguin is a creature that lives in cold
  places.
• 2. Marine animals live in or near the sea.
• 3. Our sand castle collapsed when the wave
  splashed over it.
• 4. The elephant seal survived the battle.
• 5. Be careful when you pick up that delicate
  vase.
• 6. Cats are very curious animals they like to
  look in every box and bag.
• 7. Fragile delicate
• 8. Animal creature

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Vocabulary Power Extend Word Knowledge

• HOW SURPRISED WOULD YOU BE . . . . .
• (On a scale of 1 not very surprised to 5 very
  surprised)
• -If you saw a wild creature in your living room?
• -If you saw a clam in a marine environment?
• -If a rock turned out to be delicate?
• -If a kitten acted curious?
• -If a house made of playing cards collapsed?
• -If a mouse survived a swim across the sea?

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Literary Forms Review

• Fiction a story made up by an author, written
  mostly to entertain.
• Fantasy a story that has characters, settings,
  or events that cannot exist in real life.
• Nonfiction a selection based on facts, written
  mostly to inform.
• Poetry musical language often written in verse
  that expresses a poets feelings and thoughts.
• Drama plays that are meant to be performed on a
  stage.

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8 Nonfiction Elements

• Photograph
• Caption
• Heading
• Sub-Heading
• Main Idea
• Facts
• People are real
• Events are real

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Nonfiction CRs

• Fill in the circle that explains why Joan Bourque
  wrote this article.
• Entertain the readers
• Inform the readers
• Convince the reader to do something
• Tell an important truth
• Explain your choice. Use at least 2 details from
  the story.
• List 3 elements I would find in a nonfiction
  selection.
• Using those elements of nonfiction how is this
  story similar to the story Olympic Games? Make
  sure you use the word BOTH in your comparison.
• How are these two forms of writing different?
  Explain. Make sure you use the word BUT in your
  contrast.
• Do you think the title WILD SHOTS Theyre My
  Life is appropriate for this story? Circle YES
  or NO
• Explain

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Prereading Strategy Preview Predict

• Read genre information on page 208
• Next, preview the selection
• Finally, predict what you will learn about based
  on page 208 and your preview using the chart
  below. (one detail from each page)
• DETAILS Authors Purpose
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.

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Set Purpose

• One purpose for reading is to learn facts
  about a subject. Set your own purpose for
  reading.

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Narrative Voice page 211

• The narrator of a story (or a selection) is the
  person who is telling the story.
• A story told by a person or character who is a
  part of the story is told in the first-person.
• A story told by a person or character who is not
  in the story is told in the third-person.
• Who is the narrator of this selection?
• How do you know?

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Think and Respond page 217

• 1. How is the author able to take close-up
  photographs of animals?
• 2. Some words in this article are in color. How
  do these words help the reader?
• 3. Why does the author say that wild shots are
  her life?
• 4. How would you feel about getting very close to
  a wild creature, as the author does?
• 5. What reading strategies did you find helpful
  as you read this article? Explain.

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RETELL

• Who is the narrator in this selection?
• What does the author tell us about her life and
  work?
• What creatures do we meet in the selection?
• How does the author seem to feel about the
  creatures she photographs?

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Summarize

• Summarize the selection by using
• your completed Authors Purpose
• Chart (graphic organizer) as a
• Guide. Be sure to include the
• main elements in Wild Shots,
• Theyre My Life.

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Reading Across Texts

• Silently read A Place of Their Own from Contact
  Kids magazine.
• Discuss
• -What is Popcorn Zoo?
• -How did Popcorn Zoo begin?
• -How does Popcorn Zoo help animals?
• -What makes the Popcorn Zoo different from other
  zoos?
• -Why do some animals get released back into the
  wild?

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Making Connections- page 220

• How does Wild Shots, Theyre My Life fit in
  this theme about working as a team?
• How are the headings on pages 212 and 213
  different from the headings on the other pages?
• After reading Wild Shots, Theyre My Life and
  A Place of Their Own, which one would you be
  more likely to tell someone about? What would
  you say?
• Think about another job some adults have. How is
  that job similar to and different from Tui De
  Roys job as a photographer?
• What questions would you ask the author of this
  article if you could meet her?

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MAP CR Questions

• In the beginning, the author states that all her
  friends were furry, feathered, or scaly. Name
  three animals that you think could have been her
  friends. Explain.
• Where did Tui grow up? Explain.
• How did Tui get her education? Explain.
• How is this different from the way you are
  receiving your education?
• Is this story being told in first person or third
  person voice? Explain

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Test Prep- Workbook page 38

• C
• H
• D

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Decoding Phonics - Letter Patterns Consonants
/s/c and /j/g, dge

• The Galapagos Islands are famous for their huge
  tortoises.
• Which letter stands for the /j/ sound?
• When the letters gi,gy, or ge come at the
  beginning of a word, they often stand for the /j/
  sound as in giant. The letters ge and dge at the
  end of words also can stand for the /j/ sound.
• I bounced around and got lots of cuts and
  bruises.
• Which letter stands for the /s/ sound?
• When the letters ce, ci, or cy come together at
  the beginning of a word, they often stand for the
  /s/ sound as in city. The letters ce at the end
  of a word usually stand for the /s/ sound also.

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Decoding Phonics - Letter Patterns Consonants
/s/c and /j/g, dge

• Gigantic, circles, cell, notice, cite, hedge,
  nice, giraffe, gymnastics, cylinder, age, space,
  ridge
• Begins with the sound in gem
• Ends with the sound in huge
• Begins with the sound in city
• Ends with the sound in ice

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Decoding Phonics - Letter Patterns Consonants
/s/c and /j/g, dge ANSWER KEY

• Begins with the sound in gem
• gigantic, giraffe, gymnastics
• Ends with the sound in huge
• hedge, age, ridge
• Begins with the sound in city
• circles, cell, cite, cylinder
• Ends with the sound in ice
• notice, nice, space

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Word Relationships Apply to Page 213 (T. page
223B)

• Read page 213 Paragraph 1
• Listen for two words that mean almost the same
  thing. These words are synonyms.
• Multiple meaning words example trunk-elephants
  nose vs. back part of a car.
• Antonym example big and small
• Homophone example fur and fir
• Work with your partner reread page 213 carefully
  to find examples of the following
• A homophone for knows
• A word that can have more than one meaning
• An antonym for unknown
• A synonym for bite

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Word Relationships Apply to Page 213 (T. page
223B)Answer Key

• Read page 213 Paragraph 1
• Listen for two words that mean almost the same
  thing. These words are synonyms.
• Huge and Big
• Work with your partner reread page 213 carefully
  to find examples of the following
• A homophone for knows nose
• A word that can have more than one meaning
  right, kind, shot, snap, down, spines
• An antonym for unknown famous
• A synonym for bite chomp

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Writing Prompt Write a summary of one section
of Wild Shots, Theyre My Life.

• What are the main ideas in this section?
• What are some important details you should put in
  a summary?
• What are some unimportant details you should
  leave out?

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Draft

• Write a beginning sentence.
• Use the Main Idea section of your planning
• guide to write the first sentence of your
• summary.
• Choose the most important ideas.
• Reread the section you are summarizing.
• Choose the most important points. Restate
• them in your own words.
• Put the ideas in order.
• Put your ideas in an order that makes sense.
  Follow the order of the ideas in the selection.

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Edit

• REVISE
• Trade with your partner and look for
• Is there a Main Idea?
• Are there details?
• Unneeded information to get rid of?
• PROOFREAD
• Each sentence begins with a Capital letter.
• Each sentence ends with a punctuation mark.
• Each sentence has a subject and a predicate.

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Rewrite and Publish

• Rewrite and publish ONLY AFTER you and your
  partner have discussed possible changes you
  should make to your paper.
• Then, make the changes and rewrite in your best
  handwriting.

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Grammar page 39

• 1.Sphotographer Ppictures, animals
• 2.Pcreatures, islands
• 3.Scactus, treat, tortoise
• 4.Piguanas, branches
• 5.Sseal, shore Pflippers
• 6.Crabs 7.monkeys
• 8.Daisies 9.buses
• 10.Puppies 11.parrots
• 12.Canaries 13.bushes
• 14.Pouches 15.donkeys

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Grammar Frog booklet page 100

• 1.Salbum Pphotographs
• 2.Spicture Phawks
• 3.Scar Pwings
• 4.Pbirds, mountains
• 5.Scamera Ptrips
• 6.Eagles 7.holiday
• 8.Hills 9.kiss
• 10.Berries 11.bunny
• 12.Guppies 13.branch
• 14.Wishes 15.match

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Grammar Frog booklet page 101

• 1.turtles
• 2.eggs
• 3.seagulls
• 4.flies
• 5.beaches
• 6.Two canaries flew into the tree.
• 7. A few spiders crawled on the leaf.
• 8. Three branches fell during a storm.
• 9. Five flowers bloomed on the bush.

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Spelling Words

• Space Do Not capitalize
• Stage My computer does this but
• Huge You do not. ?
• Fence
• Price
• Police
• Office
• Engine
• Badge
• Pencil
• Excite
• Force
• Range
• Ginger
• giraffe

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Spelling Workbook page 33

• 1. fence 3. police 5. price
• 2. stage 4. giraffe 6. pencil
• 7. force
• 8. space
• 9. office
• 10.excite
• 11.engine
• 12. ginger 14. range
• 13.badge 15. huge

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Spelling Workbook page 34

• 1. Fence 4. range
• 2. Ginger 5. space
• 3. Excite 6. price
• 7. Police 10. pencil
• 8. Huge 11. force
• 9. Office 12. badge

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Spelling Workbook page 35

• 1. fence
• 2. engine
• 3. price
• 4. police
• 5. office
• 6. giraffe
• 7. range
• 8. huge
• 9. pencil
• 10. stage
• 11. space

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Books for All Learners Thats My Shot

• Preview the illustrations.
• What do you think the story is about and why
  might you want to read it?
• What do I predict the authors purpose is?
• Pay attention to vocabulary.
• Be ready to discuss
• Pages 2-6 What important events have happened in
  the story so far?
• Page 16 How does the story end?
• Reread for fluency

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Books for All Learners My Pet Project

• Preview the photos in the book and read the
  headings.
• Think about what the authors purpose for writing
  this story might be.
• Start a graphic organizer to keep track of story
  information.
• Pet Description
• 1.
• 2.
• 3.

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Books for All Learners My Pet
Projectcontinued

• Be ready to discuss
• Pages 2-5 What are some things that you learned
  about taking pictures from the story?
• Pages 6-14 How do the section titles help you
  understand the story?
• Pages 15-16 What do you think the authors
  purpose was for writing this book? Why do you
  think so?
• Reread for fluency

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Books for All Learners Butterfly Garden

• Use the photos and illustrations to preview the
  book and set a purpose for reading it.
• Begin a knowledge chart and fill it in as you
  read to think about the authors purpose.
• What I Already Know New Knowledge
• 1.
• 2.
• 3.
• 4.
• 5.

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Books for All Learners Butterfly
Gardencontinued

• Define biology
• pupa
• Be ready to discuss
• Pages 3-11 How did the author learn to grow
  butterflies? What did she have to learn to be a
  better photographer?
• Pages 8-14 How do the photographs help show the
  authors mistakes and how she learned to be a
  better photographer?
• Reread for fluency