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2.4.3 A Frog’s Life COMPARE AND CONTRAST GRAPHIC ORGANIZERS SUMMARY This book follows the stages of a R EAD TH E BOO K frog’s life. These stages include egg, tadpole, SET PURPOSE Have children set a purpose for froglet, and full-grown frog. reading A Frog’s Life. Children’s own interests LESSON VOCABULARY should guide this purpose. Perhaps they want crawls insects to learn how a tadpole is different from a full- grown frog or how many stages a frog goes pond powerful through from egg to full-grown frog. shed skin wonderful STRATEGY SUPPORT: GRAPHIC ORGANIZERS Remind children that people use graphic INTRO D UCE TH E BOO K organizers to help them understand and Discuss with remember information. Review with children INTRODUCE THE TITLE AND AUTHOR the three-column chart on the last page and children the title and author of A Frog’s Life. look at the diagram on page 12. Let them Have them look at the cover. What do they know that this diagram shows the stages in think the book will be about? Do they think a frog’s life, and they should look at it when this will be a fiction or nonfiction book? What they fill out the chart. Tell children that they clues tell them this? should also use the photos in the book as BUILD BACKGROUND Ask children to tell you well as written information to give them more what they know about frogs. If children are details to use in the chart. unaware that frogs go through various stages (egg, tadpole, froglet, frog), briefly discuss the COMPREHENSION QUESTIONS stages before children begin to read. PAGE 6 What do tadpoles look like when they first hatch? (like little fish) PREVIEW/TAKE A PICTURE WALK Invite children to look at the photos in the book. Ask them to PAGE 9 What happens after a tadpole loses tell you how they think the photos might help its tail? (it crawls on to land and becomes a them understand the information they will be froglet.) reading. Point out the labels and the fact that Look at the diagram. Which does a they are used to name the different stages in PAGE 12 froglet look more like, a tadpole or a frog? a frog’s life and show the different body parts. (frog) Then, show children the diagram on page 12 and make sure they understand that the arrows are showing the cycle of events. 80 A Frog’s Life
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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. The tadpole has a tail; the frog does not. TEACH/REVIEW VOCABULARY The frog has a larger body. Both the tadpole Write each of the vocabulary words on index and the frog have four legs. cards. Put the cards face down. Then have 2. Tadpole: swims, gills, no legs. Froglet: each child pick a card and use his or her word crawls on land, lungs, loses tail, four legs. in sentences that give clues to the word’s Frog: crawls on land, lungs, no tail, four legs. meaning. Example: We like to swim in a pond. 3. To drop something off. Shed also means a small house to put tools in. Some of the vocabulary words can 4. Responses will vary. have more than one meaning. Help ELL children to understand that in the context EXTEND UNDERSTANDING Ask children if they of this story powerful means “strong,” and looked at the photographs and labels before shed means to “get rid of.” reading the information on each page, dur- ing reading, or after reading. Discuss how TARGET SKILL AND STRATEGY the photos and labels helped them to better COMPARE AND CONTRAST Remind children understand what they were learning about that to compare and contrast things means frogs. to look for how things are alike or different. As children read, ask them to pay special RESPONSE OPTIONS attention to how the frog’s body changes in WRITING Have children pick one of the stages each stage of its life. of the frog’s life. Using the information in the book, children should draw and label their cho- GRAPHIC ORGANIZERS Discuss why people sen stage. Under the picture, they can write a use graphic organizers. (To help them orga- few sentences about what they have drawn. nize and remember information.) Point out the three-column chart on the last page of SCIENCE CONNECTION the book. Ask children to tell you how the There are many different chart might help them see how the different species of frogs. Display a stages in a frog’s life are alike and how they variety of books about frogs are different. Let them know they will be fill- and invite children to explore the information ing out the chart after reading the book. about what the frogs look like and what their ADDITIONAL SKILL INSTRUCTION habitats are. SEQUENCE Tell children that as they read A Frog’s Life, they should think about what happens first, next, and last. After reading A Frog’s Life, have the children tell you about the different stages that a frog goes through and what happens, or the events, in each stage. To help them remember the stages, they can look at the diagram on page 12. Children do not need to tell you the stages in order. Write down what they say. Then, read back the events and discuss whether or not they make sense and if they follow the actual order of what happens in a frog’s life. Then, work as a group to reorder the events in the proper order. A Frog’s Life 81
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A Frog’s Life Name COMPARE and CONTRAST 1. Circle the picture of a tadpole. Then draw a line to the kind of food it eats. 2. Circle the picture of a frog. Then draw a line to the kind of food it eats. 3. Circle the animal that most looks like a tiny fish. © Pearson Education 2 Frog Froglet Tadpole 4. Circle the animal that lays eggs. Frog Froglet Tadpole 82
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