2.4.3 Frog Friends COMPARE AND CONTRAST GRAPHIC ORGANIZERS SUMMARY A tree frog and a pond frog are STRATEGY SUPPORT: GRAPHIC ORGANIZERS Have good friends despite having some different qualities. children look at the chart on page 13. Tell children that this is a three-column chart and can be used in many different ways. Ask children to tell you what this chart is for (children may say that it is to show the order in which things happen, or to show plot). Let children know that they will be filling in this type of chart after they read the book. Ask them to tell you why filling out a chart like this can be helpful. LESSON VOCABULARY crawls pond shed wonderful insects powerful skin INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with children the title and author of Frog Friends. After looking at the cover and title, have children tell you who they think the main characters are going to be. BUILD BACKGROUND Discuss what children know about frogs. Go over the meaning of the word habitat (the place where an animal lives). Ask if any of them know that different kinds of frogs live in different habitats. Let children know they will be reading more about frogs in Frog Friends. PREVIEW/TAKE A PICTURE WALK Invite children to look at the pictures in Frog Friends. Ask them what they think might happen in the book. Do they think it will be a fiction or nonfiction book? Why? COMPREHENSION QUESTIONS PAGE 6 Why does Danny like being a tree frog?(He likes climbing and being able to hide among the leaves.) PAGE 7 Fred wishes he could do something that Danny can do. What is it? (climb a tree and hop around) PAGE 8 Why does Fred want Danny to stop talking? (Fred feels bad that he can’t do the things that Danny can do.) PAGE 9 What does Danny do after a large bird comes? (warns Fred) PAGE 11 What does Fred have that makes him feel special? (strong legs for jumping) READ THE BOOK SET PURPOSE Have children set a purpose for reading Frog Friends. Children’s