Reader Supports

Reader Challenges
Although the language in this book is mostly simple, some of the words might be unfamiliar to readers at this level. The sentences could also be a challenge for readers.

Text Summary
Slithery and Slimy is an informative introduction to reptiles and amphibians. The many wonderful animals pictured in the book will raise children's interest about the two groups of animals, and the text will help them understand the features that distinguish each group. Children will enjoy the images of exotic frogs, snakes, and lizards as they learn about them.

Lesson Objectives
Reading Strategies
Children should use a variety of strategies to decode words and bring meaning to print. The targeted strategy for this lesson is: One-to-one correspondence.

Looking at accompanying pictures will help children decode unfamiliar words.

Phonics
Differentiating between the long and short i sounds

Word Work
parentheses

bullets

Comprehension
You will likely address a number of comprehension skills as children work to understand the text. The targeted comprehension strategy for this lesson is: Rereading for details.

Once children have read through the text and comprehend the words, they can reread the text to understand the details they might have missed in the first reading. Asking them comprehension questions before they reread the text will help them focus on ideas and concentrate more on the content than on the process of reading.

Visual learning
Visual learning is a very important comprehension strategy. Model this strategy through teacher think-alouds, sharing with children what you think about the pictures.

Targeted vocabulary words

Content words

Reptiles, amphibians, endangered, extinct

Before reading

Introducing the book
Write the title on the board and have children predict what the text might be about. Consider why they think that. Show children the book and ask: What do you notice? (e.g., author, title, no illustrator) Show the cover, title page and back cover, and ask: Why do you think there is no illustrator? (photos were used)

Building background
Make the following chart and have children list what they know about reptiles and amphibians.

Reptiles	Amphibians

Book Walk
Have children look at page 3 and read the print under the top picture. Talk about the reason for the text under the picture. Continue the book walk, reading the text with the pictures and discussing how the text helps readers understand what they are reading.

Reading Strategies
Say: The purpose for reading today is to practice reading informational text. Discuss what an informational text is. Ask: What do you think the word informational means?

Begin a discussion about the difference between fact and fiction, and stories and texts.

During Reading

Guide children as they read the text using the "Read and find out" format:
Page 3	Read and find out what we should know after we read this book.
Page 4	Read and find out some ways reptiles and amphibians are the same.
Page 5	Read and find out some ways reptiles and amphibians are different.
Pages 6 & 7	Read and find out some types of reptiles.
Pages 8, 9, & 10	Read and find out about other reptiles.
Page 11	Read and find out the number of amphibian groups.
Pages 12, 13, & 14	Read and find out about amphibians.
Pages 15	Read and find out why some reptiles and amphibians are endangered.

After Reading

Have children discuss their favorite part of the text. Ask: What did you think about the Texas Blind Salamander? What do you think you could do to help the endangered species? Do you think you could help today?  

Explain to children that they can help endangered species by making sure they recycle and keep the environment clean. One of the main causes of extinction is pollution, and if everyone would clean up his or her messes, these animals would be much safer. Have children discuss other ways they can help animals that might otherwise become extinct.  

Building Skills

Phonics
Differentiating between the long and short i sound

Explain that the letter i represents both the long i and short i sounds.

Read the following word pairs to children. Write them on the board. Have children raise their hands when they hear the short i sound, as in pin:

In, ice

Bin, bite

Scribble, driver

Have each child come up with a short i word and a long i word, and write them down. Have children read their words aloud as other children volunteer to tell which sound (long i or short i) was in the word. Make sure that children understand the difference between long i and short i before moving on.

Word Work
Have children turn to page 8 and ask: Why is the word poisonous in parentheses? Look at page 14 and discuss the use of parentheses. Explain that parentheses are used to set aside ideas related to a word or sentence, but do not make sense when included in the sentence. Point out that parentheses are like stage directions in a play.

Mechanics activity
Have children look at pages 4 and 5 and discuss how the author used the bullets to emphasis important information. Explain that if there were no bullets, the text would run together, and you would not know where one point ends and the next begins.

Expand the Reading

Writing Connection
Have children write a fictional story about a reptile or amphibian. They may choose to compose a new story, write about an experience they had, or use the animal they will research in the Science Connection section below to write their story. This is a good time to give children a lot of room to write whatever they like.

Science Connection
Have each child select an animal from the text that he or she finds interesting and find out three-to-five interesting things about the animal. Provide books or have children use the Internet to research their animals. When they are finished, have them give presentations to the class about the animals.

If possible, you can invite a guest speaker who works in a zoo or another reptile and amphibian-related field.

Reading Independently
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice at the appropriate level.