Lesson 3: Sorting Information into Predetermined Categories
Splish! Splash! Animal Baths | 350L
- Learning Goal
- Categorize information into predetermined categories.
- Approximately 50 minutes
- Necessary Materials
- Provided: Direct Teaching/Guided Practice Example Chart, Independent Practice Worksheet
Not Provided: Splish! Splash! Animal Baths by April Pulley Sayre, chart paper, markers, scissors, glue
will explain that while reading nonfiction books, we can categorize (sort) information we read into different classifications (or groups). I will introduce the book, Splish! Splash! Animal Baths by April Pulley Sayre. I will identify two categories into which I will sort the animals: animals that bathe in water and animals that do not bathe in water. (Direct Teaching and Guided Practice Teacher Example Chart is provided in Teacher and Student Materials below.) I will begin reading Splish! Splash! Animal Baths and categorize the first two animals.
Ask: How did I put the information from the book into groups? Students should respond that you read the information in the book and then thought about which group it fit in best.
will continue reading Splish! Splash! Animal Baths and categorizing animals into the two groups: animals that bathe in water and animals that do not bathe in water. (Direct Teaching and Guided Practice Teacher Example Chart is provided below.)
will categorize the animals from Splish! Splash! Animal Baths into two groups: animals that live in the water and animals that live on land. You will identify how each animal cleans itself. (Student Independent Practice is provided below.)
TIP: Differentiate the Independent Practice by providing a word bank of animal names from the text.
Build Student Vocabulary squirt
|Tier 2 Word: squirt|
|Contextualize the word as it is used in the story||When the elephant gives the baby a bath, she gives the baby a squirt of water.|
|Explain the meaning student-friendly definition)||To squirt means to push out in a stream. When the elephant was squirting the baby with water, she was pushing out water from an opening in her trunk.|
|Students repeat the word||Say the word squirt with me: squirt.|
|Teacher gives examples of the word in other contexts||Our faucet was broken in my kitchen, and it kept squirting me with water. When I was little, my brother would squirt me with his water pistol.|
|Students provide examples||Think of a time you saw someone squirt water onto someone. Tell me about it saying, “Once I saw _______ squirt water.”|
|Students repeat the word again.||What word are we talking about? squirt|
|Additional Vocabulary Words||soak, soggy|
Pause while reading pages 5-6 and explain that birds take baths in puddles, sprinklers, or waterfalls (as it says in the book), but they also take dust baths. A dust bath is when a bird lies down in an area of dirt and dust and covers its feathers in it. Why get messy to get clean? The dry dust absorbs oils on the bird's feathers. The bird shakes the dust off after the bath, and the oils fly off with it!
Texts & Materials
(To see all of the ReadWorks lessons aligned to your standards, click here.)