Two Bad Ants | 780L
- Learning Goal
- Revise predictions that are incorrect.
- Approximately 50 minutes
- Necessary Materials
Provided: Direct Teaching and Guided Practice Chart, Independent Practice Worksheet
Not Provided: Two Bad Ants by Chris Van Allsburg, chart paper, markers
will explain that good readers constantly check their predictions and revise predictions that are incorrect. I will begin reading Two Bad Ants by Chris Van Allsburg, stopping before page 10. I will predict that the ants are marching to a picnic area where there are many crystals for them to gather. I will chart my prediction. (Direct Teaching and Guided Practice Teacher Example Chart is provided in Teacher and Student Materials below.) I will continue reading, stopping before page 14. I will model changing my prediction on the chart. The picture shows that the ants are somewhere that looks like a kitchen. The text says that there are shiny surfaces and a glassy wall. I know now that they aren’t going to a picnic area, but a house instead. Maybe they are looking for crystals in the kitchen.
Ask: How did I correct my prediction? Students should respond that after you read the story and used the pictures and text to make a reasonable prediction, you then continued reading, using the pictures and text to determine if your prediction was correct or not. You will use that information to make a new prediction of what will come next in the story.
will continue reading Two Bad Ants, stopping at page 21. We will make a prediction about where the ants are going to hide. (Direct Teaching and Guided Practice Teacher Example Chart is provided below.) We will continue reading the following two pages and re-evaluating our predictions using new information from the book.
will predict what will happen to the ants, since the force of the water was much too strong (after page 25). You will continue to listen to Two Bad Ants up to page 29. You will explain if your prediction was correct or incorrect and how you know. You will modify your prediction by predicting what will happen to the ants. (Student Independent Practice is provided below.) Note: Read the end of the story once all students have completed the Independent Practice.
Build Student Vocabulary echoing
|Tier 2 Word: echoing|
|Contextualize the word as it is used in the story||When the ants are leaving their home, they stop to listen for hungry spiders, “but all they heard was the call of the crickets echoing through the woods like distant thunder.”|
|Explain the meaning student-friendly definition)||An echo is a sound that repeats. When a sound is echoing, it travels through the air, hits a surface, and then bounces back. When the ants hear the call of the crickets echoing, it means that they heard the call of the crickets being repeated.|
|Students repeat the word||Say the word echoing with me: echoing.|
|Teacher gives examples of the word in other contexts||When Juan shouted, his shouts echoed off of the wall. The cheers of the crowd echoed around the stadium.|
|Students provide examples||When have you heard something echoing? Start by saying, “I heard something echoing when __________________.”|
|Students repeat the word again.||What word are we talking about? echoing|
|Additional Vocabulary Words||stunned, exhausted|
Before reading, explain that you are going to read a fictional story about ants. Explain that real ants live in colonies "ruled" by queens. Queens have their babies in the ant colony, sometimes having millions in a lifetime. Queen ants are different than worker ants because they have wings on their bodies. When a queen ant dies, the rest of the colony usually doesn't last more than a few months because they are not able to reproduce without her.
Texts & Materials
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