In the Lake by Irene Lotito ELL Reader 1.2.4 Fiction INTRODUCE THE BOOK RESPOND Activate Prior Knowledge/Build Background Read the title, and invite children to talk about lakes, ponds, rivers, or other bodies of water that they have seen Ask: What can you if you visit a lake? What might you see there? Tell children this book describes life in a lake Answers to the Reader’s Inside Back Cover: Preview/Use Text Features Preview the reader by talking about the illustrations together and naming the labeled items Preteach Vocabulary Review the highfrequency word that appears in this book: inside Introduce these key words from the book: lake (p.1), dinosaurs (p 2), fish (p 2), and safe (p 8) Discuss these words and add them to a Word Wall READ THE BOOK Choose among these options for reading to support children at all English proficiency levels Read Aloud Read the book aloud as children follow along Pause to verify comprehension and to explain unfamiliar concepts Monitored Reading Have children read aloud a few pages at a time Use the following questions to support comprehension: • Page What lives outside the lake? (Dinosaurs live outside the lake.) • Page What lives inside the lake? (Fish and plants live inside the lake.) • Pages 4–8 What happens to yellow fish and red fish? (Red fish wants to eat yellow fish Red fish goes away Yellow fish is safe.) Write About It Children should draw a picture of the red or the yellow fish They should write about what yellow fish or red fish does in the lake Possible response: The yellow fish swims It jumps It eats a bug (Characters) Support writers at various English proficiency levels Beginning Let children dictate what they want to say as someone else records it Intermediate Have children tell partners about their pictures before they write about them Advanced Have children include at least three details about their pictures Extend Language The opposite of little is big Encourage children to think of other opposite pairs, such as up and down or hot and cold Answers to page 20: Suggest that children look back at the book for words or sentences they can write Possible responses: Beginning: Yellow fish jumps to eat a bug Middle: Yellow fish hides and waits End: Yellow fish is safe Family Link Read aloud the Family Link activity on page 20 before sending copies of the Study Guide home with children Later, have them talk about a lake with which their family is familiar © Scott Foresman Reread Have children reread the book with a partner, in small groups, or independently Have them complete the Study Guide on page 20 Talk About It The fish in the lake jump, swim, eat, hide, and wait (Main Idea) Possible response: In a lake, people can swim, fish, and play ELL Readers Teaching Guide Unit 2, Week In the Lake 19 Study Guide In the Lake Name • Read In the Lake again What happens to yellow fish? • Draw what happens to yellow fish in the beginning, in the middle, and at the end Write words or sentences to go with your pictures Beginning (pages 4–5) Middle (pages 6–7) End (page 8) Ask family members to tell about a lake they know Does it have fish? 20 In the Lake Unit 2, Week ELL Readers Teaching Guide © Scott Foresman Family Link ...Study Guide In the Lake Name • Read In the Lake again What happens to yellow fish? • Draw what happens to yellow fish in the beginning, in the middle, and at the end Write words or... your pictures Beginning (pages 4? ??5) Middle (pages 6–7) End (page 8) Ask family members to tell about a lake they know Does it have fish? 20 In the Lake Unit 2, Week ELL Readers Teaching Guide © Scott... Does it have fish? 20 In the Lake Unit 2, Week ELL Readers Teaching Guide © Scott Foresman Family Link