ExpertPack: Animals,AnimalsEverywhere!LexileRange:40-570

Topic/Subject:Animals/Science

EssentialQuestion:

• Whatisananimalandhowdoanimalsliveandgrow?

Texts/Resources

Books1. CowsMoo!2. DucksQuack!

e-Books

1. AnimalsontheMove2. BarnyardBabies

Videos

1. What’sAlive2. “AnimalMoves”Song 3. “TheBabyAnimals”Song

OtherMedia

1. “AnimalsBelonginClass”(poem/song)

RationaleandSuggestedSequenceforReading Thistextsetbeginswithavideoread-aloudoftheanchortext,What’sAlive.Thistextsupportsthefocusquestion:“Whatisananimalandhowdoanimalsliveandgrow?”Thistextwouldbefollowedbythepoem/song“AnimalsBelonginClass”tomoveintohowanimalsaresortedintoclassesdependingontheircharacteristics.Thenexttopicincludeslearningaboutbabyanimalsusingtheinformationalsong,“TheBabyAnimals,”pairedwiththee-book,BarnyardBabies.Wewouldthengointodeeperlearningoffarmanimalswiththetexts,CowsMove!andDucksQuack!Wewouldfollowthiswiththee-booktitledAnimalsontheMove.Thisbookwouldbepairedwiththevideo“AnimalMoves.”Boththebookandthevideohighlighthowdifferentanimalsmove.Thechildrenwillenjoydancingandmovingalongwiththedifferentmovementseachanimalmakes.

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TheCommonCoreShifts forELA/Literacy1. Regularpracticewithcomplextextanditsacademiclanguage2. Reading,writingandspeakinggrounded inevidence fromtext,both literaryand

informational3. Buildingknowledgethroughcontent-richnonfiction

CollegeandCareerReadinessAnchorStandards forReadingLiteraryand/or InformationalTexts

1. Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

2. Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsand ideas.

10. Readandcomprehendcomplex literaryand informational texts independentlyandproficiently.

AnnotatedBibliographyN/A What’sAlive

Author:KathleenWeidnerZoehfeldGenre:VideoLength: 6:36minutesSynopsis: Thisvideoisaread-aloudofthebookWhat’sAlive.Thebookinvestigatesthedifferencesbetweenthingsthatarelivingversusnon-living.Studentsfindoutwhatmakessomethingaliveandwhatalllivingthingsneedtostayhealthy.Citation: RetrievedonNovember9,2014fromwww.youtube.com/watch?v=k98DCCjWgg8RecommendedStudentActivities:APictureofKnowledge

N/A “AnimalsBelonginClass”

Author:UnknownGenre:InformationalPoem/SongLength: 266wordsSynopsis: Thispoemdescribesthedifferentanimalclassifications.Childrenlearnthecharacteristicsofeachclassification:Mammals,reptiles,amphibians,fish,birdsandinsects.Citation: AnimalsBelonginClass.(n.d.).RetrievedOctober13,2014,fromhttp://www.totally3rdgrade.com/animals_belong_in_class.html.Length:2:49minutes

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RecommendedStudentActivities:WonderingsN/A “TheBabyAnimals”

Author:UnknownGenre:InformationalSongLength:1:37minutesSynopsis:Thisisacatchysongstudentswillenjoylearningthenamesofbabyanimals.Citation:BabyAnimals.(n.d.).RetrievedNovember9,2014,fromhttps://www.youtube.com/watch?v=cJg4YFtvOp8RecommendedStudentActivity:ActItOut

130L BarnyardBabiesAuthor:KimMitzoThompsonandKarenMitzoHilderbrandGenre:Nonfictione-BookLength:11pagesSynopsis:Thisbooklabelsdifferentfarmanimalsandtheirbabies.Citation:Thompson,K.M.,&Hilderbrand,K.M.(2012).BarnyardBabies.RetrievedDecember21,2016,fromhttps://www.getepic.com/app/read/8610RecommendedStudentActivities:QuizMaker

430L CowsMoo! Author:PamScheunemann

Genre:InformationalTextLength:24pagesSynopsis:Thisbookisarhymingstorythatprovidesuniquefactsaboutcows.Citation:Scheunemann,P.(2009).Cowsmoo!Edina,MN:ABDOPub.RecommendedStudentActivity:APictureofKnowledge

570L DucksQuack!Author:PamScheunemannGenre:InformationalTextLength:24pagesSynopsis:Thisbookisarhymingstorythatprovidesuniquefactsaboutducks.Citation:Scheunemann,P.(2009).Ducksquack!Edina,MN:ABDOPub.RecommendedStudentActivity:QuizMaker

40LAnimalsontheMove

Author:ChristianLopetz

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Genre:Nonfictione-BookLength:25pagesSynopsis:Thisbookdisplaysahostofanimalmovementsthataresuretoleavechildrenwantingtoimitatetheanimals’slithering,crawling,andjumpingactions.Citation:Lopetz,C.(2011).AnimalsontheMove.RetrievedDecember21,2016,fromhttps://www.getepic.com/app/read/12907RecommendedStudentActivities: ActItOut!

N/A “AnimalMoves”Author:UnknownGenre:InformationalSongLength:2:12minutesSynopsis:Thisisacatchysongstudentswillenjoylearningmimickingmovesofdifferentanimals.Citation:AnimalMoves.(n.d.).RetrievedNovember9,2014,fromhttps://ca.pbslearningmedia.org/resource/bb08ac01-bdeb-4dff-bb93-97888735b1c8/animal-moves/RecommendedStudentActivity:ActItOut!

PossibleTeachingSuggestions forTexts

430L What’sAliveAuthor: KathleenWeidner Zoehfeld• Thiscorrespondingvideocanactasasupportforstrugglingreadersastheycan

watchitrepeatedly.Makeheadphonesavailableforstudent use.• ClosereadthetextandsummarizeusingaT-chart(publicnotes).Studentscan

completeaGoldfishversusgoldfishcrackerscience investigation.Studentscancomparegoldfish togoldfishcrackers.Thiscomparisonisrelativelyeasyasthefishmovemuchmorethanawormwould.Also,thekidsgettoeatgoldfishcrackersaftertheinvestigation.Studentscanusearecordingchartthataskedaspecificquestionusingkeyvocabularyaboutwhatlivingthingsneeded,whichwewouldapplytoboththegoldfishandthegoldfishcracker.Thestudentsmayquicklydiscoverhowtheycouldseethegoldfishmovingbutcannothearthegoldfishcrackersbreathing.

• Afterabout20minutesofobservationandcomparison,studentsdeterminewhichonewasliving,andnon-living.Studentscanthenwriteabouttheinvestigationandthecomparisonbetweenthe livingandnon-livinggoldfish.

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SupportsforStrugglingStudents

• Bydesign,thegradationofcomplexitywithineachExpertPackisatechniquethatprovidesstrugglingreaderstheopportunitytoreadmorecomplextexts. Listedbelowareothermeasuresofsupportthatcanbeusedwhennecessary.

• Provideabriefstudentfriendlyglossaryofsomeoftheacademicvocabulary(Tier2)anddomainvocabulary(Tier3)essentialtounderstandingthetext

• DownloadtheWordsmythwidgettoclassroomcomputers/tabletsforstudentstoaccessstudent-friendlydefinitionsforunknownwords:http://www.wordsmyth.net/?mode=widget

• Providebriefstudent-friendlyexplanationsofessentialbackgroundknowledgenoteasilylearnedfromthetext

• Includepicturesorvideosrelatedtothetopicwithinandinadditiontothesetofresourcesinthepack

• Selectasmallnumberoftextstoreadaloudwithsomediscussionaboutvocabularywork andbackgroundknowledge

• Provideaudiorecordingsofthetextsbeingreadbyastrongreader(teacher,parent,etc.)• Chunkthetextandprovidebriefquestionsforeachchunkoftexttobeansweredbefore

studentsgoontothenextchunkoftext• Pre-readingactivitiesthatfocusonthestructure andgraphicelementsofthetext• Providevolunteerhelpersfromtheschoolcommunityduringindependentreadingtime• UseexpertPacksastheresourcesforGuidedReadingwithasmallgroupofstudents

Why Text Sets Support English Language Learners

Those acquiring English as a second language have to learn many words in English to catch up with their English-only peers. Vocabulary builds at a much quicker pace when reading a set of connected texts. Text sets are an adaptable resource perfect for building knowledge and vocabulary. Student use of text sets can vary in terms of independence or teacher supports based on the individual needs of the students in the room. Activities found within the text set resources reflect several best practices for English Language Learner instruction including:

• Providing brief, engaging texts that provide a high volume of reading on a topic.• Providing web-based resources and/or videos that are tied to the content of the texts students are

reading.• Providing opportunities for students to learn new vocabulary through the use of student-friendly

definitions in resource-specific glossaries• Allowing for options to reinforce newly learned vocabulary and/or content through graphic organizers.• Providing opportunities for students to reinforce new vocabulary through multi-modal activities including

written work, group discussion, viewing visual content, and reading texts that feature the vocabulary.

Teachers of ELLs may use the protocols on the following pages to provide additional support to students who are struggling to access the content within text sets because they are new to English.

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ELL Text Set Protocol Grades K-2

The protocol below assumes that students will be engaged in reading text sets with the support of the teacher and/or another adult staff member. This can be done full class, or in small groups, but will likely require adult support in this grade band.

Please note that this protocol includes options for teachers. This includes the order in which various activities (steps) take place. Individual decisions should be made considering the needs of the students and the demands of the content, keeping in mind that the goal of each scaffold is to allow students to meaningfully access each text and move toward independent, knowledge-building reading.

Step one: Build knowledge and vocabulary as you build student interest and engagement in the topic.

Introduce students to the overall topic/content of the text set, including knowledge demands needed to engage in the content, and domain-specific vocabulary necessary for comprehension. This should be done prior to engaging with the texts themselves – time allotted to this activity should reflect student needs (anywhere from 5 minutes prior to reading, to a full day’s lesson is appropriate).

Options for this step include:• Engage students in reading and discussing auxiliary texts and resources (illustrations, photographs,

video clips) on the topic of the text set.• Pre-teach a few key content-specific terms prior to students engaging with a text set. (Ideas for text-

focused vocabulary instruction can be found here.)• Provide a student-friendly glossary prior to reading each text, with picture support where possible.

If pairing the text set with a Read Aloud lesson, giving students access to the resources in the text set can help build their knowledge and vocabulary prior to engaging with the anchor or primary text, as can access to the resources alongside subsequent reads of the anchor text. The “juicy sentence” discussion is a strategy developed by Dr. Lily Wong Fillmore to help students learn to deconstruct and reconstruct sentences, and to understand how different language features contribute to meaning. Teachers should use the juicy sentence guidance to dig deeply into a sentence or phrase within the read aloud book, to build vocabulary, deepen content knowledge, and support understanding of syntax and grammar. Juicy sentence work should not be done for the other texts in the text set, since the purpose is for students to work rapidly through a high-volume of reading to build knowledge.

Step two: Read text orally.

Focusing on one resource at a time, allow students to listen to a fluent read of the resource.

Options for this step include:

• Have the teacher model the first read of a text or resource.• Use recordings of the text to provide additional opportunities to hear expert reading.

Step three: Engage in group discussion about the content.

Allow students time in partnerships or small groups to discuss the content of the resource.

Options for this step include:

• Allow for discussion/conversation (in the students’ home language if possible) with a small group ofstudents reading the same text set prior to writing or provide heterogeneous language groupings totalk about content and discuss what students are learning.

• Provide opportunities to practice using newly acquired vocabulary in the context of discussion.• Have students refer to the student-friendly glossary included with each passage to identify meanings

for new vocabulary necessary for comprehension.

Step four: Write about what was read.

Options for this step include:• Use the “Rolling Knowledge Journal” and/or “Rolling Vocabulary Journal” as a shared writing routine.

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• Have students complete the “Rolling Knowledge Journal” and/or “Rolling Vocabulary Journal” as independent graphic organizers that help to scaffold the writing process and capture student knowledge over time. Encourage students to use a combination of writing and drawing.

• Provide students with several supports to help students engage in writing/drawing about what they read:

o Use mentor texts about which students can pattern their writing.o Allow them to write collaboratively. o Show students visual resources as prompts, etc. o Provide language supports such as strategically chosen sentence starters.

Repeat steps one through four with each resource in the text set as appropriate.

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ExpertPack: Animals,AnimalsEverywhere!

LearningWorth RememberingCumulativeActivities–The followingactivitiesshouldbecompletedandupdatedafterreadingeachresourceintheset.Thepurposeoftheseactivitiesistocaptureknowledgebuildingfromoneresourcetothenext,andtoprovideaholisticsnapshotofcentralideasofthecontentcoveredintheexpertpack. ItisrecommendedthatstudentsarerequiredtocompleteoneoftheCumulativeActivities(RollingKnowledgeJournalorRollingVocabulary)forthisExpertPack.

1. RollingKnowledgeJournalNotetoTeacher:Thiscanbedonewholeclasscreatingalargechart/publicnotes,asmanyKindergartenstudentsarenotreadytokeepawrittenjournal.Journalscanbemadeofpicturesandlabeled.

• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearn

thatwasnewandimportantaboutthetopicfromthisresource?Write,draw,orlistwhatyoulearnedfromthetext.

• Thenwrite,draw,orlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).

Sample Student Response

Title Write,Draw,orListNewandimportantlearning

aboutthetopicHowdoesthisresourceaddto

whatIlearned already?1. What’sAlive Whatmakessomethingaliveand

whatalllivingthingsneedtostayhealthy.

2. “AnimalsBelonginClass”

Children learnthecharacteristicsofeachclassification: Mammals,reptiles,amphibians, fish,birdsand insects.

Mammalsarecoveredwithhair;birdsarecoveredwithfeathers; fishbreatheunderwater;reptiles layeggs;andamphibiansareborninwater.

3. “TheBabyAnimals”

Learningthenamesofbabyanimalsandtheanimalstheyarecalledasadults.

Namesoftheadultandbabyanimal.

4. Barnyard Howbabyanimalsgrowandchange Livinganimalsbeginasbabies

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2. RollingVocabulary: “SensationalSix”

NotetoTeacher–Thiscanbedoneinavocabularylearningcenter.Studentscansortandmatchpicturestonewwords.Wordscanbedefinedandillustratedandplacedonalargeanchorchart.

• Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythecentralideaofthetext.

• Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhaveasmanysentencesasyoudowords.

• ContinuethisactivitywithEACHselectionintheExpertPack.• AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.• Nowselectthe“SensationalSix”wordsfromALLthewordlists.• Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthis

ExpertPack.

Title SixVocabularyWords&SentencesWhat’sAlive Words: animal,hatching,alive,born,grow,breathe

1. Ananimalisalivingthingthatisnotaplant.2. Tobebornmeanstobebroughtintolifebytheprocessofbirth.3. Hatchingmeanstobebornbycomingoutofanegg.4. Justlikeus,animalsarealiveandliving.5. Livingthingsbreatheinandout.6. Living thingsgrow.

Babies astheybecomeadults. andgrowtobecomeadultanimals.

5. CowsMoo! Calvesdrinkmilkwhentheyarebornandadultseatgrass,hay,andcorn.

Animalseatdifferentthingsastheygrowintoadults.

6. DucksQuack! Duckshavefeathersinsteadofhair. Ducksbelonginthebirdclass.

7. AnimalsontheMove

Differentanimalmovements. Eachanimalhasaspecificwayitmoves.Eachbodyparthasaspecific purpose in how itmoves.

8. “AnimalMoves”Wecanmovejustliketheanimals. Imitatingthewayanimalsmove.

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“AnimalsBelong inClass”

Words: classes,mammals,bird, fish,amphibians,arthropods1. Animalclassesaregroupsofcritters.2. Mammalsarecoveredwithhair.3. Birdbabiesarehatchedfromhardshelledeggs.4. Fishusegillstobreatheunderwater.5. Amphibianscanliveonlandorwater.6. Arthropods have exoskeletons.

“TheBabyAnimals” Words: foal,calf,lamb,kid,cub,joey

1. Afoalisababyhorse.2. Acalfisababycow.3. Alambisababysheep.4. Akidisababygot.5. Acubisababylion.6. Ajoeyisababykangaroo.

BarnyardBabies Words:fetch,ducklings,piglets,calf,kittens,groom

1. Thedoglovestofetchhisfavoriteballafteritisthrown.2. Theducklingsswambehindtheirmother.3. Themotherpighadthreepiglets.4. Thecowlickedthecalfafteritwasborn.5. Thekittensgrewtobecomecats.6. Catsgroomthemselvesbylickingtheirfur.

CowsMoo! Words:communicate,compartment,manure,fertilize,graze,swat

1. Cowscommunicatebymooing.2. Acow’sstomachhasfourcompartments.3. Acow’smanurecanbeusedwithsoilforplants.4. Manureisusedtofertilizeplants.5. Cowsgrazeongrassandhay.6. Cowsswatfliesawaywiththeirtails.

DucksQuack! Words:bill,preen,waddle,webbed,waterproof,respond

1. Ducksusetheirbillstocatchfood.2. Birdspreentheirfeatherstokeepthemselvesclean.3. Duckswaddlewhentheywalk.4. Webbedfeethelpducksswim.5. Ducksouterfeathersarewaterproof.6. Ducklingsrespondtotheirmothersbyquacking.

AnimalsontheMove

Words: climbs,kangaroo,hops,slithers,crawls,wiggle1. Amonkeyclimbsquicklythroughthetreesandvines.

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2. Akangaroohopswithitsbabyinitspouch.3. Akangaroohopsontwobacklegs.4. Asnakeslithersacrosstheground.5. Acrabcrawlsalongtheoceanfloor.6. Awormcanwiggleinthedirt.

“AnimalMoves” Words: stomp,growl,prowl,pounce,bounce,waddle

1. Theelephantsstompthegroundwiththeirbigfeetandlegs.2. Thelionsgrowlloudlytoshowtheirstrength.3. Theygoontheprowlwhentheyhuntforfood.4. Lionsleapandpouncetocapturetheirfood.5. Kangaroosbounceandhoparound.6. Penguinswaddleastheywalkandmoveslowlyontheground.

Sensational Six Words:animals,classes,alive,hatch,grow,climb

Animalsneedair,water,foodandsheltertoliveandgrow.Animalsareseparatedintogroupscalledclasses.Thesedifferentclassesmakeiteasierforscientiststostudythem.Animalsareeitherbornalivefromtheirmotherorhatchfromeggs.Asanimalsgrow,theirnamemaychangealongwiththeirbodies.Forexample,apigletbecomesapigandacalfbecomesacow.Animalsmoveinmanydifferentways.Forexample,monkeysusetheirhandsandtailstohelpthemclimbtreesandvines,whilesnakesslitheracrosstheground.

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StudentCopy

1. RollingKnowledgeJournal• Readeachselectionintheset,oneatatime.• Afteryoureadeachresource,stopandthinkwhatthebiglearningwas.Whatdidyoulearnthat

wasnewandimportantaboutthetopicfromthisresource?Write,draw,orlistwhatyoulearnedfromthetext.

• Thenwrite,draw,orlisthowthisnewresourceaddedtowhatyoulearnedfromthelastresource(s).

SampleResponse

TitleWrite,Draw,orList

Newandimportantlearningaboutthetopic

HowdoesthisresourceaddtowhatIlearnedalready?

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2.RollingVocabulary:“SensationalSix”● Readeachresourcethendeterminethe6wordsfromeachtextthatmostexemplifythe

centralideaofthetext.● Nextuseyour6wordstowriteaboutthemostimportantideaofthetext.Youshouldhave

asmanysentencesasyoudowords.● ContinuethisactivitywithEACHselectionintheExpertPack.● AfterreadingalltheselectionsintheExpertPack,gobackandreviewyourwords.● Nowselectthe“SensationalSix”wordsfromALLthewordlists.● Usethe“SensationalSix”wordstosummarizethemostimportantlearningfromthisExpert

Pack.SampleResponse

Title: SixVocabularyWords&Sentences

SensationalSix

Words:

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LearningWorthRemembering

SingularActivities–thefollowingactivitiescanbeassignedordonewholeclassforeachresourceintheset. Thepurposeoftheseactivitiesistocheckforunderstanding,captureknowledgegained,andprovidevarietyofwaysforstudentstointeractwitheachindividualresource. Studentsmaycompletesomeornoneofthesuggestedsingularactivitiesforeachtext. Singularactivitiesshouldbeassignedatthediscretionoftheteacher.

1. APictureofKnowledge(RecommendedforWhat’sAliveandCowsMove!)

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2. QuizMaker(RecommendedforBarnyardBabiesandDucksQuack!)• Makealistof3questionsthatwouldmakesureanotherstudentunderstoodthe

information.• Yourclassmatesshouldbeabletofindtheanswertothequestionfromtheresource.• Includeanswers foreachquestion.• Includethewhereyoucanfindtheanswerintheresource.

3. Wonderings(Recommendedfor“AnimalsBelonginClass”–poem)

I’malittleconfusedabout: Thismademewonder:

Ontheleft,trackthingsyoudon’tunderstandfromthevideoandthearticle.

Iamconfusedaboutordonotunderstand….

Ontherightside,listsomethingsyoustillwonder(orwondernow)aboutthistopic.

Iwonderorwouldliketolearnmoreabout….

4. ActItOut!(RecommendedforAnimalsontheMove,“TheBabyAnimals”song,and“AnimalMoves”song)

a. Studentswillengagewiththeresourcesthrough listeningorviewing.b. Studentswillthenselectonethingtheylearnedfromtheresource.c. Studentswillthenactoutonethingthattheylearnedwiththeirpartner.d. Selectafewstudentstosharewiththeentireclass

Question Answer1.

2.

3.

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ExpertPack: Animals,AnimalsEverywhere!ExpertPackGlossary

What’s Alive

Word Student-FriendlyDefinitionanimal Alivingthingthatisnotaplant

Animalsneedfood,waterandshelterto live.born Tobebornmeanstobebroughtintolifebytheprocessofbirth

Thepuppieswereborninthemorning.hatching Hatchingmeanstobebornbycomingoutofanegg

Thebabychickshatchfromeggs.alive Alivemeanstohavelife,notsomethingthatisdead

Theplantsandanimalsarealive.growing Tobecomelarger

Theplantisgrowingverytall.breathing Tomoveairintoandoutofyourlungs

Webreatheinandoutofournosesandourmouths.

“AnimalsBelong inClass”

Word Student-FriendlyDefinitionclasses Groupsofanimalsthatarethesameinsomeway

Agroupofstudentsworktogetherinaclass.mammals Typesofanimalsthatdrinkmilkfromitsmother

Humans,cows,horses,dogs,andcatsarealldifferenttypesofmammals.birds Animalsthathavewingsandarecoveredwithfeathers

Birdsliketoflyinthesky.fish Animalsthatliveinwaterandbreathewithgills

Fishswimaroundinwater.amphibians Animalsthatcanliveonlandandinwater

Frogsandtoadsaretypesofamphibians.arthropods Arthropodsare insectsandspiders.

Bees,grasshoppers,mosquitos,andcentipedesaredifferent typesofarthropods.

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“TheBabyAnimals”Song

Word Student-FriendlyDefinitionfoal Ababyhorse

Thefoalwasverywobblyonitsnewlegsasitbegantowalk.calf Ababycow

Whenacalfisyoung,itdrinksmilkfromitsmothercow.lamb Ababysheep

Thelambstaysclosetothemothersheepafteritisborn.kid Ababygoatoranothernameforahumanchild

Thekidneedsitsmother tosurvive.cub Anothernameforababylion

Lioncubslivewiththeothercubsandtheirmotherlionuntiltheycanhuntforthemselves.

joey AbabykangarooJoeysarebornsotinythattheyliveinsideofapouchonthemotherkangaroo.

BarnyardBabies

Word Student-FriendlyDefinitionfetch Togoafterandbringback

Thedoglikedtoplayfetchwithhisfavoriteball.ducklings Ayoungduck

Theducklingsfollowedtheirmotherastheyswaminthepond.piglets Ababypig

Themotherpighadthreepiglets.calf Ayoungcow

Thecowlickedthecalfafteritwasborn.groom Tocleanthecoatorfur

Thecatwouldgroomitselfbylickingitsfur.CowsMoo!

Word Student-FriendlyDefinitioncompartment Oneoftheseparatepartsofaspacethathasbeendivided

Acow’sstomachhasfourcompartments.communicate Toshareideas,information,orfeelings

Cowscommunicatebymooing.

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manure AnimalwasteManurehelpsplantsgrow.

fertilize ToputasubstancesuchasmanureonlandtomakeitricherandtomakecropsgrowbetterCow’smanurecanfertilizeplants.

graze ToeatgrassthatisgrowinginafieldCowsgrazeongrassandhay.

swat Tohitwithaquick,hardblowCowsswatfliesawaywiththeirtails.

DucksQuack!

Word Student-FriendlyDefinitionbill Thejawsofabird

Aduckusesitsbilltogetfood.preen Togroomwithone’sbill

Aduckpreensitsfeatherswithitsbill.waddle Toswayfromsidetosidewhiletakingshortsteps

Theduckwaddledtothepond.webbed Havingtoesconnectedbyaweborfoldofskin

Aduck’sfeetarewebbed.waterproof Madetokeepwaterout

Aduck’souterfeathersarewaterproof.respond Toreplyoranswer

Thebabyducklingsrespondtotheirmotherbyquacking.

AnimalsontheMove

Word Student-FriendlyDefinitionclimbs Togoupordown,oftenwiththehelpofthehandsinholdingorpulling

Amonkeyclimbsthetreequickly.hops Tomovebyaquick,springyleap

Arabbithopsquicklybacktoitshome.slithers Tosliporslide

Asnakeslithersitsbodyasitmovesacrosstheground.crawls Tomoveslowlywiththebodyclosetotheground

Aturtlecrawlsalongthegroundveryslowly.wiggle Tomovealongwithtwistingandturningmovements

Iwigglemytoesinthewarmsand.

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“AnimalMoves”

Word Student-FriendlyDefinitionstomp Tostompistowalkheavily

IstompedupthestairsasloudlyasIcouldbecauseIwasmad.growl Togrowlistomakeadeeprumblingsoundtoshowanger

Mydoggrowledattheotherdogthattriedtoeathisfood.pounce Tojumpdowntograbortakesomethingquickly

Thebasketballplayerpouncedontheball.prowl Tomovearoundslowlyandsecretly

Thecatwasontheprowltocatchthebug.bounce Tospringbackorupafterhittingsomethingelse

Theballbounceddownthe stairs.waddle Towalkusingshortstepsandmovingfromsidetoside

Theduckwaddlesintothewaterfromthegrass.

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