TARGETED
Teacher Edition, Student Edition, and Student Test
This project was developed at the Success for All Foundation under the
direction of Robert E. Slavin and Nancy A. Madden to utilize the power of
cooperative learning, frequent assessment and feedback, and schoolwide
collaboration proven in decades of research to increase student learning.
Level 4.1 • Informational
Crazy Camouflage
and Other Awesome
Animal Adaptations
Written by Robert E. Slavin and Kimberly Sargeant
Success for All Foundation, 2013 ISBN 978-1-941010-03-7
25445
Targeted Treasure Hunt:
Crazy Camouflage and Other Awesome Animal Adaptations
© 2014 Success for All Foundation. All rights reserved.
A Nonprofit Education Reform Organization
300 E. Joppa Road, Suite 500, Baltimore, MD 21286
PHONE: (800) 548-4998; FAX: (410) 324-4444
E-MAIL: [email protected]
WEBSITE: www.successforall.org
Produced by the Reading Wings 4th Edition Team
President: Nancy Madden
Director of Development: Kate Conway
Project Manager: Wendy Fitchett
Developers: Kathleen Collins, Victoria Crenson, Richard Gifford, Samantha Gussow,
Angie Hale, Allison Hoge, Susan Magri, Terri Morrison, Kimberly Sargeant
Field Advisory Team: Terri Faulkner, Cathy Pascone
Interactive Whiteboard Developers: Sarah Eitel, Patricia Johnson, Austin Jones, Becca Slavin
Editors: Marti Gastineau, Pam Gray, Jodie Littleton, Janet Wisner
Project Coordinator: Marguerite Collins
Designers: Devon Bouldin, Debra Branner, Barbra Colquitt, Michael Hummel,
Susan Perkins
Illustrator: James Bravo
Media Team: Jeffrey Goddard, Tonia Hawkins, Russell Jozwiak, Jane Strausbaugh
Production Artists: Irene Baranyk, Kathy Brune, Wanda Jackson, Irina Mukhutdinova,
Michele Patterson, Karen Poe, Laurie Warner, Tina Widzbor
Proofreaders: Meghan Fay, Michelle Zahler
Online Tools: Terri Morrison (chair), Michael Knauer, Victor Matusak, Christian Strama,
Mary Conway Vaughan
Rollout Team: Kate Conway (chair), Marguerite Collins, Wendy Fitchett, Nancy Hutchison,
Claire Krotiuk, Terri Morrison, Kenly Novotny, Mary Conway Vaughan
The Success for All Foundation grants permission to reproduce the blackline masters and the student
and test sections of this Targeted Treasure Hunt on an as-needed basis for classroom use.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
1
INFORMATIONAl (6 DAY)
Crazy Camouflage
and Other Awesome
Animal Adaptations
Written by Robert E. Slavin and Kimberly Sargeant
Summary
Crazy Camouflage and Other Awesome Animal Adaptations describes how
animals have changed over time and adapted to survive in their environments.
Predators have developed traits that allow them to find and catch prey. Herbivores
have developed ways to find food and physical attributes that allow them to eat
particular plants and plant products. Adaptations also allow animals to blend in
with their environments to avoid predators. Other adaptations enable animals
to mimic the look of poisonous creatures or to appear larger to scare predators
away. Physical adaptations or behaviors have also enabled animals to live in very
hot or cold climates.
Instructional Objectives
Reading Word Power Writing
Main idea and supporting
details (MI)
Latin roots Write an animal profile
for a nature newsletter.
Students will determine
the main idea and
supporting details in an
informational text.
Students will use their
understanding of Latin
roots to identify the
meanings of words.
Students will write an
animal profile giving
details about the habitat
and adaptations of a
particular animal they
have read about.
Teacher’s Note: This book contains a glossary and an index. Point out to
students that the bold words in the text can be found in the glossary.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
3
DAY 1
ACTIVE INSTRUCTION
Timing Goal: 40 minutes
Rate New Vocabulary Words
m Display the vocabulary words.
m Have students copy the words into their journals and rate their knowledge of
each as they arrive for class.
Success Review and Keeping Score
m Hand out team score sheets and team certificates to each team.
m Point to the Team Celebration Points poster, and celebrate super teams from
the previous lesson.
m Remind students how to earn team celebration points. Remind them that team
celebration points help them to become super teams.
m Guide teams to set new goals for the cycle.
m Have one student from each team write the team improvement goal on the
team score sheet. Note each team’s improvement goal on the teacher cycle
record form.
m Explain the challenge scores using the rubrics on the team folders.
m Explain the student assessments: fluency, the Student Test, and Adventures
in Writing. Tell students there will be questions on the Student Test that are
related to the reading skill, vocabulary, and the Word Power skill.
Team Cooperation Goal
m Point out that this lesson’s team cooperation goal is everyone participates,
or choose one based on your class’s needs. Point out the related behavior on
the team score sheet. Explain, or model, as necessary.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Introduce the text, author, and reading objective.
This cycle we will read Crazy Camouflage and Other Awesome Animal
Adaptations by Robert E. Slavin and Kimberly Sargeant. As we read, we’ll
identify the main ideas and supporting details in the text. The main idea
is the most important idea in a passage. It is what the passage is mainly
about. Supporting details provide additional information to help us learn
more about a topic.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
4 © 2014 Success for All Foundation
m Point out the strategy target on the team score sheet.
m Point out that the text is informational, or have students explore the text
to figure out that it is informational. Review how informational texts differ
from literature.
m Tell students that they will use the TIGRRS process as they read, or ask
them what process they use when they read informational text. Review the
steps of the TIGRRS process: topic, intent of author, graphic organizer, read,
reread, summarize.
m Use a Think Aloud to model identifying the topic for the first step of TIGRRS
by paging through the text. Point to various text features, and note the
text structure.
As we read this text, we will use TIGRRS. The first step of TIGRRS is to
identify the topic of the text. I’ll page through the text and look at the
pictures, headings, and other text features to identify the topic. I think
the subtitle is a good clue, and the word adaptations is repeated in the
table of contents and the headings. I think the topic of the text is how
animals adapt.
m Use the items below to build or activate background knowledge about the topic.
– Write the word “adapt” on the board. Use Think‑Pair‑Share to have
students tell what they think the word adapt means. Randomly select a
few students to share, and write their ideas on the board. Refer students
to the glossary on page 29 and the definitions of adapt and adaptations.
Connect students’ responses to these definitions. Reinforce the idea that
students will read about adaptations, which are changes in the behavior or
body parts of an animal that help the animal to survive.
– Point out the title of the book, Crazy Camouflage and Other Awesome
Animal Adaptations. Use Think‑Pair‑Share to have students identify
what camouflage is. Randomly select a few students to share, and write
their ideas on the board. Reinforce the idea that camouflage hides or
disguises something.
– Use Think‑Pair‑Share to have students explain why animals use
camouflage. Randomly select a few students to share. (Answers will
vary.) Animals use camouflage to hide from other animals so they won’t
be caught or so they can catch other animals.
m Tell students the next step of TIGRRS. Use a Think Aloud to model
identifying the intent of the author.
We already completed the first step of TIGRRS, which was identifying the
topic. The next step of TIGRRS is to predict the authors’ intent. Looking
at the text, I think the authors’ intent might be to tell readers about how
different animals have adapted to survive.
m Tell students the next step of TIGRRS. Use a Think Aloud to model
identifying the graphic organizer they will use to record information from
the text. Introduce and display an idea tree. Explain the different parts of the
graphic organizer and what will be written in each part.
tps
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
5
The next step of TIGRRS is to identify the graphic organizer we will
use to record important ideas. We know that the topic of the text is
how animals adapt. I’ll take a look at the text and find clues that might
tell us how the text is organized. Looking at the table of contents and
the headings, it looks like the authors have organized the text by what
animals must do to survive, such as finding food or staying safe. Looking
at the pictures and captions in each section, it looks like the authors will
give details about how different animals have adapted to survive. So the
information is organized by main ideas and supporting details. When the
text is organized as main ideas and supporting details, an idea tree works
well as a graphic organizer. Display an idea tree. We write a main idea in the
circle. Then we write the details that support that main idea on the lines
attached to the circle. As we read about animal adaptations, we will add
notes about the important information to the idea tree.
m Establish the purpose for reading by telling students that they will learn more
about the topic as they read.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Introduce the vocabulary words.
m Review the routine for partner study of the vocabulary words, reminding
students to review all the vocabulary words. Assign partners for this activity.
m Use Random Reporter to follow up the team review. Model the use of
strategies, and correct pronunciations when necessary.
m Award team celebration points.
m Review the procedures for students finding words in their daily reading and
for adding words to the Vocabulary Vault.
Word and
Page Number
Identification
Strategy Definition Sentence
sprints
page 8
base word + ending:
sprint + s
runs at top
speed for a
short distance
When it is time for
dinner, my hungry
brother sprints to
the table.
keen
page 11
blend sharp The owl can hear the
tiny rustle of a mouse
because it has a keen
sense of hearing.
Student Edition, page 1
Student Edition chart does
not contain page numbers or
identification examples.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
6 © 2014 Success for All Foundation
Word and
Page Number
Identification
Strategy Definition Sentence
avoid
page 12
chunk:
a‑void
keep away
from
Poison ivy is a plant
to avoid because it
can cause an itchy
skin rash.
mimic
page 14
chunk:
mi‑mic
copy Niko put heating
rocks in his terrarium
to mimic the warm
weather that iguanas
enjoy in the wild.
marine
page 26
chunk:
ma‑rine
of the sea The whale shark is a
huge marine animal
that cruises the ocean
eating tiny plants
and animals.
physically
page 27
chunk:
phys‑ic‑al‑ly
relating to
the body
The caterpillar changes
physically into a moth.
generations
page 27
chunk:
gen‑er‑a‑tions
all those born
around the
same time
Many generations
have enjoyed the park,
including grandparents,
parents, and children.
characteristic
page 28
chunk:
char‑ac‑ter‑is‑tic
trait or feature A characteristic of this
species of butterfly is its
bright blue wing spots.
Using the Targeted Skill (Introduction and Definition)
m Introduce the skill and its importance in informational text.
This cycle we will focus on main ideas and supporting details. The main
idea is the most important idea in a passage—what the passage is mainly
about. Supporting details provide additional information to help us learn
more about the main ideas. Let’s practice identifying a main idea and
some supporting details.
m Display the following blackline master, and read the paragraph aloud.
Porcupine Defense
Porcupines have a special adaptation that helps to protect them.
A porcupine’s body is covered in 30,000 quills. These quills are stiff
hollow hairs with sharp hooks at the tips. When another animal threatens,
a porcupine’s quills are its defense. If an animal brushes against a
porcupine, the quills detach, and the sharp hooks become deeply
embedded in the attacker’s skin. The quills are very difficult to remove
and cause painful wounds.
Blackline master provided.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
7
m Display an idea tree. Use a Think Aloud to model identifying the main idea of
the paragraph and recording it on an idea tree.
What is the main idea of this paragraph? What do all the details talk
about? Looking at the heading of the paragraph and the first sentence,
I think the main idea is that a porcupine has an adaptation that helps it to
defend itself. I will write this main idea in a circle on the idea tree. Model
recording this main idea on an idea tree.
m Use Think‑Pair‑Share to have students identify details that support the main
idea. Randomly select a few students to share.
What are some supporting details in the paragraph? What are some details
that tell more information about this main idea? Give students time to
discuss. That’s right. One supporting detail about the porcupine’s defense
is that the animal has 30,000 sharp quills with hooks. Model adding this
detail to the idea tree. What is another supporting detail? Yes, when an
attacker touches it, the quill embeds in the other animal’s skin. Model
adding this detail to the idea tree. Another detail is that the quill is painful
and hard to take out. These are details that support the main idea about
the porcupine’s adaptation to defend itself.
m Tell students that they will identify main ideas and supporting details as they
read the text.
Listening Comprehension
m Introduce the text, and remind students that it is informational. Remind them
that you will use the TIGRRS process as you read.
m Remind students of the topic, intent of the author, and the graphic organizer.
m Tell students that you will start reading the text and applying the skill. Tell
them that you will also record the important ideas on the graphic organizer.
m Display another blank idea tree. Tell students that you will only read for main
ideas as you read the text the first time.
m Read page 2 (paragraph 1) aloud. Note that the authors begin the book with a
story about the beaver.
m Read pages 2 (paragraph 2)–5 aloud. Point out that students’ prediction of the
author’s intent was confirmed. The book will be about animals and the traits
that help them survive.
m Read pages 6 and 7 aloud. Use a Think Aloud to model identifying the main idea.
What big idea are the authors talking about on pages 6 and 7? The heading
of this section is “Adaptation.” An adaptation is a change that happens
over time. The text talks a lot about the scientist Darwin. One sentence
says that Darwin taught the world a lot about adaptation. But what
exactly did he find out? The text says that Darwin found out that animals
change over time and adapt to their environments. I think that is the main
idea of this section. It is the important idea that the authors want me to
know, and it is what the details talk about. Model recording the main idea on
the idea tree.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
8 © 2014 Success for All Foundation
m Tell students that as they read, they should look for main ideas and clues
about the main ideas. Remind them to ask themselves, “What do the title,
headings, and repeated words tell me about the main idea? What are all the
details about?”
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #4, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. Give an example of a predator. What makes it a predator? What is this animal’s
prey? |MI|
2. What adaptations allow a cheetah to run fast and catch prey? |DC|
3. What conclusions can you draw about the shapes of bird beaks? |DC|
4. Which sentence below states the main idea of pages 12 and 13? |MI|
a. Animals can avoid predators by blending in.
b. Chameleons can change their skin color.
c. Some birds and fish are dark on the top and light on the bottom.
d. The color of some animals’ fur changes in winter.
Tell how you figured out the main idea. (Write‑On)
m Randomly assign team leaders.
Student Edition, page 2
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
9
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes and TIGRRS before having students read and restate:
pages 8–14 aloud with partners.
m If some partners finish reading and filling out their graphic organizers ahead of
their teammates, have them begin looking over the Team Talk questions.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. Give an example of a predator. What makes it a predator? What is this animal’s
prey? |MI|
(Answers will vary.) 100 points = An example of a predator is an alligator
snapping turtle because this animal is a carnivore. It hunts and eats other
animals. Its prey is fish and frogs that it catches with its wormlike tongue.
90 points = An example of a predator is an alligator snapping turtle. It
hunts and eats other animals like fish and frogs. 80 points = An alligator
snapping turtle catches fish and frogs.
2. What adaptations allow a cheetah to run fast and catch prey? |DC|
100 points = The adaptations that allow a cheetah to run fast and catch
prey are long legs and sharp claws. A cheetah also has a big heart and lungs
that help it breathe when it is running. 90 points = The adaptations that
allow a cheetah to run fast and catch prey are long legs and sharp claws.
80 points = Cheetahs can run fast because they have long legs.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
10 © 2014 Success for All Foundation
Team Talk continued
3. What conclusions can you draw about the shapes of bird beaks? |DC|
100 points = From the shapes of bird beaks, I can conclude what kinds
of foods the birds eat. For example, a bird with a big sharp beak would
probably eat hard seeds or nuts. Its beak is built to break these foods open.
90 points = From the shapes of bird beaks, I can conclude what kinds of
foods the birds eat. 80 points = I can conclude what kinds of foods the
birds eat.
4. Which sentence below states the main idea of pages 12 and 13? |MI|
a. Animals can avoid predators by blending in.
b. Chameleons can change their skin color.
c. Some birds and fish are dark on the top and light on the bottom.
d. The color of some animals’ fur changes in winter.
Tell how you figured out the main idea. (Write‑On)
100 points = I figured out the main idea by looking at the headings
“Staying Safe” and “Blending In.” Also, the pictures and details are about
how different animals blend in, such as the snowshoe hare. Its white fur
blends in with the snow. 90 points = I figured out the main idea by looking
at the headings “Staying Safe” and “Blending In.” Also, the pictures and
details are about how different animals blend in. 80 points = I figured out
the main idea from the headings.
m If some teams finish ahead of others, have them work on their
graphic organizers.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
m Ensure participation by calling on teams to share responses to all discussions.
m Remember to add individual scores to the teacher cycle record form.
Strategy-Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
11
Think-and-Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Would you describe humans as carnivores,
herbivores, or omnivores? How has this
adaptation helped humans to survive in
different environments?
Page 14 describes some ways that animals
scare predators away. Can you think of
other animals that use sights or sounds to
frighten predators?
– Award team celebration points.
Write-On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the skill question
to the class. If desired, display student answers on
the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
DAY 1 / Crazy Camouflage and Other Awesome Animal Adaptations
12 © 2014 Success for All Foundation
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain to students that when they read correctly, smoothly, and with
expression, it shows that they understand what they are reading.
m Tell students to look at the Fluency rubric as you model fluent reading.
m Explain and model reading fluently. Read a passage from the student text.
Then reread it, first incorrectly, then choppily, and finally without expression
to show a lack of fluency skills.
Page 10
m Ask students to use the Fluency rubric as they practice giving you feedback.
m Explain that students will practice reading fluently with partners on days 2
through 4.
m Tell students that they will receive an informal fluency score. Tell them
they may read aloud to you for their score when they feel ready on days 2
through 4.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
13
DAY 2
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Remind students of the text, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Ask teammates to summarize the ideas recorded on their graphic organizers
from the passage they read/reread the previous day. Use Random Reporter
to have students share these items with the class.
m If appropriate, have students survey the section of text that they will read
today and predict the topic of this section. Model this if necessary. Use
Random Reporter to share the predictions with the class.
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
14 © 2014 Success for All Foundation
m Ask students if they can think of a good question to ask about the text at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
What can you learn about a bird by looking at its beak?
Listening Comprehension
m Review the topic and the author’s intent with students.
m Remind them of the graphic organizer you are using to help you remember
the text.
m Review the important ideas from yesterday’s reading.
Yesterday in Crazy Camouflage and Other Awesome Animal Adaptations,
we read how some animals have adapted to find food and to keep
themselves safe. For example, we read about the adaptations that enable
a cheetah to run fast to catch prey and about how the snowshoe hare’s
white fur blends in with the snow to hide it from predators.
m Display the idea tree. Tell students that you will only read for main ideas as
you read the text the first time.
m Tell students that you will continue to record important ideas on the
graphic organizer.
m Remind students of the clues they can use to help them find the main idea in a
section of text. They can ask themselves, “What do the headings, subheadings,
pictures, and repeated words tell me about the main idea? What do all the
details talk about?”
m Read pages 15 and 16 aloud. Note the main heading for this section on
the previous page, “Frightening Features.” Use a Think Aloud to model
identifying the main idea of this section and how you figured it out.
What is the main idea of these pages? I will try to put the main idea in a
sentence. I think the main idea is that animals have adapted ways to scare
predators away. I asked myself, “What do the headings, pictures, and
repeated words tell about the main idea?” The heading tells me that the
topic is frightening features. The subheadings Yuk, Pew, Zap, and Ouch are
clues to what features animals use to frighten predators away.
m Model recording this main idea on the idea tree.
m Read pages 17–21 aloud, and add main ideas to your idea tree as you read.
m Tell students that as they read, they should look for main ideas and clues
about the main ideas. Remind them to ask themselves, “What do the headings,
subheadings, pictures, and repeated words tell me about the main idea? What
are all the details about?”
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
15
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. Which sentence below states the main idea of page 23? |MI|
a. An animal’s energy level slows down during hibernation.
b. Eating a lot in the fall builds up body fat.
c. Some animals hibernate to survive the winter.
d. Animals don’t eat during hibernation.
Tell how you figured out the main idea. (Write‑On)
2. Why do animals migrate? Give two examples of animals that migrate. |CE|
3. Why do the authors include the chart on page 27? What do they want you to
know? |TF • AP|
4. What question does page 28 answer? |QU|
a. What characteristics help animals to survive?
b. What do biologists and zoologists do?
c. What animals can be found underwater?
d. How do biologists take pictures of animals?
Student Edition, page 2
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
16 © 2014 Success for All Foundation
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes and TIGRRS before having students read and restate:
pages 22–28 aloud with partners.
m If some partners finish reading and filling out their graphic organizers ahead
of their teammates, have them take turns rereading the pages designated for
Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. Which sentence below states the main idea of page 23? |MI|
a. An animal’s energy level slows down during hibernation.
b. Eating a lot in the fall builds up body fat.
c. Some animals hibernate to survive the winter.
d. Animals don’t eat during hibernation.
Tell how you figured out the main idea. (Write‑On)
100 points = I figured out the main idea because on page 23, the words
hibernate and hibernation are repeated, so I know this is the topic. The
other answer choices are details about hibernation, but “c” tells what all the
details are talking about. 90 points = I figured out the main idea because
the words hibernate and hibernation are repeated. The other answer choices
are details. 80 points = The other answer choices are details.
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
17
Team Talk continued
2. Why do animals migrate? Give two examples of animals that migrate. |CE|
100 points = Animals migrate to escape cold weather and go where it is
warmer and they can find food to survive. Some examples of animals that
migrate are monarch butterflies and bison. 90 points = Animals migrate to
go where it is warm and there is food. Some birds migrate south in winter.
80 points = They go where it is warm and there is food. Bison migrate.
3. Why do the authors include the chart on page 27? What do they want you to
know? |TF • AP|
100 points = I think the authors include the chart to show the ways that
animals adapt to survive. The chart shows the ways that animals’ bodies
and their behaviors change over time. It is a summary of information
from the rest of the book. 90 points = I think the authors include the
chart to show the ways that animals adapt their bodies and how they act.
80 points = It shows ways that animals adapt to survive.
4. What question does page 28 answer? |QU|
a. What characteristics help animals to survive?
b. What do biologists and zoologists do?
c. What animals can be found underwater?
d. How do biologists take pictures of animals?
m If some teams finish ahead of others, have them work on their
graphic organizers.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
Strategy-Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
18 © 2014 Success for All Foundation
Think-and-Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Page 17 describes animals who band
together to stay safe. What other
animals live in groups or communities?
What are some other advantages to
banding together?
Some poisonous animals protect
themselves by showing off with bright
colors. Why wouldn’t these animals be
protected if they were dull colored?
– Award team celebration points.
Write-On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write or display these on the board.
Pages 25–27 (stopping at “Animals need food.”)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
Student Edition, page 1
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
19
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Introduce the Word Power skill by showing a graphic of the anchor. Tell
students that an anchor holds a boat in place, much like the roots of a tree
hold the tree in place. Tell students that words also have roots.
m Explain that word roots are used to build other words and that understanding
word roots can help us define words.
m Reveal the Word Treasure (skill).
Word
Treasure
Latin roots
If you have trouble reading and understanding words, look for
Latin roots in the words to help you figure out the words’ meanings.
m Write the word “unique” on the board, and write the root word “uni‑” under the
anchor. Tell students that unique means one of a kind. Use Think‑Pair‑Share
to have students discuss what they think the Latin root uni‑ means. Randomly
select a few students to share. It could mean one because unique means one
of a kind.
Preparation: Display the
graphic of the anchor.
Blackline master provided.
tps
Day 2 / Crazy Camouflage and Other Awesome Animal Adaptations
20 © 2014 Success for All Foundation
m Tell students that many words have old origins and come from Latin and
Greek. Point to the letters uni in the word unique. Explain that this is a Latin
root that means one. Make the connection again that something unique is one
of a kind.
m Display the first row of the three-column chart.
Latin Root Meaning Example Words
uni- one
unique, unicycle,
unite, unison
m Use Think‑Pair‑Share to have students identify what a unicycle is. Randomly
select a few students to share. I think it is a cycle that has one wheel.
m Use Think‑Pair‑Share to have students identify what the word unite means.
Randomly select a few students to share. Uni- means one, and unite means
coming together as one, like the United States.
m Point out that knowing the word root can help us understand the meaning of
the word. Explain that you will add roots, their meanings, and example words
each day.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review as necessary, the Word Power
activity before having students begin.
Skill Practice
The Latin root uni‑ means one. Use this information to answer the
following questions.
1. The choir sang in unison. What does the word unison mean in this sentence?
a. outside the room
b. together as one
c. very loudly
d. very softly
2. The houses were all of uniform size. What does the word uniform mean in
this sentence?
a. all alike from one to the next
b. giant or enormous
c. extremely small and cramped
d. average or ordinary
Blackline master provided.
Student Edition,
pages 2 and 3
DAY 2 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
21
Building Meaning
sprints keen avoid mimic
marine physically generations characteristic
3. Choose a word from the vocabulary list, and write a meaningful sentence for
that word.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
4. Choose the word that best fits in the blank.
The little boy wanted to copy everything his big brother did, so he tried to
mimic the way he threw a baseball.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
22 © 2014 Success for All Foundation
DAY 3
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the text, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Ask teammates to summarize the ideas recorded on their graphic organizers
from the passage they read/reread the previous day. Use Random Reporter
to have students share these items with the class.
m If appropriate, have students survey the section of text that they will reread
today and predict that ideas will become more clear. Model this if necessary.
Use Random Reporter to share the predictions with the class.
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
23
m Ask students if they can think of a good question to ask about the text at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
What are some examples of animals that migrate?
Listening Comprehension
m Review the topic and the author’s intent with students.
m Remind them of the graphic organizer you are using to help you remember
the text.
m Review the important ideas from yesterday’s reading.
Yesterday we continued reading and added main ideas to our idea trees.
The heading of one section of text was “Frightening Features.” We
figured out that the main idea was that animals have adapted ways to
scare predators away.
m Tell students that as you reread you will look for details about the important
ideas and add them to the graphic organizer. Tell students that you will also
add any important information you missed the first time you read.
m Reread pages 6 and 7 aloud. (For the purposes of main ideas and supporting
details, the informational part of the text begins on page 6.)
m Use a Think Aloud to model identifying the details that support the main
ideas from day 1. Add the details to the idea tree accordingly.
The first time we read pages 6 and 7, we wrote the main idea that Darwin
found out animals change over time and adapt to their environments. If
my main idea is correct, I should be able to find information that supports
it. Model rereading the text on pages 6 and 7. Some information that supports
my main idea is that Darwin went to the Galápagos Islands and saw many
new animals. Another detail is that people thought animals didn’t change.
I think that is important because on the Galápagos Islands, Darwin saw
things differently. I’ll add these to the idea tree.
m Use Think‑Pair‑Share to have students identify another supporting detail,
and randomly select a few students to share. Another supporting detail is
Darwin figured out that animals that are better at getting food and avoiding
predators survive, but others die out.
m Add the supporting details to the idea tree. Point out that all these
details support the main idea that animals change over time and adapt to
their environments.
m Remind students that as they reread, they should look for details that provide
more information about the big ideas in the text.
tps
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
24 © 2014 Success for All Foundation
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #4, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
Team Talk
1. What adaptation does the alligator snapping turtle have for defense? |DC|
2. How are herbivores and omnivores different? |CC|
3. What adaptations help nocturnal animals to hunt in the dark? |MI|
4. Pages 12 and 13 mainly tell how animals avoid predators by blending in. Give at
least one detail that tells more about this main idea. (Write‑On) |MI|
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes and TIGRRS before having students reread and restate:
pages 8–14 aloud with partners.
m If some partners finish reading and filling out their graphic organizers ahead
of their teammates, have them take turns rereading the pages designated for
Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
Student Edition, page 3
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
25
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. What adaptation does the alligator snapping turtle have for defense? |DC|
100 points = An adaptation that the alligator snapping turtle has for
defense is a hard shell with spikes on it. Predators would have trouble
biting through the hard shell and the spikes. It is a snapping turtle, so
it could also use its beak to bite a predator. 90 points = An adaptation
that the alligator snapping turtle has for defense is a hard shell with
spikes on it. Predators would have trouble biting through the hard shell.
80 points = It has a hard, spiky shell.
2. How are herbivores and omnivores different? |CC|
100 points = Herbivores and omnivores are different because herbivores
are plant eaters. Omnivores eat both plants and animals. People
are omnivores. 90 points = Herbivores and omnivores are different
because herbivores eat plants, and omnivores eat plants and animals.
80 points = One eats plants, and the other eats plants and animals.
3. What adaptations help nocturnal animals to hunt in the dark? |MI|
100 points = Many nocturnal animals have large eyes so they can see in
the dark. Another adaptation is sharp hearing to help them find prey. For
example, bats bounce sound off objects and listen for echoes to find bugs in
the dark. 90 points = Two adaptations that nocturnal animals have are
large eyes to see in the dark and good hearing to find prey. 80 points = They
have large eyes to see in the dark and good hearing.
4. Pages 12 and 13 mainly tell how animals avoid predators by blending in. Give at
least one detail that tells more about this main idea. (Write‑On) |MI|
(Answers will vary.) 100 points = A detail that supports the main idea is
that fish and penguins blend in by being dark on the top and light on the
bottom. Predators from above and below cannot see them. 90 points = A
detail that supports the main idea is that fish and penguins blend in by
being dark on the top and light on the bottom. Predators can’t see them.
80 points = Fish and penguins are light on the bottom and dark on top to
blend in.
m If some teams finish ahead of others, have them work on their
graphic organizers.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
26 © 2014 Success for All Foundation
Class Discussion
Strategy-Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
Think-and-Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Looking at the map of the Galápagos Islands
on page 6, why do you think no European
before Darwin had seen the animals there?
There are animals that live only on the
Galápagos Islands and nowhere else.
Why do you think that is?
– Award team celebration points.
Write-On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the class. If desired,
display student answers on the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
27
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Pages 25–27 (stopping at “Animals need food.”) or page 14
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
WORD POWER
Timing Goal: 10 minutes
m Remind students of the Word Power skill (Latin roots) and the Word Treasure
clue that Captain Read More uses for them (an anchor).
m Use Think‑Pair‑Share to have students identify the vocabulary word that
contains the root uni‑ and what the word means. Randomly select a few
students to share. Unique: one of a kind.
m Remind students that knowing the word root can help them understand the
meaning of the word.
Student Edition, page 1
tps
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
28 © 2014 Success for All Foundation
m Write the word “marine” on the board, and write the root word “mar‑” under
the anchor. Remind students that they know the meaning of marine because
it is one of their vocabulary words. Use Think‑Pair‑Share to have students
discuss what they think the Latin root mar‑ means. Randomly select a few
students to share. It could mean sea because marine means of the sea.
m Display the first two rows of the three‑column chart.
Latin or Greek Root Meaning Example Words
uni‑
one
unique, unicycle,
unite, unison
mar‑
sea
marine, submarine,
aquamarine, marina
m Use Think‑Pair‑Share to have students explain what they think the word
submarine has to do with the Latin root mar‑. Randomly select a few students
to share. Mar‑ means sea, and marine means of the sea, so a submarine goes
under the sea.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review, as necessary, the Word Power
activity before having students begin.
Skill Practice
The Latin root mar‑ means sea. Use this information to answer the
following questions.
1. She wore a beautiful necklace with aquamarine gems that matched her
dress. What does the word aquamarine mean in this sentence?
a. color of the forest
b. color of the desert
c. color of the snow
d. color of the sea
2. Maddie left early in the morning to meet her dad at the marina. What does
the word marina mean in this sentence?
a. a place where crops are grown
b. a place where boats tie up
c. a small patch of grass
d. a clearing in a forest
Blackline master provided.
Student Edition, page 3
DAY 3 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
29
Building Meaning
sprints keen avoid mimic
marine physically generations characteristic
3. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
4. Raoul will win the race if he sprints to the finish line. Sprints means—
a. zig zags quickly.
b. runs at full speed.
c. skips ahead of others.
d. walks at a slow speed.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
30 © 2014 Success for All Foundation
DAY 4
ACTIVE INSTRUCTION
Timing Goal: 30 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Display and have students complete the Two‑Minute Edit to start the class.
m Use Random Reporter to check corrections.
m Award team celebration points.
m Remind students of the text, author, and reading objective.
m Point out the strategy target printed on the team score sheet.
Vocabulary
m Ask teams to have teammates make a tent with their hands when they are
ready to tell a word the entire team rated with a “+” and a word the entire
team rated with a “?.”
m Use Random Reporter to have teams share one word they know and one
word they need to study further. Award team celebration points.
m Have the teams review the vocabulary words. Ask them to use the vocabulary
words in new meaningful sentences, if possible, rather than reading the
sentences provided.
m Use Random Reporter to check the review.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Strategic Review
m Ask teammates to summarize the ideas recorded on their graphic organizers
from the passage they read/reread the previous day. Use Random Reporter
to have students share these items with the class.
m If appropriate, have students survey the section of text that they will reread
today and predict that ideas will become more clear. Model this if necessary.
Use Random Reporter to share the predictions with the class.
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
31
m Ask students if they can think of a good question to ask about the text at this
point in their reading. Allow volunteers to pose their questions to the class.
Model these questions if necessary; an example follows.
What adaptations help nocturnal animals to hunt in the dark?
Listening Comprehension
m Review the topic and the author’s intent with students.
m Remind them of the graphic organizer you are using to help you remember
the text.
m Review the information that you added to your graphic organizer during
yesterday’s reading.
Yesterday we reread the first half of Crazy Camouflage and Other
Awesome Animal Adaptations to find supporting details. We added these
details to our idea trees. We found details about how animals blend in with
their surroundings, such as the walking stick blending in with leaves and
the snowshoe hare’s white fur blending in with the snow.
m Tell students that as you reread you will look for details about the important
ideas and add them to the graphic organizer. Tell students that you will also
add any important information you missed the first time you read.
m Remind students that as they reread the text, they should look for details that
support the main ideas they found the first time they read.
m Reread pages 15 and 16 aloud. Remind students of the main ideas identified on
day 2. Use Team Huddle to have students identify the supporting details. Use
Random Reporter to select students to respond. Fill in the idea tree accordingly.
Pages 15 and 16 are mainly about ways that animals have adapted to scare
predators away. What additional information did you read? What details
can you add to your idea trees? (Answers will vary.) One detail that supports
this main idea is that some animals, such as jellyfish and scorpions, can sting to
scare predators away. Another detail is that some animals, such as porcupines
and hedgehogs, have sharp spines or quills that scare predators away.
m Reread pages 17–21 aloud, and add supporting details to your idea tree as
you read.
m Tell students to continue to look for details that support the main ideas
as they reread the second half of Crazy Camouflage and Other Awesome
Animal Adaptations.
Preview Team Talk
m Preview the Team Talk questions with the class. Point out that the answer to
the Write‑On question, #1, must be written individually, after students discuss
it in their teams.
m Ask students to underline key words or phrases in the Write‑On question, or
model this if necessary. Ask questions to guide students’ reflection as they
determine the meaning of the question.
th
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
32 © 2014 Success for All Foundation
m Ask students to tell what key words or phrases they underlined and to state
the question in their own words.
m Point out that question #4 asks them to summarize the text using their graphic
organizers. Tell them that this will complete the TIGRRS process.
Team Talk
1. A main idea on page 23 is that some animals hibernate to survive the winter.
Give at least one detail that supports this main idea. (Write‑On) |MI|
2. What question is answered on page 25? |QU|
a. What types of birds migrate?
b. How do animals know when winter is coming?
c. When did animals first start to migrate?
d. Why do some animals migrate?
3. What two animals that live in cold climates have a similar adaptation to stay
warm? What is this adaptation? |CC|
4. With the help of your idea tree, summarize the information in the text
Crazy Camouflage and Other Awesome Animal Adaptations, beginning with
page 6. |SU|
TEAMWORK
Timing Goal: 45 minutes
Partner Reading
m Explain, or review if necessary, the Partner Reading routines for strategy use
with sticky notes and TIGRRS before having students reread and restate:
pages 22–28 aloud with partners.
m If some partners finish reading and filling out their graphic organizers ahead
of their teammates, have them take turns rereading the pages designated for
Fluency in Five.
Team Discussion
m Ensure that students discuss the Team Talk questions thoroughly before
having students individually write answers to the Write‑On question. Have
students revise their answers after discussion if necessary.
m Explain, or have team leaders review if necessary, how to use role cards
during Team Discussion.
Student Edition, page 4
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
33
m Remind students that they will need to prepare each team member to
discuss the team’s strategy use, Write‑On discussion, and Think‑and‑Connect
discussion to earn team celebration points during Class Discussion.
Team Talk
1. A main idea on page 23 is that some animals hibernate to survive the winter.
Give at least one detail that supports this main idea. (Write‑On) |MI|
100 points = Details that support this main idea are that hibernation is
like sleeping and that an animal’s energy slows down. Another detail is that
animals eat a lot in the summer and fall to store fat. 90 points = A detail
that supports this main idea is that hibernation is like sleeping and that an
animal’s energy slows down. 80 points = An animal’s energy slows down.
2. What question is answered on page 25? |QU|
a. What types of birds migrate?
b. How do animals know when winter is coming?
c. When did animals first start to migrate?
d. Why do some animals migrate?
3. What two animals that live in cold climates have a similar adaptation to stay
warm? What is this adaptation? |CC|
100 points = Two animals that have a similar adaptation for keeping
warm are the polar bear and the penguin. The polar bear has black skin,
and the penguin has black feathers. Black attracts heat to keep the animals
warm. 90 points = Two animals that have a similar adaptation for keeping
warm are the polar bear and the penguin. The polar bear has black skin,
and the penguin has black feathers. 80 points = The polar bear has black
skin, and the penguin has black feathers.
4. With the help of your idea tree, summarize the information in the text
Crazy Camouflage and Other Awesome Animal Adaptations, beginning with
page 6. |SU|
100 points = Darwin traveled to the Galápagos Islands and found that
animals change over time and adapt to their environments. For example,
animals have adapted different ways to catch or find food. Animals have
also adapted ways to protect themselves, such as camouflage to blend in
with their surroundings and sticking together in groups. They also have
adaptations that scare predators away, such as sharp spines or smelling
bad, like skunks and stink bugs do. Some adaptations allow animals to live
in very cold or hot places or to migrate to survive. 90 points = Animals
change over time and adapt to their environments. They have adapted ways
to find food and protect themselves. One way they protect themselves is by
blending in, or camouflage. Animals have also adapted to live in very hot
or cold climates. 80 points = Animals change over time and adapt to their
environments. They have adapted ways to find food and protect themselves.
They have adapted to cold and hot places.
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
34 © 2014 Success for All Foundation
m If some teams finish ahead of others, have them work on their
graphic organizers.
m Award team celebration points for good discussions that demonstrate
effective teamwork and that use this lesson’s team cooperation goal.
Class Discussion
Strategy-Use
Discussion
– Use Random Reporter to select two or three
students to describe their team’s strategy use with
the class.
– Award team celebration points.
Think-and-Connect
Discussion
– Use the Team Talk questions, the Team Talk Extenders,
and other appropriate questions (examples below)
to ask students if they understood and enjoyed the
reading and to reinforce understanding of the skill.
– Allow students time to discuss your questions.
– Use Random Reporter to select students to respond
to your questions.
Team Talk
Extenders
Look at the chart on page 27. Choose one
of the adaptations in the first column,
and give two examples of animals with
these adaptations.
Explain how these adaptations help the
animals to survive.
– Award team celebration points.
– Allow students time to discuss their summaries.
– Use Random Reporter to select students to share
their summaries.
Write-On Discussion
– Use Random Reporter to ask one or two students
to read their written answers to the skill question
to the class. If desired, display student answers on
the board.
– Award team celebration points.
– Construct a class answer, and display it on the
board. Refer to the sample answers given in the
Team Talk box. Discuss with students what makes
the class answer a good, complete answer or how
to improve it.
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
35
FLUENCY IN FIVE
Timing Goal: 5 minutes
m Explain, or have team leaders review if necessary, the routine and rubric
for fluency.
m Tell students the page numbers and the paragraphs of the fluency passage.
Write these on the board.
Pages 25–27 (stopping at “Animals need food.”), page 14, or pages 22
and 23 (stopping at “Some animals hibernate…”)
m Remind students that partners should use the rubric to provide feedback
during fluency practice. Model this with a student if necessary.
m Tell the reading students when they should begin reading, and then time
them for one minute. Have the listening students identify where the readers
stopped, how many words they missed, and if they met their reading goal.
Also have partners share their feedback using the Fluency rubric. Have
partners switch roles, and repeat the process.
m Assign individual fluency goals as needed, monitor practice, and assign scores.
m Select two or three students to read the fluency section that they practiced for
a score.
m Award team celebration points. Remember to add individual scores to the
teacher cycle record form.
Student Edition, page 1
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
36 © 2014 Success for All Foundation
WORD POWER
Timing Goal: 10 minutes
m Remind students of the Word Power skill (Latin roots) and the Word Treasure
clue that Captain Read More uses for them (an anchor).
m Remind students that knowing the word root can help them understand the
meaning of the word.
m Write the word “construct” on the board, and write the root word “struct‑”
under the anchor. Display the following three‑column chart.
Latin Root Meaning Example Words
uni‑
one
unique, unicycle,
unite, unison
mar‑
sea
marine, submarine,
aquamarine, marina
struct‑
build
structure, construct,
instruct
m Display the Word Power Challenge. Use Team Huddle To have students
identify the meaning of the underlined word.
Word Power
Challenge
What does structure mean?
m Use Random Reporter to select students to share. Something that is built or
put together, such as a house.
m Tell students that they will practice knowing the meanings of the vocabulary
words and the Word Power skill in preparation for the test.
m Explain, or have the team leaders review as necessary, the Word Power
activity before having students begin.
Blackline master provided.
Preparation: Display the
Word Power Challenge.
th
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
37
Skill Practice
The Latin root struct‑ means build. Use this information to answer the
following questions.
1. The construction site was fenced off so no one could get in the workers’ way.
What does the word construction mean in this sentence?
a. concert
b. school
c. building
d. parkland
2. Milton wanted to improve his Chinese, so he found some online instructors to
help him. What does the word instructors mean in this sentence?
a. those who build knowledge
b. those who send supplies
c. those who collect taxes
d. those who watch birds
Building Meaning
sprints keen avoid mimic
marine physically generations characteristic
3. Choose a word from the vocabulary list, and write a meaningful sentence for
that word, or revise your sentence from yesterday.
100 points = The sentence uses the word correctly and includes details to
create a mind movie. 90 points = The sentence uses the word correctly and
includes one detail. 80 points = The sentence uses the word correctly.
4. Choose the word that fits best in the blank.
On Thanksgiving, my grandmother, my parents, and all the cousins came, so
there were three generations at the table.
m Use Random Reporter to check responses on the skill‑practice items.
m Award team celebration points.
m Use Random Reporter to share meaningful sentences. Discuss how students
can improve sentences to make them more meaningful. Demonstrate with an
example if necessary.
m Award team celebration points.
m Remember to add individual scores to the teacher cycle record form.
m Use Random Reporter to check responses on the remaining item for
building meaning.
Student Edition, page 4
DAY 4 / Crazy Camouflage and Other Awesome Animal Adaptations
38 © 2014 Success for All Foundation
m Award team celebration points.
m Remind students to look for their vocabulary words outside of reading class
so they can add them to the Vocabulary Vault tomorrow.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
39
DAY 5
ACTIVE INSTRUCTION
Timing Goal: 20 minutes
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Set the Stage
m Tell students that their reading test today includes comprehension questions
and Word Power items.
m Remind students that their scores on this test will contribute to their
team scores.
m Introduce the text students will read for their test. Relate it to their cycle text
by telling what it is about, but do not give additional information or details.
Today you will read about an animal’s adaptation for survival.
Vocabulary
m Remind students that the meanings of the vocabulary words and the
Word Power skill will be assessed on their written test.
m Have the teams review the vocabulary words. Remind them to use the
vocabulary words in new meaningful sentences.
Prepare Students for the Test
m Distribute the test, and preview it with students without providing information
about the answers. Point out that question #3 asks about identifying main
ideas and supporting details.
m Ask students to underline key words or phrases in question #3.
m Make sure that students understand that the test is independent work and
that they should continue to use their strategies with sticky notes as they read
without their partners’ assistance.
m Tell students to add any relevant ideas from this reading to their graphic
organizers and to do so without assistance.
m Remind students that they have 35 minutes for the test.
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
40 © 2014 Success for All Foundation
TEST
Timing Goal: 35 minutes
m Allow students to begin.
m Help students monitor their timing by indicating once or twice how much
time remains.
m When students are finished, collect pencils or pens, but have students retain
the test and graphic organizers.
TEAMWORK
Timing Goal: 35 minutes
Team Discussion
m Modify the procedures for Team Discussion to have students discuss
independent strategy use and answers to the test.
m Remind students that they will need to prepare each team member to discuss
the team’s strategy use during Class Discussion.
m Pass out a colored pen (e.g., red or green ink) to each student.
m Point to the skill question. Ask students to specifically discuss the
skill question.
m Ask students to state the question in their own words and tell what key words
or phrases they underlined.
m Have students read their answers to the question. Ask the teams to think
about what they like about their answers and what they wish they had
said differently. Tell them to use their colored pens to add comments to
their answers.
m Circulate during Team Discussion, and listen to discussions about
test answers.
m Use Random Reporter to have students share additions they made to the
targeted skill question.
m Award team celebration points.
m Have students share the information that they put on their graphic organizers.
Teacher procedures
for Teamwork vary with
strategy instruction.
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
41
Class Discussion
m Ask the class to share the comments that they wrote on their test answers.
Ask them why these comments made their answers better or more complete.
m Collect the test answers.
m Use Random Reporter to have students discuss their strategy use.
m Award team celebration points.
m Use Random Reporter to review and celebrate the team discussions,
including new information added to test answers and graphic organizers.
m Award team celebration points.
m Open the Vocabulary Vault, and celebrate students’ words. Have each team
record their Vocabulary Vault words on the team score sheet.
m Award team celebration points.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Guide team reflection
about the points they earned.
– How many points did you earn today?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
42 © 2014 Success for All Foundation
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
TEST
Test Passage
Read the test passage, and complete a graphic organizer. Then reread the passage, and add more
ideas to your organizer.
Monarch Butterflies and Warning Colors
Some animals hide from predators by blending into their surroundings. Other
animals protect themselves by standing out! These animals have bright colors such
as red, yellow, orange, or bold black and white. How does standing out protect an
animal from predators?
Let’s look at the monarch butterfly. Its wings are bright orange‑and‑black striped.
A predator such as a bird can easily see a monarch. But if it tries to eat this butterfly,
it gets a surprise. The monarch tastes very bad! The bird remembers the bright
colors. It never tries to eat this butterfly again. The colors are a sign that says,
“Don’t eat me, or you’ll be sorry.”
The monarch gets its bad taste from the food it eats. Monarch caterpillars eat the
leaves and stems of milkweed plants. These plants have a poison. The poison gets in
the caterpillar’s body and stays there when the caterpillar changes into a butterfly.
The milkweed beetle is another insect that gets its protection from eating the
milkweed plant. This insect also sports warning colors. These beetles are bright red
with black spots!
Sources: National Park Service
www.nps.gov/romo/warning_coloration.htm
University of Minnesota
www.monarchlab.org/Lab/Research/Topics/Milkweed/Default.aspx
Comprehension Questions
Use your graphic organizer to answer the following questions. The score for comprehension
questions equals 90 points. The graphic organizer is worth 10 points. The total possible score
equals 100 points.
1. What is the topic of this text? How do you know? |MI|
20 points = The topic of this text is the monarch butterfly and how it uses
warning colors. I know because of the title. Also, the text talks about how
warning colors can protect an animal. 15 points = The topic of this text is the
monarch butterfly and how it has warning colors. I know because of the title.
10 points = The monarch butterfly’s colors. I know because of the title.
20 points
Targeted Treasure Hunt Teacher Edition 43
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
2. What is the intent of the author? |AP|
a. to explain where monarch butterflies can be found
b. to compare monarchs and milkweed beetles
c. to explain how warning colors protect monarch butterflies
d. to explain how the milkweed plant protects itself
How do you know?
20 points = I know that the intent of the author is to explain how warning
colors protect monarch butterflies because of the title. Also, the first
paragraph tells about bright warning colors, and the next paragraphs tell
how the monarch’s bright colors and taste help to protect it from predators.
15 points = I know that the intent of the author is to explain how warning
colors protect monarch butterflies because of the title. Also, the first paragraph
tells about bright warning colors. 10 points = I know because of the title and
first paragraph.
3. A main idea of this passage is that having bright colors and standing out can
help an animal to survive. Give at least one detail that tells more about this
main idea. |MI|
20 points = A detail that supports this main idea is the example of the
monarch butterfly. It has bright orange‑and‑black wings to stand out,
but its body has poison from the milkweed plant that makes the butterfly
taste terrible. Predators see the warning colors and don’t eat the monarch.
15 points = A detail that supports this main idea is about the monarch
butterfly. It has bright orange‑and‑black wings to stand out, but its body
has poison from the milkweed plant that makes the butterfly taste terrible.
10 points = The monarch has bright colors to stand out, but its body has
poison, so it tastes terrible.
4. Use information from your graphic organizer to summarize the text. |SU|
20 points = Some animals, such as the monarch butterfly, stand out with
bright colors. The bright warning colors are protection from predators such
as birds. The colors warn predators that the butterfly tastes bad, so they
learn not to eat it. The bad taste comes from the milkweed plant that the
monarch caterpillar eats. The plant’s poison gets in the butterfly’s body.
15 points = Some animals, such as the monarch butterfly, stand out with
bright colors. The colors warn birds that the butterfly tastes bad, so they learn
not to eat it. The bad taste comes from the milkweed plant. 10 points = The
monarch has bright colors. The colors warn birds not to eat the butterfly
because it tastes bad.
30 points
20 points
20 points
44 © 2014 Success for All Foundation
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
Word Power
Number your paper from 1 to 12. Write your answers next to the matching numbers on your paper.
The total possible score for Word Power questions equals 100 points.
Skill Questions
Use the information on the chart below to answer the following questions. Write the answers on
your paper.
Latin or Greek Root Meaning Example Words
uni‑
one
unique, unicycle,
unite, unison
mar‑
sea
marine, submarine,
aquamarine, marina
struct‑
build
structure, construct,
instruct
1. The mariner told me some amazing stories about his travel adventures.
What does the word mariner mean in this sentence?
a. teacher
b. soldier
c. hunter
d. sailor
2. The old castle was destroyed long ago, but a group from the museum wants to
reconstruct it.
What does the word reconstruct mean in this sentence?
a. find evidence
b. do research
c. read about
d. build again
3. Yasmine loved to read fantasy stories about magical animals such as dragons
and unicorns.
What does the word unicorns mean in this sentence?
a. creatures with one horn
b. creatures with green scales
c. creatures with three heads
d. creatures with large teeth
5 points
5 points
5 points
Targeted Treasure Hunt Teacher Edition 45
DAY 5 / Crazy Camouflage and Other Awesome Animal Adaptations
4. In the water ballet, the swimmers all move in unison to the music.
What does the word unison mean in this sentence?
a. in the water
b. at one time
c. in a pool
d. near the edge
Building Meaning
sprints keen avoid mimic
marine physically generations characteristic
5. Write a meaningful sentence for the word mimic.
10 points = One thing Lila did to tease her sister was to mimic her like a
parrot and repeat everything she said. 5 points = One thing Lila did to tease
her sister was to mimic her like a parrot. 1 point = One thing Lila did to
tease her sister was to mimic her.
6. An interesting characteristic of that type of beetle is that it swims.
7. When I call my dog to come in, she sprints across the yard and dashes into the
house. Sprints means—
a. runs full speed.
b. trots quickly.
c. bounces up and down.
d. walks slowly.
8. The zoo exhibit had big saltwater tanks with marine animals such as sea turtles and
sea horses.
9. I couldn’t read the sign up ahead, but Lori had keen vision and told me the name of
the town. Keen means—
a. funny.
b. blurry.
c. sharp.
d. double.
10. The athlete exercises every day and is physically fit.
11. Generations of my family have enjoyed this special peach dessert that my
great‑great‑grandmother invented.
12. One way to avoid traffic jams is to travel after rush hour when the traffic is lighter.
5 points
10 points
10 points
10 points
10 points
10 points
10 points
10 points
10 points
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
46 © 2014 Success for All Foundation
DAY 6
ACTIVE INSTRUCTION
Timing Goal: 25 minutes
Set the Stage
m Introduce the writing goal.
Today you will write an animal profile for a nature newsletter.
Team Cooperation Goal
m Remind students of this lesson’s team cooperation goal. Point out the related
behavior on the team score sheet.
m Tell students that you will award team celebration points to teams whose
members practice the team cooperation goal and related behavior.
Build Background
m Explain the context of a nature newsletter.
A newsletter is a collection of articles written to keep readers informed
about a topic. For example, a nature newsletter might include articles
about particular plants and animals, seasonal changes, or the wildlife that
you can find in different habitats such as deserts or oceans. Today you
will choose an animal that you know something about and write an animal
profile for a nature newsletter.
Teacher’s Note: This would be an opportunity to have students refer to available
books or articles on wildlife for information. Online sources for information
about animals are http://kids.nationalgeographic.com/kids/animals/ and
www.switcheroozoo.com/animallist.htm.
m Display the blackline master. Explain to students that this is a sample
animal profile. Review the types of information in the profile: the type of
animal, where it lives, food the animal eats (plant eater or meat eater), and
adaptations it has made to survive in its environment.
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
47
Nature T imes
Type:
Bats are small mammals.
Where they live:
Bats live all over the world. They live in trees, caves, barns, attics, and under bridges.
Food:
Most bats eat insects. They catch them while they are flying. Some bats eat fruit.
Adaptations:
Physical—Bats are the only mammals that have wings and can fly. Bats have keen hearing.
They bounce sounds off objects around them and use echoes to find insects in the dark.
Behavior—Bats are nocturnal. This means they are active at night and sleep during the day.
Bats hibernate in the winter.
Animal Profile: The Bat
Summer 2014
m Refer students to the chart on page 27 in Crazy Camouflage and Other
Awesome Animal Adaptations. Remind them that animals have physical
adaptations. These are adaptations of their bodies, such as large beaks,
camouflage colors, or blubber to keep them warm. Animals also have
adaptations in their behavior such as hibernating, burrowing underground for
shelter, or being nocturnal and coming out only at night. Remind students to
include these two types of adaptations in their animal profiles.
Blackline master provided.
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
48 © 2014 Success for All Foundation
ADVENTURES IN WRITING
Timing Goal: 65 minutes
Planning
m Introduce the activity.
Remember that today you will write an animal profile to inform readers
about a particular animal.
m Introduce the prompt and scoring guide. Use Think‑Pair‑Share to have
students clarify the prompt by identifying the topic, audience, purpose,
and format.
Writing Prompt
Imagine that you are writing an animal profile for a nature newsletter. Choose an
animal that you learned about in the text Crazy Camouflage and Other Awesome
Animal Adaptations. Write the name of the animal as the title. Tell what type of
animal it is (mammal, fish, reptile, etc.). Tell where the animal lives, what food
the animal eats, and two adaptations (one physical and one behavioral) it has to
survive. Remember to write your ideas in complete sentences.
Scoring Guide
Your profile begins with a title that names the animal. 5 points
You describe what type of animal it is, where it lives, and
what food it eats.
15 points each
(45 points maximum)
You describe two adaptations the animal has (physical
and behavioral).
20 points each
(40 points maximum)
The profile is written in complete sentences. 10 points
m Remind students of the importance of planning their writing before they
actually begin to write. Introduce the graphic organizer—the type of organizer
and how it is used.
Before we begin writing, it’s very important that we plan what we are
going to write. That way, our thoughts and ideas will be organized when
we write them down. The best way to plan for writing is to use a graphic
organizer. Today we will use a web. This will help us put our thoughts in
the right order as we write our animal profiles.
tps
Student Edition, page 5
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
49
m Demonstrate how to draw the graphic organizer, modeling to the
extent necessary.
m Use Think‑Pair‑Share to have students discuss what they will include in
their writing. Randomly select a few students to share. Then have students
draw their organizers and fill them in with these ideas.
m Monitor students as they complete their plans. Give specific feedback to
reinforce good planning, and assist students as needed.
m Ask one or two students who have examples of good planning to share their
ideas with the class.
Sample Graphic Organizer
bounces sounds
to find insects
only flying
mammal
has wings,
keen hearing
eats insects,
some eat fruit
all over the
world—trees,
caves, barns,
bridges, attics
small mammal
Bat
Drafting
m Tell students that they will use their plans to write a first draft.
m Explain how students will use the ideas in their graphic organizers to write
their drafts. Remind them to include all of their ideas, writing in sentences and
skipping lines to make room for revisions. Also, suggest that they include new
thoughts as they occur.
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
50 © 2014 Success for All Foundation
m Display the following profile.
Nature T imes
Type:
Alligator snapping turtles are reptiles.
Where they live:
They live in rivers.
Adaptations:
Physical—They have a tongue that looks like a worm.
Behavior—The turtles use their tongues to attract prey.
Animal Profile:
Alligator Snapping Turtle
Summer 2014
m Use Think‑Pair‑Share to have students identify any missing information
that the writer should include, and randomly select a few students to share.
The profile does not include information about what the alligator snapping
turtle eats.
m Remind students that a guideline in the scoring guide states that they need to
include what the animal eats.
m While they have their plans in front of them, have students review their ideas
with partners and begin to write.
m Remind students to periodically check their writing against the prompt and
scoring guide to make sure they are meeting the goal for the activity.
m Monitor students as they begin working. Give specific feedback to reinforce
good drafting, and assist students as needed.
m As students complete their drafts, have them read their writing aloud to a
partner to see that it includes the intended ideas and makes sense.
m Ask one or two students to share their first drafts with the class to celebrate.
Blackline master provided.
DAY 6 / Crazy Camouflage and Other Awesome Animal Adaptations
Targeted Treasure Hunt Teacher Edition
51
Sharing, Responding, and Revising
m Tell students that they will work with partners to improve their writing.
They will share and respond to provide feedback for each other’s drafts.
m Using the chart in the student routines, explain and model, or review if
necessary, how to share and respond with partners.
m Have students tell their partners whether they think the profile includes all the
information and point out any missing information.
m Ask students to share and respond with their partners.
m Using the chart in the student routines, review how to make revisions.
m Ask one or two students to share how they might revise their own work based
on their partners’ feedback. Then tell the class to make changes as suggested
to their own drafts. Monitor students as they work, giving specific feedback to
reinforce and assist as needed.
Editing
m Tell students that they will edit their work to get it ready for rewriting.
m Develop a checklist with students by asking them what kinds of errors they
should look for when they edit. Add to, or modify, students’ suggestions with
your own list of capitalization, punctuation, grammar, and spelling skills. If
necessary, go over a few examples of each kind of error.
m If helpful, have students copy the checklist in their journals as a reference.
m Have students reread their first drafts, looking for the types of errors listed
and correcting these on their drafts. If your students are familiar with
proofreading marks, encourage students to use them.
m Ask students to read their partners’ drafts to check them against the editing
list a second time. If they find additional errors, ask them to mark the errors
on their partners’ papers.
m Have students share their edits with their partners.
Rewriting
m Tell students that they will rewrite their drafts to include their revisions
and edits.
m Ask students to begin rewriting, and assist them as needed.
m When they are finished, have students read over their writing and then read it
aloud to their partners as a final check.
m Celebrate by asking one or two volunteers to share their work with the class.
m Collect and score the completed writing activities.
Team Celebration Points
Total any tallies on the team
score sheets, and add points
to the Team Celebration Points
poster. Help students see
their team celebration score
by using the overlay.
– What is your team celebration score?
– How well did you use the team
cooperation goal and behavior?
– How can you earn more points?
© 2014 Success for All Foundation
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Porcupine Defense
Porcupines have a special adaptation that helps
to protect them. A porcupine’s body is covered
in 30,000 quills. These quills are stiff hollow hairs
with sharp hooks at the tips. When another animal
threatens, a porcupine’s quills are its defense. If
an animal brushes against a porcupine, the quills
detach, and the sharp hooks become deeply
embedded in the attacker’s skin. The quills are very
difficult to remove and cause painful wounds.
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
© 2014 Success for All Foundation
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Latin or Greek Root Meaning Example Words
uni‑
one
unique,
unicycle,
unite,
unison
mar‑
sea
marine,
submarine,
aquamarine,
marina
struct‑
build
structure,
construct,
instruct
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Nature T imes
Type:
Bats are small mammals.
Where they live:
Bats live all over the world. They live in trees, caves, barns, attics, and under bridges.
Food:
Most bats eat insects. They catch them while they are flying. Some bats eat fruit.
Adaptations:
Physical—Bats are the only mammals that have wings and can fly. Bats have keen hearing.
They bounce sounds off objects around them and use echoes to find insects in the dark.
Behavior—Bats are nocturnal. This means they are active at night and sleep during the day.
Bats hibernate in the winter.
Animal Profile: The Bat
Summer 2014
© 2014 Success for All Foundation
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Nature T imes
Type:
Alligator snapping turtles are reptiles.
Where they live:
They live in rivers.
Adaptations:
Physical—They have a tongue that looks like a worm.
Behavior—The turtles use their tongues to attract prey.
Animal Profile:
Alligator Snapping Turtle
Summer 2014
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Idea Tree
Topic:
Title:
How animals
adapt
Predators have adapted ways
to catch prey. (pp. 8 and 9)
Electric eels shock
and stun prey.
Cheetah is a great runner:
long legs, big lungs and heart
to breathe while running.
alligator snapping turtle:
wormlike tongue to
catch fish, frogs
Plant-eaters have adapted
to find and get food. (p. 10)
monkeys: grasping
hands and feet to
climb fruit trees
birds: sharp beaks to
crack nuts, long beaks
to reach nectar
Bats use hearing
to find food (bugs).
owls, cats, lizards: large eyes
and keen eyesight to see prey
Nocturnal animals have
adapted senses to hunt
at night. (p. 11)
Darwin went
to Galápagos
Islands, saw
new animals.
Animals that are
better at getting
food and avoiding
predators survive;
others die out.
People thought
animals didn’t change.
Darwin found out
animals change over time and
adapt to their environments.
(pp. 6 and 7)
Walking stick bug
blends in with leaves.
snowshoe hare: fur blends
in with environment
chameleon: changes
color to match
surroundings
Animals can avoid predators
by blending in. (pp. 12 and 13)
Io moth has eye
spots like an owl.
Poisonous animals
show bright colors;
jellyfish and
scorpions sting.
frilled lizard
and puffer fish:
make themselves
look bigger
Animals have adapted to scare
predators away. (pp. 14–16)
Crazy Camouflage and Other Awesome
Animal Adaptations
fish and penguins: dark on
top, light on bottom to blend in
stink bug and skunk:
foul odor; porcupines,
hedgehogs: sharp quills
© 2014 Success for All Foundation
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Idea Tree
Topic:
Title:
adaptations to live in desert or
hot climates (pp. 18 and 19)
dig burrows
underground
Some animals sleep
during the heat of day.
Camels adapted to desert:
humps store fat; eyes and
nose made to keep sand out.
Wolves and monkeys
make noise to warn
of danger.
Prairie dogs have lookouts
to warn of danger.
Some animals stick together
for protection. (p. 17)
Crazy Camouflage and Other Awesome
Animal Adaptations, cont.
Some animals hibernate
to survive the winter.
(pp. 23 and 24)
Hibernation is like
sleep; an animal’s
energy slows down.
Bears, squirrels,
snakes, bats, and
frogs hibernate.
Animals hibernate
in a shelter or den.
adaptations to live in very
cold climates (pp. 20 and 21)
polar bears: black
skin to attract heat
whales and seals:
blubber, layer of fat
penguins: black feathers
to attract heat
Birds, bison, sharks,
whales, and monarch
butterflies migrate.
Some animals migrate
to escape winter.
(pp. 25 and 26)
migrate south to find
food, return in spring
eat a lot in summer
and fall to store fat
Targeted Treasure Hunt Teacher Edition
BLACKLINE MASTER / Crazy Camouflage and Other Awesome Animal Adaptations
Idea Tree
Topic:
Title:
To survive, animals adapt
over time, changing physically
or in behavior. (p. 27)
examples of physical
changes: camouflage,
color, blubber, large beaks
examples of behavior
changes: migration, defense,
burrowing, hibernation
Biologists and zoologists
study animals. (p. 28)
study animals in zoos,
labs, or where they live
learn about
characteristics that
help them survive
Crazy Camouflage and Other Awesome
Animal Adaptations, cont.
COMMON CORE STATE STANDARDS / Crazy Camouflage and Other Awesome Animal Adaptations
60 © 2014 Success for All Foundation
Common Core State Standards
The following Common Core State Standards are addressed in this unit.
Full program alignments can be found in the Reading Wings section of the
SFAF Online Resources. Contact your SFAF coach for more information.
LEVEL 4 / Crazy Camouflage and Other Awesome Animal Adaptations
English Language Arts Standards: Reading: Informational Text
Key Ideas and Details
RI.4.2 Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
English Language Arts Standards: Language
Vocabulary Acquisition and Use
L.4.4b Use common, grade‑appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., telegraph, photograph, autograph).
English Language Arts Standards: Writing
Text Types and Purposes
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
