teacher’s guide · pdf file · 2012-12-21anchor comprehension strategies...

B e n c h m a r k e d u c a t i o n c o m p a n y

Science

Why Polar Bears Like Snow…and Flamingos Don’t

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Theme: Life Science

Skills & Strategies

Anchor Comprehension Strategies

• Compare and contrast

Comprehension • Determinetextimportance

• Visualize

• Usegraphicfeaturestointerpretinformation

• Usetextfeaturestolocate information

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

• Analyzecompoundwords

Science Big Idea • Earthishometomanytypesofliving

things.Livingthingshaveinternalandexternalpartsthathelpthemsurviveandreproduce.

Level N/30

TeACher’S Guide

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies) • Comparing and Contrasting

• Using Text Features

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “The Fox” (Anonymous)

• “On the Grasshopper and the Cricket” (John Keats)

• “The Pasture” (Robert Frost)

Comprehension Strategy Assessment handbook (Grade 3)• Ongoing Assessments #31 and #32

notable Trade Books for Read Aloud• George, Jean Craighead.

One Day in the Tropical Rain Forest. Harper Trophy, 1990. (Outstanding Science Trade Book for Children, 1990; Notable Children’s Trade Book in Social Studies, 1990)

• Arnosky, Jim. Wild and Swampy. HarperCollins, 2001.

Web Site for Content Information• Missouri Botanical Gardens http://www.mobot.org

Click on “Just for Kids” to explore six major habitats.

OvERvIEW

reLated resources

nationaL content standardsScience

Life Science: a, b

This lesson teaches and/or reinforces the following skills and strategies:

• Compare and Contrast (pp. 3–9)

Use Text Features to Locate Information (pp. 4–6)

• Evaluate Author’s Purpose (p. 4)

• Use Context Clues to Determine Word Meaning (p. 4)

• Activate Prior Knowledge (p. 5)

• Use Knowledge of Word Structures to Determine Word Meaning (p. 5)

• Draw Conclusions (pp. 6–7)

• Use Graphic Features to Interpret Information (p. 6)

This skill/strategy is the focus of the Ongoing Assessments for

this title.

theme connectionsAnimal Habitats

Survival in Nature

Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 3 & 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 5 & 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Why Polar Bears Like Snow…and Flamingos don’t

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading.

• Based on your preview, what do you predict this book is about? What do you think the author will talk about?

• Do you think the book is fiction or nonfiction? Why?

• What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here?

• Which animals do you recognize in the photographs? What do you already know about these animals? Which animals don’t you recognize?

• Which places shown in the photographs have you seen before? What do you know about these places? What do you think you’ll find out?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity to focus on the strategy of comparing and contrasting information. Explain that the author is going to present the characteristics of four animal habitats—the Arctic, the tropical rain forest, the grasslands of Africa, and the Florida Everglades. She will also compare and contrast how the animals are adapted in similar and different ways to their habitats. Read page 5 from the text. Say: Listen carefully for which animals the author compares in these paragraphs. After reading, point out that certain words, such as too, also, most and many can signal that an author is making a com-parison. Other words, such as but, however, or on the other hand may signal a contrast between two pieces of information. Sometimes, however, the author doesn’t use any signal words, but rather suggests a comparison or contrast by describing one thing first and then another immediately after.

introduce the Graphic orGanizerProvide each student with a copy of the Comparing and Contrasting Animal Adaptations graphic organizer. Explain that as they read, students will be looking for data to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they see comparisons and contrasts being made. Point out that comparing and contrasting allows readers to put information into meaningful categories that can help them process information.

BEFORE REAdInG

3

Author nancy White takes readers on a tour of four unique habitats: the Arctic, the tropical rain forest of South America, the grasslands of Africa, and the Everglades of Florida. She compares and contrasts the animals that live in these habitats, and describes the amazing adaptations that help them survive and thrive there.

Book Summary


© 2011 Benchmark Education Company, LLC Why Polar Bears Like Snow…and Flamingos don’t

Characteristics of the habitat Animals and Their Adaptations

Arctic

Tropical Rain Forest

African Grassland

Florida Everglades

Comparing and Contrasting Animal Adaptations

use Context CluesHave students look at the word blubber (page 5). The author defines this word in context using a synonym, fat. Challenge students to locate this definition in context. Create a visual word web like the one below and have the class complete it.

Then tell students to apply this and other strategies to unfamiliar words they flagged. These may include: swampy, p. 2

bounding, p. 2

adapted, p. 3

camouflage, p. 7

surroundings, p. 7

TEACHING TIPSMeaningful Activities for Rapid Readers• Do the sidebar activity on

page 7. How does it help you appreciate camouflage?

• Think about the question in the bubble on page 8. Come up with an answer.

Prompts to help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.

ChAPTERS 1 & 2

read the text pages 2–8Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to flag examples of comparisons and contrasts and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensionEvaluate the Author’s Purpose Invite students to share their ideas about the author’s purpose. Encourage them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. The very first sentence on page 2 (“Different kinds of animals live in dif-ferent places”) got me thinking that the author was going to compare and contrast animals and places. Then she gave two concrete examples of animals that live in different places and have very different characteristics, the polar bear and the flamingo.

Begin the Graphic Organizer: Comparing and Contrasting Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of Chapter 2. On the first page, the author gives characteristics of the hab-itat. On the following pages, she describes the animal adaptations based on these habitat characteristics. Ask: How does recognizing this structure help you find the information you’re looking for?

use Text Features: SidebarsPoint out the Meet the Walrus sidebar on page 5. Ask: How is this sidebar text different from the other text on the page? They should notice that: • The sidebar has a special heading to separate it from the other text.• The text in the sidebar has a different type style and size.• The sidebar text is in a special tinted box.• The information supports the text with additional details.Invite students to skim the rest of the book to find other “Meet the Animal” sidebars. Explain that this is a recurring type of sidebar in the book. Ask: How does the information in these sidebars help you as you read?

4

blubber

synonym fat

definitionthe layer of fat on whales, seals, and other animals

sentenceA seal’s blubber keeps it warm even in the cold, Arctic water.

Why Polar Bears Like Snow…and Flamingos don’t © 2011 Benchmark Education Company, LLC

read the text pages 9–18Use the following prompt to set a purpose for the reading: As you read, think about what you already know about rain forest or grassland animals—from movies, other books you’ve read, or trips you’ve taken to the zoo. How can using prior knowledge help you read and understand new information?

Ask students to read the chapters independently. Encourage them to use sticky notes to jot down personal connections they make to the text as they read. Also ask them to flag examples of comparisons and contrasts and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehension

discuss using Prior knowledgeInvite students to share personal connections they made to the text. Ask: What information was already familiar to you? What information was entirely new? Which of the animals mentioned had you seen before? What new information did you learn about them? Did this make reading about them more interesting? Why and how?

Continue the Graphic Organizer: Comparing and Contrasting

Ask students to reread or skim and scan the text to locate information for the graphic organizer. Did students notice any adaptations that rain forest and grassland animals have in common (such as camouflage)?

use Text Features: Bold Text Point out the words in bold text on page 9: tropical rain forests, equator, canopy, understory, forest floor. Ask students why these words are bolded. They should note that bold text:

• makes a reader pay more attention.

• stands out, making those words look more important.

• identifies words that are in the glossary.

Invite students to consider why other unfamiliar words in the chapter do not appear in bold text. Explain that most glossaries include only words related to the main topic of a book, not random words that happen to be difficult.

Then tell students to apply this strategy to other compound words they flagged. These may include: canopy, p. 9

treetops, p. 9anteater, p. 14

grasslands, pp. 15, 16, 17

Analyze Compound WordsChallenge students to find examples of compound words in the text. Discuss how paying attention to the words within compound words can be used to decipher meaning and spelling patterns. Create a word web like the one below as an example.

ChAPTERS 3 & 4

under story

synonym below level floor

definitionThe level of the rain forest

below the canopy

TEACHING TIPSMeaningful Activities for Rapid Readers• Brainstorm and list other animals

you associate with the tropical rain forest or grassland.

• Which animal discussed so far interests you the most? Write down what else you would like to learn about it.




understory

word parts

5© 2011 Benchmark Education Company, LLC Why Polar Bears Like Snow…and Flamingos don’t

6

focus on comprehension

discuss drawing ConclusionsInvite students to share the conclusions they drew about why adaptations are important for all animals. Students’ conclusions might include:

• Animals cannot survive without adaptations.

• Animals in different habitats have many similar and different adaptations

• Animals face many survival challenges.

• The way animals look and act is often no accident.

Complete the Graphic Organizer: Compare and Contrast Ask students to reread or skim and scan the text to locate informa-tion to complete the graphic organizer.

use Graphic Features: PhotographsDirect students’ attention to the Gators and Crocs sidebar on page 21. Ask them to think about how the two photographs side by side help them visualize the difference between crocodiles and alligators. Use the following questions to guide discussion:• How is visual information different from written information?

• Why is it important to see both an alligator and a crocodile in this sidebar?

• Would your understanding of the difference between alligators and crodociles be as complete without the photographs?

• Other than lower teeth position, what similarities and differences do these two photographs allow you to see?

ChAPTERS 5 & 6

use Text Features: LabelsDraw students’ attention to the photographs on pages 20 and 21. Ask them to notice the labels beneath or to the side of each photo. Ask: How are these labels important? How do they help the reader?

Students should understand that labels provide a shorthand way to identify information in charts, photographs, diagrams, or illustrations. Unlike captions, they do not provide detailed information. However, upon seeing a label, readers can usually assume that more information related to the labeled item is available in the text.

read the text pages 19–22Use the following prompt to set a purpose for the reading: As you reach the end of the book, draw conclusions about why adaptations are important for all animals.

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that help them draw conclu-sions. Also ask them to flag examples of comparisons and contrasts and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• Think about animals that live

around you. Complete a chart like the one on page 22.





7


Arctic Very cold; covered with snow; not many trees or plants; sunlight all the time in summer, dark all winter

Tropical Rain ForestVery hot, damp, tall trees; three levels

African GrasslandsVery dry and covered with tall grass; land mostly flat; no leaves or dark shady places to hide

Florida EvergladesSwampy, marshy, muddy, and wet

Blubber, white fur for camouflageBlubberBlubber, tusks to defend itselfWhite fur, small earsWhite fur, small ears

Polar bearSealWalrusArctic foxArctic hare

Climbs trees, can wrap tail around branchesSpecial sticky toes help it climb treesExcellent climber; some spottedDepends on camouflage to hideLives in trees, climbs, hangsLong claw to dig in ants’ nests; long sticky tongue

Monkey

Tree frogBig catSlothKinkajouGiant anteater

Fast runnerFast runner, can hunt, catch foodLong neck for eating leavesTan camouflage to help it huntSlow, travels in packs for protection; big ears to stay coolBig ears to stay cool

OstrichCheetahGiraffeLionElephant

Bat-eared fox

Long legs for wadingLives in water, webbed feet, flat tail to steerCan stay just beneath water with only nostrils showing

BirdMuskrat Alligator

AFTER REAdInG


sYnthesize and assessRetell and Summarize: As a group generate an oral or written retelling of the book. Select the key points to create a summary.

Respond: Ask students what was most interesting about the book. What they did not like and why. What questions they still have. What additional information they might have included if they had been the author.

Compare and Contrast: Challenge students to use their completed graphic organizers to identify specific similarities and differences between animals in the same or different habitats.

draw Conclusions: Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to compare and contrast.


mini-Lesson Writing Focus: Comparing and Contrasting InformationRemind students that throughout the book Why Polar Bears Like Snow …and Flamingos Don’t, they read about many animals and habitats and how they were similar to or different from one another.

Ask students to review their Comparing and Contrasting Animal Adaptations graphic organizer to look for animals that might be inter-esting to compare and contrast.

On chart paper or the board, create a Venn diagram like the one below showing the similarities and differences between two animals.

Use the reproducible Writing Model to demonstrate how information from the Venn diagram can be used to write a paragraph that compares and contrasts. Remind students that certain signal words can help them draw comparisons and contrasts in their writing.

LIOn• Lives in hot, dry

grassland

• Is golden-tan like surrounding grassland

• Eats zebras and other grassland animals

BOTh• Fur coat

• Camouflaged for protection in their environments

• Hunts for food

POLAR BEAR• Lives in cold, icy Arctic• Is white like

surrounding ice and snow

• Eats seals and other Arctic animals

• Has a thick layer of blubber

WRITInG WORkShOP

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm similarities and differences between their animals using a Venn diagram.

2. Have students independently write a first draft.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

8

Write a paragraph

comparing and

contrasting two

animals from your

graphic organizer.

WrITING ASSigNmeNt


The Lion and the Polar Bear

Both the lion and the polar bear have thick

coats of fur that camouflage them. The lion’s fur

is golden-tan like the grasslands, while the polar

bear’s is white like the Artic snow. Both animals

hunt for food, and their camouflage lets them

sneak up on their prey. Unlike the lion, however,

the polar bear has a thick layer of blubber that

protects it from the cold. It spends much of its

time in the freezing Arctic waters, while the lion’s

habitat is hot and dry.

signal words for contrasts

Writing Model: Comparing and Contrasting

WrITING TIP

Signal words such as both, unlike, like, only, one,

same as, and different from can help identify

similarities and differences.

signal words for comparisons



Arctic

Tropical Rain Forest

African Grassland

Florida Everglades

Name: ________________________________________ Date: _________________



Animal how Camouflage helps

Arctic hare

jaguar

sloth

lion

alligator

On a separate piece of paper, draw and describe another animal that uses camouflage.

Name: ________________________________________ Date: _________________

The Art of CamouflageDescribe how camouflage helps each animal listed below. Then, color each animal appropriately. Finally, find out about one more animal that uses camouflage. Illustrate the animal and describe how its camouflage helps.

_______________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________


1. _____________

2._______________

3._______________

1._______________

2._______________

3._______________

1._______________

2._______________

3._______________

1._______________

2._______________

3._______________

1._______________

2._______________

3._______________

Name: ________________________________________ Date: ___________________

Who Lives Where?

habitat Animal Adaptation

Coral Reef

deciduous Forest

desert

Ocean

Taiga (Coniferous Forest)

Fill in the table by researching and describing other habitats around the world. For each habitat, list three animals that live there and their adaptations. Use the Internet or library resources for your research.

1. _____________________________________

2. _____________________________________

3 ______________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________

1. _____________________________________

2. _____________________________________

3. _____________________________________


Name: ________________________________________ Date: _________________

polar bear

__________

flamingo

__________

Arctic fox

__________

monkey

_________

Animal Adaptation Match-up

Match each animal to its adaptation by writing the letter of the adaptation in the space provided.

A. sticky toes

B. big ears

C. fur

d. long neck

E. long, skinny legs

F. small ears

G. sticky tongue

h. tail

Adaptation

tree frog

__________

anteater

__________

giraffe

__________

elephant

__________


Weather TrackingFor five days in a row, record the temperatures in each habitat listed in the Habitat Key on the line graph below. Use different colors to represent each location. Identify the colors in the key. At the end of the five days, compare and describe the results.

To find temperatures, check the weather page in the newspaper or use the Internet or library resources.

Name: ____________________________________________ Date: _____________

habitat key

Arctic (North Pole)

Tropical Rain Forests (South America)

Grasslands (Africa)

Everglades (Florida)

Your hometown

100oF

90oF

80oF

70oF

60oF

50oF

40oF

30oF

20oF

10oF

0oF

-10oF

-20oF

-30oF

dAY 1 2 3 4 5


habitat key

Arctic (North Pole)

Tropical Rain forests (South America)

Grasslands (Africa)

Everglades (Florida)

Your hometown

100° F

90° F

80° F

70° F

60° F

50° F

40° F

30° F

20° F

10° F

0° F

-10° F

-20° F

-30° F

dAY 1 2 3 4 5

color 3

color 5

color 1

color 2

color 4

Arctic

Hometown

Grasslands

Everglades

Tropical Rain forest

A n S W E R k E Y

The Art of Camouflage Who Lives Where?

Animal Adaptations Match-up Weather Tracking

polar bear

__________

flamingo

__________

Arctic fox

__________

monkey

__________

tree frog

__________

anteater

__________

giraffe

__________

elephant

__________

C A

E G

F D

H B

The hare’s white fur blends in with the

white snow.

Its spots make it hard to see in the

shadowy branches of trees.

Algae grow in the sloth’s fur and make

it look green. The sloth blends in with

leafy branches

The lion’s golden-tan fur blends in with

the grasses of the savanna.

The alligator can look like a log floating

on the water.

Arctic hare

jaguar

sloth

lion

alligator

Animal how Camouflage helps

1.______________

2. ______________

3. ______________

1. ______________

2. ______________

3. ______________

1. ______________

2. ______________

3. ______________

1. ______________

2. ______________

3. ______________

1. ______________

2. ______________

habitat Animal Adaptation

Coral Reef

deciduous Forest

desert

Ocean

Taiga (Coniferous Forest)

1.______________________________________

2. _____________________________________

3 ______________________________________

1.______________________________________

2. _____________________________________

3. _____________________________________

1.______________________________________

2. _____________________________________

3. _____________________________________

1.______________________________________

2. _____________________________________

3. _____________________________________

1.______________________________________

2. _____________________________________

3. _____________________________________

batfish

stonefish

lionfish

looks like millusks that are unpleasant to eat

carries deadly venom in its glands

bright colors warn of spines with venom

deer mice

raccoon

black bear

agile so can move through underbrush

good climber and swimmer

gorges on food in autumn; sleeps in winter

armadillo

chuckwalla

addax

body is flat so it can get into rock crevices

can store liquid in glands in folds of skin

never drinks; gets water from food it eats

white shark

dolphin

puffin

large and aggressive

can dive for as long as 5 minutes

can carry several fish at a time in its large bill

long eared owl

snowshoe rabbit

wolverine

mottled brown feathers blend in with trees

brown coat in summer; white coat in winter

can climb trees


Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1 & 2Focus on Comprehension:√ Begin the Graphic Organizer√ Use Text Features: Sidebars

Read the Text: Ch. 3 & 4Focus on Comprehension:√ Continue the Graphic

Organizer√ Use Text Features:

Bold Text

Read the Text: Ch. 5 & 6Focus on Comprehension:√ Complete the

Graphic Organizer√ Use Text Features:

Labels

Synthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 3 & 4

Select or create mini-lessons.*

Read the Text: Ch. 5 & 6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

Comparing and Contrasting

duRInG REAdInG (pp. 4–6)Read the Text: Chapters 1 & 2Focus on Comprehension Mini-Lessons: Evaluate the Author’s Purpose* √ Begin the Graphic Organizer* √ Use Text Features: Sidebars Use Context Clues*

Read the Text: Chapters 3 & 4Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue the Graphic Organizer*√ Use Text Features: Bold Text Analyze Compound Words*

Read the Text: Chapters 5 & 6Focus on Comprehension Mini-Lessons: Discuss Drawing Conclusions*√ Complete the Graphic Organizer* Use Graphic Features: Photographs√ Use Text Features: Labels

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond√ Compare and Contrast* Draw Conclusions*

WRITInG WORkShOP (pp. 8–9)Mini-Lesson √ Assignment: Comparing & Contrasting*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) The Art of Camouflage Who Lives Where? Animal Adaptation Match-up Weather Tracking

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

1

2

3

4

5

sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1 & 2

Read the Text:Ch. 3 & 4

Read the Text:Ch. 5 & 6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-490-6


teacher’s guide · pdf file · 2012-12-21anchor comprehension strategies...

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