T E A C H I N G G U I D E

TEACHING

ClassroomPets

1st Grade Reading Level

ISBN 978-0-8225-4779-2 Green

T E A C H I N G C L A S S R O O M P E T S2

StandardsLife Science • Understands the structure and function of cells and organisms.

• Understands the relationships among organisms and their physical environment.

Language Arts— • Uses the stylistic and rhetorical aspects of writing.Writing • Uses grammatical and mechanical conventions in written compositions.

Language Arts— • Uses the general skills and strategies of the reading process.Reading • Uses reading skills and strategies to understand and interpret a variety of

informational text.

Language Arts— • Demonstrate competence in speaking and listening as tools for learning.Listening and Speaking

Thinking and • Understands and applies the basic principles of presenting an argument.Reasoning

Multiple Intelligences Utilized• spatial, linguistic, naturalistic, interpersonal, intrapersonal

Books in the Classroom Petsseries:

Pet FishPet FrogPet Guinea PigPet HamsterPet Hermit Crab

Copyright © 2002 by Lerner Publishing Group, Inc.

All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.

LernerClassroom A division of Lerner Publishing Group, Inc.241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com

Manufactured in the United States of America2 3 4 5 6 7 — IG — 12 11 10 09 08 07

Pretest(teacher, student, class)• Students preview the text independently.• Teacher explains the purpose for reading.• Teacher assesses students’ prior knowledge by

discussing what the class already knows aboutclassroom pets.

• Teacher previews the text with the class. Discuss thepictures and what can be learned from each one.

• Teacher introduces challenging vocabulary, languagestructures, or concepts.

• Teacher discusses reading skills or strategies the classmay use. Explain how they help to gainunderstanding.

Model(teacher, class)• Read the text as a class, or teacher reads it aloud.

Read(partner, small group)• Students read the text with a partner or in a small

group.• Teacher observes and helps students as needed.

Practice(teacher, student)• Have students complete skills activities or participate

in a skills discussion using ideas from Reading SkillsChecklist p. 9 or based on the specific needs ofindividual students.

Discuss(teacher, class)• Discuss and clarify points of confusion. Question

students to check for understanding.

Evaluate (teacher, student)• Students read the text again independently.• Students take the text home to share with an adult.• Students complete lessons and activities in the

Classroom Pets teaching guide.• Use Reading Skills Checklist p. 9 and Student

Reading Goals p. 10 to evaluate each student’sreading proficiency.

Lesson 1Reading First StepNonfiction with YourClassPurpose: Students will learn how to read and gatherinformation from First Step Nonfiction booksindependently and with others.

Objectives• Recall information from a text.• Restate information in one’s own words.• Apply prior knowledge while reading.• Demonstrate emergent reading skills.• Analyze concepts from a text.• Evaluate reading comprehension.

Activity Procedures

Prepare(teacher)• Copy Reading Skills Checklist p. 9. (Some skills are

provided on the reproducible. You may fill in theblank spaces with additional reading skills. Use thechecklist throughout the unit.)

• Copy Student Reading Goals p. 10 for each student.• Select four to six students for a reading group based

on instructional needs and interests.• Select and preview a text.• Predict areas where students may need help.• Choose a reading skill or strategy to focus on, such as

decoding and comprehending unknown words,restating information, reading aloud, or using anindex or glossary.

Materials• First StepNonfiction—Classroom Pets series

• Reading SkillsChecklist p. 9

• Student ReadingGoals p. 10

T E A C H I N G C L A S S R O O M P E T S 3

T E A C H I N G C L A S S R O O M P E T S4

Model(teacher)• Turn to page 22 in the Classroom Pets book chosen.

Explain to students that this is the glossary. Tellstudents that the glossary has a list of importantwords from the book and explains what the wordsmean.

• Point out the boldfaced words. Tell students that youknow these are important words because they arethicker and darker than the other words on thepage.

• Demonstrate how to find the words in the glossary:Step 1 While reading the text, stop at a

boldfaced word. Step 2 Ask the class what they think the word

means.Step 3 Look at the first letter of the boldfaced

word.Step 4 Turn to the glossary on page 22. Step 5 In the glossary, find a boldfaced word

that begins with the same letter as theboldfaced word from the text. Thenlook for the word from the text.

Step 6 Read the definition to the class anddiscuss it.

Practice(student)• Students complete Glossary Search p. 11. • As students read, have them write any boldfaced

words that they find in the column labeled“Boldfaced Word.” Then, have them look for theword in the glossary on page 22. Students shouldread the definition or look at the picture.

• On Glossary Search p. 11, students draw a picture orwrite their own definition next to the word.

Discuss(class)• What is a glossary?• How are a glossary and a dictionary the same?

Evaluate(teacher)• Use Glossary Search p. 11 and Reading Skills

Checklist p. 9 to evaluate student understanding.

Lesson 2How to Use aGlossaryPurpose: Students will learn how to use a glossary.

Objectives• Define dictionary and glossary.• Describe how to use a dictionary and a glossary.• Practice using a glossary.• Identify boldfaced words in a text.• Explain the meaning of a word.• Compare a glossary and a dictionary.

Activity Procedures

Prepare(teacher)• Copy Glossary Search p. 11 for each student.

Pretest(class)• What is a dictionary?• Why do you use a dictionary?• How do you find words in a dictionary?

Read(class)• Read one book from the Classroom Pets series.

Materials• Classroom Pets series• Reading SkillsChecklist p. 9

• Glossary Search p. 11• pencils• crayons

Model(teacher)• Turn to page 23 in the Classroom Pets book chosen.

Explain to students that this is the index. Tell studentsthat the index has a list of the book’s importantwords and ideas and that it gives you the pagenumber(s) where they can be found. Point out thatthe words are listed in alphabetical order.

• Demonstrate how to find the words listed in theindex in the text:

Step 1 Find the first word in the index. Step 2 Ask the class what they think the word

means.Step 3 Look at the page number(s) after the

word.Step 4 Turn to the page listed. Step 5 Read that page and look at the picture

to find that word or idea.

Practice(student)• Students complete Index Search p. 12:

Step 1 Turn to the index on page 23. Choosefive words and write them in thecolumn labeled “Word.”

Step 2 In the column labeled “Page #,” writethe page number where the word isfound.

Step 3 In the column labeled “My Picture orWords,” students describe in their ownwords the idea found on that page.Students may draw a picture to explainthe word.

Discuss(class)• Using a reference book or textbook, discuss how an

index can help you find things.• How does an index make it easier to find things?

Evaluate(teacher)• Use Index Search p. 12 and Reading Skills Checklist

p. 9 to evaluate student understanding.

Lesson 3 How to Use an IndexPurpose: Students will learn how to use an index.

Objectives• Define index.• Describe how to use an index.• Practice using an index.• Identify words in a text.• Explain the meaning of words or ideas.• Compare indexes from different books.

Activity Procedures

Prepare(teacher)• Copy Index Search p. 12 for each student.

Pretest(class)• What is an index?• Why do you use an index?• How do you find words in an index?

Read(class)• Read one book from the Classroom Pets series.

Materials• Classroom Pets series• Reading SkillsChecklist p. 9

• Index Search p. 12• pencils• crayons

T E A C H I N G C L A S S R O O M P E T S 5

T E A C H I N G C L A S S R O O M P E T S6

Read(class)• Read one book from the Classroom Pets series.

Model(teacher)• Demonstrate how to fold the minibook template.

First, fold the first template in half horizontally. Then, fold it in half vertically with the cover on theoutside. Do this with the second minibook template,keeping page three on the outside.

• Match the templates so that the page numbers are inthe correct order. Staple them to bind themtogether.

• Demonstrate how to complete the minibook:Step 1 Complete a sentence on one of the

minipages. You may use a word from thelist or one of your own.

Step 2 Paste a photograph or draw a pictureexplaining the sentence.

• Display your completed minibook for the class.

Practice(student)• Students complete an entire minibook of their own.

Discuss(class)• Students share their minibooks with the class.• Discuss similarities and differences between the

minibooks.

Evaluate(teacher)• Use Minibook Rubric p. 13 to evaluate each

student’s minibook.

Lesson 4MinibooksPurpose: Students will create their own nonfictionbook about their favorite classroom pet.

Objectives• Recall information from Classroom Pets books.• Identify words that relate to a given topic.• Illustrate concepts through photographs or drawings.• Explain word choices and illustrations.• Compile information into a book.• Compare information from two books.

Activity Procedures

Prepare(teacher)• Copy minibook template pp. 14–15 for one

minibook for each student. Each student needs onecomplete book of eight pages.

• Complete an entire minibook with text andillustrations or photographs.

• Collect magazines or photos from home.• Copy Minibook Rubric p. 13 for each student.

Pretest(class)• Brainstorm a list of words that remind you of

classroom pets. Write these words on the chalkboardor in a place where students can refer to them later.

Materials• Classroom Pets Series• minibook templatepp. 14–15

• magazines and/orphotographs

• pencils

• crayons• stapler• Minibook Rubric p. 13

• chalkboard• chalk

Model(teacher)• Show students how to take care of a classroom pet.

Read(teacher)• Read aloud the Classroom Pets book that relates to

your classroom pet.

Practice(small groups)• Students should work together in small groups to

come up with a list of steps to be used when caringfor their classroom pet.

Discuss(class)• Compare groups’ lists of classroom pet care steps.• Work as a class to create one list of steps to be used

by the entire class.• What would happen if one of the steps was left out?• Show how to complete Classroom Pet Daily Care

Sheet p. 16 to ensure the classroom pet is well caredfor each day.

Evaluate(teacher)• Display the list of pet care steps for all to see.• Check each student’s Classroom Pet Daily Care Sheet

p. 16 at the end of his/her day to care for theclassroom pet.

Lesson 5Taking Care of aClassroom PetPurpose: Students will identify the basic steps incaring for a classroom pet and will follow these stepson a regular basis.

Objectives• Relate information learned in Classroom Pets books

to daily life.• Describe the steps in caring for a classroom pet.• Demonstrate knowledge of the daily care of a

classroom pet.• Summarize the process of caring for a classroom pet

for one day.• Assess what has been learned after caring for a

classroom pet.

Activity Procedures

Prepare(teacher)• Copy Classroom Pet Daily Care Sheet p. 16 for each

student.

Pretest(teacher, class)• Discuss classroom pet care.

Materials• Classroom Pets series• Classroom Pet DailyCare Sheet p. 16

• pencil• paper• butcher paper• markers

T E A C H I N G C L A S S R O O M P E T S 7

BOOKSBlackledge, Annabel. Small Pet Care: How to Look

after Your Rabbit, Guinea Pig, or Hamster. NewYork: DK Publishing, 2005.This nonfiction book teaches children how tocare for a variety of small pets. Color photosillustrate key concepts.

Feiffer, Jules. Room with a Zoo. New York: HyperionBooks for Children, 2005.This touching illustrated story examines theresponsibility that goes along with pet ownership.

Fraser, Mary Ann. I.Q., It’s Time. New York: Walker &Company, 2005.I.Q., the class’s pet mouse, learns to tell timealong with the children in the class.

_____. I.Q. Gets Fit. New York: Walker & Company,2007In this story, I.Q. and the rest of the class learnabout how nutrition, exercise, and restcontribute to health and fitness.

Holub, Joan. Why Do Rabbits Hop? And OtherQuestions About Rabbits, Guinea Pigs, Hamstersand Gerbils. New York: Penguin Young ReadersGroup, 2003.This informative book answers children’squestions about common pets.

Little, Jean. Emma’s Strange Pet. New York:HarperCollins, 2004.Emma gets a pet lizard. Read about the troublethis causes with her brother, and how they find areasonable solution.

Sierra, Judy. There’s a Zoo in Room 22. San Diego:Harcourt Children’s Books, 2004.This illustrated book contains twenty-six poemsdescribing twenty-six animals, each starting witha different letter of the alphabet. Use it as amodel to write your own poems about aclassroom pet.

Wilhelm, Hans. Fluffy and Friends. New York:Scholastic, Inc., 2004.Students will enjoy these funny, easy-to-readstories about a zany classroom pet.

_____. Fluffy on the Go!: Fluffy, the Classroom GuineaPig. New York: Scholastic, Inc., 2006.Here is another collection of fictional storiesabout Fluffy, a classroom guinea pig, that is sureto delight students.

T E A C H I N G C L A S S R O O M P E T S8

Additional ResourcesWEBSITESAll about Frogs for Kids and Teachers

http://www.kiddyhouse.com/Themes/frogs/This site has all sorts of information about frogs,plus links to frog songs, crafts, stories and more.

Animal Gameshttp://www.kidscom.com/games/animal/animal.htmlStudents choose clues to help them guess theidentity of animals from each of the animalfamilies.

ASPCA Animaland: Pet Care: Guinea Pig Carehttp://www.aspca.org/site/PageServer?pagename=kids_pc_guinea_411This kid-friendly site offers advice on guinea pigcare, with links to other animal and pet carepages.

Classroom Animals and Petshttp://www.teacherwebshelf.com/classroompets/This site contains pet stories, question boards,and lessons about classroom pets.

Classroom Petshttp://courses.ttu.edu/thomas/classPet/1999/classPet.htmThis site contains information about a variety ofclassroom pets. There are also lesson plansavailable for each type of pet described.

Hamsterhideout.comhttp://www.hamsterhideout.com/index.htmlStudents can learn about hamsters, theirbehavior, and their care. Fun activities on thissite include a hamster quiz and a dress-up game.

Teachers’ Domain: Basic Needshttp://www.teachersdomain.org/sci/life/reg/basic/index.htmlThis site has lessons teachers can use to teachstudents about animals’ basic needs and howthey meet their needs.

9

Reading Skills Checklist

Mastered Developing Needs Improvement

A B C D F

Skill

Name

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➤

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pict

ures

prev

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capt

ions

uses

prio

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wled

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s main

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Teaching Classroom Pets

Student Reading Goals

NameDateTitle

Mastered Developing Needs Improvement

A B C D F

Participates in discussions.

Makes thoughtful and varied responses to readings.

Completes reading assignments.

Completes skills lessons.

Uses appropriate strategies todevelop reading fluency and clarity.

Teacher Comments

10

Teaching Classroom Pets

Glossary Search

Name

Date

Boldfaced My Definition or PictureWord

11

Teaching Classroom Pets

12

Index Search

Name

Date

Word Page # My Picture or Words

Teaching Classroom Pets

13

Minibook Rubric

Student ________________________________________________________Title of minibook__________________________________________________

Score Elements

3 Excellent• The cover includes a creative and attractive picture, a title, and the

name of the author.• The book was constructed carefully and neatly. The artwork is

colorful and neat. The text clearly explains the drawings or photos.• The pictures and text directly relate to the topic of the book.

2 Satisfactory• The cover includes a picture, a title, and the name of the author. • Some artwork is colorful and neat, and some may be incomplete or

pencil sketches. Some text may not explain the drawings or photos.• Most pictures and text directly relate to the topic of the book.

1 Beginning• The cover may be incomplete.• Artwork may be incomplete. Single-word labels are used in place

of text.• Pictures and text may not directly relate to the topic.

Score: _____

Comments: ______________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Teaching Classroom Pets

_____________ are special

because ____________. 2

A ______________ is my

favorite classroom pet.

I would like to have a

______ in my classroom.7

8

My FavoriteClassroom

Petby

_____________

__________________ like

___________________. 4

__________________ eat

___________________.

______________ also like

___________________.5

6

________________ live in

___________________. 3

Classroom Pet Daily Care Sheet

Name: ________________________________ Date: __________________

Today is my turn to take care of ________________________________ .

This is what _______________________________ looks like today.

Here are the things I did to take care of ________________ today.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

This is what I learned about ___________________________ today.

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Teaching Classroom Pets