Prior to reading the selection, create an
Artifact Box to introduce details from the upcoming selection. Place
any of the following objects in a shoebox: a nametag labeled
Wayne Hartley, a "homemade" park ranger badge, blank and/or
detailed manatee roll call attendance pages, a photo of a manatee
with the caption "Wonder Woman," a camera, and a wildlife
book with an inscription on the inside cover "To Wayne, With
Love, Grandma." Engage students' curiosity
by revealing each item from the box. Invite them to ask questions
and make predictions about the objects and how they could be connected.
(Asking Questions/Making Predictions; Setting Expectations for Reading)
the selection by reading aloud the title. Invite students to generate
more questions and predictions by using the Clue Collector activity.
Write the following clue words on the board or chart paper: Run,
Roll Call, Conduct, Spring, and State. Ask students to predict
how these words will be used in the nonfiction article. (Activating
aloud the article "Wayne's World" to the class. Make copies
of Ranger Wayne's Attendance Sheets and the "Attendance Sheet
Key" for student reference.
Arnosky, Jim. A Manatee Morning. Reading Levels: Grades 2-5
Simon & Schuster Books For Young Readers, 2000 ISBN: 0689816049
This picture book invites readers to swim along with a manatee and
her baby in the waters of Crystal River, Florida.
Jacobs, F. Sam
the Sea Cow A Reading Rainbow Book. Ages 4-8
This book introduces readers to a manatee named Sam. Read about
the events that led to his care at the Miami Seaquarium and his
release thirteen months later.
Manatees: A Living Resource (96 frames, 21 min.)
This video presents details of the manatee's mammalian characteristics,
bodily adaptations to an aquatic habitat, food habits, migrations,
social and maternal behaviors, deaths and injuries caused by man,
population surveys, refuges, and vocalizations. A detailed teachers'
guide is available. Video order #FV-1135V
Revisit the objects from the Artifact Box. Ask questions that invite
students to share how each object connected with the reading selection.
Sample questions: "Why was this item placed in the
box?" "Which objects provided the best clues to the details
in the text?" "What details were revealed about the wildlife
book?" "What did we find out about the camera and attendance
sheets?" "Which predictions were confirmed when you read
the selection?" "Which predictions need to be revised
based on details in the text?" "If you were creating an
Artifact Box for this text, what items would you place in the box?
Share your reasons for each item." (Summarizing Main Ideas;
Confirming and Revising Predictions)
selection to highlight each of the words from the Clue Collector.
Use a dictionary/thesaurus to collect definitions for each word.
Ask questions to help students explore multiple meaning words. Sample
questions: "How many definitions are listed in the
dictionary for the word, run?" "How can the word run be
used as a verb?" "How can it be used as a noun?"
"How is the word run used in this selection?" Reread
the sentences that contain the multiple meaning words. Invite students
to use context clues from the text to match each word with its appropriate
definition. Brainstorm other multiple meaning words. Encourage students
to collect words from their independent reading selections that
have multiple meanings. (Building Vocabulary)
that help students summarize the main ideas and details: "
Who is Wayne Hartley?" "What are three key details
about Ranger Wayne that you learned from the text?" "What
kinds of data does Ranger Wayne collect about manatees?" "Why
do you think Ranger Wayne Hartley's work with the manatees is important?"
"What three questions would you ask Ranger Wayne about his
research?" Encourage students to reread the article to
collect details that answer the questions. (Summarizing Main Ideas
and Details; Drawing Conclusions)
1. Ranger Wayne said a book from his Grandmother sparked his interest
in manatees. Have you ever received a book that inspired you? What
book(s) was it? Who gave it to you?
2. How has it inspired you?
3. Have you ever told the person who gave you the book how it influenced
you? (Making Text-to-Self Connections)
Ranger Wayne shared his thoughts about the importance
of manatee research: "It's all part of life history..."
What you think Ranger Wayne means by the phrase, life history?
How do you keep records of your life history? (diaries, journals,
scrapbooks, photo albums, time capsules, family videotapes) What
objects would you place in an Artifact Box to reveal your stories?
(Making Inferences and Drawing Conclusions; Making Text-to-Self
Revisit the selection to explore paragraphs written in third person
and first person. Ask questions to help students analyze the writing:
"Which paragraphs use a narrator's voice to describe Ranger
Wayne and his work? (Third Person) Which paragraphs use Ranger Wayne's
voice? (First Person) What text features help a reader identify
the two voices used to reveal the details of Wayne's World? (Indenting
the first person excerpts by Ranger Wayne) What other text features
help a reader collect information? (Boldface headlines for different