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It is a wild beast. It looks like a gorilla. But it is even bigger.
Big_Ryan/Getty Images (Bigfoot); Jim Mcmahon/Mapman® (Map); Charles Lehman (Nosey); Sarah Leighton (Nosey Costume); Shutterstock.Com (All Other Images)
What Is Bigfoot?
There are many stories about Bigfoot. No one knows if they are true. What do the stories say?
From the October/November 2022 Issue
Lexiles: 270L
Guided Reading Level: H
Vocabulary: wheelchair, firehouse, firefighter, lifeguard
Topic:
Social Studies,
Common Core Standards
TEKS Standards
1. Bigfoot is big and hairy.
2. Bigfoot lives in the woods.
Most stories of Bigfoot take place in California.
It wanders at night.
Some people think they have seen Bigfoot.
3. Bigfoot is tall.
It is as tall as a basketball hoop.
It is tall, but it is gentle.
4. Bigfoot smells bad.
It smells like a skunk.
It smells like trash. Yuck!
That is what some stories say.
Activities
(2)
Skills Activities
Answer Key
(1)
More About the Article
Reading Focus
Critical thinking
Vocabulary
Science Focus
Animal behaviors
Environments
Vocabulary:
beast, wanders, gentle
Step-by-Step Lesson Plan
ESSENTIAL QUESTION
The essential question of this issue is What is a mystery? The articles below connect to this theme.
- Background Builder: “What Is Bigfoot?,” p. 8
- Big Read-Aloud: “A Creature in the Dark,” p. 10
- Fiction: “Aunt Eater Sees a Monster,” p. 24
- Poetry: “We Call Our Teacher Mister E.,” p. 32
Through the above genres, students will discuss:
- What are the parts of a mystery?
- How are all mysteries alike? How can they be different?
- Do I like reading this kind of story? Why or why not?
IMPLEMENTATION SUGGESTIONS
Small Group/Partner Read
- This article gives children background knowledge to help them better understand the “Big Read-Aloud.” Read it in small groups. Children can read it again later on their own or with a partner.
Word Work
- “What Is Bigfoot?” features three rich vocabulary words: beast, wanders, and gentle. Preview these bold vocabulary words with our slideshow.
1. BEFORE READING
Preview the Article and Set a Purpose for Reading (3-5 minutes)
- Help children see the main idea of the article using the headline and opening text.
- Tell students that you will read to learn about a creature called Bigfoot. Remind them that no one knows whether Bigfoot is real. Could the stories about Bigfoot be true?
2. READ THE ARTICLE (15-30 minutes)
- The numbers and colored text will help guide students through the pages. After reading the headline and opening text, start at number 1.
- Have children discuss each section of text. Can they imagine what Bigfoot might be like?
- When you are finished reading, children can turn and talk to a partner. How would they describe Bigfoot to someone?
- Point out Nosey’s voice bubble. Nosey doesn’t know whether Bigfoot is real yet. What do children think? The next article, “The Big Read- Aloud,” will help them decide!
3. AFTER READING: Focus on Skills
ELA Focus: Vocabulary (10 minutes)
- Use Your New Words to deepen students’ comprehension of the article’s vocabulary words.
ELA Focus: Key Details (15 minutes)
- The skills page Draw Bigfoot! encourages children to recall key details and themes of the text as they draw their own version of Bigfoot.
Text-to-Speech