No Monkeys, No Chocolate

Ok – I admit it. I used the title of a book to create a catchy heading, but we did use the text to reinforce both our listening skills and our understanding of biodiversity.

One of our expectations in oral language is to identify the thinking strategies we use to listen effectively. As the book, No Monkeys, No Chocolate was read aloud to them, students listened for key information, made notes and/or sketches, and then explained which strategies were helpful in determining and understanding the main message of the text. 

Students felt visualizing, asking questions/wondering, making connections, and identifying important details were important in understanding the main idea of the book. We did note that we have some work to do on our explanations of how the strategies were helpful. We all agreed the book was a good example of interrelationships within a habitat, and of the importance of biodiversity. 

Biodiversity is a strand of science we have been incorporating throughout our reading, group discussions, and writing. Prior to Wanakita, students selected topics they would like to report on while communicating the bigger message that ‘Biodiversity is a source of strength’. They have been doing research within class, but have also been encouraged to collect information outside of class to support their work.