by Alice Boynton and Wiley Blevins
illustrated by Kathi Ember
Mighty AntsMighty Ants
Exploring an Ant Colony
Preview
• Read the title, including the subtitle.
• Have students use the title and cover illustration to predict the focus of the book. Ask them to
support their predictions by stating clues (details) in the title and illustrations.
Prepare
• Discuss with students how to navigate the text. For example, suggest that they read the main
text first on each page, then closely examine the picture and any special features (e.g., “It’s a
Fact”). Remind them to think about how these special features illustrate the text, clarify ideas,
or add new information.
• Have students browse the book, noticing any special features. Ask them to generate questions
they have about ants and ant colonies that might be answered in the text.
• Activate prior knowledge by having students turn to a partner and name two or three things
they know or have observed about ants.
Vocabulary
• Academic Vocabulary Preteach the following academic words using the Define-Example-Ask
Routine: communicate, mighty.
Dene: Communicate means “to talk” or “to express one’s thoughts, feelings,
and information.”
Example: We can communicate with our words and actions.
Ask: How do you communicate to a friend that you are angry?
Dene: Mighty means “very strong.”
Example: The mighty ant carried a heavy piece of food in its jaw.
Ask: What other animals are mighty? How are they mighty?
• AdditionalWords Use a student-friendly definition, the illustrations, and context clues to
highlight these words while reading: industrious, colony, search, scout, pounce, intelligence,
obstacles, nursery, chamber, offspring, intruder, defend.
Exploring an Ant Colony
© Red Chair Press Permission granted to reproduce for educational purposes.
Teaching with
Mighty AntsMighty Ants
978-1-63440-274-3 (HC) 978-1-63440-276-7 (SC)
Close Reading
Guide students through a reading of the book to increase overall comprehension and develop
generalizable reading skills.
Text-BasedQuestionsAsk the following questions while reading. Have students provide
evidence in the text and illustrations to support their answers.
(page 6) How has Soñia’s size changed? What clues in the text and illustration show this?
(page 7) Why did Soñia say, “Now I see what Dad meant”? What is she referring to?
(page 10) Why did the authors include the “It’s a Fact” feature? How does it relate to the text?
(page 13) What clues in the text and “It’s a Fact” box help you determine the meaning of “prey”?
(page 14) What do the authors want you to know about the importance of an ant’s antennae?
(page 21) On page 16, Soñia compares the ant colony to a city. After reading pages 16-21,
do you agree with this comparison? Why or why not?
(page 25) What do the authors want you to know about the queen ant? Why is she so
important to the ant colony?
(page 29) What does Soñia mean when she says, “They have a lot of mouths to feed!”?
Reinforce Vocabulary
• ContentVocabularyAfter reading, review the following content words using the glossary on
page 31: abdomen, antennae, mandibles, predator, prey. Have partners read each word
and definition, then find the sentence in the book containing the word.
• Build Vocabulary Strategies Increase student’s general word awareness skills using the
following words: larvae, scent.
larvae (context clues): Explain that authors give clues, such as definitions or examples, in a
sentence or the sentences surrounding a word to help readers figure out the word’s meaning.
Read the paragraph on page 22, and ask students to listen for clues to the meaning of the
word larvae. Point out that the authors give a clue in the third sentence to make sure readers
understand what larvae are (“Like tiny fat worms”). The word “like” is a clue that an example
is being provided to help readers understand the word. Repeat using the word creatures on
page 13. Guide students to use the word like to connect the word creatures to the examples
of its meaning.
scent (homophones): Explain that some words are pronounced the same, but have different
spellings and meanings. These words are called homophones. Write the words scent, cent,
and sent. Direct students to reread the “It’s a Fact” box on page 10 to determine the meaning
of the word scent. Guide students to notice the clues the authors provide (e.g., “ants leave a
scent on the trail,” “they can’t smell the trail”). Then discuss the meanings of sent and cent.
Remind students that they have to think about the context to decide which spelling to use
when writing homophones. Repeat using the words ant/aunt, way/weigh, piece/peace,
prey/pray, here/hear, pail/pale, break/brake, and one/won.
© Red Chair Press Permission granted to reproduce for educational purposes.
For use with : Mighty Ants
Use the Tools Discuss why the authors included each of these nonfiction tools and how students
can use them to better understand the text.
• TableofContent Review the Table of Contents on page 3. Explain that readers use this
feature in informational text to quickly find the facts they need (or sections of text they want to
read or reread). Point out that, unlike fiction, readers don’t always read an entire nonfiction
book (e.g., when doing research).
• Labels Ask students to find and record the labels in the illustrations (e.g., food storage,
diggers, cleaners, nursery, Queen’s Chamber). Ask: Why did the authors put these words in
the pictures? How do they relate to the text? Do they add information?
• Index Review the Index on page 32. Model how to read the index. Explain that the index is
in alphabetical order to easily find the topic a reader is looking for. Each topic is followed
by the page number or numbers where readers will find information about the topic. Provide
topics for students to find the corresponding page numbers. Ask: Why did the authors include
an index? How can an index help a reader writing a report on ants?
Imagine This! Build comprehension using the interactive game. Share with students the
directions below.
Players: 2
Materials: plastic cup, penny, place marker for each player
To Play:
1
Each player in turn shakes the penny in the cup, then spills it out. If the penny lands on
heads, the player moves 1 space. If it lands on tails, the player moves 2 spaces.
2
The player then answers the question. If correct, the player stays on the space. If
incorrect, the player skips a turn. Players landing on a penalty square only incur the
penalty once, even if they land on the square again. Also, players can challenge their
opponent’s answer, then check the book to confirm.
3
Each player continues in turn. The first player to reach the WINNER space wins.
Extend
• AntFarm Set up an ant farm in your classroom. Provide magnifying glasses and paper for
students to observe and record their findings. Take a photo each day of the farm to show how
it changes over time. Print the pictures to use during classroom discussions about ant colonies.
• Book Jacket Blurbs Have students write a book jacket blurb to invite others to read Mighty
Ants. Suggest that they include the three most interesting things they read about ants.
• Research It Have students use the books or web sites on page 32 to learn more about ants.
Suggest they make a set of Ant Worker Fact Cards to summarize their findings about each ant
job.
© Red Chair Press Permission granted to reproduce for educational purposes.
For use with : Mighty Ants
© Red Chair Press Permission granted to reproduce for educational purposes.
For use with : Mighty Ants
WINNER
START
Why do ants
like picnics?
Name 3
predators of
ants.
What’s the
meaning of
mighty?
Ant
crossing!
Go back 1
space.
Follow the
scout!
Go ahead 1
space.
Why are an
ant’s antennae
so important?
Leaping
lizard!
Hide!
Miss a turn.
What’s a
synonym for
mandible?
What are
3 chambers in
an ant nest?
What word is
the opposite of
predator?
Give 2
examples of
ant teamwork.
Yes or No?
Ants are strong.
Prove it.
Which ant lives
the longest?
What is the ant
queen’s job?
Tunnel!
Whoosh!
Take an extra
turn.
Tell 2
ways ants
communicate.
Shhh! Ants
napping!
Miss a turn.
Help the
diggers!
Take an extra
turn.
Ants
working!
Wait!
Miss a turn.
What’s an
example
of ants
intelligence?
Tell 4 jobs
that worker
ants do.
True or
False?
Ants are
industrious.
Explain.
How long have
ants lived on
Earth?
Why do ants
make new
tunnels?
Name three
stages in an
ant’s life cycle.
Explore the
colony!
Take an extra
turn.