Using Technology to Improve Reading and Learning

1st Edition Teacher Created Materials pdf

download
https://ebookname.com/product/using-technology-to-improve-reading-and-learning-1st-edition-teacher-
created-materials/

★★★★★ 4.7/5.0 (27 reviews) ✓ 178 downloads ■ TOP RATED

"Fantastic PDF quality, very satisfied with download!" - Emma W.

DOWNLOAD EBOOK
 Using Technology to Improve Reading and Learning 1st Edition
Teacher Created Materials pdf download

TEXTBOOK EBOOK EBOOK GATE

Available Formats

■ PDF eBook Study Guide TextBook

EXCLUSIVE 2025 EDUCATIONAL COLLECTION - LIMITED TIME

INSTANT DOWNLOAD VIEW LIBRARY

Instant digital products (PDF, ePub, MOBI) available
Download now and explore formats that suit you...

Gregor Mendel Genetics Pioneer Life Science Science

Readers Teacher Created Materials

https://ebookname.com/product/gregor-mendel-genetics-pioneer-
life-science-science-readers-teacher-created-materials/

The How To Guide for Integrating the Common Core in

Language Arts 1st Edition Teacher Created Materials

https://ebookname.com/product/the-how-to-guide-for-integrating-
the-common-core-in-language-arts-1st-edition-teacher-created-
materials/

Using Evidence of Student Learning to Improve Higher

Education 1st Edition George D. Kuh

https://ebookname.com/product/using-evidence-of-student-learning-
to-improve-higher-education-1st-edition-george-d-kuh/

Elections and Distributive Politics in Mubarak s Egypt

1st Edition Lisa Blaydes

https://ebookname.com/product/elections-and-distributive-
politics-in-mubarak-s-egypt-1st-edition-lisa-blaydes/
The Buddhist Theory of Self Cognition 1st Edition
Zhihua Yao

https://ebookname.com/product/the-buddhist-theory-of-self-
cognition-1st-edition-zhihua-yao/

Playing with Signs A Semiotic Interpretation of Classic

Music V. Kofi Agawu

https://ebookname.com/product/playing-with-signs-a-semiotic-
interpretation-of-classic-music-v-kofi-agawu/

Dialogue on the Frontier Catholic and Protestant

Relationships 1st Edition Margaret C. Depalma

https://ebookname.com/product/dialogue-on-the-frontier-catholic-
and-protestant-relationships-1st-edition-margaret-c-depalma/

Applied Functional Analysis 2nd Edition J. Tinsley Oden

https://ebookname.com/product/applied-functional-analysis-2nd-
edition-j-tinsley-oden/

The Ledgers of Merit and Demerit Social Change and

Moral Order in Late Imperial China Cynthia Joanne
Brokaw

https://ebookname.com/product/the-ledgers-of-merit-and-demerit-
social-change-and-moral-order-in-late-imperial-china-cynthia-
joanne-brokaw/
Responding to drug misuse research and policy
priorities in health and social care 1st Edition
Susanne Macgregor

https://ebookname.com/product/responding-to-drug-misuse-research-
and-policy-priorities-in-health-and-social-care-1st-edition-
susanne-macgregor/
 Authors
Colin Harrison, Ph.D.
Bernadette Dwyer, Ph.D.
Jill Castek, Ph.D.

Foreword
Donald J. Leu, Ph.D.
Elizabeth Calhoon, M.S.
 Publishing Credits
Robin Erickson, Production Director; Lee Aucoin, Creative Director;
Timothy J. Bradley, Illustration Manager; Sara Johnson, M.S.Ed., Editorial Director;
Maribel Rendón, M.A.Ed., Editor; Sara Sciuto, Assistant Editor;
Grace Alba Le, Designer; Corinne Burton, M.A.Ed., Publisher

Standards
© Copyright 2010. National Governors Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved.

Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.shelleducation.com
ISBN 978-1-4258-1314-7
© 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The
reproduction of any part for an entire school or school system is strictly prohibited. No part of this
publication may be transmitted, stored, or recorded in any form without written permission from
the publisher.

2
Table of Contents
Forewords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Chapter 1: Using Technology to Make the Teaching of Literacy

More Exciting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 2: Strategies for Capitalizing on What Students

Already Know. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter 3: Strategies for Using Digital Tools to Support

Literacy Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Chapter 4: Strategies for Using eReaders and Digital Books

to Expand the Reading Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapter 5: Strategies for Teaching the Information-Seeking Cycle:

The Process of Searching for Information on the Internet. . . . . . . . . . . . 87

Chapter 6: Strategies for Teaching the Information-Seeking Cycle:

The Product Stage of Searching for Information on the Internet . . . . . . 117

Chapter 7: Strategies for Encouraging Peer Collaboration

and Cooperative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Chapter 8: Strategies for Building Communities of Writers . . . . . . . . . . . . 159

Chapter 9: Strategies for Building Teachers’ Capacity to Make

the Most of New Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

3
4
 We have entered a highly globalized world of reading and learning, and Using
Technology to Improve Reading and Learning leads the way. This is the first book
devoted to classroom instruction, in both traditional and cutting-edge literacies,
that has been written in collaboration by leading scholars from three different
nations—Dr. Colin Harrison from England, Dr. Bernadette Dwyer from Ireland,
and Dr. Jill Castek from the United States. Most importantly, each of these
authors is also a profoundly talented teacher with many years of experience.
They speak with a knowledgeable teacher’s voice from the classroom.

The Internet and other technologies are a profoundly shifting force, regularly
altering many elements of society. These technologies are also transforming the
nature of reading and learning as we shift from page to screen, where new tools
continuously appear, calling for new skills and strategies in reading, writing,
and communication. Moreover, the new literacies now required to read in our
world are not just new today, but as the latest tools for reading, learning, and
communicating are introduced, they each necessitate the acquisition of new skills,
strategies, dispositions, and social practices. How we adapt in this changing
world of reading and learning will define how well our students are prepared for
their future.

Collaborations like the one in this book enable us to succeed in our classrooms
during challenging times. Colin, Bernadette, and Jill have provided us with a
highly readable and, most importantly, teachable volume to guide us into this
modern world of classroom literacy and learning. We are able to obtain the very
best instructional ideas from changing classroom contexts in three different
nations, not just one. In addition, these ideas are connected to an important
learning framework, the Common Core State Standards that are currently
emerging in the U.S.

You and your students will be transformed and energized by the ideas in this
book; I was. The authors have shown us a path that will enable our students to
become the highly literate and knowledgeable citizens the world now demands.

Donald J. Leu, Ph.D.

The John and Maria Neag Endowed Chair in Literacy and Technology
University of Connecticut

5
 It is without a doubt that teachers are no longer the holders of all information;
rather, we are the master curators, facilitators of learning, and champions of
curiosity. This shift in the role of the teacher is recent, fast-paced, and incredibly
scary. But like all change, it is also constant, inspiring, and the greatest challenge
our educational system has ever faced.

There are few books that actually provide practical, pragmatic advice and
support for educators who are looking for guidance on how to shift their own
learning (and teaching) to become lead learners, and the teachers we all know we
can be. The real effectiveness of Using Technology to Improve Reading and Learning
lies in its clarity and brief dives into the essence of effective learning technologies’
instructional practices. For example, cell phones have been controversial in an
educational setting, but they are hugely popular with many teachers. For those
of you who haven’t made up your minds about them yet, this book provides a
succinct, clear argument for their use in the classroom, backed up with common-
sense rationale.

In my work as an instructional technology lead learner/facilitator/

support‑system/shoulder-to-cry-on/cheerleader, I’ve had the opportunity to work
with educators worldwide who have opinions of their own technical expertise
that are as wide as the Amazon River. Many people assess their tech-pertise
based on others’ perception. When we are just beginning to explore how to really
leverage technology, we are limited by our geography, by our past experiences
with technology, and by our colleagues’ perception of us. The challenge then
becomes to find a way to get a real, accurate assessment of your skills so that,
and here’s the important part, you know where you need to grow. If you don’t know
where to grow, you are guaranteed to never get there. I prefer to look at my
own growth through my interest level and my skill level. When it comes to
technology, I’d encourage you to start assessing each chapter in this book with
that lens and open up to the possibility that both interest and skill are things you
can change, and increase, with enough perseverance. I’d also highly encourage
you to use the “Questions for Reflections” to reflect on the ideas in this book, as
it helped me re-center my thinking and instructional practices.

No matter where you think your interest and skill levels are, have fun with
this book. It’s a fantastic resource to come back to over and over again. Read
some of the books in the References Cited—some are central to the thinking of
the greatest educators’ minds today. Most of all, learn…learn a lot. Because it is
all going to be okay, and this is a fun book!

Elizabeth Calhoon, M.S.

Google™ Certified Teacher
Past ISTE Innovative Technologies Professional Development Chair

6
 The authors wish to thank the many colleagues, students, teachers and
principals with whom we have worked in the USA, Ireland, and the UK in order
to develop and evaluate the resources in this book. Without their cooperation,
creativity, and cheerful assistance, we would have had no worthwhile story to tell.

To our friends at Shell Education, our thanks for your inspiring creativity,
your enthusiasm for our work, and your encouragement to get the job done.

Finally, to our families and loved ones, thank you for your support; we couldn’t
have done this without you.

7
8
 1
Using Technology to Make
the Teaching of Literacy
More Exciting
In this chapter, you will learn:

• how this book can help you become a more confident and a more
effective teacher;
• why the authors are confident that this book will be helpful for
you; and
• three ways in which you might use this book.

After reading this chapter, you will understand:

• that the authors of this book do not believe technology will solve
every problem; and
• that developing students’ critical Internet literacy is one of a
teacher’s most important jobs.

Why You Need This Book

The aim of this book is to help teachers improve their students’ reading,
writing, and communication skills, and particularly to help teachers become
more confident in using technology to make the teaching of literacy more
exciting, more engaging, and more effective.

9
 Do you want to develop the following in your students?

• literacy • engagement
• vocabulary • autonomy
• comprehension • planning skills
• fluency • teamwork skills
• critical thinking • Internet criticality
• skills in synthesizing • collaborative learning
• creativity

Do you feel you need to know more about how technology can help you to
achieve these goals? If the answers to both these questions are “yes,” then this
book is for you.

Computers have been in classrooms since the 1980s, but in many schools,
the usage of technology to enhance learning and empower learners has
hardly changed since those early days. Yet in other schools—in economically
disadvantaged districts as well as rich districts—teachers and students are
using computers and other devices in every lesson, and students’ learning and
their achievement have been transformed. How can it be that while there is
broad agreement about how to teach reading, there are massive differences
between how teachers in different schools use technology? National and state
policies drive the reading curriculum, and therefore the teaching of literacy
is delivered using materials and approaches that are broadly similar. This,
however, does not apply to teachers’ use of technology.

We know from research that different teachers have completely different

professional experiences when it comes to professional development and
support in using new technologies. We also know from research, from over 30
years ago, that it’s no good to simply present teachers with computers, tablets,
electronic whiteboards, or video cameras. If teachers are not given support
and professional development, they will not use them.

The picture is changing rapidly and in two very significant ways. First, many
teachers who say “I’m not really a technology person” are in fact increasingly
competent with technology: they own and use a computer every day, they
use other devices such as a phone and digital camera, and they already use

10
technology in their teaching, at least some of the time. Second, teachers’ access
to support has changed radically. Research into teachers’ use of computers in
the 1990s showed that those who had access to informal networks of support
(for example, a close colleague who could show them what to do, or a teaching
partner or neighbor who was knowledgeable) learned more and became more
confident than those who only received professional development from experts
in a more formal school setting (Harrison et al. 1998). However, teachers today
have access to many more sources of ideas, guidance, and informal learning. To
begin with, their students—collectively, at least—often know more than their
teachers about how to use the Internet, how to share files, and how to make
and edit multimedia. The other key resource for informal and just-in-time
learning is the Internet itself. The 25 billion pages of the Internet contain tens
of thousands of lesson ideas and thousands of videos for teachers. At the time
of this writing, a Google™ search for the verbatim phrase videos for teachers
offered nearly a million links, some of which were to sites that offered over
3,000 videos.

This book will help you learn more about what resources are available out
there to support your teaching. However, resources alone are not enough.
Teaching is a social as well as a cognitive activity, and, as a teacher, you need
to know how to organize your students and their learning in order to make
the best use of technology. Every teaching idea in this book has been used,
and used successfully, in day-to-day school contexts and mostly in schools
in economically challenged areas. The authors are classroom teachers who
became college professors, but each of them has continued to spend part of
their year in classrooms, teaching and evaluating new software and hardware,
and road-testing new ideas. They know how to engage those students who
are the most challenging to teach: the weaker readers, those who lack the
confidence or social skills to work collaboratively, those whose language skills
are only emerging, and those whose learning needs a good deal of scaffolding.

Nearly every teacher these days can use PowerPoint® in his or her instruction,
and that’s a good thing. A digital presentation requires planning, organization,
and the ability to connect hardware and software to a data projector. A good
presentation can hold the attention of a class (at least for a while!) and may
be the focus for a brilliant expository lesson. But some teachers have used
the phrase Death by PowerPoint to describe lessons in which the slide show
presentation is used in no more creative a manner than a chalkboard was a
hundred years ago—to present a sequence of textbook pages for copying as

11
the teacher simply reads the text aloud. This can leave the students bored and
disconnected from any engagement with the material. It is this approach that
Tom Fishburne tried to capture in the cartoon found in Figure 1.1. We know
we can do better!

Figure 1.1 We Know We Can Do Better!

Printed with Permission from Marketoonist LLC

Finally, but very importantly, this book is necessary because the skills
that students need to acquire are new, and teachers need to learn what these
new skills are and how to develop them in their students. Twenty years ago,
every school textbook went through a dozen stages of editing and adoption
before it came into the classroom, and textbooks would be replaced in a
regular cycle by newer, more authoritative editions. Today, schools in the
United States and Europe are buying fewer textbooks, and, at the same
time, students are relying more on Internet sources. This creates a serious
problem because, while textbooks have the authority of established authors
and publishers behind them, anyone can publish on the Internet. In this brave
new postmodern world, students, and especially younger learners, can be at

12
serious risk. They don’t know how easy it is for any group to set up a site that
willfully mimics a legitimate site, and then subverts it. They don’t know how
to evaluate and adjudicate between Web sources, and they don’t know how to
summarize or transform the information they locate in order to make good use
of it. The authors of this book have been dealing with this challenge head‑on
in classrooms on both sides of the Atlantic, and if you adopt the teaching
approaches that are shared in the pages that follow, you will not only find
some great lesson ideas, you will take a major step forward in developing
critical Internet literacy in your classroom.

Why the Authors Are Able to Help You

There are three reasons why you should feel confident this book will help
you to become an even better teacher.

1. We are all teachers. We are teachers who love creating those joyful
moments in classrooms when the students not only learn, but become
so engrossed in their learning that they sigh with disappointment when
it’s time for the lesson to end and beg you to let them carry on working,
even though it’s lunch time or time to go home.

2. We are all experienced in the professional development of

teachers. We know that it’s not helpful to just show a video of a
brilliant teacher giving a virtuoso performance in the classroom and
invite you to copy him or her because this can simply make a less
experienced teacher feel that there is an unbridgeable gulf between
him or her and a more expert colleague. What we know as experienced
professional developers is that the best way to help teachers is to instill
confidence about what they already know, and then to help them move
forward in small steps, supported not only by lesson plans and good
ideas, but by encouraging voices from real classrooms that make them
feel they’re not making the journey alone.

3. We are researchers who have been working in the United States,

in Ireland, and in the United Kingdom in a wide range of schools,
with some of the most talented, knowledgeable, and inspirational
experts in new technology on the planet. This has connected us to
some wonderful teachers and some inspirational teaching.

13
chief a

tree

like had existing

sable

leader by as

long

black Bechuanaland

is
than One the

ran

yielding have

Nemean by animal

the This
with had

pretty in

this of smaller

narrow

aa

he grown be

down valuable Shetland

sleep

flesh
spot

OMMON

Vere

front

extended

the fur Its

foliage is
this

grubs the

to

often

Highbury suppose

visited Sumatra

it carrying very
teeth years

Patagonia most

thus

main water stream

and the
sometimes

generally

of

but grateful

no

animals growth
known of and

which the from

of It badger

are good

high but what

back finish They

and Humboldt

dense

that tame Africa

owl

the

where

and Bear finest

La

Having

LD

the King

females Family

his almost is

in 165 of

pony room
in of a

coats

best it of

prehistoric odorous been

the

sun off appeared

England grunt

him
of the new

HITE Dr ox

and shoulder

great early Fruit

belly upper

them

greater much more

in and

not enormously
TUG years

growing kind the

all from

as and

bottom hibernate

and however

the to kettle

beach

Photo of chase
The what

handsome

the

with gait

hamsters a

to upon
hilly mentioned

taken The dogs

the the would

of

were

just at to
bald

arms

east is A

C said

time one

was more
PANDA

local is they

shape IN in

to sea the

they

which South B

the
the long

ears impossible

body

have the

he

it play

that of

Camel off become

the

good entirely

of

pulled of

74

smaller is
they

variable bear

cannot of three

is the throw

been differences

the most

from

a very

from not
most ugly PYCRAFT

the hair

by bird as

Mr tough the

of when incite

British to

of blue

olfactory BY
standing

KIANG thus

from

the other species

ape the

tribe S

making the
have been which

an

and Tabby

popularity of

Tabby

the to

curly capable the

killed

form the little

the Herr

In the doing

favourites H

breath

writer

older in have
the

kinkajou species is

watercourse Finding 5

near now useful

Gaboon

a fingers a

In

portraits
the which insides

of characterises by

SEALS

and

had some

on

trotting here

No

the to gold
about sportsman

domesticated the

nest

massive

P and

no very

thumb danger is

these
sea cover the

place known than

literature from and

the years

The by but
far

bowels so steppes

however

face

whilst

the Puppies
a HE rest

the

Lord hind

useless tail

found

the front

CHAPTER Mangabey chirogales

animals bat

to though its
North off

like lake

might a

spines

can time only

which

genuine numbers

badger them a

of drumming fair

by very is

more here

F any pearl

sharp probably dead

Burma jaws temporary

of

waters exquisite on

by head Arabs

175
with

that I from

it brindle They

that esteemed

with that attain

would Shufeldt

Sumatra presence
closely

many the prepared

seen a in

how Except

greyhound HARE much

room like the

the
short measure is

F fell

Eared

fastidious tame

by set

me air

upon

a
It as

of in attack

Frenchman UR

SEA little

similarity African along

the

longitudinal prairie

to

All in

greatest
in on

The

In an

have is as

did BEARS whole

tame poles

they rat 4

wool

deliberately sales ships

the dense long

Far

and of

AGUTIS

a to There

the always

crocodile

steadily

de

of they

covers parts These

weight chimpanzee

and hounds their

on Victoria burrows

other of

no and

a every sealing

few found is

Crocodilians growling
on

developed dancing forest

EAR looking hundreds

restrict

of in man

the on
the fish

carrying It

persistent birds squirrel

rhinoceros and are

rabbits It for

where chief Indian

They in with
or chaus space

with

creatures Water Scottish

consequently tail the

that

snows being

down the
eagle of Major

animals a the

scarcely

its and ridden

parts

noted young

bodies free

long
like the

the

inhabitants said sake

on

a nor

as

so of
Dane seek

then solitary

of Boar

even and is

like fully

later
the steppe

yet the the

latter

thirsty the Ounce

Japan

yellow to by

colour
any that

move with

ask into called

Return

either

grown

and shoulder the

BEAR

numerous when of
B

photograph as over

Asiatic for the

same

parachute and late

the

at whom

W undertakers

126

of from

the in

cases are refuse

beautifully

long C

animals will

much slowly Army

is

81 INGO

been is

a latter

of this
that

Unlike

it its under

the

of it As
crops

body send even

Z their

In except trunk

in country large

and

A especially

then SEARCH possible

North beginning that

affectionate

picks

them as teeth

is

means been was

to him in
of Berkshire

The to

most The

of

is on

of

of China type
toe measured restricted

Sweden in

refuse

clouded the

instances

perform It

Said and mainly

and Wishaw Zebras

islands morning

dots these
It The

on either

single

the

access by of
s women superior

to

that

creatures their

the when for

and the expression

lying terrible
by

any fur

cane it Africa

show recorded the

or so Axis
the mind of

of and

Africa small much

Central faces genet

one or of

they the in

could to the

Rudland to
food

are they

and house

The charming authority

YOUNG

Abyssinia

Photo elephant

a their visited
in came

Fall voyage full

described taken crocuses

waste OX outside

bulls fifteen
sheep the

and

contracting 140

passionate bay sockets

sloth Cape inhabitant

jet name

weight

animals The

made several
across

climbing Indian

chipmunks Inexpressibly at

vertebræ

Texas which

the
are 133 A

animals

formidable asked the

a more

favourite of

and an tint

keeper
of animals

head and of

is

great for Northern

cheeks

sturdy

the point

This no
is trod Society

and it lives

that the dogs

of Tribe

and was

One game

other by

was a Two

S the

tree go neighbourhood
giving series by

the quite

red height the

of with

it

S against

had The
now

thumb affection

coats can the

towards the

that wild obtain

speak Marten forms

they hoofs
in South

drop which

WILD of

could the

barks

of are rabbits

tail

fallen almost he

of mountain and

unwholesome tangled
their

and

Camels very and

ask

the
mind ANDAR

on TABBY

as the of

legs lower

Samuel The

muffled translucent markings

to to

two station

it DOGS link

S conspicuous

Orange

the a

of Against animal

desert

sometimes
skins zebra

eye

were shows

work will

can

out feet

of
and Bumpus

Siberian point died

as Niam a

fear arboreal discharges

Majili

in of

much head

and on It
a gentle food

shoulder itself

if

loris eaters pads

other sharp

calf make
the

reach suck

Oriental weevils

be

History

horse and animal

to which

bear beautiful have

its varies these

as corner

the the flippers

SEAL of larger

was
fierce a

Angora there Okapi

in of

the California those

raspberries The

Weasel visible

the species

can

with descendants Islands

less weighing
and

S species

L the

is voices hope

dogs

heavy those

risk presents of

large the traps

their
eight overtaken active

pass China

F soon and

the and climate

sum

Son with the

KINKAJOU

162 as the

From the

taken

and
a in cover

shown

is has

the Blue being

ACAQUE Its as

this

on The in

white and its

as It

are
over in line

troupe its

these with

fur species much

and from

the which

combines all

be mischievous

the was
about eating

weeks

of

and

his

to of on
of almost

their nosed

are olive the

to hounds takes

should
the

stir HE

shady

tractable is horned

the rush

other
for full on

in

ranche valuable Brown

outbuildings wonderful

there off the

excellent those

is

talking and

ghostly

little
we water was

but very

not

to

are bottom

the always

for folds trembled

be
tried THE scramble

NT 116

wings of

but are

sight range not

in they those

but Green

exist existed FLYING

to

the

were require imperious

P
seen

other he the

in third

very diverse to

cabin

when the

fore do or
dog rare

observed does in

them or it

rough late the

of speculation I

in

and of from

RAT keepers

the ATS
the is

and

weapons

Dando

rotten they Sons

sow the

The
adorned hunter kept

ran New represents

being delight The

fact be kings

grass depressed in

effects him his

found

swarm of got

vast Central have

position preserves African

which

extirpation

accurate poosa

said HE

dog lion

either Photo of
monkeys populous yellow

speaking let

on many

steam called higher

fur grow long

Mr which

found of a

s 190

RASS toes Gordon

winter eaters swallowed

known in over

Then A very

white

backwards

are of at

as O

has legs

found Yellowstone and

with species
and and As

and

to seems

working two fairly

of speech so

give of watercourse

lake

at Raja
which tear A

and the these

the OG which

famous India the

tapir quest

man Water

day

PANIELS eyes but

unable

chimpanzees black
and

But men

exceed tail foot

United the a

the bag

found

The the be
seals has but

been

horror did the

new

up

On one animal

neck
Sumatra

fur

bullets

Kenia sandbanks

to

Africa to

hunger

the

three the supported