Illustration of a teacher reading a book to the class
Lesley Danson

The Bird and the Zebra

Can two totally different kids find a way to work together?

By Meg Richardson
From the September 2024 Issue

Students will read a fiction story about kids who work together on a project. This pairs with a nonfiction connection about animals working together.

Lexile® measure: 480L
Vocabulary: random, slump, glumly, boa, gallop, script, cooperating, predator

Story Navigation

Think and Read

As you read, think about how the characters help each other.

The Bird and the Zebra

I’m really good at science. My best friend Ari is too. We’re going to be scientists when we grow up.

Our teacher, Mr. Chen, says we’re starting a new science project. It’s about animals helping each other. I’m so excited. I grin at Ari.

Mr. Chen shows us pictures of animals helping each other. First is a badger and a coyote. They help each other hunt.

Behind me, I hear a loud howl. It’s Cody.

He’s pretending to be a coyote. Everyone laughs, even Mr. Chen. Cody is in theater club. He’s always putting on a little show. It’s annoying. I roll my eyes.

Partners

Lesley Danson
 

Mr. Chen says we will work on our projects with partners.
I raise my hand.

“Yes, Willa?” says Mr. Chen.

“Can I be with Ari?” I ask.

“I’m going to pick random partners,” Mr. Chen says. He pulls out the craft sticks with our names on them. I cross my fingers and hope I’ll be with Ari. I cross my arms and my legs too. I even try to cross my toes.

“Willa and . . . Cody,” Mr. Chen says. “Your project will be about zebras and birds.”

This is bad. Cody will be the worst partner ever. I slump down in my chair. I’m so mad.

Cody

Lesley Danson
 

“Howdy, partner,” Cody says, like Woody from Toy Story. I frown.

“Hi,” I say glumly. I’m upset. I scoot my chair away from Cody. I read about zebras and birds. I take notes. I write:


Birds called oxpeckers help zebras. Zebras help them too.  

Oxpeckers eat bugs that land on zebras.

The birds get food. Zebras get the bugs cleaned off them.


Mr. Chen passes out pieces of posterboard and markers.

“I’ll start working on the poster,” Cody says.

“No!” I yell. I grab the poster from him.

“Willa, I want to help,”
Cody says.

“I don’t need your help. Just read your joke book or something,” I say.

Cody loves his joke book. He’s always reading it instead of paying attention.

I expect him to be happy, but he looks sad. I didn’t mean to hurt his feelings. It’s just that I’m great at science. The project will be better if I do it myself.

A Presentation?!

Mr. Chen stands in front of the class.

“At the end of the week, you’ll do a presentation about your animals,” he says.

Oh no. I’m not good at giving presentations. I look at Cody. He’s smiling.

“Maybe we could dress up as a zebra and a bird. We could talk about how we help each other. It could be like a play,” he says.

“I can’t do a play! I’m bad at that stuff,” I say.

“I’ll help you,” says Cody. “Let’s go to my house after school tomorrow and practice.”

I gulp. “OK,” I say.

Cody’s House

Lesley Danson
 

My mom brings me to Cody’s house. When I walk in, he’s wearing an oxpecker costume. He has a feather boa around his neck, flippers on his feet, and a paper beak taped to his face. I giggle.

“You look great,” I say.

“Squawk! I know,” Cody says.

Cody has made a zebra costume for me. It’s a striped shirt, a tail, and a headband with ears. I put it on and smile.

Cody teaches me some games from theater club. They are really fun. He jumps around like a bird. I run through the room like a zebra. We write a script together. That way, we’ll know just what to say.

The Presentation

We work on our project all week. Finally, it’s time for the presentation. We put on our costumes. I’m nervous.

“Just pretend like we’re at my house. Have fun,” Cody whispers. I take a deep breath. We walk into the classroom and start.

“I’m hungry! Squawk!” Cody says.

“I’m so itchy! Get these bugs off me!” I say.

“Squawk. Yum, yum! I’d love to,” Cody says. He pecks me with his paper beak. 

Everyone claps at the end of our presentation. I hear Ari cheering. I’m so happy.

“Thanks for your help,” I say to Cody.

“Thanks for letting me help,” he says.

“I guess we’re like a zebra and a bird. We’re different, but we’re good at helping each other,” I say. “We’re great at cooperating.”

“Squawk. For sure!” says Cody.

Lesly Danson
 

Go, Animal Team!

Can two totally different animals work together?

Shutterstock.com
 

Animals can help each other, just like people. Zebras and birds called oxpeckers are great at this.

Bugs land on zebras. The oxpeckers eat the bugs. Zebras get the bugs cleaned off them. Birds get food. The animals help each other!

Oxpeckers help zebras in another way too. They let  zebras know if they see a predator like a lion. They call out a warning. It sounds like “Kriss, kriss!”

The zebras run away to safety. These animals make a great team!

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Slideshows (1)
Activities (8)
Answer Key (1)
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Slideshows (1)
Activities (8) Download All Quizzes and Activities
Answer Key (1)

About the Story

Science focus for
nonfiction connection

Animal adaptations

Step-by-Step Lesson Plan

The Bird and the Zebra and Go, Animal Team!

 

Implementation

  • Small group; whole group; independent reading

Pairings and Text Connections

  • In this issue, these texts all connect to the helper theme. 

“Bear Cub Rescue,” p. 6

“The Bird and the Zebra,” p. 14

Go, Animal Team!” p. 20

“Pine School Pals: The Cleanup Clash,” p. 21

Before-Reading Resources

  • Text Preview Bookmarks 

(5 minutes) Students can cut out the fiction bookmark and use it to preview the fiction text. They can cut out the nonfiction bookmark and use it to preview the nonfiction text.

  • Play the Vocabulary Slideshow 

(5 minutes) Familiarize students with vocabulary they will see. 

Suggested Reading Focus

Comprehension, fiction and nonfiction (30 minutes)

  • First, read the fiction story.
  • Ask the Think and Read question to guide students as they read.
  • Stop to discuss the Pause and Think questions for a comprehension check.
  • After reading the fiction story about kids helping each other, read the nonfiction piece about animals helping each other.
  • Ask students, "How are the fiction and nonfiction alike and different?"

After-Reading: Skills Practice

(15 minutes for each activity)

  • Quiz: Comprehension check (We also offer a lower-level quiz.)
  • Word Work: Vocabulary
  • What Is the Setting?
  • Story Map
  • Character Traits: Students can identify the character traits of a character in the story. Be sure to check out our Skill Power video about identifying character traits!

After-Reading Text Comparisons 

  • So Many Helpers!: Students can write about how the characters help each other in the fiction piece and how animals help each other in the nonfiction piece.
  • Helper Chart: Students can compare and contrast all of the helper-themed texts with this chart.

Text-to-Speech