Illustration of teacher reading newspaper to students about missing lemurs
Art by Katie McDee
Paired Texts, Fiction,

No Lemurs in School

Fiction inspired by a true story

By Katie Mach
From the September 2025 Issue

Learning Objective: Children will compare fiction and nonfiction texts about lemurs.

Lexiles: 370L
Featured Skill: Main Idea,
Common Core Standards
  • RF.1.3 Decoding RI.1.1 Key details RI.1.3 Connecting information RI.1.4 Vocabulary RI.1.5 Text features RI.1.6 Distinguish between information from words and images RI.1.7 Use visuals RI.1.9 Compare texts SL.1.1 Participate in collaborative discussions with peers and adults SL.1.2 Ask and answer questions about key details in a text read aloud
TEKS Standards
  • Health
    (3) Mental health and wellness—-social and emotional health. The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to: (A) identify their own feelings and emotions; (B) discuss and explain how emotions can interrupt thinking and the self-management process.

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It was morning meeting.

“Liam, come sit down,” my teacher said. “I have big news!” 

She told us that two lemurs had escaped from the zoo.

“The zoo cannot find them!” she said. 

“I love lemurs,” I said. “Maybe I will find them.”

“No way!” said Emily.

It was time to line up.

“What if they are here?” I asked. 

“Liam, there are no lemurs in school!” said Emily.

PAUSE AND THINK: Do you think Liam will find the lemurs?

“See, Liam?” said Emily. “There are no lemurs in art class.” 

“Maybe they will be at lunch,” I said. 

PAUSE AND THINK: Where are the lemurs hiding?

“There are no lemurs at lunch!” said Emily. 

“They must not like Taco Tuesday,” I said.

“Nope,” said Emily. “There are no lemurs at recess.”

“I thought they would be here!” I said.

PAUSE AND THINK: Why does Liam feel disappointed?

“I do not see any lemurs in the library!” said Emily.

“I even asked the librarian,” I said.

The day was over. It was time to go home. 

“Don’t be sad,” said Emily.  “I got you a lemur book!”

PAUSE AND THINK: Why did Emily give Liam a lemur book?

“You were right,” I said. “Oh well. I guess there are no lemurs in school.”

PAUSE AND THINK: Where are the lemurs going?


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Skills Activities
Answer Key (1)
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Skills Activities
Answer Key (1)

About the Story

English Language Arts Focus

Fiction vs. nonfiction

Step-by-Step Lesson Plan
Download the Lesson Plan

Implementation

  • Whole group

Pairings and Text Connections

Before-Reading Resources

  • Video: Fiction and Nonfiction (5 minutes) Learn about what you might find in fiction and nonfiction texts.

Suggested Reading Focus

Comparing fiction and nonfiction (20 minutes)

  • This fiction story is meant to be read after reading “Short Nonfiction: Lemurs in the Library.”
  • Before beginning this story, remind students that they previously read a nonfiction article about lemurs. What do they remember about it? Tell them they will now read a fiction story about lemurs. Ask students what makes a story fiction. (It is made up.)
  • During the first read, focus on comprehension. Read the article aloud while students follow along in their magazines. Stop to read each Pause and Think question. Point out the illustrations. Ask students what they notice. What does the text tell them? What do the pictures tell them? When you finish, ask students how they know that this is a fiction story.
  • During the second read, ask students to think about what makes this different from a nonfiction article.
  • To close out the lesson on fiction and nonfiction, work with students to make a chart comparing this story with the nonfiction article.

After-Reading Skills Practice

  • Skills: sequencing (15 minutes)

Text-to-Speech