Fountas-Pinnell Level L Nonfiction

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1 LESSON 12 TEACHER S GUIDE by Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and describes a variety of projects they might do for a fair, from presentations about animals to making a tabletop volcano. Number of Words: 433 Characteristics of the Text Genre Nonfi ction Text Structure Introduction to science fairs presented on fi rst page Content Science fairs Science projects such as building a volcano and doing a static electricity experiment Themes and Ideas Science fairs are eduional and fun. Science projects to be done at home and at school. Language and Writer talks directly to the reader: You can have fun with science all year! Literary Features Sequential steps followed in projects Sentence Complexity Variety in sentence length, including some complex sentences: Judges give an award certifi e or a trophy to students who have the best projects. Some exclamatory sentences: You can even make the kind that will erupt! Vocabulary Words related to science: volcano, erupt, experiment, static electricity, electrical charges Ingredients to make projects: vinegar, food coloring, baking soda, balloon Words Many two- and three-syllable words Some words three syllables or more: impressive, volcano, experiment, creative Illustrations Photographs with captions contain extra information. Book and Print Features Ten pages of text, photos on most pages Chart showing the results of an experiment Sentences arranged in paragraph form Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.

2 by Abe Beaker Build Background Help students use their knowledge about science projects and fairs. Build interest by asking a question such as the following: Have you ever done a science project or been to a science fair? Read the title and author and talk about the cover photo. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so that they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this book tells about science projects. Suggested language: Turn to page 2 and look at the picture. What do you think has just happened to the children? How can you tell? Page 3: Tell students that science fairs are eduional and they are fun, too. Students often give presentations about animals or plants at a science fair. Have you ever given a presentation in your class? What was it about? Pages 4 6: Use the photos to support understanding of the volcano project. These pages describe how to make a volcano that can actually erupt. How do you think you can make it erupt? That would be very impressive! Page 8: Point out that captions can give extra information about the text. Read the caption. What information do you learn from this caption? Page 9: Draw attention to the chart and discuss the experiment. How does this chart keep track of the experiment? Now turn back to the beginning of the book and read to fi nd out more about science projects you can do. certifie an official piece of paper that is given for an achievement, p. 5 charts forms that show information, p. 9 creative able to imagine new ideas, p. 5 eduional an object or experience that teaches you something, p. 2 erupt burst suddenly, p. 4 impressive done with great skill, p. 4 presentation a description or performance, p. 3 report n. tell about something, p Lesson 12:

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy details to picture what is happening., and use selection Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: What kind of science project would you like to do? Why? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Science fairs can be eduional and fun at the same time. Projects range from presentations about animals or plants to building an erupting volcano. Experiments with static electricity can be done with balloons. Many kinds of science projects can be done at home or at school. Creating a science project can be eduional and fun simultaneously. Science projects are often team efforts and cooperation is an integral part of the process Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Most captions identify objects in the photos and explain how they are used. A chart explains the results of experiments. The author s purpose is to describe science projects that can be done at home or at school. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to read at a good speed, but not so fast that the words run together and the meaning of the text is lost. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that sometimes a word has a suffi x that can help them understand the word s meaning. For example, the word information on page 2 has the suffi x -tion, which can mean the act of. So the word information means the act of informing. Provide other examples from the text, such as presentation, impressive, and creative. 3 Lesson 12:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: charts) Reading Nonfiction Nonfiction Features: Charts Remind children that nonfiction has many features to help readers understand important information. A chart is one of these features. Explain that a chart is a form that can tell information with fewer words. Charts give the reader more information about something that is mentioned in the text. Charts can help readers understand information clearly by making it easier to read. Have children look at the chart on page 9. What does the chart show? How does it help you understand about the experiments with static electricity? How would this chart help the students keep track of the results of their experiments? Mention that charts can have headings that show how the information is divided on the chart. Have children think of other objects that could be included in the first column of this chart. They can write their names of their objects on small self-stick notes and post them on the chart. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts On page 4, which word means to burst suddenly? Which words on page 2 help the reader know the meaning of eduional? The book says that students should be creative when they make their volcanoes. Find the sentence on page 5 that shows one way to be creative with this project. 4 Lesson 12:

5 Read directions to students. English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Cultural Support The book includes the names of several cooking ingredients that are used to make an erupting volcano. Be sure students are familiar with the following items on page 6: vinegar, red food coloring, baking soda. Also be sure students understand the units of measurement used in this project: one-half cup, a teaspoon, three tablespoons. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What is this book about? Speaker 2: science projects Speaker 1: Where can children do these projects? Speaker 2: home or school. Speaker 1: Why is the book called Fun with Science? Speaker 2: It is about science projects. Speaker 1: What is a science fair? Speaker 2: It s a place where students set up projects. Speaker 1: What can you do with a balloon? Speaker 2: You can do static electricity experiments. Speaker 1: How can you keep track of the results? Speaker 2: You can make a chart. 3_246239RTXEAN_L11-15TV.indd Page Sec1:3 2/28/09 4:52:46 AM elhi /Volumes/118/HS00117/work%0/indd%0/Target_Vocabulary/3_246239RTXEAN_U3L11-15TV Name Date Write words and ideas that go with the word report in the web. Then create your own webs for the remaining words. Possible responses shown. Lesson 12 BLACKLINE MASTER 12.1 report erupt presentation Vocabulary creative eduional certifie impressive charts inform describe report telling my friend news. All rights reserved. 3, Unit 3: Learning Lessons 5 Lesson 12:

6 Name Date Thinking Beyond the Text Think about the question below. Then write your answer in one or two paragraphs. Why do you think science fairs are both eduional and fun? Use details from the book in your answer. 6 Lesson 12:

7 Name Date Lesson 12 BLACKLINE MASTER 12.1 Write words and ideas that go with the word report in the web. Then create your own webs for the remaining words. Vocabulary report erupt presentation creative eduional certifie impressive charts report 7 Lesson 12:

8 Student Date Lesson 12 BLackline master level i Running Record Form page Selection Text Errors Self-Corrections 2 A science fair is a good place to learn about science. Students set up their projects at the fair. Judges give an award certifie or a trophy to students who have the best projects. A winning project is eduional and gives a lot of information. 3 Science fairs are fun. You might see a presentation about a plant or animal. Many science fairs take place every year. But you don t have to wait for the next fair. You can have fun with science all year! 4 You may have seen a model volcano at a science fair. Comments: Accuracy Rate (# words read correctly/95 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T Lesson 12:

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