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1 LESSON 14 TEACHER S GUIDE by Kaitlyn Robinson Fountas-Pinnell Level E Nonfiction Selection Summary The desert is very hot and dry, but it is a good home for animals such as foxes, rabbits, rats, snakes, and certain sheep. Number of Words: 171 Characteristics of the Text Genre Nonfi ction Text Structure Information is presented by description. Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Hot, dry climate of desert Desert as home for foxes, rabbits, rats, snakes, sheep The desert is a good home for some animals. Desert animals have adapted to their harsh environment. Meaning provided through integration of photos with text One exclamation for emphasis Two photographs with labels Simple sentences with four to ten words; some with embedded phrases Names of desert animals: fox, rabbit, rat, snake, sheep Number words: two, three, four, fi ve Highlighted high-frequency words: fi ve, four, into, over, starts, three, two, watch Contraction: can t Regular and irregular plurals: animals, foxes, seeds, plants, rocks, sheep Photographs closely linked to text on all pages Nine pages of text Three to fi ve lines of text on each page 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 Kaitlyn Robinson Build Background Read the title and talk about the cover photograph. Help children use their knowledge of deserts. Build interest by asking questions such as the following: What is the weather like in a desert? What would you see in a desert? Introduce the Text Guide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Page 2: Tell children that this book will give information about some animals that live in the desert. Suggested language: Turn to page 2. Look at the photo of the desert. What do you see? Do the things that are growing look good to eat? The second sentence reads: It is hard to fi nd food and water in the desert. Do you think any animals could live here? Page 4: Look at the photos. What animals do you see? Look at the labels. They can help you name the animals in the photos. Most animals can t live in such a hot, dry place. But these two animals can live in the desert. Page 5: What animals do you see here? It looks so hot in this desert! Why are the foxes in this cave? The second sentence reads: But two foxes go into the shade to stay cool. Say the word into. What two smaller words do you hear in into? Into begins with the letter i. Find into and point to it. The word to can be spelled more than one way. Point to the word two that means more than one. What is different about the spelling? Now turn back to the beginning of the book and read about how some animals can live in the desert. Have children turn to the at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. five into starts two four over three watch 2 Lesson 14:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: What did you learn about desert animals that you didn t know before? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text It is very hot and dry in the desert. Some foxes, rabbits, rats, snakes, and sheep can live in the desert. The desert is a good home for some animals. Desert animals have found ways to find food and keep cool in the hot, dry desert. The photos show how some animals can live in the desert. The labels help you understand what is in the pictures Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as saying one word for one group of letters and understanding the concept of sentence. Phonemic Awareness/Word Work Provide practice as needed with words and sounds, using one of the following activities: Identify Middle Sound Have children raise their hands when they hear the sound of long a in a word (shade, snake, can t, fox, stay, rat, rain, grass). Plurals Have children add s to a word to make it plural (animal/animals, seed/seeds, plant/plants, rock/rocks). Write the words in two lists on the board or on a large sheet of paper. Read the lists aloud together. 3 Lesson 14:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Action Words Build on the action words in. Suggested language: The book says that the sheep in the desert climb. What are some ways that you think the other animals in the desert move? As children suggest words, write their words on the board or on a large strip of paper. (Possible suggestions: rabbit hops, snake slides, rat runs, fox walks) After children have made their suggestions, read the list aloud together, pointing to each word. These are the ways that desert animals move. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of a desert animal eating. Write a sentence about the animal and what it eats. 4 Lesson 14:

5 Read directions to children. English Language Development Cultural Support Children may not have visited or read about deserts. Make sure they understand that deserts are very hot, dry places. Ask children what they might do to stay cool and have food and water in the desert. Oral Language Development Check the children s comprehension, using a dialogue that best matches their English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What is hard to find in the desert? Speaker 2: food and water Speaker 1: What does a rabbit eat in the desert? Speaker 2: grass Speaker 1: What does a rat eat? Speaker 2: seeds Speaker 1: Why is it hard to find food and water in the desert? Speaker 2: The desert is very hot and dry. Speaker 1: How does a snake find food in the desert? Speaker 2: It hunts at night. It can see in the dark. Speaker 1: Why can t some animals live in the desert? Speaker 2: They can t find food or water. They can t stay cool. Speaker 1: How does a rabbit find water and food in the desert? Speaker 2: A rabbit gets water from plants and likes to eat grass. Name Lesson 14 BLACKLINE MASTER 14.1 Fill in the blanks with words from the word bank. Word Bank four into starts two five over three watch 1. Let s go over to the pool and watch the swimming race. 2. The race starts. 3. five, fo u r, three, two, one! 4. The swimmers dive into the pool!. All rights reserved. 3, Unit 3: Nature Near and Far 5 Lesson 14:

6 Name Draw a picture of a desert animal eating. Date Write a sentence about the animal and what it eats. 6 Lesson 14:

7 Name Lesson 14 BLACKLINE MASTER 14.1 Fill in the blanks with words from the word bank. Word Bank four into starts two fi v e over three watch 1. Let s go to the pool and the swimming race. 2. The race. 3.,,,, one! 4. The swimmers dive the pool! 7 Lesson 14:

8 Student Date Lesson 14 BLackline master level e Running Record Form page Selection Text Errors Self-Corrections 2 A desert is very hot and dry. It is hard to find food and water in the desert. It is hard to stay cool. 3 Some animals can t live in the desert. Comments: Accuracy Rate (# words read correctly/31 100) % 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 14:

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