Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 24 TEACHER S GUIDE by Darrel Claxton Fountas-Pinnell Level F Nonfiction Selection Summary There are many kinds of butterflies. come in all colors and range from tiny to very large in size. Some butterflies have markings on their wings that scare enemies away. Number of Words: 181 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Focused on a single topic Each page presents one simple egory of information Butterfl ies Markings on butterfl ies wings There are many kinds of butterfl ies. Butterfl ies have amazing ways of surviving. Simple, straightforward language Meaning provided through integration of photos with text A mix of short and more complex sentences Some longer sentences with more than ten words Terms that may be unfamiliar: rain forest, see-through Highlighted high-frequency words: also, anything, fl ower, kind, places, ready, upon, warm Some multisyllable words that may be challenging: zebra, notice, enemies, hungry Closed, open, and hyphenated compound words: butterfl y, anything, rain forest, seethrough Photos on every page that support the text Nine pages of text with photos on every page Sentences stand alone, not run into paragraphs 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 Darrel Claxton Build Background Read the title to children and talk with them about butterflies. Ask them to describe butterflies they have seen. Encourage children to use their knowledge of butterflies to think about the book. Ask questions such as the following: How are all butterflies alike? How are butterflies different? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Explain that this book gives facts about butterfl ies. Suggested language: Turn to page 2. What do you see in the photo? The photo shows some of the many different kinds of butterfl ies. What kind of butterfl y do you like? Page 3: Look at the photo of the butterfl y. Have you ever seen a butterfl y like this one? The fi rst sentence reads: No other butterfl y looks anything like this one. Find the word anything on the page. The word anything is made up of two smaller words, any and thing. You can use the smaller words to help you fi gure out the meaning of the longer word. In the photo, you can see the butterfl y land upon a red fl ower. Page 6: Turn to page 6. This butterfl y lives in a rain forest. Rain forests are warm, wet places that get a lot of rain. Do you think all butterfl ies live in warm places? Have you ever seen a butterfl y in the cold winter? Pages 8 9: Look at the photos. The butterfl y on page 8 has spots on its wings to scare its enemies away. The butterfl y on page 9 also has spots on its wings. Do you think the spots also look like eyes? Now go back to the beginning and read to fi nd out about some of the many different kinds of butterfl ies. 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. also flower places upon anything kind ready warm 2 Lesson 24:

3 Read As 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: Which butterfly do you think is the most beautiful or interesting? Why? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text There are many different kinds of butterflies. Some butterflies are tiny, and some are very large. Some butterflies have markings that scare their enemies away. are beautiful. Some butterflies markings protect them from enemies. have amazing ways of surviving. People like to look for unusual butterflies. The photos show some of the many different kinds of butterflies. The author points out interesting things about butterflies markings. The author presents many facts about butterflies Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Have children match one spoken word to one written word while reading the book. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Matching Game Materials: index cards. On individual index cards, write pairs of words with vowel digraphs, such as woods-looks, rain-wait, sleep-seen. Remind children that when two vowel letters come together, they usually stand for one vowel sound. Spread out the cards face down in random order, and let two children use them to play Concentration. Children take turns turning over two cards to fi nd a match. Unmatched cards are placed back face down. The object is to match words with the same vowel digraph. Clapping Syllables Have children hear and say syllables in words from the book, such as butterfl ies, anything, zebra, enemies. Have them clap on each syllable: but-terfl ies, an-y-thing, ze-bra, en-e-mies. 3 Lesson 24:

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 Describing Words Build on the adjectives in. Suggested language: Let s think about words that describe things. The biggest butterfly lives in warm, wet places in the rain forest. Biggest describes the butterfly. Warm and wet describe places in the rain forest. Let s look at the photos of butterflies in the book and think of words to describe them. As children suggest adjectives, write their words and sentences on the board or on a long strip of paper. Begin the list with the sentence frame I see a butterfly. (Possible suggestions: long, thin, fuzzy, pretty, green, striped.) After children have made their suggestions, read the list aloud together, pointing to each word. Look at all the ways to describe butterflies! 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 your favorite butterfly. Write a sentence that tells why you like it. 4 Lesson 24:

5 Read directions to children. English Language Learners Reading Support In Introduce the Text (page 2), include as much practice as needed to help children become familiar with the language structures of the book. 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 do you see in the cover photo? Speaker 2: a butterfly Speaker 1: What is this book about? Speaker 2: butterflies Speaker 1: What do all butterflies have? Speaker 2: wings Speaker 1: Why do you think the butterfly on page 3 is named after a zebra? Speaker 2: It has stripes. Speaker 1: What do some people see on the wings of the butterfly on page 5? Speaker 2: They see a dog s face. Speaker 1: Why do enemies stay far away from the butterfly on page 8? Speaker 2: The butterfly s spots look like an owl s eyes. The enemies think they are seeing a hungry owl and are scared away. Name Lesson 24 BLACKLINE MASTER 24.1 Answer each question with a word from the box. 1. Which word goes with hot? warm 2. Which word goes with too? also Word Bank also anything flower kind places ready upon warm 3. Which word goes with stem, leaf, and bud? flower 4. Which word goes with all set? ready 5. Which word goes with on top of? upon. All rights reserved. 3, Unit 5: Watch Us Grow 5 Lesson 24:

6 Name Draw a picture of your favorite butterfly. Date Write a sentence that tells why you like it. 6 Lesson 24:

7 Name Answer each question with a word from the box. 1. Which word goes with hot? 2. Which word goes with too? Lesson 24 BLACKLINE MASTER 24.1 Word Bank also anything flower kind places ready upon warm 3. Which word goes with stem, leaf, and bud? 4. Which word goes with all set? 5. Which word goes with on top of? 7 Lesson 24:

8 Student Date Lesson 24 BLackline master level f Running Record Form page Selection Text Errors Self-Corrections 2 All butterflies have wings. But all butterflies are not the same. What kind of butterfly do you like best? 3 No other butterfly looks anything like this one. It is named after a zebra. This butterfly lands upon a flower. Comments: Accuracy Rate (# words read correctly/39 100) % 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 24: