Fountas-Pinnell Level H Informational Text

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1 LESSON 10 TEACHER S GUIDE by Rebecca Martin Fountas-Pinnell Level H Informational Text Selection Summary This simply written narrative introduces readers to various sea creatures at an aquarium, from the tiny seahorse to a beluga whale. Many of the beautiful, color photographs show young visitors on a trip to an aquarium. Number of Words: 259 Characteristics of the Text Genre Informational text Text Structure Three to fi ve lines of text in same position on a page Each page focuses on a different aquarium animal. No paragraph indentation Content School children visiting an aquarium Different aquarium animals and their characteristics Themes and Ideas You can see animals up-close at an aquarium that you would never see otherwise. We share our planet with other animals. Making use of community resources increases our knowledge. Language and Description, but no fi gurative language (Starfi sh feel bumpy.) Literary Features Simple, conversational text Exclamations for emphasis (Don t pet it!) Sentence Complexity A mix of simple and compound sentences with descriptive phrases and clauses Some compound adjectives and predicates Declarative and exclamatory sentences Vocabulary Content specifi c names of aquarium animals, some unfamiliar (beluga whale) Words Compound words (jellyfi sh, starfi sh, seahorse) Some three syllable words (octopus; enemies, animals) Illustrations Color photograph of aquarium animal on each page Book and Print Features Nine pages of text with no section heading Caption identifying each aquarium animal 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 publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication 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 publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 by Rebecca Martin Build Background Help children use their knowledge of sea animals and aquariums to visualize the book. Build interest by asking questions such as the following: Have you ever visited an aquarium? Which aquarium animal did you like the best? Why? Read the title and author and talk about the cover photograph. Explain that this book is informational text, so the words and photos will give readers information about aquarium animals. 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: Pages 2 3: Explain that this book is about the amazing animals in an aquarium. Suggested language: Turn to page 2. The girl in the photo is looking at some fi sh in a tank at an aquarium. On page 3, you can see a photo of a jellyfi sh. It drifts in the water. What happens when a jellyfi sh drifts? Does it go fast or slow? Page 5: Turn to page 5. Look at the photo and the label. Would you want to be this close to a shark in the ocean? Sharks eat fi sh that are smaller and weaker. Sharks swim very fast and can be very strong. How do you think that helps them catch weaker fi sh? Page 6: What does the label say for this animal? Look closely at the photo. How do you think the seahorse got its name? Page 9: Here is an octopus. An octopus can make a cloud of ink all around itself. How does this help the octopus hide in the ocean? Now turn back to the beginning of the book and read to fi nd out about the different animals at an aquarium. Target Vocabulary choices things you can choose from decide to choose what to do or think, p. 10 disgusting sickening drift move slowly without a set direction, p. 3 millions more than one million, p. 7 simple very easy, without many parts weaker having less strength than before, p. 5 wrapped covered by something else 2 Lesson 10:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Monitor/Clarify Strategy to figure out what doesn t make sense as they read the book., and to find ways Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Which aquarium animal did you like reading about the most? Why? Would you want to visit an aquarium with your class? Why or why not? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text There are many sea animals of all sizes and shapes at the aquarium. You can pet some animals and look at others. Each aquarium animal looks and acts differently. We share our planet with many kinds of animals. We can learn more about sea animals by visiting an aquarium Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos give readers important visual information about sea animals. Captions help readers find the information in the photos. The author does a good job getting the reader excited about aquariums. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud to the class. Encourage them to group words into phrases that refl ect meaning. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that longer words are often formed from shorter, familiar words. Help children fi nd the shorter words that make up the following compounds: jellyfi sh (p. 3); starfi sh (p. 4); seahorse (p. 6). 3 Lesson 10:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Facts and Opinion Remind children that facts are ideas that can be proved and opinions are personal feelings. Model the skill, using a Think Aloud like the one below: Think Aloud I know that the sentence An octopus has eight legs is a fact because I can prove it. I can check this fact in the book on page 9. But the sentence Some animals are cute is an opinion. It s a personal feeling that some people have about the way animals look. I will look for more facts and opinions in the book. Practice the Skill Have children find one other fact and one other opinion about aquarium animals from the book. Invite them to share their facts and opinions with the group. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts Read the last sentence on page 5. What does the word weaker mean? This selection is mainly about. 4 Lesson 10:

5 English Language Development Reading Support Check regularly on chidren s oral reading to determine accuracy, fluency, and comprehension. Cultural Support Explain that aquariums are special buildings where visitors can see many kinds of underwater animals that live in the ocean. Point out that many large cities in countries all over the world have aquariums, especially cities near seaports. Oral Language Development Check 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: Where do the children see the animals? Speaker 2: at an aquarium Speaker 1: What can a jellyfish do to other animals? Speaker 2: sting them Speaker 1: What kind of teeth do sharks have? Speaker 2: very sharp Speaker 1: How do starfish get their names? Speaker 2: They have points like a star. Speaker 1: How does a seahorse use its tail? Speaker 2: Seahorses use their tails to hold on to plants. Speaker 1: How are the animals at the aquarium the same and different? Speaker 2: Some of them are big and some are small; some are cute and some are not cute. But all the animals love the water. Name Read and answer the questions. Date Lesson 10 BLACKLINE MASTER How does a seahorse hold on to plants? It uses its curly tail. 2. Why would an octopus need to hide from enemies? Possible response: An octopus hides from enemies so it won t get eaten. 3. Which of the animals in the book would you most like to see? Explain your answer. Answers will vary. Making Connections Think about what you have read about jellyfish. Do you think you could pet a jellyfish at the aquarium? Explain your answer. Write your answer in your Reader s Notebook. Read directions to children.. All rights reserved., Unit 2: Nature Watch 5 Lesson 10:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one paragraph. In this book, school children visit an aquarium. How does visiting an aquarium help children learn about different animals that live in the ocean? How is it different from reading about sea animals in a book? 6 Lesson 10:

7 Name Read and answer the questions. Date Lesson 10 BLACKLINE MASTER How does a seahorse hold on to plants? 2. Why would an octopus need to hide from enemies? 3. Which of the animals in the book would you most like to see? Explain your answer. Making Connections Think about what you have read about jellyfish. Do you think you could pet a jellyfish at the aquarium? Explain your answer. Write your answer in your Reader s Notebook. 7 Lesson 10:

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL H Running Record Form page Selection Text Errors Self-Corrections 4 Here are lots and lots of starfish! You may pet them. Starfish feel bumpy and have points like a star. They move very slowly. 5 Here is a shark. Don t pet it! Sharks have sharp teeth and swim fast. They eat smaller, weaker fish. 6 Here is a sea horse! Horses that live on land have four legs, but this sea horse has no legs. Comments: Accuracy Rate (# words read correctly/63 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat Insertion the ˆcat 1 Word told T 1 cat Lesson 10:

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