Fountas-Pinnell Level K Nonfiction. by Patricia Ann Lynch

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1 LESSON 3 TEACHER S GUIDE Animals in Danger! by Patricia Ann Lynch Fountas-Pinnell Level K Nonfiction Selection Summary Many animals are in danger of extinction. Some animals are hunted. Some lose their homes when people build houses where the animals lived. Dirty air and water cause some animals to die. But people can help animals. In some schools, students learn how to protect sea turtle eggs. Other groups raise funds to adopt whales. Number of Words: 500 Characteristics of the Text Genre Nonfi ction Text Structure Five sections with titles, each one to two pages Introduction to concepts of endangerment and extinction Three sections on how to help endangered animals Content Endangered and extinct animals Causes of animal endangerment Realistic suggestions for helping animals Themes and Ideas Extinction is a serious problem. People put animals at risk through hunting, building, and polluting air and water. People, including children, can help save animals. Language and Clear, direct prose Literary Features Additional information contained in captions Sentence Complexity Questions Simple sentences, with some compound and complex sentences: It will stay out in the ocean, and the money will be used to protect it. Vocabulary Words related to animals at risk, such as danger, extinct, risk, disappears, spreading, protect, dodo, passenger pigeon Words Mostly shorter words, with a few challenging multisyllable words such as extinction, unfortunately, customers Illustrations Color photos on most pages support the text Book and Print Features Eight pages of text Photo captions and labels 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 Animals in Danger! by Patricia Ann Lynch Build Background Help students use their knowledge about endangered and extinct animals. Build interest by asking a question such as the following: Why are people concerned when an animal is in danger of dying out? What endangered animals do you know? Read the title and author and talk about the cover illustration. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Explain that many animals in the world are in danger. Suggested language: Turn to page 2. Read the heading: Animals in Danger. When a type of animal dies out completely, it will never live on earth again. It becomes extinct. Page 3: Draw attention to the photographs and the labels and captions. Which animals are in danger right now? Which animals are already extinct? Page 5: Read the caption. Point out the highlighted word: spreading. What do you think happens to animals when more and more people are spreading out, or expanding, into areas where the animals live and hunt? Page 8: This section is called Adopt a Whale. The author says: People give what they can afford to help take care of the animal. Why do people give whatever money they are able to pay to help save a whale or other endangered animal? Why do you think saving animals is important to so many people? Now turn back to the beginning and read to fi nd out some ways that you might be able to help endangered animals. afford to be able to pay for, p. 8 block the section of a street between two other streets, p. 10 contacted got in touch with, p. 6 customers people who buy things at a store, p. 8 earn to gain money, praise, or respect, p. 9 figure to decide or to solve, p, 10 raise to collect money, p. 10 spreading stretching out or expanding, p. 5 2 Lesson 3: Animals in Danger!

3 Read Have students read Animals in Danger! silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Analyze/Evaluate Strategy about what they read, and then form an opinion about it., and to think Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: What do you think is the biggest challenge for people who are trying to save endangered animals? What should people do to help? 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 Some animals are already extinct, and others are at risk of extinction. Hunting, building, and pollution harm animals. People are working to protect animals. Working with animals, raising money, and cleaning up trash are ways to help. It is bad for people and the Earth when animals become extinct. People should help endangered animals. People should avoid polluting the air and water. People should avoid hunting endangered animals. Children and adults can work together to help animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Section headings help readers understand how the information is organized. Photographs give a lot of information and draw the reader in. Captions and labels help to explain the photos. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Encourage students to read with good phrasing and expression, as if they were giving a television report about the topic of endangered animals. 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 adding the ending ly to a word changes it into a word that tells how. As examples, point out the words sadly and unfortunately on page 4. 3 Lesson 3: Animals in Danger!

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 3.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: block) Reading Nonfiction Nonfiction Features: Captions and Photos Remind students that nonfiction has many special features to help readers find and understand important information. Captions and photos are two of these features. Explain that captions can be short phrases or labels, as on page 3, or complete sentences with more information, as on page 4. Captions tell what a photo or diagram or map is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Photos are another important source of information. They often give additional information that is not in the text. Have students look at the photo on page 5. Ask what information they can learn from the photo (buildings and cities have spread over a large area) and from the caption (many animals lose their homes because people build cities). Then have students choose a photo from the book and write two new captions for it, one short and one longer. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts Which words on page 8 help the reader know the meaning of afford? In paragraph 2 on page 8, fi nd the word that gives a clue to the meaning of customers. What word on page 5 means almost the same as expanding? 4 Lesson 3: Animals in Danger!

5 Read directions to students. English Language Development Reading Support Make sure the text matches the student s reading level. Language and content should be accessible with regular teaching support. Cultural Support Some students may be unfamiliar with some of the animals mentioned in the book. Help students use a globe or world map to locate regions where each of the animals lives. 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 the book about? Speaker 2: animals in danger Speaker 1: What do animals lose when people spread out? Speaker 2: their homes Speaker 1: What does the author want people to do? Speaker 2: help animals Speaker 1: What happens when an animal becomes extinct? Speaker 2: It dies out. It never lives on Earth again. Speaker 1: Why are cities bad for animals? Speaker 2: When the cities grow, the animals lose their homes and have no place to go. Speaker 1: How do people hurt animals? Tell three ways. Speaker 2: People hunt animals. They build houses and force animals to leave their homes. They make the air and water dirty. Name Write words and ideas that go with the word afford in the web. Then create your own webs for the remaining words. Possible responses shown. Vocabulary Date Lesson 3 BLACKLINE MASTER 3.1 Animals in Danger! afford block contacted customers earn figure raise spreading buy things money afford allowance save. All rights reserved. 3, Unit 1: Good Citizens 5 Lesson 3: Animals in Danger!

6 Name Date Animals in Danger! Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. On page 2, the author says: You can help save animals that are at risk. Why do you think it is important to save endangered animals? How can you help now? How might you help when you are an adult? 6 Lesson 3: Animals in Danger!

7 Name Date Lesson 3 BLACKLINE MASTER 3.1 Animals in Danger! Write words and ideas that go with the word afford in the web. Then create your own webs for the remaining words. Vocabulary afford block contacted customers earn figure raise spreading afford 7 Lesson 3: Animals in Danger!

8 Student Date Lesson 3 BLACKLINE MASTER 3.23 Animals in Danger LEVEL K Animals in Danger Running Record Form page Selection Text Errors Self-Corrections 2 What animals do you see every day? Do you see squirrels? Do you see birds? How would you feel if these animals were gone forever? Would you miss them? Many animals are in danger. They could die out or never live on Earth again. These animals would be extinct. Some animals are already extinct. There is still time for others, though. And here s some more good news. You can help save animals that are at risk. 4 Why are animals in danger of extinction? Unfortunately, there are lots of reasons. And sadly, most of these reasons have to do with people. Comments: Accuracy Rate (# words read correctly/ ) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 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 0 Insertion the 1 Word told T 1 cat Lesson 3: Animals in Danger!

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