Fountas-Pinnell Level J Nonfiction

Transcription

1 LESSON 14 TEACHER S GUIDE by Erin Ash Sullivan Fountas-Pinnell Level J Nonfiction Selection Summary Because of their special qualities, dogs can partner with people on a wide variety of jobs. Different kinds of dogs are suited for different work, ranging from pulling sleds to herding farm animals to assisting police and soldiers. Number of Words: 494 Characteristics of the Text Genre Nonfi ction Text Structure Focused on a series of related ideas Organized in seven sections, including Introduction and Conclusion Content Physical characteristics and qualities of dogs Jobs that dogs do Themes and Ideas Dogs are good workers. Dogs do work suited to their unique abilities. Dogs help people in different ways. Language and Clearly written Literary Features Figurative language (The dogs work as eyes for their owners.) Sentence Complexity A mix of short and complex sentences Some compound sentences (Sled dogs work and they race, too.) Multiple items in series (They tell their owners about important noises, like doorbells, alarm clocks, and crying babies.) Vocabulary Words associated with herding: herd (as both verb and noun), circles (as both verb and noun), sheep, cattle The word canine provided as another word for dog; K-9 derived from canine Terms associated with war: army, World War II, bombs, dangerous conditions Words Many two- and three-syllable words (different, practicing, animals, offi cer) Illustrations Color photos that support text One historic photo in black and white Book and Print Features Easy-to-read section headings One or two sentence captions that provide additional information 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 Erin Ash Sullivan Build Background Help students think about dogs and what they can do. Build interest by asking a question such as the following: What kinds of jobs do you think dogs can do? Read the title and author and talk about the cover photo. Tell students that this book is nonfiction, so the words and photos will give factual information about the topic. Introduce the Text Guide students 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 tells about jobs that dogs do to help people. Suggested language: Turn to page 2 of this book. Many people think that dogs are good pets and workers because they are loyal. This means dogs are faithful to people. How do you think the dog in the photo might be loyal to the boy? Page 3: Read the section heading and ask students to look at the photo. These are sled dogs. It takes a team of dogs to pull the sled. When the sled dogs run for a long time, their legs start to quiver, or shake. Have you ever felt your legs quiver? Why did that happen? Page 6: Read the caption. Make sure students understand that canine is pronounced like K-9, which led to the use of the term for police dogs. Point out that dogs have the ability to fi nd things by smell. What else are dogs able to do? Dogs also have the ability to patrol during a long shift, or work period. What do you think a police dog does when it patrols? What do you think the dog watches for? Page 7: Call attention to the photo. Explain that it is black and white because it was taken many years ago. These soldiers and dogs worked as partners. How does having a partner make a job easier? Now turn back to the beginning and read to fi nd out how dogs help people. ability having the power to do something, p. 6 loyal faithful to a person, p. 2 lying being in a flat position, p. 7 partners people or people and animals who work closely together, p. 7 patrol v. to watch over an area and guard it, p. 6 quiver v. to shake with little movements, p. 3 shift n. a set amount of time in which people work, p. 6 snap v. to open and close a mouth quickly, as if going to bite, p. 5 2 Lesson 14:

3 Read As the students read observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind students to use the Summarize Strategy parts of the text in their own words., and to tell important Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: What information did you find most interesting? Which job that dogs do would you like to learn more about? 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 Dogs can be pets and workers. Dogs can do many different kinds of jobs. Some jobs include pulling sleds, herding animals, helping police officers and soldiers, guiding blind owners, and hearing for deaf owners. Dogs make good workers because they are smart and loyal and can be trained to do jobs. Dogs do jobs based on their unique abilities. Dogs and people can become partners as they work together Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photos show the kinds of jobs dogs can do and how they do them. The captions give additional information beyond the text. The author leads the reader to the conclusion that no matter what job dogs do, they can be great companions. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to read at a steady speed, using the punctuation (commas and periods) as signals for how to group words correctly. 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 some words have double vowel patterns. For example, in the word keep on page 3 the letters ee spell the long e vowel sound. Call attention to other words from the book that have the ee vowel pattern: sheep, heels, streets, and need. 3 Lesson 14:

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: snap/pans) Reading Nonfiction Nonfiction Features: Section Headings Remind students that nonfiction has many features to help readers find and understand information. Section headings are one type of feature. Explain that a section heading gives readers a general idea of the content they are about to read in the next pages. Each heading also signals that a new part of the book is about to begin. Call attention to these section headings: Introduction, on page 2 and Conclusion, on page 10. Explain that nonfiction books often include an introduction, in which the author states the topic of the book and a conclusion, in which the author sums up the topic and makes a final point. Read through the other section headings with students and ask them what information each heading provides. Then have students choose one section in the book (other than the Introduction and Conclusion). Ask them to reread the section and write their own section heading (different from the author s). Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts Tell one word that best describes sled dogs. Use evidence from the book to support your thinking. Which words on page 4 help the reader know the meaning of trained? On page 7, fi nd the word that means almost the same thing as notes. 4 Lesson 14:

5 Read directions to students. English Language Development Reading Support In Introduce the Text (p.2) include as much practice as needed to help students become familiar with the language structures of the book. Idioms Help students understand that some expressions do not literally mean what they say. In the sentence, So they are built for this kind of work, on page 3, the word built means the dogs have the right body. Explain the meaning of these expressions: stick together (page 4), track down (page 6), and become attached (page 10). 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 animal is the book about? Speaker 2: dogs Speaker 1: What animals does a farm dog work with? Speaker 2: sheep and cows Speaker 1: Name a job that dogs can do. Speaker 2: Possible answers: pull a sled, herd animals, work with police officers and soldiers, help blind or deaf people Speaker 1: How do sled dogs get good at racing? Speaker 2: They practice over and over. Speaker 1: Why are dogs good workers? Speaker 2: They are smart, loyal, and easy to train. Speaker 1: How do guide dogs help blind people? Speaker 2: They help them get around safely. Name Date Fill in two more Examples and Non-examples for lying. Then create your own Four-Square Maps for two of the remaining words. Possible responses shown. Lesson 14 BLACKLINE MASTER 14.1 lying loyal partners Vocabulary shift quiver patrol ability snap Definition reclining; resting flat Example a baby sleeping in his crib. a pile of clothes on the floor a book on the table Sentence The cat is lying on top of Dad s newspaper. lying standing sitting Non-example jumping. All rights reserved. 3, Unit 3: Learning Lessons 5 Lesson 14:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. In the book, dogs do many different kinds of jobs. Which dog do you think has the most important job? Why do you think so? 6 Lesson 14:

7 Name Date Lesson 14 BLACKLINE MASTER 14.1 Fill in two more Examples and Non-examples for lying. Then create your own Four-Square Maps for two of the remaining words. Vocabulary lying loyal partners shift quiver patrol ability snap Definition reclining; resting flat a baby sleeping in his crib. Example Sentence The cat is lying on top of Dad s newspaper. lying standing Non-example 7 Lesson 14:

8 Student Date Lesson 14 BLACKLINE MASTER LEVEL J Running Record Form page Selection Text Errors Self-Corrections 2 Dogs make great pets. They are easy to train. They are smart and loyal. Dogs are good workers, too. There are many jobs that dogs do that help people in different ways. 3 Some dogs have a love for pulling and carrying. They are big and strong. So they are built for this kind of work. In snowy places, people use dogs to pull sleds. Sled dogs work and they race, too. They practice over and over for the races. At times, their legs can start to quiver, or shake. But they keep practicing. 4 Farmers use dogs to help them herd farm animals. 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 14: