Fountas-Pinnell Level R Nonfiction

Transcription

1 LESSON 6 TEACHER S GUIDE by Rachel W. Brookes Fountas-Pinnell Level R Nonfiction Selection Summary Female loggerhead sea turtles crawl up on a Florida beach at night, dig a nest, and deposit their eggs. When they hatch, the baby loggerheads head to the sea. They swim all over the Atlantic and return to their birthplace in 2-3 years. Endangered by fishing boats and by the market for their eggs, meat, and shells, these fascinating marine animals need our help if they are to survive. Number of Words: 722 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narration; one to two paragraphs per page Six chapters Content Facts about sea turtles Dangers to sea turtles from humans Themes and Ideas Humans are the major threat to the survival of sea turtles. Individuals need to protect sea turtles before it is too late. Sea turtles are amazing marine animals worth protecting. Language and Supporting descriptive details Literary Features Conversational language Sentence Complexity Some complex sentences Some questions directed to the reader Vocabulary Terms associated with marine life: hermit crabs, loggerheads, jellyfi sh, and fl ippers Words Multisyllable words: juvenile, fascinating, fi nished Compound words and words with affi xes Illustrations Photographs in support of text Map showing route of loggerheads Diagrams of sea turtle nest and shrimp net Book and Print Features Thirteen pages of text, most with illustrations and captions Chapter headings 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 Rachel W. Brookes Build Background Help students use their knowledge of turtles to visualize the story. Build interest in the story by asking a question such as the following: What sea animal do you think lays its eggs on a Florida beach and weighs more than 500 pounds? Read the title and author and talk about the cover photograph. Explain that sea turtles are very large and very interesting animals. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Pages 2: Have students preview the heading, caption, and photo. Ask: Suppose you were basking in the sun on a beach. Would you be stunned to see little turtles crawling to the sea? How much do you think each juvenile or baby turtle in the picture weighs? Pages 3 4: Point out that captions can give clues about information in the text. Have students preview the heading, photographs, and captions. Suggested language: A loggerhead is a marine animal, an animal that lives in the ocean. Ask: What can you learn about loggerheads just by reading the fi rst few captions? Page 6: Have students examine the picture and read the caption. What about the way that the sea turtle gets around would make it an ordeal, or diffi cult task, for her to get to dry sand? Page 9: Have students read the heading and study the map. What a long journey for the Loggerheads! It looks like a round trip. Ask: Why do you suppose Loggerheads come back to Florida? Now turn back to the beginning and read to fi nd out the details about the life of sea turtles and about the dangers that threaten them. analyzing examining closely, p. 10 basking resting in a warm, comfortable place, p. 2 calling inner urge, p. 9 fatal causing death, p. 12 intensive thorough and concentrated, p. 11 juvenile young, p. 3 marine related to the ocean, p. 5 ordeal a difficult or painful experience, p. 6 stunned shocked or confused, p. 6 treating trying to make better, p Lesson 6:

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the story as needed. Remind students to use the Question Strategy as they read. Suggest that they begin by turning the headings into questions and then read to find the answers to the questions. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: What information about Loggerheads surprised you? What else would you like to know about sea turtles? 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 Loggerheads are very large sea turtles. Loggerheads swim in the Atlantic and return to Florida to lay their eggs. The market for loggerhead eggs, meat, and shells threatens the survival of these giant marine turtles. During nesting season, lights should be turned off at night where loggerheads lay eggs. People need to be educated on how to save the loggerhead. Loggerheads have a remarkable instinct to return to their birthplace to lay their eggs Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos and diagrams aid visualization and add information. A map locates and shows the extent of loggerheads movement in the Atlantic. Section headings help readers understand the organization of the text. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay careful attention to punctuation, pausing appropriately. Tell students to increase the rate at which they are speaking when they read a section where something exciting seems to be happening. 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. Explain that the word marine (page 5) comes from the Latin word mare, meaning sea. Explain that other words that share the same root include mariner, submarine, maritime, and aquamarine. 3 Lesson 6:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 6.1. Responding Have students use their Reader s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: ordeal) Reading Nonfiction Nonfiction Features: Photos and Diagrams Remind students that nonfiction has many features to help readers find and understand important information. Explain that photos and diagrams are two of these features. Photos like those in this text enable you to see with your own eyes what the text is describing. In addition, you can read much from a photo, just as you read expressions on people s faces. Have students look back over the photos in this selection and to write down what they learned from them. Diagrams, like those in this text, are an important source of visual information. They help readers picture how things are made and put together or how they work. A diagram s labels identify the parts of a whole or show where each part belongs. Ask students what they can learn from the diagram on page 7 (what a sea turtle nest looks like). Have students choose a passage from the text that they feel would benefit from being described in a diagram. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts How does the author organize information on page 7? Why does the author begin the book with the description given in the fi rst two paragraphs? Which words on page 5 help readers understand the meaning of the word marine? 4 Lesson 6:

5 English Language Development Reading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning speakers read the captions. Vocabulary Tell students that some words have more than one meaning. They may need to use context nearby words to decide which meaning to use. Have students figure out the multiple meanings of rare and curious, which appear on page 3. 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: Where do loggerhead turtles swim? Speaker 2: around the Atlantic ocean Speaker 1: What do the baby turtles head for when they hatch? Speaker 2: the ocean Speaker 1: Why do female loggerheads return to a Florida beach to lay their eggs? Speaker 2: They lay their eggs at the place they were born. Speaker 1: How do humans threaten the survival of loggerheads and other sea turtles? Speaker 2: They buy and sell their eggs, meat, and shells. Humans also cause pollution. Speaker 1: Where do loggerheads swim when they leave Florida? Speaker 2: They swim close to Europe, Africa, and South America and then return to Florida. Name Date Lesson 6 BLACKLINE MASTER 6.1 Fill in the Flow Chart with sentences using the remaining Target Vocabulary words. Your sentences should create a story about a sea turtle. The first events in the story are done for you. Possible responses shown. Vocabulary basking stunned calling intensive analyzing fatal ordeal juvenile treating marine The sea turtle was basking in the sun. The class was observing and analyzing the turtle s behavior. They could tell by the turtle s small size that it was a juvenile turtle.. All rights reserved. 3, Unit 2: Wild Encounters 5 Lesson 6:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. In what ways does pollution harm sea turtles? Do you think sea turtle populations will continue to decline? Why or why not? What are some things that people can do, in addition to decreasing pollution, to help sea turtles survive? Use details from the text to support your answer. 6 Lesson 6:

7 Name Date Lesson 6 BLACKLINE MASTER 6.1 Fill in the Flow Chart with sentences using the remaining Target Vocabulary words. Your sentences should create a story about a sea turtle. The first events in the story are done for you. Vocabulary basking stunned calling intensive analyzing fatal ordeal juvenile treating marine The sea turtle was basking in the sun. The class was observing and analyzing the turtle s behavior. 7 Lesson 6:

8 Student Date Lesson 6 BLACKLINE MASTER 6.23 LEVEL R Running Record Form page Selection Text Errors Self-Corrections 2 Suppose you are walking along a beach in Florida. The sun is setting. Suddenly, you see some little animals crawling across the sand. At your feet, dozens more are breaking out of their shells. What are they? Are they hermit crabs basking in the sun? No, the tiny animals are baby sea turtles! They are headed toward the ocean. 3 Seeing juvenile turtles hatch is a rare event. But don t touch the turtles. The animals do not need help getting out of their shells. The best thing for you to do is watch quietly until the turtles reach the water and swim away. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections 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 6: