Fountas-Pinnell Level K Nonfiction. by Lisa C. Moran

Transcription

1 LESSON 19 TEACHER S GUIDE by Lisa C. Moran Fountas-Pinnell Level K Nonfiction Selection Summary Whether seen in the wild or seen as pets, mice are interesting animals. Their physical characteristics help these tiny creatures survive in a world that is not always safe. Number of Words: 549 Characteristics of the Text Genre Nonfi ction Text Structure Description structure Organized in sections, including Introduction and Conclusion Content Habitats, characteristics, and behavior of mice House mice, wild mice, pet mice, lab mice Care of pet mice Themes and Ideas Mice live all over the world. People feel differently about mice. Language and Clear language with conversational tone Literary Features Writer talks directly to the reader: Maybe you like mice. Sentence Complexity Most are simple sentences that follow subject-verb pattern Some complex sentences Vocabulary Scientifi c name: Rodent Term for baby mouse: pup Predator names: owls, snakes, foxes, coyotes Words Mostly one- and two-syllable words with a few longer words: scientifi c, emergency, immediately Illustrations Color photos Book and Print Features Captions provide additional information. List of instructions on last page 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 Lisa C. Moran Build Background Help students think about mice and share what they know. Build interest by asking a question such as the following: What would you like to know about mice? Read the title and author and talk about the cover photo. Explain that there are many interesting facts to learn about mice. 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: Page 2: Explain that this book tells facts about mice. Point to and read the section heading. Mention that the introduction is the section where the author tells what the book will be about. Suggested language: Turn to page 2. The author writes that mice can live in places with frozen cold or fi ery heat. Think about the word fi ery. Now fi nish this sentence: Fiery means hot as a. Page 3: Point to the italicized word Rodent on the page. Explain that this is the scientific name for animals that chew, such as mice. Listen for the base word in scientifi c. The base word is science. Scientifi c means related to science. Now read the caption and look at the photo. How does the photo help you understand what the word gnaw means? Page 4: Tell students that mice are small so they can hide when there is an emergency. Give an example of an emergency for a mouse. Page 8: Explain that in ancient times, or long ago in the past, prehistoric mice lived in caves. Point to the prefi x pre- in the word prehistoric. Help students understand that pre- means before, so prehistoric means before history. Point out that captions can give information about the text. Call attention to the word panicking in the caption. How does the mouse in the picture feel? Why do you think that? Now turn back to the beginning of the book and read to fi nd out more about mice. ancient very, very old, p. 8 emergency a serious situation and a need for quick action, p. 4 fiery very hot or flaming, p. 2 horrifying very frightening, p. 9 immediately right now, p. 5 mysterious puzzling, hard to explain, or hard to understand, p. 10 panicking feeling terrified or under great stress, p. 8 prehistoric happened before people started writing down history, p. 8 scientific having to do with science, p. 3 within inside of, p. 6 2 Lesson 19:

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. 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 text. Suggested language: What did you learn about mice that you didn t know before? 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 Mice have special body parts to help them survive. Some mice live in the wild, some live in labs, and some are pets. Mice live in many different places all over the world. People have a wide range of feelings about mice. Mice have been a part of the natural world since prehistoric times Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The section headings give a good idea of what information will be covered. The captions provide facts about the photos. A list gives instructions for keeping pet mice. The author s attitude is that mice are resilient animals. Choices for Further Support Fluency Invite students to choose a page from the text to read aloud. Remind them to emphasize words that are important to meaning. 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 silent letters, such as the word gnaw on page 3. Point out that in gnaw the letter g is silent; it is not pronounced. Call attention to climb on page 4, explaining that the letter b is silent. 3 Lesson 19:

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: immediately) Reading Nonfiction Nonfiction Features: List Remind students that nonfiction has many features to help readers understand important information. A list is one of these features. Explain that a list can give information in a brief group of sentences. The sentences are easy to understand and do not contain a lot of descriptive words. Have students look at the list on page 10. Help them notice that a bullet point comes before each sentence. Explain that the bullet points make it easier for a reader to find each sentence in the list. Call attention to the first word in each sentence: Have, Give, Add, Play. Explain that these sentences are command sentences; they tell the reader what to do. Then have students choose a photo and write a short list telling the mouse what to do. For example, on page 10: Get in the wheel. Start walking. Spin the wheel. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts Which words from page 6 help the reader know the meaning of within? On page 7, fi nd the word that means almost the same as fully grown. Find the sentence on page 9 that shows how mice can be of help to people. 4 Lesson 19:

5 Read directions to students. English Language Development Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help students understand the concepts and ideas in the text. Don t ask students to read any text they will not understand. Vocabulary The words for a mouse s body parts may be unfamiliar. Help students name and identify teeth, tail, paws, nose, ears, and whiskers, using the illustrations when possible. 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: mice Speaker 1: What do mice do with their teeth? Speaker 2: chew Speaker 1: What do mice need to live? Speaker 2: food and water Speaker 1: Name something that mice eat. Speaker 2: possible answers: seeds, nuts, cereal, pasta Speaker 1: What kinds of mice are described in the book? Speaker 2: house mice, wild mice, lab mice, pet mice Speaker 1: How does a mouse s size help it in an emergency? Speaker 2: The mouse can hide in a very small space. Name Write words and ideas that go with the word scientific in the web. Then create your own webs for the remaining Target Vocabulary words. Possible responses shown. Vocabulary Date Lesson 19 BLACKLINE MASTER 19.1 scientific within fiery ancient mysterious emergency panicking horrifying prehistoric immediately experiment proof scientific laboratory study. All rights reserved. 3, Unit 4: Extreme Nature 5 Lesson 19:

6 Name Date Thinking Beyond the Text Read the paragraph. Then write your letter below. Your class is going to choose a class pet. Write a letter to your classmates telling why a mouse would make a good class pet. Use details from the book in your letter. 6 Lesson 19:

7 Name Date Lesson 19 BLACKLINE MASTER 19.1 Write words and ideas that go with the word scientific in the web. Then create your own webs for the remaining Target Vocabulary words. Vocabulary scientific within fiery ancient mysterious emergency panicking horrifying prehistoric immediately scientific 7 Lesson 19:

8 Student Date Lesson 19 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 2 Mice live all over the world. Mice can live in the frozen cold of the Arctic. They can live in the fiery heat of the desert. Mice are tiny, but they are also amazing. Let s meet some mice. 3 The house mouse is a rodent. Rodent is the scientific name for animals that gnaw, or chew. Rodents gnaw with their front teeth. Their front teeth are always growing so they gnaw to keep them from getting too big. 4 House mice are very small. They are six to eight inches long from nose to tail. They are about one inch tall. Comments: Accuracy Rate (# words read correctly/99 100) % 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 19: