Characteristics of the Text Genre Informational Text Text Structure

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1 LESSON 7 TEACHER S GUIDE by Roxanne Horn Fountas-Pinnell Level D Informational Text Selection Summary Many animals move at night, looking for food. Bats fly in the sky, looking for bugs. Cats run on the ground, looking for mice. Frogs, owls, crickets, skunks, and snakes move as they look for food, too. Even people sometimes move at night to find food. Number of Words: 183 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Each page highlights a different animal and how it looks for food at night. Three sentences per page introduce the animal, tell what it is doing, and name the food it is looking for. Nocturnal animals How animals move and search for the food they like Animals share different patterns of behavior, and some animals are nocturnal. Animals in the wild all must hunt for food to stay alive. Humans are like animals in some ways. Third-person narrator Rhythm created by repetition Sentence pattern repeats with slight changes for each animal Prepositional phrases Each page introduces a verb: fl ying, running, jumping, walking, sliding Each page introduces an animal: bats, cats, frogs, owls, crickets, skunks, snakes Some target vocabulary highlighted in text One- and two-syllable words; three-syllable word: animals Regular plurals formed with s Color photos support the text. Nine pages of text, photos on every page All sentences begin at left margin Some objects in pictures are labeled 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 Roxanne Horn Build Background Read the title to children and talk with them about what the frog is doing in the cover illustration. Ask them what they think the book will be about. Encourage children to use their knowledge of animals to think about the book by asking questions such as: What other animals are awake at night? What do you think they do in the dark? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: flying, looking, running, jumping, walking, and sliding. 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. Call their attention to any labels. Point out sentence patterns that are repeated on each page. Here are some suggestions: Page 2: Explain that this book tells about many animals that hunt for food at night. Explain that the pictures in this book have labels that name things. The labels can help make reading easier. Suggested language: Turn to page 2. What do you see in the photos? The pictures have a label: animals. The author says: Many animals move at night. The word animals begins with the letter a. Read the label. Now find the word animals in the first sentence and put your finger under it. Page 3: Explain that on every page, a different animal moves at night, looking for food. Remind children to use the label to help them with the name of the animal on each page. Now on page 3, what animal do you see in this picture? If you read the label, you know this animal is a bat. This bat is looking for bugs to eat. How does the bat move? Page 4: Point out that some labels name things in the picture. On page 4, you see a photo of a cat. What letter would you expect to see first in the word cat? Find the label that says cat. The other label says ground. The author says: The cat is running on the ground. Read the label, ground, and then find the word ground in the second sentence. Page 5: Call attention to the illustration and read the labels. On page 5, you can see a picture of a frog jumping out of the water. Say the word of. Of is a little word, just two letters. It begins with the letter o. Can you find of and put your finger under it? Now turn back to the beginning of the book and read to find out what animals move at night, and what they are looking for in the dark. Words to Know animal eat food ground night of 2 Lesson 7:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Which animal would you like to know more about? What is the most interesting thing about the animal? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Some animals move at night. Animals move in different ways and in different places. Animals hunt for different kinds of food. Animals (and people) must find food to stay alive. The dark of night is a good time for hunting. All living things need to eat. The writer uses almost the same sentences on each page. The writer talks about kids at the end. It is funny and interesting to compare kids eating habits with those of animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Have children find the verb with the ing ending on page 2 (looking). Ask children to say and use the word with the ending and without it. Have them find and read a verb ending in ing on each page of the book. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children listen to words from the book and say the syllables. Have them clap on each syllable, for example: an-i-mal, crick-ets, plants, fl y-ing, of, jump-ing, food, re-frig-er-a-tor, etc. Build Sentences List these high-frequency words from : look, for. Make a separate list of these story words: owls, snakes, frogs, cats, bugs, mice. Have children say sentences using the two high-frequency words and two of the story words. Have them choose one sentence to write and illustrate. 3 Lesson 7:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 7.9 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Details Tell children that noting important ideas and details in a book will help them understand the book. Model how to think about details: Think Aloud Details can help me understand the book. I read that the bat is flying when it looks for food. The cat is on the ground running when it looks for food. The frog is looking for food in the pond. These details tell me that different kinds of animals look for food in different places. Practice the Skill Have children share another detail from the book that helped them understand the story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think about the animals in the book. What animals like to eat the same thing? Draw a picture showing two animals that eat the same thing. Write about what the animals like to eat. 4 Lesson 7:

5 English Language Learners Reading Support Pair advanced and beginning readers to read the story softly aloud. You may also have children use the audio or online recordings. After listening or reading aloud, have children talk about the new information they have learned. Oral Language Development Check the 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: Point to the bat. Speaker 2: [Points to the bat] Speaker 1: Point to the owl. Speaker 2: [Points to the owl] Speaker 1: Who looks in the refrigerator? Speaker 2: a girl Speaker 1: When do the animals move? Speaker 2: The animals move at night. Speaker 1: What is the cricket looking for? Speaker 2: It is looking for plants to eat. Speaker 1: What are all the animals doing? Speaker 2: They are all looking for food to eat. Speaker 1: Which animals are looking for mice to eat? Speaker 2: The snake, the owl, and the cat are looking for mice to eat. Name Lesson 7 BLACKLINE MASTER 7.9 Write the word that completes each sentence. 1. The frog and the bat look for bugs to eat. snake cat bat 2. A cricket eats leaves. bugs leaves mice Making Connections Think of something else the girl might look for in the refrigerator. Draw a picture. Label your picture. Read directions to children.. All rights reserved. 11, Unit 2: Sharing Time 5 Lesson 7:

6 Name Date Think about the animals in the book. What animals like to eat the same thing? Draw a picture showing two animals that eat the same thing. Write about what the animals like to eat. 6 Lesson 7:

7 Name Lesson 7 BLACKLINE MASTER 7.9 Write the word that completes each sentence. 1. The frog and the look for bugs to eat. snake cat bat 2. A cricket eats. bugs leaves mice Making Connections Think of something else the girl might look for in the refrigerator. Draw a picture. Label your picture. 7 Lesson 7:

8 Student Date Lesson 7 BLACKLINE MASTER 7.14 LEVEL D Running Record Form page Selection Text Errors Self-Corrections 2 Many animals move at night. These animals are looking for food to eat. 3 Bats move at night. The bat is flying in the sky. The bat is looking for bugs to eat. 4 Cats move at night. The cat is running on the ground. The cat is looking for a mouse to eat. Comments: Accuracy Rate (# words read correctly/57 100) % 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 7: