Fountas-Pinnell Level N Nonfiction

Transcription

1 LESSON 10 TEACHER S GUIDE by Christine Forrest Fountas-Pinnell Level N Nonfiction Selection Summary This selection introduces readers to the history of some items they use every day. From paper and pencil to the eraser and the zipper, students learn the origins of many things they take for granted in their daily lives. Number of Words: 641 Characteristics of the Text Genre Nonfi ction Text Structure Organized by sections for each invention Starts with an Introduction and ends with a Conclusion Content Features different inventions Facts about how and why they were invented Themes and Ideas Inventions can change people s daily lives. Creative thought can result in innovation and invention. Language and Third person narrative with second-person for Introduction and Conclusion Literary Features Terms defi ned within the text Sentence Complexity Sentences vary in length. Some sentences with introductory phrases: After you leave the note on the desk, you zip up your jacket and head out the door. Questions within the text Vocabulary Technical vocabulary relating to inventions: materials, substance, graphite Words Mostly one- and two-syllable words with a few multi-syllable words: fastener, recycled, laboratory Illustrations One archival photograph Glossy photographs of children using inventions Book and Print Features Nine pages of text with photos and illustrations on each page Important information provided in captions 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 Christine Forrest Build Background Help students use their knowledge of inventions to think about the text. Build interest by asking questions such as the following: What are some inventions you know about? How have they changed our lives? Read the title and author and talk about the cover. Explain that this book tells facts about things we use every day and how they were invented. 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. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this book is about everyday inventions. Suggested language: Turn to page 2. Look at the caption: The telephone is one of the most popular inventions ever made. How did the invention of the telephone change people s lives? Page 3: Draw attention to the photo. What inventions are the students using here? Find the word gadgets. What are some gadgets you use everyday? Page 4: Point out the section heading. What does the section heading tell you about what you will read in this section of the book? Find the word laboratory. What does a scientist do in a laboratory? Page 5: Point out that captions can give clues about information in the text. What does the caption on this page tell you? Now turn back to the beginning of the book and read to fi nd out how many everyday items were invented. electric run by electricity, p.5 experiment a test that helps scientists answer their questions, p.9 gadget a small machine or tool that is useful, p.3 genius a very smart person, p.9 invention a new thing that someone thinks up and creates, p.3 laboratory a place where scientists work and do experiments, p.4 occasional sometimes but not very often, p.10 signal a sound, movement, or other sign, p.5 2 Lesson 10:

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 children to share their personal responses to the text. Suggested language: Which of the inventions described in the book could you live without? Which could you NOT live without? Why? 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 The telephone was invented by Alexander Graham Bell. Paper is one of the oldest inventions. Paper, pencils and erasers were invented at different times, even though we use them all together today. Failure and persistence are integral parts of successful inventions. Inventions can make our lives easier every day Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs, captions, and section headings support and extend the text. The author uses an introduction to get readers interested in the text. The conclusion summarizes the text and invites readers to think about their own ideas. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to punctuation, and to pause at commas in longer sentences. 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. Have students take apart multi-syllable words to decode in manageable units. For example, rub-ber-y (page 4), graph-ite (page 7), and fast-en-er (page 9). 3 Lesson 10:

4 Writing about Reading Vocabulary Practice Have children 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: laboratory/lab) Reading Nonfiction Nonfiction Features: Introduction and Conclusion Remind students that nonfiction has many features to help readers find and understand important information. An introduction and a conclusion are two of those features. Explain that the heading Introduction is a signal that the text below will introduce the information that will be in the book. Reading an introduction helps readers get ready for the information and start thinking about it. Have students find the heading Introduction in the book and reread that section. Ask them to write one sentence from the Introduction that gives the most important idea. Explain that the heading Conclusion signals text that will sum up what is in the book or point out an important idea. Have students find the heading Conclusion and reread that section. Ask them to write one sentence that tells the important idea. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts What words on page 2 name inventions? Tell one word that best describes the inventor of the zipper. Which word on page 4 names a place where scientists work? 4 Lesson 10:

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 Explain any vocabulary words that might be confusing, such as substance (page 4), papyrus (page 6), and graphite (page 7). 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 on the cover? Speaker 2: a zipper Speaker 1: What is another invention in the book? Speaker 2: the telephone Speaker 1: Why is the book called? Speaker 2: It is about inventions we use every day. Speaker 1: What are some everyday inventions? Speaker 2: the telephone, plastic, paper, the pencil, the eraser, and the zipper Speaker 1: How did these inventions change the world? Speaker 2: They helped people do new things, like write and talk to people in different places. Name Write words and ideas that go with the word experiment in the web. Then create your own webs for the remaining Target Vocabulary words. Possible responses shown. Vocabulary Date Lesson 10 BLACKLINE MASTER 10.1 signal genius gadget invention laboratory experiment occasional electric create science experiment see what happens get an idea. All rights reserved. 3, Unit 2: Express Yourself 5 Lesson 10:

6 Name Date Thinking Beyond the Text Read the paragraph below. Then write your news report on the lines. Choose one of the inventions described in this book. Imagine that the invention has just been made. Write a news report about this new invention. Tell what it is and why it is going to change people s lives. Use details from the book in your news report. 6 Lesson 10:

7 Name Date Lesson 10 BLACKLINE MASTER 10.1 Write words and ideas that go with the word experiment in the web. Then create your own webs for the remaining Target Vocabulary words. Vocabulary signal genius gadget invention laboratory experiment occasional electric experiment 7 Lesson 10:

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL N Running Record Form page Selection Text Errors Self-Corrections 2 Imagine this scene: The telephone rings. You answer it. The call is for your mom, but she s out. You grab a pencil from the plastic pencil holder. You write the message on a piece of paper. After you leave the note on the desk, you zip up your jacket and head out the door. 3 Maybe that scene once happened to you. Did you stop to think about all of the gadgets you used? The telephone? The zipper? Those things are inventions. We use many inventions every day. Let s find out about some. Their stories may surprise you. Comments: Accuracy Rate (# words read correctly/97 100) % 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 10: