Fountas-Pinnell Level L Nonfiction. by Ann Takman

Transcription

1 LESSON 28 TEACHER S GUIDE by Ann Takman Fountas-Pinnell Level L Nonfiction Selection Summary Astronauts have been traveling in space shuttles since Many people are involved in getting the space shuttle ready to fly. Different teams make sure each part of the space shuttle is set for liftoff. At liftoff, the solid rocket boosters push the space shuttle off the ground. Number of Words: 294 Characteristics of the Text Genre Nonfi ction Text Structure Organized into a few egories of information Content The space shuttle and facts about its function What astronauts must learn Teamwork in launching a space shuttle Themes and Ideas The work of many people is required to send a space shuttle into space. Astronauts must trust the work of the ground crews to keep them safe. Language and Simple, straightforward language Literary Features Chronological presentation of information Sentence Complexity A mix of short and more complex sentences Multiple items in series: A team puts together the solid rocket boosters, the external tank, and the orbiter to form the space shuttle. Vocabulary Content-specifi c terms not defi ned in text: space shuttle, launch team, orbiter, external tank, solid rocket boosters Words Many multisyllable words, such as astronomy, astronauts, equipment, external, orbiter, boosters Illustrations Photos, some with callouts, support the text Diagram of the space shuttle Book and Print Features Predictable placement of text Callouts on photos that aid understanding 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 publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion 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 publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.

2 by Ann Takman Build Background Help children use their knowledge of the space shuttle program to visualize the book. Build interest by asking questions such as the following: Do you know the names of any famous astronauts? What do astronauts do in space? Read the title and author and talk about the cover illustration. Tell children that this book gives factual information about space shuttles. Introduce the Text Guide children 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 about the space shuttle program, which started in Point out the photo of the space shuttle. Suggested language: What does the space shuttle look like? It may look like an airplane, but it travels far out in space, outside the Earth s atmosphere. Astronauts have explored space in shuttles for almost thirty years. Would you like to travel in space to explore what is out there? Page 3: Explain that astronauts have to study many subjects before they re allowed into space. Astronomy is the study of the stars, planets, and other objects in space. Why is it important for astronauts to study astronomy? How could this help them? Page 4: Explain that the people in the photo are part of the team that helps astronauts get ready to fl y. What might happen if something goes wrong with a part of the space shuttle? The team s job is to repair, or fi x, parts before the shuttle takes off. Why would it be hard to repair the shuttle in space? Page 5: Direct attention to the diagram and remind children that drawings such as this can help them understand the parts that make up something. Find the external tank on the diagram. How does the callout tell you where the external tank is? Now turn back to the beginning of the book and read to fi nd out about how the space shuttle is made ready for liftoff. astronomy the study of stars, planets, and other objects in space, p. 3 explored to have traveled around a place to find out what is there, p. 2 float to be held up by air or water, p. 8 force power or strength, p. 8 future things that have not happened yet, p. 10 orbit to move completely around an object again and again, p. 10 repair to fix something because it has been damaged, p. 4 space the huge area outside Earth s atmosphere in which we see the stars and planets, p. 2 2 Lesson 28:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Analyze/Evaluate Strategy they feel about the text and why., and to tell how Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Have you ever wanted to leave Earth and go into space? How do you think it would feel to float high above Earth? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The space shuttle looks like an airplane, but it travels in space. Astronauts have to go through training in order to be chosen to ride on the space shuttle. Many different teams make the space shuttle ready for a flight. It takes a lot of people to make a space shuttle fly. Astronauts lives depend on the work of the ground crews that help prepare the space shuttles for flight Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author includes lots of details about the work of space shuttle teams. The photos and diagram help readers understand what the text describes. Choices for Further Support Fluency Invite children to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to vary the speed of their reading, slowing down when the text is more diffi cult and speeding up for easier parts. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Guide children to sound out longer words by breaking them into syllables: as tro nauts, a stron o my, or bit er, e quip ment, ex ter nal. 3 Lesson 28:

4 Writing about Reading Vocabulary Practice Have children complete the Vocabulary questions on BLM Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: float) Reading Nonfiction Nonfiction Features: Diagrams Remind children that nonfiction has many features to help readers find and understand important information. Diagrams are one of these features. Explain that a diagram is a drawing or a sketch that shows important parts of something. A diagram may be an outline, a plan, a figure, a chart, or a combination of any of these. It is made to show clearly what something is, how it works, or the relation between its parts. Have children look at the diagram of the space shuttle on page 5. Point out that the callouts identify each part of the diagram. Ask children what the purpose of this diagram is (to show the parts of the space shuttle). Ask questions to be sure children understand what the diagram shows, such as How many solid rocket boosters are there? Where is the orbiter? Invite children to choose a photograph of the space shuttle in the book and point out as many parts as they can using the diagram on page 5 as a reference. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Assessment Prompts Why is the space shuttle called an orbiter? Which words on page 4 help the reader understand the word repair? 4 Lesson 28:

5 Read directions to children. English Language Development Reading Support Check regularly on children s oral reading to determine accuracy, fluency, and comprehension. Cognates Use cognates such as these to aid children s understanding of the target vocabulary words: astronomy-astronomia, explored-exploraron, float-flotar, force-fuerza, future-futuro, orbit-orbitan, repair-reparar, space-espacio. Oral Language Development Check 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: What do you see on the cover of this book? Speaker 2: the space shuttle Speaker 1: Where is the space shuttle going? Speaker 2: It is going into space. Speaker 1: What team gets the space shuttle ready to fly? Speaker 2: The launch team gets the space shuttle ready to fly. Speaker 1: What kinds of work does the launch team do? Speaker 2: They check the shuttle out and fix parts that need repair. Speaker 1: How do the orbiter engines on the space shuttle work? Speaker 2: The orbiter engines push the shuttle off the ground and into space, using fuel from the external tank. Name Date Lesson 28 BLACKLINE MASTER 28.1 Read each word or group of words below. Find a Target Vocabulary word that has the same or almost the same meaning. Write the word on the line. Vocabulary 1. time that will come 2. fly 3. fix 4. traveled around a new place 5. circle around something 6. science about space 7. power 8. very big place, Unit 6: What a Surprise! 5 Lesson 28:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one paragraph. The space shuttle program might have to end soon. Do you think it should be kept going? Why or why not? Support your opinion with facts you have learned about the shuttle. 6 Lesson 28:

7 Name Date Lesson 28 BLACKLINE MASTER 28.1 Read each word or group of words below. Find a Target Vocabulary word that has the same or almost the same meaning. Write the word on the line. Vocabulary astronomy explored float force future orbit repair space 1. time that will come 2. fly 3. fix 4. traveled around a new place 5. circle around something 6. science about space 7. power 8. very big place 7 Lesson 28:

8 Student Date Lesson 28 BLackline master level l Running Record Form page Selection Text Errors Self-Corrections 2 This is a space shuttle. It looks like an airplane, but it travels in space. Astronauts have explored space in space shuttles since Astronauts must learn how to work in space. They study subjects such as astronomy and math. They learn how to move and live in space, too. 4 Many people help astronauts get ready to fly. A launch team gets the space shuttle ready to fly. They check the orbiter to be sure its parts work correctly. The orbiter carries astronauts and equipment. The launch team fixes any parts of the orbiter that need repair. Comments: Accuracy Rate (# words read correctly/97 100) % Total Self- Corrections Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T Lesson 28: