Fountas-Pinnell Level L Informational Text. by Raymond Henslowe

Transcription

1 LESSON 6 TEACHER S GUIDE by Raymond Henslowe Fountas-Pinnell Level L Informational Text Selection Summary There are three kinds of bees queens, workers, and drones each with its own kind of work to do. The queen lays eggs; workers gather food; drones are the fathers of the queen s eggs. Bees live in beehives made of wax cells called combs. They sting only if they or their hives are attacked. Number of Words: 417 Characteristics of the Text Genre Informational Text Text Structure Three sections with titles, each two to fi ve pages Content Characteristics of bees Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Specifi c jobs that each type of bee does: the queen lays eggs, the workers feed the queen and drones, the drones are the fathers of the queen s eggs Life within the beehive Bees have to work at their jobs. When a group of animals live together, they are dependent on each other. Conversational language Writer talks directly to the reader: Imagine you are walking. Mostly simple sentences A few complex sentences, one with an introductory clause: If you leave the bees alone, they will not sting you. Terms specifi c to bees: hives, beehive, queens, drones, combs, wax, swarm, stinger, buzzing Compound words: beehive, nearby, cannot, anything Mostly one-and two-syllable words A few three- and four-syllable words: important, anything, animals, attacker, usually Photographs closely linked to text; one half-page photo per page One diagram labeled with parts of a bee Nine pages of text; easy-to-read section headings A few sentences continuing over several lines 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 Raymond Henslowe Build Background Help children use their knowledge of bees. Build interest by asking questions such as the following: What do you know about bees? Have you ever been stung by a bee? Read the title and author s name and talk about the cover photograph. Tell children that this book is informational text, so the words and photos will give factual information about the topic of bees. 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. Here are some suggestions: Page 2: Explain that this is a book of information about bees. Suggested language: Turn to page 2. Look at the section head: Kinds of Bees. What information will you fi nd in this section? Look at the hundreds of bees! They are on the outside of their hive, which is where they live. Have you ever seen a bee hive before? Page 3: Tell children that the big bee in the middle of the photo is the queen bee. Do you think the queen bee is important in the hive? How can you tell? Page 5: Point out that this photo shows a worker bee, and explain that bees eat nectar which come from fl owers. This worker bee is collecting nectar from inside this fl ower. Then he brings it back to the hive for all the bees to eat. Page 7: Direct children to the illustration. Explain that inside the beehive are hundreds of wax sections that are all formed, or shaped, the same. It must take a long time for bees to shape a hive. The queen bee lays her eggs in the deepest part of the hive. Why do you think the queen lays her eggs deep inside all the wax? Now turn back to the beginning of the book and read to fi nd out how different bees do their different jobs. Target Vocabulary beaks hard, pointed parts of birds mouths, p. 9 branches n. tree parts that grow from a tree s trunk, p. 8 break to make something come apart into two or more pieces, p. 9 deepest the farthest depth from the surface p. 7 hang attached to something at the top that does not touch the ground, p. 8 pond a body of water that is smaller than a lake, p. 10 shaped formed something in a particular way, p. 7 winding moving one way and then another, p Lesson 6:

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 Question Strategy as they read. and to think of questions Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: What did you learn about bees that you didn t know before? 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 There are three kinds of bees: queens, workers, and drones. The queen lays eggs; drones are the fathers of the queen s eggs; workers gather food and build the hive in which the bees live. Bees can sting, but they do that only if they or their hives are attacked. Different kinds of bees have different jobs, but all the jobs are necessary to keep all the bees alive. There are different kinds of work to do in a group of animals living together Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photographs show different kinds of bees and their home. A diagram shows the parts of a bee s body. The author includes lots of details about different kinds of bees and what they do. The section titles give a good idea of what information will be covered. Choices for Further Support Fluency Invite children to choose a page from the text and demonstrate phrased fl uent reading. Remind them to use rising and falling tones to show the meaning of the text. 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. Make and change words to create comparatives. Remind children that -er is added to an adjective to compare two things and -est to compare more than two things (deep/deeper/deepest). 3 Lesson 6:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM 6.8. Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind children that they can think about how words work with photos. Model the skill, using a Think Aloud like the one below: Think Aloud How does the photo on page 8 help me understand more about the text on that page? The photo shows me what a swarm of bees hanging on a tree branch looks like. I can see that there are hundreds of bees covering the branches. This helps me understand the last sentence on the page: Swarms might hang on nearby branches. Practice the Skill Have children choose two photographs and write two sentences about how each photo helped them better understand the words on that page. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts What is the selection mainly about? What is the author s purpose for writing the section titled When Bees Sting? 4 Lesson 6:

5 Read directions to children. English Language Development Reading Support Check regularly on children s oral reading to determine accuracy, fluency, and comprehension. Idioms Explain that a person who is busy all the time is sometimes described as being as busy as a bee. Discuss with children the meaning of this idiom in the light of the book they have just read. 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: Where do bees live? Speaker 2: in a beehive Speaker 1: Which bee is the most important in the hive? Speaker 2: the queen Speaker 1: Why is the queen bee so important? Speaker 2: She lays the eggs. Speaker 1: What happens when there are too many bees in a hive? Speaker 2: The queen leads some bees out to start a new hive. Speaker 1: What are the jobs of the worker bees? Speaker 2: Workers find food, feed the other bees, take care of the queen s eggs, and build the hive in which the bees live. Name Read and answer the questions. Date Lesson 6 BLACKLINE MASTER What do bees use their long tongues to do? 2. Why is the queen the most important bee? 3. How do bees work as a team? Making Connections Bees live in a beehive. Think of another insect you know. Where does it live? What makes this place a good home? Write your answer in your Reader s Notebook., Unit 2: Nature Watch 5 Lesson 6:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. On page 2, the author says that every bee in a hive has a job. How does the job of the queen bee help all the other bees in a hive? How do the jobs of the workers help all the bees in a hive? 6 Lesson 6:

7 Name Read and answer the questions. Date Lesson 6 BLACKLINE MASTER What do bees use their long tongues to do? 2. Why is the queen the most important bee? 3. How do bees work as a team? Making Connections Bees live in a beehive. Think of another insect you know. Where does it live? What makes this place a good home? Write your answer in your Reader s Notebook. 7 Lesson 6:

8 Student Date Lesson 6 BLACKLINE MASTER 6.12 LEVEL L Running Record Form page Selection Text Errors Self-Corrections 2 Bees are always busy. Every bee has a job and a place to go. Hives have three kinds of bees. There are queens, workers, and male bees, called drones. 3 The queen is the most important bee in the hive. Her job is to lay eggs. She lays about 2,000 eggs every day! The eggs will hatch into new workers, drones, and queens. 4 Some worker bees work inside the hive. They feed the queen and the drones. They take care of the queen s eggs. 5 Other worker bees work outside the hive. They guard the doors of the hive. 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 Insertion the ˆcat 1 Word told T 1 cat Lesson 6: