Characteristics of the Text Genre Informational Text Text Structure

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1 LESSON 11 TEACHER S GUIDE by Erin Spencer Fountas-Pinnell Level G Informational Text Selection Summary Many fascinating plants and animals live in underwater habitats called coral reefs. Because these reefs grow in shallow water, the water is warm and a rich source of food for many kinds of fish. Readers are introduced to some of the most colorful fish in the world. Within the coral, they can hide from the dangers lurking in the ocean. Number of Words: 198 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 Descriptive information Third-person narrative Characteristics of coral reefs Variety of animals and plants living in coral reefs Coral reefs are amazing underwater habitats. Coral reefs are excellent places for plants and animals to find food and live. People must work to preserve coral reefs. Simple, clear language Description but no fi gurative use of language Many adjectives: small, soft, hard, warm, shallow, funny Many prepositional phrases: in coral reefs, on the inside, in the coral Technical vocabulary related to coral reefs and plants and animals living in the reefs: butterfl y fi sh, skeleton, soft body, clownfi sh, lionfi sh Some target vocabulary highlighted in text Mostly one to three syllable words supported by the text: animals, fi sh, shallow, danger High-frequency words: cold, live, their, water Photographs support and extend text. Nine pages of text, photographs on every page; labels on most photos Three to seven lines of text on a page Many two-line sentences Labeled diagram of coral 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 Erin Spencer Build Background Help children use their knowledge of things that live in the sea to think about the book. Help them anticipate the text with a question like: What kinds of things can you think of that live in the sea? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: plants, animals, ocean, shallow, warm, soft, hard, hide, danger, fly, roar, safe, dying, save. 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. Here are some suggestions: Page 2: Explain that this book tells about places underwater called coral reefs. Suggested language: Turn to page 2 and look at the picture. The fi rst sentence reads: Many plants and animals live in the ocean. Say the word live. What letter would you expect to see fi rst in live? Find the word live and put your fi nger under it. What are some plants and animals you know that live in the ocean? Page 3: Explain that some pictures in the book have labels to name things. The label in the picture on page 3 says: coral reef. Coral reefs grow in shallow water. The word water starts with the letter w. Point to the word water in the fi rst sentence. The book says that the water in coral reefs is warm, not cold. The word cold begins with the letter c. Can you fi nd the word cold on page 3? Cultural Support: Use a map and show children the location of the Great Barrier Reef in Queensland, North-East Australia, the largest coral reef in the world. Pages 4 5: Remind children that information in the pictures can help them read. On page 4 you can see a close-up picture of coral. Tell what you see. How does the diagram on page 5 help you understand what coral is? Page 8: Turn to page 8 and look at the picture. Point to the label: frogfi sh. Can you see the two smaller words in that name? Put your fi nger under each of them. Can you fi nd the frogfi sh in the picture? Frogfi sh can change their color to hide in coral reefs. The word their begins with the letters th. Find the word their on page 8 and put your fi nger under it. Now go back to the beginning and read to fi nd out all about coral reefs. Words to Know cold live many their warm water 2 Lesson 11:

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 Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: Would you like to visit a coral reef? Why or why not? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Many plants and animals live in the ocean. Coral reefs grow in the ocean and many animals and plants live in them. Coral reefs are amazing habitats. People need to work at preserving coral reefs or they may disappear. The color photographs reflect the sensory details described in the text. The use of labels helps readers learn the names of plants and animals in the sea. The writer s purpose is inform readers about the wealth of life living in coral reefs Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Ask children to choose a page of the book to read aloud. Remind them to pay attention to phrasing. By breaking each sentence into natural phrases, readers reflect the meaning of the sentence. Phonemic Awareness and Word Work Compound Words Materials: whiteboards, markers. Write these compound words from the story on the board: clownfi sh, butterfl y, lionfi sh, frogfi sh. On their whiteboards, have children write the two words that make up each compound word. Ending Sounds Say each of the following words one at a time: plant, coral, fi nd, warm, water, deep. Have children repeat each word, and then say the ending sound. 3 Lesson 11:

4 Writing about Reading Critical Thinking Read the directions for children on BLM 11.9 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 Author s Purpose Explain to children that they can think about the author s purpose by finding details in a book that show why the author writes a book. Model how to think about the author s purpose: Think Aloud Thinking about why the author wrote this book will help me learn about coral reefs. The author wants me to know about things that live in coral reefs. On page 3, I see a picture of a coral reef. The words on the page gives details about these places. Here s one: The water is not deep in coral reefs. The water is shallow. Here s another detail: The water is not cold in coral reefs. The water is warm. These details help me learn about coral reefs. Practice the Skill Have children choose another book and tell the author s purpose for writing it. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Why do people have to work hard to keep coral reefs safe? What would happen if they disappeared? Write what you learned from reading the book. 4 Lesson 11:

5 Read directions to children. English Language Learners Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don t ask children to read any text they will not understand. You may want to have children use the audio or online recordings. Oral Language Development Check the children s comprehension, using a dialogue that best matches your children s 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? Speaker 2: two yellow fish Speaker 1: What is this book about? Speaker 2: coral reefs Speaker 1: Where are coral reefs? Speaker 2: in the ocean Speaker 1: What lives in coral reefs? Speaker 2: plants and animals Speaker 1: Why do animals live there? Speaker 2: It s easy to find food in warm, shallow water. Speaker 1: What is coral? Speaker 2: It s an animal. Speaker 1: Why do fish like to live in coral reefs? Speaker 2: They can hide from danger and it s easy to find food. Name Lesson 11 BLACKLINE MASTER 11.9 Write the word that completes each sentence. 1. Coral reefs grow best in shallow water. deep cold shallow 2. People need to save the coral reefs. save visit leave Making Connections Think of all the animals that live in the coral reefs. Draw a picture of your favorite reef animal. Label your picture.. All rights reserved. 11, Unit 3: Nature Near and Far 5 Lesson 11:

6 Name Date Why do people have to work hard to keep coral reefs safe? What would happen if they disappeared? Write what you learned from reading the book. 6 Lesson 11:

7 Name Lesson 11 BLACKLINE MASTER 11.9 Write the word that completes each sentence. 1. Coral reefs grow best in water. deep cold shallow 2. People need to the coral reefs. save visit leave Making Connections Think of all the animals that live in the coral reefs. Draw a picture of your favorite reef animal. Label your picture. 7 Lesson 11:

8 Student Date Lesson 11 BLACKLINE MASTER LEVEL G Running Record Form page Selection Text Errors Self-Corrections 2 Many plants and animals live in the ocean. Some plants live in coral reefs. Many animals live in coral reefs, too. 3 The water is not deep in coral reefs. The water is shallow. The water is not cold in coral reefs. The water is warm. It is easy for plants and animals to find food in coral reefs. Comments: Accuracy Rate (# words read correctly/58 100) % 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 11: