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1 LESSON 23 TEACHER S GUIDE by Donna J. Watson Fountas-Pinnell Level S Informational Text Selection Summary Central and northern California is home to the giant sequoia and the coast redwood trees. These related species grow in three areas of California. Fortunately, these trees are protected now, after almost being wiped out by logging operations. Number of Words: 1,776 Characteristics of the Text Genre Informational text Text Structure Third-person narrative in ten chapters Content Dangers facing giant sequoias, coast redwoods, and ecosystem Conservation efforts; Save the Redwoods League National State Parks in California Themes and Ideas Ecosystems are unique. National and state parks are sanctuaries for wildlife. Conservation efforts are very important. Language and Informative language Literary Features Tone is upbeat and conversational; cautions conservation is an ongoing need Sentence Complexity Many long, complex sentences Dependent and independent clauses Vocabulary Native American names might be unfamiliar: Yokuts, Monache Descriptive words, such as turbulent, sparkling, interconnectedness, not always defi ned in text Words Multisyllable words: interconnectedness, salamander, conservationists Illustrations Photographs have captions Book and Print Features Twelve pages of text A map, photos, and a timeline 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. 4_305769_AL_LRTG_L23_GentleRedWood.indd 1 11/4/09 10:13:11 PM

2 by Donna J. Watson Build Background Help students use their knowledge about trees and plants to visualize the selection. Build interest by asking questions such as the following: Have you seen pictures of a sequoia or a coast redwood park? Did you know that giant sequoias and coast redwoods are the largest living objects on earth? Read the title and author and talk about the cover photograph. Tell the students that this selection is informational text, so it gives facts and examples about a topic. Introduce the Text Guide students 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 6: Explain that the map on page 6 shows California s redwood parks, a group of national and state parks. Have students read the Key at the bottom of the map. Ask: How many National and State parks are shown on this map? Page 10: Explain that the giant sequoia can grow to be over 250 feet tall. Suggested language: How do you think a tree that tall can have shallow roots? Page 12: Mention the importance of national parks. It says that Congress created the fi rst two parks in 1800s in order to preserve the giant sequoia. Have students look at the photograph and read the caption. What other benefi ts, in addition to preserving wildlife, do you think national parks provide? Page 13: Have students read the sentence with the highlighted word. Ask: What plants are indigenous to our area? Now go back to the beginning and read to fi nd out all about giant sequoias and coast redwoods. Expand Your Vocabulary ecology the science of the relationships between organisms and their environments, p. 14 indigenous originating and living or occurring naturally in an area or an environment, p. 13 preservation protection from harm or destruction, p. 5 restoration bringing back to former condition, p. 11 vegetation the plants of an area or region, p. 5 2 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 2 7/28/09 3:23:56 PM

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Monitor/Clarify Strategy clues that help explain confusing parts of the selection. and to look for Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Why do you think as many as 3.5 million people visit the national and state parks in California each year? What activities do you think you would enjoy doing there? 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 Giant sequoias and coast redwoods are the largest living things on earth These trees require very unique ecosystems in order to grow. It is important to conserve our natural resources. Ecosystems are very complicated and delicate. National Parks are great places to visit Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The table of contents provides clues about content. Chapter headings are helpful while reading The map on page 6 shows where coast redwoods and giant sequoias can be found. Choices for Further Support Fluency Invite students to participate in choral reading. Remind them that the chapter headings provide natural breaks in the text where the reader can pause to consider what is in the section that is about to be read. 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 roots, using examples from the text. Remind students that the word root re can mean to fi x something. An example from the text is restoration on page 11. Other examples include revive, restore, repair, and resuscitate. 3 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 3 11/4/09 10:13:15 PM

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book, using their Reader s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind students that they can use text and graphic features to help them understand a selection. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The sidebar on page 9 lists activities people can enjoy at Redwood National State Park. The chapter heading on page 10 emphasizes that the sequoias are enormous or giant. These features emphasize the purpose of text and graphic features. Practice the Skill Have students share examples of other features that describe the parks and their ecosystems. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts The main purpose of the graphic feature on page 6 is to. Which words on page 13 help the reader understand what indigenous means? One idea present in this selection is that. 4 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 4 11/4/09 10:13:19 PM

5 English Language Development Reading Support Make sure the text matches the students reading level. Language and content should be accessible with regular teaching support. Idioms The selection includes some idioms that might be unfamiliar. Explain the meaning of expressions such as are also both world-record holders (page 3) and stripped many of the redwood forests bare (page 4). 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 the selection about? Speaker 2: giant sequoias and coast redwoods Speaker 1: How wide can the trunk of a giant sequoia get to be? Speaker 2: over thirty feet Speaker 1: Are giant sequoia and coast redwood parks popular with tourists? Speaker 2: yes Speaker 1: Are giant sequoias and coast redwood related? Speaker 2: They are closely related. Speaker 1: How much water do giant sequoias and coast redwoods need? Speaker 2: They need large amounts of water. Speaker 1: What is the most spectacular thing about giant sequoias and coast redwoods? Speaker 2: Their great size is spectacular. The coast redwood is the tallest living thing on earth. The giant sequoia is not quite as tall as the coast redwood, but has a wider trunk. People are amazed when they look at trees that are over 200 feet tall. Name Date Lesson 23 BLACKLINE MASTER 23.9 Read and answer the questions. Possible responses shown. 1. Think within the text What makes two types of trees found in California world record holders? What are their names? The giant sequoia and coast redwood trees are the largest and the tallest living things in the world. 2. Think within the text Why do redwoods need moist soil? Redwoods need moist soil because they have a shallow root system that needs surface moisture. They need the water for their roots and for new seeds to grow. 3. Think beyond the text Invent a group to save a plant or an animal. What plant or animal would you want to save? What would you name your group? I would like to form a group to save and protect the apple trees in my neighborhood because apples are my favorite fruit. I would call my group Kids- United-to-Save-Our-Apple-Trees. 4. Think about the text Why does the author include the Important Dates graphic on page 14? It shows important dates in the history of redwood parks in a easy-to-read format; it gives information not covered in the main text; it gives some context as to how old the redwood parks are. Making Connections An ecosystem is the community formed by the plants and animals and their environment. Describe the ecosystem where you live. Write your answer in your Reader s Notebook.. All rights reserved. 11, Unit 5: Change Is All Around 5 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 5 1/5/10 10:15:28 PM

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in two or three paragraphs. Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized. How are the giant sequoia and the coast redwood similar? How are they different? How did the text help you to see how these two redwood trees survive? How did the photographs, map, and other graphics help you to understand the differences and similarities between these redwood trees and their ecosystems? 6 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 6 7/28/09 3:23:59 PM

7 Name Date Lesson 23 BLACKLINE MASTER 23.9 Read and answer the questions. 1. Think within the text What makes two types of trees found in California world record holders? What are their names? 2. Think within the text Why do redwoods need moist soil? 3. Think beyond the text Invent a group to save a plant or an animal. What plant or animal would you want to save? What would you name your group? 4. Think about the text Why does the author include the Important Dates graphic on page 14? Making Connections An ecosystem is the community formed by the plants and animals and their environment. Describe the ecosystem where you live. Write your answer in your Reader s Notebook. 7 Lesson 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 7 1/7/10 5:37:30 PM

8 Student Date Lesson 23 BLACKLINE MASTER LEVEL S Running Record Form page Selection Text Errors Self-Corrections 7 Redwoods need a lot of water. They need water for both their root system and for new seeds to reproduce and grow. There is plenty of rainfall off the Pacific Ocean that helps supply water to the redwoods. The redwoods also need the fogs of Northern California to stay moist. During the drier summer months, the trees would normally lose a lot of water because of transpiration, which is when water absorbed by plants evaporates through pores in their leaves. Thankfully, however, the trees receive moisture as the fog condenses, or changes into water droplets, and drips off the needles into the soil below. Comments: Accuracy Rate (# words read correctly/ ) % 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 23: 4_305769_AL_LRTG_L23_GentleRedWood.indd 8 7/28/09 3:24:00 PM