Fountas-Pinnell Level K Informational Text

Transcription

1 LESSON 10 TEACHER S GUIDE by Gus Regallo Fountas-Pinnell Level K Informational Text Selection Summary This beautifully illustrated text introduces readers to the tide pool habitat and the different plants and animals that make their home there. The color photographs help to bring this unusual world to life. Number of Words: 383 Characteristics of the Text Genre Informational text Text Structure Three sections with titles Each section explores a different topic related to tide pools One paragraph per page Content Tide pool habitat Tide pool plants and animals How to safely explore a tide pool Themes and Ideas Life is hard for tide pool animals. Ecological awareness is important. Tide pool animals adapted to survive in a diffi cult environment. Language and Narrator talks directly to reader Literary Features Exclamations convey excitement (A starfi sh has feet on its arms!) Description; some fi gurative language (They feel slimy; waves crash) Sentence Complexity Simple, compound, and complex sentences with phrases and clauses Compound predicates and adjectives Declarative and exclamatory sentences Vocabulary Many content specifi c words; some may be unfamiliar(barnacles, suction cups) Words Some challenging multisyllable words (anemone, tentacles) Illustrations Color photos reinforce and extend text Book and Print Features Nine pages of text with easy-to-read section headings Photo on each page; many close-up photos of plants and animals 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 Gus Regallo Build Background Help children use their knowledge of the tide and of tide pool life to visualize the book. Build interest by asking questions such as the following: Have you ever visited a beach? What plants and animals did you see near the shore? What is the tide? What is a tide pool? Read the title and author and talk about the cover photograph. Note the section headings. Tell children that this book is informational text, so the words and photos will give readers information about tide pools. 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: Pages 2-3: Explain that this book is about tide pool plants and animals. Suggested language: Turn to page 2. Find the ocean in the photo on page 2. Find the beach. What do you see in the photo on page 3? The author says: Plants and animals can even live in small worlds along the shore. What does that mean? How do you think a tide pool can be like a small world? Page 4: Point out that seaweed and rockweed are tide pool plants. Explain that because they re slimy, some people think these plants feel disgusting. How would touching them make you feel? Are there any plants or animals you think would be disgusting to touch? Page 5: Point to the section heading. The section heading tells you what this part of the book will be about. What do you think you will read about in this part of the book? Do you see any animals in the picture? Page 6: Explain that tide pool animals don t want big waves to take them out to sea. That is why the mussels in the photo wrapped themselves with thread to stay safe. Can you see that the mussels are wrapped onto the rock? How will that protect them? Now turn back to the beginning of the book and read to fi nd out about the plants and animals that live in tide pools. Target Vocabulary choices things you can choose from, p. 7 decide to choose what to say or do, p. 9 disgusting sickening, p. 4 drift move slowly, without direction p. 4 millions more than one million, p. 2 simple very easy, without many parts, p. 5 weaker having less strength than before, p. 10 wrapped covered by something else, p. 6 2 Lesson 10:

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 Monitor/Clarify Strategy to figure out what doesn t make sense as they read the book., and to find ways Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: What was the most interesting information you learned about tide pools? Would you suggest that a classmate read this book? Why or why not? 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 Tide pools are found along the shores of beaches. Many animals and plants live in tide pools. Tide pool animals include starfish, anemones, and mussels. It s important to be aware of different animal and plant worlds. Tide pool animals must adapt to survive difficult and changing conditions. A tide pool is small, but the variety of life inside is huge Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photographs bring animals and plants to life for readers. Section headings help the reader find infomation. Informational text includes many details about the subject. The writer s attitude about tide pools is that they are very special. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud in small groups. Remind them to read in an interesting way and to make their voices rise and fall according to text meaning and punctuation, such as exclamations. 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. Work with children to add infl ectional endings ed and ing to the following words: crash (p. 3); drift (p. 4); survive (p. 5); crawl (p. 7). 3 Lesson 10:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM 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 Skill Fact and Opinion Remind children that if an idea can be proved to be true, it s a fact. An idea that s a feeling is an opinion. Model the skill, using a Think Aloud like the one below: Think Aloud I know the first sentence on page 4 is a fact because it can be proved to be true. But the last sentence, In fact, some people think they feel disgusting! is an opinion. This sentence tells me what some people feel about seaweeds. I can add this fact and this opinion to the chart. Practice the Skill Have children write one fact and one opinion about one of the tide pool plants or animals in this book. Writing Prompt: Thinking About the Text Have children 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 notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts What words on page 4 help you fi gure out the meaning of the word disgusting? What was the author s purpose for writing this selection? 4 Lesson 10:

5 English Language Development Reading Support Pair intermediate and advanced readers to read the text softly aloud, or use audio or online recordings. Cultural Support Point out that a pool can refer to a cement or inflatable swimming pool or a small area of water, such as the tide pools found along a beach. 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 is this book about? Speaker 2: Tide pool plants and animals Speaker 1: What is one kind of tide pool plant? Speaker 2: seaweed Speaker 1: What is one kind of tide pool animal? Speaker 2: barnacles/mussels/crabs Speaker 1: What is one problem facing tide pool animals? Speaker 2: Waves crash and pull them out to sea. Speaker 1: How does the starfish use the suction cups on its feet? Speaker 2: They help it move and stay in place in the tide pool. Speaker 1: Why is it important to leave plants and animals in the tide pool? Speaker 2: They have to stay in the tide pool to keep strong and healthy. Taking them out will kill them. Name Read and answer the questions. Date Lesson 10 BLACKLINE MASTER How does a barnacle survive in a tide pool? 2. Why can life be hard for animals in a tide pool? 3. What do you think people can learn by studying the animals that live in tide pools? Making Connections Some people say that rockweeds and jellyfish are disgusting. Do you think they are disgusting? Explain your answer. Write your answer in your Reader s Notebook. Read directions to children., Unit 2: Nature Watch 5 Lesson 10:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. Photographs often bring a book to life for readers. How do the photos in this book help you better understand the tide pool plants and animals the author talks about? Use examples from the book in your answer. 6 Lesson 10:

7 Name Read and answer the questions. Date Lesson 10 BLACKLINE MASTER How does a barnacle survive in a tide pool? 2. Why can life be hard for animals in a tide pool? 3. What do you think people can learn by studying the animals that live in tide pools? Making Connections Some people say that rockweeds and jellyfish are disgusting. Do you think they are disgusting? Explain your answer. Write your answer in your Reader s Notebook. 7 Lesson 10:

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 2 Millions of plants and animals live in the world s large oceans. Plants and animals can even live in small worlds along the shore. You can find tide pools along the beach. If you look closely, you will find many animals! 3 Life can be hard for animals in a tide pool. The hot sun may dry out their water. The waves may crash in and pull animals out to sea. And birds may eat animals living in the tide pool! 4 You can find plants in a tide pool, too. You can see clumps of seaweed. You can see brown rockweeds. Comments: Accuracy Rate (# words read correctly/99 100) % 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 10: