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1 LESSON 24 TEACHER S GUIDE by Donna Watson and Kristin Marciniak Fountas-Pinnell Level P Narrative Nonfiction Selection Summary At a young age, the Wright Brothers exhibited a curiosity about mechanical objects and, in particular, about flying. After many failed attempts, the two made history when they finally created the first engine-powered airplane. Number of Words: 1,310 Characteristics of the Text Genre Narrative nonfi ction Text Structure Third-person person narrative organized in fi ve short chapters with a short introduction The chapters move chronologically through the lives of the Wright Brothers. Content The Wright brothers and the invention of the airplane. Themes and Ideas Teamwork Achieving success may involve a series of failures. People who are different from each other can bring their own strengths to a project. The bonds of friendship can help people achieve their goals. Language and Conversational language Literary Features Use of dates indicates the time sequence Sentence Complexity A mix of short and complex sentences Dependent clauses Vocabulary Words and phrases associated with fl ight: helicopter, biplane, glider, propellers Words Some multisyllable words, some of them challenging, such as religious, magazines, moveable. Illustrations Photographs and diagram that support the text and add interest Captions and labels for photographs and diagram Book and Print Features Twelve pages of text with easy-to-read chapter headings Map and 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_305417_BL_LRTG_L24_FlyingHistory.indd 1 11/4/09 11:38:02 PM

2 by Donna Watson and Kristin Marciniak Build Background Help students use their knowledge about the history of flying to visualize the story. Build interest by asking a question such as the following: Have you ever developed a project or idea with a partner? Read the title and author and talk about the cover photograph of the Wright brothers first airplane. Tell students that this story is narrative nonfiction, so the events are real. 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 4: Explain that the Wright brothers, the subjects of the book, were the inventors of the airplane. Suggested language: Look at page 4. The chapter heading tells us that that the Wright brothers were companions, a curious pair. Can you guess why the author called them that? Do you think that their bond might have helped them with their invention? Why or why not? Page 5: Direct students to the picture of kite fl ying. Explain that when the Wright Brothers thought about creating a fl ying machine, they looked at how kites worked and how birds fl ew. Ask: What do you think the Wright Brothers learned from birds and from kites? Page 8: Explain that the Wright brothers model biplane glider worked like a giant kite. Ask: Do you think a plane that works like a kite would be hard to control? Why or why not? Page 14: Draw attention to the timeline, its purpose, and how to use it. Ask: According to the timeline, what event happened in 1878? Now read to fi nd out how the Wright Brothers worked together to invent the airplane. Target Vocabulary affection a feeling of fondness for someone or something bond a feeling of close friendship between people charged moved quickly toward someone or something chief the most important or largest part of something, p. 6 companion someone who spends time with you enclosure an area that is fenced off and used for a special purpose, p. 10 exhausted to be tired and have no energy, p. 12 inseparable people or things that are always together, p. 4 intruder one who enters a place without permission, p. 10 suffered having felt pain or great sadness 2 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 2 7/28/09 3:53:06 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 Analyze/Evaluate Strategy carefully about the text and form an opinion about it. and to think Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Why do you think the Wright brothers made such a good team? 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 Wilbur and Orville Wright were naturally curious and loved to try new things when they were young. Though the brothers made their living repairing bicycles, they were always interested in flying. After many failed attempts, Wilbur and Orville developed an airplane that flew successfully. Being determined and trying over and over again can help people reach their goals. Strong teamwork can lead to success. Without each other, Wilbur and Orville Wright may never have invented a successful flying machine Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The chapter openers include dates that indicate the sequence of events. The map shows where the Wright brothers tested their plane. The diagram shows the parts of the airplane. The timeline at the end summarizes the events in the text and tells which order they happened in. Choices for Further Support Fluency Remind students to use their tone to build excitement or express discouragement as they read about the Wright brothers work to invent their plane. 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 parts, using examples from the text. Tell students that the prefi x bi means two. Have students defi ne the word biplane based on its use on page 8. Ask students if they can name another word from the book that uses bi as a prefi x (bicycle). 3 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 3 11/4/09 11:38:09 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 Skill Compare and Contrast Remind students that they can compare details or ideas by looking for parts of the story in which details or ideas are alike. They can contrast details or ideas by looking for parts of the story in which details or ideas are different. Model how to add details to the Graphic Organizer using a Think Aloud like the one below: Think Aloud Orville and Wilbur Wright were not successful at flying before using engine power. After using engine power, they were successful. Put Successful in the right oval. This detail contrasts their success before using engine power. Practice the Skill Have students share examples of other characters that were successful at a task and ask how the characters were similar or different after a certain point in their work. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts The main purpose of the text is to. The author organizes the selection by. Which sentences from the beginning of the story show that Orville and Wilbur Wright work well together? 4 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 4 12/17/09 12:11:25 PM

5 English Language Development Reading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that this story is about working together. Vocabulary The story includes some words that describe mechanical features that might be unfamiliar. Explain the meaning of terms such as model biplane, engine, and propellers. Display pictures or photographs of these terms if possible. 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: Who is this story about? Speaker 2: Orville and Wilbur Wright Speaker 1: How did Orville and Wilbur know each other? Speaker 2: by being brothers Speaker 1: What did Orville and Wilbur Wright invent? Speaker 2: the first airplane Speaker 1: Before they made an airplane, what did Orville and Wilbur Wright make? Speaker 2: Wilbur and Orville Wright made and fixed bicycles. Speaker 1: How did Orville and Wilbur Wright learn about flying? Speaker 2: They read books and studied birds and kites. Speaker 1: What made Orville and Wilbur Wright successful? Speaker 2: Orville and Wilbur Wright had a strong bond and they tried over and over again, even though they failed at first. Name Date Lesson 24 BLACKLINE MASTER 24.7 Read and answer the questions. Possible responses shown. 1. Think within the text When the Wright brothers were young, what toy from their father made them interested in flying? a toy helicopter made out of paper and a rubber band 2. Think within the text What did the brothers learn about flight by watching birds and reading about other experiments in flight? They learned that moving the wings up and down was not the best way to help people fly. Birds flap their wings to lift their bodies into the air. 3. Think beyond the text How is air travel today different from what it must have been like just after the airplane was invented? Air travel during the early years must have been only affordable for the rich people. The early flights were probably much less frequent, less safe, transported fewer people at a time, and did not travel as far. 4. Think about the text The author says their father believed the Wrights would not have succeeded without each other. What details in the text support this idea? The author states that the brothers were true friends who enjoyed being and working together. They were both curious, good at inventing new things, and interested in flying. Making Connections Airplanes are now a popular way to travel thanks to the Wright brothers. What other inventions have greatly changed how we do things today? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 5: Change Is All Around 5 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 5 7/28/09 3:53:08 PM

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. Wilbur and Orville Wright had many failures. But the book explains that Wilbur and Orville didn t give up on their dream to fly (page 11). Many people give up when they have a failure. Why didn t the Wright brothers give up? What made them keep trying? What do you think people today can learn from their example? 6 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 6 7/28/09 3:53:09 PM

7 Name Date Lesson 24 BLACKLINE MASTER 24.7 Read and answer the questions. 1. Think within the text When the Wright brothers were young, what toy from their father made them interested in flying? 2. Think within the text What did the brothers learn about flight by watching birds and reading about other experiments in flight? 3. Think beyond the text How is air travel today different from what it must have been like just after the airplane was invented? 4. Think about the text The author says their father believed the Wrights would not have succeeded without each other. What details in the text support this idea? Making Connections Airplanes are now a popular way to travel thanks to the Wright brothers. What other inventions have greatly changed how we do things today? Write your answer in your Reader s Notebook. 7 Lesson 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 7 7/28/09 3:53:11 PM

8 Student Date Lesson 24 BLACKLINE MASTER LEVEL P Running Record Form page Selection Text Errors Self-Corrections 3 4 Orville and Wilbur Wright s father had a special surprise when he came home from work one day. He brought his sons a toy made out of paper and a rubber band. When thrown into the air, it floated high in the air. Orville and Wilbur loved the toy helicopter and spent hours playing with it. Wilbur was born in 1867 and Orville was born in Although they were four years apart in age, the brothers were inseparable. They loved to spend time together. Wilbur was very hardworking. He was outgoing and enjoyed sports. Orville was the troublemaker and misbehaved in school. 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 24: 4_305417_BL_LRTG_L24_FlyingHistory.indd 8 7/28/09 3:53:11 PM