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1 LESSON 23 TEACHER S GUIDE Plants of the Redwood Forest by Joanne Mattern Fountas-Pinnell Level O Informational Text Selection Summary Redwoods are the largest of the many kinds of trees and plants that grow in a redwood forest. Each is connected to other plants and animals and has its own special role in the food chain. Number of Words: 913 Characteristics of the Text Genre Informational text Text Structure Third-person narrative in seven chapters, with information organized by plant species Text and pictures work together to present facts. Content Location of redwood forests Characteristics of various trees Resources trees provide to animals and people Themes and Ideas The redwood forest is home to a variety of trees and wildlife. Tree bark, nuts, and berries are part of the food chain. People, animals, and plants are connected. Language and Clear language with conversational tone Literary Features Exclamations amplify important information Sentence Complexity Short, declarative sentences, compound sentences, and long, complex sentences Typographical features: dashes, exclamations, parentheses Vocabulary Technical words related to trees and plants, such as conifer, spores, nutrients Context helps defi ne some vocabulary words: the forests get moisture from the rain Words Pronunciation in text for some terms: conifer (KAHN-uh-fur) Compound words, such as gooseberries, huckleberries, redwood Illustrations Color photographs, a map, and charts support the text Book and Print Features Twelve pages of text, with illustrations on most pages; captions and labels Table of contents, chapter title with each new text segment Sidebar, chart, diagram, and map 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_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 1 12/17/09 11:36:33 AM

2 Plants of the Redwood Forest by Joanne Mattern Build Background Help students use their knowledge about forests to visualize the text. Build interest by asking questions such as the following: Have you ever walked in a forest? What attracted your attention? Read the title and author and talk about the cover photograph. Tell students this is an informational text, so they will find many facts and examples about trees and plants in the Redwood forest of California. 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 2: Remind students that informational books list chapter headings in a table of contents. Suggested language: Read the table of contents. Notice the fi rst chapter title: A Wet and Wonderful World. What do you think you will learn about in the fi rst chapter? Page 3: Have students read aloud the sentence with the highlighted word. Point out the space between the trees in the picture. Ask: What do you think dense means? Page 4: Draw students attention to the map and the map caption and key. Say: The map shows redwood forests in California. Ask: According to the key at the top of the map, what do the dark green and light green colors stand for? Page 5: Have students fi nd the word conifer and its pronunciation in paragraph 2. Ask them to read the complete sentence aloud. Page 13: Call attention to the word independent in the third paragraph. Explain that Leather ferns are not independent. They grow on another plant and are dependent on that other plant. What is the meaning of independent? Now turn back to the beginning and read to fi nd out about redwood forests and the special trees and plants that grow there. Target Vocabulary civilized of a society that is advanced and has reasonable laws continent one of the main landmasses of Earth customs the traditions and common ways of behaving in a society dense with parts packed together closely, p. 3 evaporate to change from liquid to gas independent not reliant, p. 13 moisture tiny drops of water in the air or on a surface, p. 4 opportunities chances for a person to do something resources an available supply of something that can be used when needed, p. 6 shallow not deep, p _305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 2 11/13/09 6:17:55 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 and to use text clues as they read. Have them share details they notice that let them make connections and understand the plants of the redwood forest. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: What was the most surprising thing you learned about redwood forests? What tree or plant did you find especially odd or interesting? Why? 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 Redwoods and other trees and plants supply food and habitats for animals and birds. Trees supply lumber for humans. Needles from fir trees can be boiled for tea. Each tree and plant has its own kind of leaf, seed, flower, or berry. Trees, plants, animals, and people are all interdependent. Plants, animals, and people are linked in a food chain Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photographs, maps, and charts aid visualization and comprehension. Chapter headings guide readers through the text. Illustrations frame page design highlight and reinforce content. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to use any cues provided by parentheses, exclamations, or dashes to make their reading livelier and to convey the author s meaning clearly. 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. Remind students that longer words are often formed from shorter, familiar words. Examples include: redwood, gooseberries, blackberries, and huckleberries. 3 4_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 3 11/4/09 11:38:37 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 in informational books, text and graphic features help the reader organize information and picture what the text describes. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The map on page 4, shows where redwood forests are located along the Pacific coast. The diagram on page 9 shows the parts of a plant. The purpose of these graphic features is to aid understanding. Practice the Skill Encourage students to share examples of another book that uses text and graphics features to illustrate the text or supply new information. 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 One purpose of the author s in writing this text is to. The Drink Up! sidebar on page 6 tells about. Why do some plants grow on others? 4 4_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 4 11/12/09 9:49:28 PM

5 English Language Development Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that each of the plants of the redwood forest has its own kind of leaf, seed, flower, or berry. Vocabulary Explain that common names of many plants tell about the plant s appearance or characteristics. Examples: black oak trees (page 7) have black trunks; the leaves of stinging nettle plants (page 11) are covered with hairs that sting and scratch. 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: redwood forests Speaker 1: Where are most located? Speaker 2: Northern California Speaker 1: What is the title of the second chapter in the table of contents? Speaker 2: the Douglas Fir Speaker 1: Look at the map and tell the name of the national park. Speaker 2: It is Redwood National Park. Speaker 1: What animals like to eat huckleberries? Speaker 2: Deer, elk, chipmunks, bears, and birds all eat huckleberries. Speaker 1: Which plants in the forest do not grow from seeds, and how do they grow? Speaker 2: Ferns do not grow from seeds. They grow from spores on the bottom of their leaves. Speaker 1: Where do conifer seeds grow? Speaker 2: They grow inside the cones that grow on conifer trees. Name Date Lesson 23 BLACKLINE MASTER 23.7 Read and answer the questions. Possible responses shown. Plants of the Redwood Forest 1. Think within the text Look at the drawing on page 9. What do you think is the purpose of a plant bud? The plant bud uses the water from the roots and food produced in the leaves, and it grows into a flower. 2. Think within the text Why is the redwood forest the perfect home for ferns? Redwood forest are very wet, and ferns need a lot of moisture to grow. 3. Think beyond the text Some plants in the redwood forest are not helpful. What other harmful plants do you know? I know about poison ivy, which can make you itch if you touch it. 4. Think about the text Why do you think the author includes so many text and graphic features? I think graphic features can explain certain ideas and facts more clearly than regular text can. Making Connections Many different plants and animals live in a redwood forest. What kinds of plants and animals live near your house? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 5: Change Is All Around 5 4_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 5 7/28/09 4:56:37 PM

6 Name Date Plants of the Redwood Forest Thinking About the Text Think about the question below. Then write your answer in one or two paragraphs. Remember, 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. The author opens the book by welcoming you to the redwood forest. She ends the book by reminding you that the forest is filled with many plants besides redwoods, each having a special role. What do you notice about the chart on page 14? How is the content on the chart organized? Why is the end of the book an appropriate location for this chart? How does it help you understand the plants of the redwood forest? 6 4_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 6 7/28/09 4:56:38 PM

7 Name Date Lesson 23 BLACKLINE MASTER 23.7 Read and answer the questions. Plants of the Redwood Forest 1. Think within the text Look at the drawing on page 9. What do you think is the purpose of a plant bud? 2. Think within the text Why is the redwood forest the perfect home for ferns? 3. Think beyond the text Some plants in the redwood forest are not helpful. What other harmful plants do you know? 4. Think about the text Why do you think the author includes so many text and graphic features? Making Connections Many different plants and animals live in a redwood forest. What kinds of plants and animals live near your house? Write your answer in your Reader s Notebook. 7 4_305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 7 7/28/09 4:56:39 PM

8 Student Date Rivers Plants of LEVEL the Redwood L Forest LEVEL O Lesson 23 BLACKLINE MASTER Plants of the Redwood Forest Running Record Form page Selection Text Errors Self-Corrections 7 The California black oak is often found in the redwood forest. The crown, or top, of these oak trees is very large. Crowns provide shade and shelter for redwood seedlings that grow underneath them. Groups of black oaks can be very crowded and dense. Usually, all the black oak trees in an area are the same age. 8 Every spring, buds appear on the oak tree. Each bud will open and a flower will appear. In time, the flowers will produce seeds. An oak tree s seeds are called acorns. It takes about two years for an acorn to develop on an oak tree. 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 _305394_BL_LRTG_L23_Plants_of_the_Redwood_Forest.indd 8 7/28/09 4:56:40 PM