Fountas-Pinnell Level Q Nonfiction. by Sarah Jane Brian

Transcription

1 LESSON 7 TEACHER S GUIDE by Sarah Jane Brian Fountas-Pinnell Level Q Nonfiction Selection Summary Black bears are not always black. Surprisingly, they come in white, brown, cinnamon, and even blue-gray. These massive, naturally shy prowlers of the forest can eat anything. Humans who feed them can be attacked. People who go into, or live in, bear country need to understand the bear for their own good and that of the bear. Number of Words: 1,272 Characteristics of the Text Genre Nonfi ction Text Structure Second-person narration; one to three paragraphs per page Organized by topic, information on bears, contact with people Content Facts about the black bear Tips on keeping safe in bear country Themes and Ideas Black bears are naturally shy but can be dangerous. We must protect forestland for black bears. People need to learn how to live peacefully with black bears. Language and Informal language and clear presentation Literary Features Many descriptive details Sentence Complexity Some complex sentences; inverted order; introductory phrases Many short, simple sentences for emphasis; sentences beginning with but, and, and so Vocabulary Names and terms associated with the black bear: prowl, bluff charge, cubs, bounding, bear-proof, Yellowstone National Park Words Primarily one- or two-syllable words Most words are accessible Illustrations Photographs in support of text Illustration of bear s paw print Book and Print Features Thirteen pages of text, eleven with photographs and captions Six section, or chapter, headings Bulleted list 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 Sarah Jane Brian Build Background Build on students prior knowledge by asking questions such as the following: Have you ever seen a live black bear? What do you know about black bears? Do you think they are dangerous to humans? Read the title and author and talk about the cover photograph. Tell students that the book is nonfiction, so they may expect to find facts and information about black bears. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Have students read the chapter head and photo caption. Ask: What is the chapter about? Why do bears roam around on the prowl? What are they searching for? Look closely at the bear in the photo. Pages 2 4: Discuss the photos and captions. Suggested language: Try picturing two hikers. They stride up to their campsite. What they see makes them frantic black bears raiding their food supply! One bear wheeled around and spotted them. It began lunging at them. What do you think happened? What would you do? Pages 5 8: Have students preview the chapter headings, photos, and captions. Ask: What kind of information do you think you ll fi nd in this chapter? What surprising information did you already learn just by reading the photo caption on page 6? What else would you like to know? Now turn back to the beginning and read to fi nd out what black bears are really like and why people need to know more about them. bounding leaping at a fast pace, p. 10 checking limiting or controlling, p. 10 frantic wild with worry, p. 4 lunging moving forward suddenly, p. 2 picturing forming a mental image, p. 3 romp energetic playing, p. 6 shouldered placed a weight on one s shoulders, p. 9 strained worked as hard as possible, p. 2 stride the length of one s steps, p. 2 wheeled to spin around quickly, p. 2 2 Lesson 7:

3 Read Have students read softly while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Visualize Strategy pictures of what they are reading. and to form mental Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Based on what you have read, what do you think people should know about the black bear? 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 Black bears will eat almost anything. Bears can hurt or kill people, but bear attacks are rare. Black bears live in the forest, can climb trees, and hibernate during the winter. A main reason black bears are doing well today is because they can eat anything. Thinking of bears as dangerous creates danger for both people and bears. Feeding bears is harmful, not helpful, to them Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos and captions supply details not included in the text. The author s purpose is to tell how to keep black bears safe and keep yourself safe. A bulleted list summarizes what the author wants readers to remember. Choices for Further Support Fluency Invite students to work in partners and choose a passage from the text to read aloud. Remind them to observe punctuation marks and to read exclamations with enthusiasm. 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 Tell students that short words are sometimes combined to make a longer, compound, word. The shorter words give clues to the meaning of the compound word. Compounds from the text include campsites (page 4), beekeepers, beehive (page 7), backpacks, birdfeeders (page 9), and Yellowstone (page 13). 3 Lesson 7:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 7.1. Responding Have students use their Reader s Notebook to complete the word builder chart on page 15. Remind them to answer the Word Teaser on page 16. (Answer: check) Reading Nonfiction Nonfiction Features: Photos and Captions Remind students that nonfiction has features such as photos and captions that help readers understand important information. Photos can show examples of what the text describes, as the photographs in the first chapter show examples of bears on the prowl for food. In addition, photos contain many details that the text does not have space to list or describe. They are an important source of information. Explain that photos, like those in this selection, often add information that is not in the text. Have students look at the photo on page 8. Ask what information they can learn from the photo (black bear s food comes from plants.) Then have students choose another photo in the book and tell what they can learn from it. In the same way that photos tell about the text, captions tell about the photos. They may explain what the photos are showing. They also may supply interesting details that are not in the text. Remind students that they are supposed to read all captions, because they contain valuable information. 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 Which words on page 4 help the reader understand the meaning of the word frantic? What can the reader tell about varieties of black bears, as described on page 6? The chapter on pages 9 11 is mainly about. 4 Lesson 7:

5 English Language Development Reading Support Pair intermediate and advanced readers to read several paragraphs of the text aloud and then retell in their own words what they have just read. Cultural Support English learners may need help with the following terms related to history and geography presented in the text: grassy plains (page 5), East Coast (page 6), President Theodore Teddy Roosevelt (page 12), and Yellowstone National Park (page 13). 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: Where do black bears live? Speaker 2: in the forest Speaker 1: Why do bears prowl around campsites? Speaker 2: to find food Speaker 1: What rule protects bears in Yellowstone Park? Speaker 2: Don t feed the bears. Speaker 1: Why did black bears survive at the time of the saber-toothed cat? Speaker 2: Black bears stayed in the woods, where they could climb trees. Speaker 1: What caused some bears in Yellowstone Park to become problem bears? Speaker 2: They became problem bears because visitors fed them. Speaker 1: Since bears by nature are afraid of people, why do bear attacks sometimes occur? Speaker 2: Usually bear attacks occur because hikers and campers do not know how to behave when they are in bear country. Name Date Fill in the Feature Map below with synonyms, antonyms, examples, and non-examples for each word listed. Possible responses shown. Lesson 7 BLACKLINE MASTER 7.1 frantic checking shouldered picturing Vocabulary lunging wheeled strained stride bounding romp Target Vocabulary Word frantic lunging Synonym Antonym Example Non-example anxious calm late for class relaxing on beach pouncing retreating tiger attack hiding stride shouldered strained bounding romp. All rights reserved. 3, Unit 2: Wild Encounters 5 Lesson 7: 03_5_246253RTXEAN_L07_TV.indd 1 11/17/09 3:44:40 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. On page 9, the book says, When bears get used to getting food from people, it means big trouble for the bears. How would you persuade people not to feed bears? What are some tips on how people can protect both the bears and themselves in bear country? 6 Lesson 7:

7 Name Date Lesson 7 BLACKLINE MASTER 7.1 Fill in the Feature Map below with synonyms, antonyms, examples, and non-examples for each word listed. Vocabulary frantic checking shouldered picturing lunging wheeled strained stride bounding romp Target Vocabulary Word frantic Synonym Antonym Example Non-example anxious calm late for class relaxing on beach lunging stride shouldered strained bounding romp 7 Lesson 7:

8 Student Date Lesson 7 BLACKLINE MASTER 7.23 LEVEL Q Running Record Form page Selection Text Errors Self-Corrections 2 The black bear felt hungry. He sniffed the morning air. Food smells were coming from a campsite at the edge of the forest. The bear began to stride toward the tempting smell. A locked cooler full of food sat on the ground. But the bear strained for only a moment to open it. One swipe with his massive paw, and the top popped right off. The bear began to eat. Suddenly, two hikers walked into their campsite. Lunging at them, the bear also let out a deep growl. The hikers wheeled around and ran away. 3 But then the scared hikers stopped running and froze. 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 7: