Fountas-Pinnell Level M Informational Text

Transcription

1 LESSON 30 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level M Informational Text Selection Summary Printing a newspaper in the 1700s involved hard work. Type was hand set. The letters were inked and paper was pressed onto the ink by a printing press. Today, text is typed on computers. Computer technology is used to print modern newspapers. Number of Words: 317 Characteristics of the Text Genre Informational text Text Structure Focused on a single topic: producing a newspaper in the past and present Organized into a few simple categories Underlying compare-and-contrast text structure Content Newspapers of the 1700s and today Newspaper contents Printing methods of the 1700s and today Themes and Ideas Newspaper printing methods have changed since the 1700s, but newspapers still serve the same purpose: to provide the news. New technologies have made newspaper printing easier and faster. Language and Clear, straightforward language Literary Features Exclamations Repetition Sentence Complexity A mix of short and more complex sentences Multiple items in series: There are stories, essays, and ads. Vocabulary Content-specifi c terms: type (n.), printing press, computer technology Words Words with suffi xes: quicker, easier, quickly, easily Illustrations Historical illustrations Pages from newspapers of the past Photos that support the text Book and Print Features Predictable placement of text Identifying labels on photos and illustrations 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 Samantha Rabe Build Background Help children use their knowledge of newspapers to visualize the book. Build interest by asking questions such as the following: Why do people read newspapers? How do you think newspapers of the past were different? Read the title and author and talk about the cover illustration. Tell children that this book gives factual information about newspapers of the past and present. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Remind children that illustrations and labels help readers understand text information. Have children look at the illustration and read the label. Suggested language: This picture shows a very old type of printing press. Printers used presses like this to print ink on paper. Why would you need strong arms to use this press? Page 4: Direct attention to the newspaper advertisement. How can you tell that this ad came from an old newspaper? Newspapers print ads in order to make large amounts of money. Advertisers pay the papers a lot of money to run their ads. Page 9: Explain that the woman in the photo is typing text for a newspaper on her computer. Inventions like the computer have changed the way newspapers are made. What other inventions have changed our lives? Name a modern invention that you use everyday. Now turn back to the beginning of the book and read to fi nd out how newspapers from the past and the present are alike and different. Target Vocabulary accomplishments the things that someone has achieved or done successfully, p. 10 achieve to succeed in doing something after a lot of work and effort amounts the quantities, or how much, of each item there is, p. 4 composed put together notes or words and wrote them down designed planned the way something should be made and how it should look inventions machines or objects that someone has created for the first time, p. 9 remarkable very uncommon or impressive result something that happens because of something else that has happened, p. 6 2 Lesson 30:

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 Visualize Strategy important events as they read. and to stop to tell Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: What did you find most interesting about how newspapers were put together in the past? 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 Printing newspapers in the 1700s was hard work done by hand. Computer technology has made newspaper printing in the present faster and easier. Newspapers of the past and present share many features, such as stories, essays, and ads. Newspaper printing methods have changed since the 1700s, but newspapers today still serve the same purpose: to provide the news. New technologies have made newspaper printing easier and faster. People keep improving technology through time Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author includes lots of details about newspaper printing and how newspapers have changed. Labels help readers understand what the photos and illustrations show. Historical illustrations and newspaper pages bring the past to life. Choices for Further Support Fluency Invite children to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to use punctuation as clues to when to pause or add stress. 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. Remind children that some verbs, such as pay, are irregular; their past forms are not made by adding ed: pay, paid, has/have paid. Have children skim the text to fi nd other examples of irregular verbs. Examples include took (take) on page 5, hung (hang) on page 7, and make and made on page 9. 3 Lesson 30:

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 Compare and Contrast Remind children that they can compare and contrast by telling how two things are alike and different. Model the skill, using a Think Aloud like the one below: Think Aloud You can use details in the book to look for what is alike and different with newspapers in the 1700s and newspapers today. The first item in the diagram on page 11 shows that newspapers in the 1700s did not have photos. Newspapers today do have photos. You can add that under the heading on the right. That is one way in which newspapers are different. Practice the Skill Have children create another Venn diagram to compare and contrast how many pages can be printed in newspapers today and in the past. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts What does the word result mean in this sentence: The result was a printed page of newspaper? Complete this sentence in your own words: This selection is mostly about. 4 Lesson 30:

5 Read directions to children. English Language Development Reading Support In Introduce the Text on page 2, include as much practice as needed to help children become familiar with the language structures of the book. Vocabulary Provide assistance as needed with multisyllable words and terms that may be difficult for children to decode, such as newspaper, essays, computers, and technology. 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 the machine on the cover? Speaker 2: a printing press Speaker 1: What is the man printing? Speaker 2: a newspaper Speaker 1: Why did newspapers in the 1700s have no photos? Speaker 2: There were no cameras in the 1700s. Speaker 1: What did the printing press do? Speaker 2: It pressed paper against the type. Speaker 1: What inventions have made newspaper printing today quicker and easier? Speaker 2: Computers, computer technology, and new kinds of printing presses have made newspaper printing today faster and easier than it was in the 1700s. Name Read and answer the questions. Date Lesson 30 BLACKLINE MASTER In the 1700s, what happened after printers finished printing a page? 2. Do you think newspapers today are better than newspapers in the past? Why or why not? 3. List two ways newspapers today are different from newspapers in the past. Making Connections Less than 50 years ago, some cities had more than 20 different daily newspapers. Now most cities have only a few. Explain why you think this is so. Write your answer in your Reader s Notebook., Unit 6: What a Surprise! 5 Lesson 30:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Imagine that a printer from the 1700s was able to see how newspapers are printed today. How do you think he would feel? What might he say when he saw a computer or a new kind of printing press? 6 Lesson 30:

7 Name Read and answer the questions. Date Lesson 30 BLACKLINE MASTER In the 1700s, what happened after printers finished printing a page? 2. Do you think newspapers today are better than newspapers in the past? Why or why not? 3. List two ways newspapers today are different from newspapers in the past. Making Connections Less than 50 years ago, some cities had more than 20 different daily newspapers. Now most cities have only a few. Explain why you think this is so. Write your answer in your Reader s Notebook. 7 Lesson 30:

8 Student Date Lesson 30 BLACKLINE MASTER LEVEL M Running Record Form page Selection Text Errors Self-Corrections 2 Printing a newspaper was hard work during the 1700s. Printers needed ink, paper, and metal letters called type. They needed a printing press, too. Printing a newspaper took a lot of time. A printer might work 14 hours a day. 3 Newspapers had lots of text. Printers often copied stories from other newspapers. Comments: Accuracy Rate (# words read correctly/52 100) % 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 Insertion the ˆcat 1 Word told T 1 cat Lesson 30: