Fountas-Pinnell Level R Informational Text

Transcription

1 LESSON 10 TEACHER S GUIDE by Susan Blackaby Fountas-Pinnell Level R Informational Text Selection Summary are fascinating, often-misunderstood fish. This selection introduces readers to basic facts about sharks, including their role in the ocean food chain, traits, appearance, habitats, and how they use their senses. It also examines the relationship between humans and sharks. Number of Words: 1,104 Characteristics of the Text Genre Informational text Text Structure Eight sections with headings; one with subheadings Information provided in complex diagrams Content Factual information about shark characteristics Placing sharks in the larger context of the ocean food chain Themes and Ideas In spite of their notoriety, most sharks are harmless to humans. It is human hunting that threatens sharks. Language and Comparison and contrast of sharks with each other, other fi sh, and people Literary Features Writer talks directly to the reader (second-person) Sentence Complexity Short sentences, simple structure Dependent clauses Vocabulary Technical vocabulary related to life science: food chain, ecosystem, predators, cartilage Words Some multisyllable words, such as prehistoric, disappeared, and skeleton Illustrations Technical diagrams support science concepts Many photographs support details of shark features One photograph depicts a shark s size relative to a person s Book and Print Features Thirteen pages of text, with eight subsections Labels on some photographs and illustrations Section titles 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 Susan Blackaby Build Background Help students use their knowledge about sharks to visualize the selection. Build interest by asking questions such as the following: What do you know about sharks? What kinds of questions do you have about sharks? Read the title and author and talk about the photograph on the cover. Ask students to describe what kinds of features they can expect to find in informational text. 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: Explain that this is a selection about sharks, and that they will read many facts about shark features and characteristics. Direct students to the photograph on page 2. Suggested language: Look at the photograph and caption on page 2. The caption tells us that the shark s teeth make it look dangerous. Ask: Do you think this means the shark is dangerous, or only appears to be dangerous? Why? Page 3: Point out the heading on page 3. Read the sentence Prehistoric sharks were very big. Ask: Can you guess what prehistoric means? Page 4: Direct students attention to the diagram on page 4. Remind students that informational text introduces many new concepts and ideas. Ask: What does this diagram show us? How does the caption support understanding? Pages 9 11: Point out the headings and subheadings on pages 9, 10, and 11. The writer provides a lot of information about senses. The fi ve keen senses must be important for a shark. Notice the diagram on pages 10 and 11. Ask: What do you think the lateral line helps a shark do? Page 13: Direct students to the photograph on page 13. Ask: What does the photograph tell you about humans and sharks? Now go back to the beginning and read to fi nd out how sharks live. Target Vocabulary available ready to be used or taken contentment a feeling of satisfaction detecting discovering that something exists or is present, p. 9 ferocious fierce and savage, p. 2 keen very quick, sharp, or sensitive, p. 10 mature grow and develop, p. 6 particular specific or distinct from others, p. 10 resemble to look like someone or something unobserved unseen vary change, p. 7 2 Lesson 10:

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 as they read. Tell them to keep track of the different information they learn about sharks and reread sections that might contain confusing information or many new concepts. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: What did you learn about sharks that you didn t know before? Did any information surprise you? 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 are fish that are at the top of the marine food chain. differ in appearance and habitats, but share common characteristics, such as using their senses to hunt. Few types of sharks attack humans, but human actions negatively affect shark populations. are important to the ocean food chain. There is a great variety of life in the oceans. Human actions can negatively affect the oceans inhabitants Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The writer describes shark characteristics in many subsections. Some captions are written in a conversational tone, contributing to text accessibility. Choices for Further Support Fluency Invite students to participate in choral reading. Remind them to use a louder tone to stress italicized terms to be emphasized ( shark is on the human menu ) and to pause when reading items in a series ( soap, vitamins, and medicine ). 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. Point out the word growing on page 6. Ask a volunteer to tell what part of speech this word is (verb). Remind students that adding suffi xes like -ing, -ed, and -y to a root word creates a new word with a different meaning. Ask students to fi nd other words in the text with these suffi xes. 3 Lesson 10:

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 Main Ideas and Details Remind students that they can identify main ideas in a text. They can infer main ideas based on supporting details provided, and analyze and evaluate how well details support main ideas. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud Add the senses sight, hearing, taste, touch, with brief descriptions of each, in the supporting detail ovals. These details, along with smell, support the main idea in selection that sharks use their senses to help them hunt. Practice the Skill Have students consider how the writer presents main ideas and details throughout the text. Have them work in pairs to reconstruct the graphic organizer using another topic from the selection. 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 notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts How is this selection like other books you have read about animals? How is it different? This selection is mainly about. What can you conclude about sharks based on reading this selection? 4 Lesson 10:

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 this selection shows the variety and value of sharks. Cultural Support The section about the senses includes usage that may confuse English language learners. On page 11, point out the sentence also have a special sixth sense. Tell students that this refers to a mysterious ability to perceive things. 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 the selection about? Speaker 2: sharks Speaker 1: Where do sharks live? Speaker 2: in the oceans Speaker 1: How many senses does a shark have? Speaker 2: five Speaker 1: Where do sharks fit into the marine food chain? Speaker 2: They are at the top. Speaker 1: Where in the ocean do sharks live? Speaker 2: They live in both shallow and deep parts. Speaker 1: How do you know that shark attacks on humans are uncommon? Speaker 2: There are fewer than 100 reports a year of sharks attacking people, worldwide. Also, only four types of sharks actually attack humans. Name Date Lesson 10 BLACKLINE MASTER 10.7 Read and answer the questions. Possible responses shown. 1. Think within the text What makes some sharks different from others? Give details from the selection. They vary in size from 40 feet to six inches long, and they have different shapes. 2. Think within the text Which four types of shark attack humans? great white sharks, tiger sharks, mako sharks, and bull sharks 3. Think beyond the text Why would seals and human beings look alike to sharks? may not see as well as people. Also, it is dark underwater, so that might be confusing, too. 4. Think about the text Has the author convinced you that human beings are more of a threat to sharks than sharks are to human beings? Why or why not? Yes, the author has convinced me of this. More sharks are killed by human beings than people are killed by sharks. Most types of sharks don t attack human beings. Making Connections Is it important to keep oceans healthy? Why or why not? What are some ways people can keep the world s oceans healthy? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 2: Wild Encounters 5 Lesson 10:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that 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 longest section of this book is The Senses. The writer has organized this section into five subsections. Each sense has a separate subsection. Why do you think the writer decided to put so much emphasis on this section? Do you think it was a good decision? Why or why not? In what ways might the author have improved the organization of this section? 6 Lesson 10:

7 Name Date Lesson 10 BLACKLINE MASTER 10.7 Read and answer the questions. 1. Think within the text What makes some sharks different from others? Give details from the selection. 2. Think within the text Which four types of shark attack humans? 3. Think beyond the text Why would seals and human beings look alike to sharks? 4. Think about the text Has the author convinced you that human beings are more of a threat to sharks than sharks are to human beings? Why or why not? Making Connections Is it important to keep oceans healthy? Why or why not? What are some ways people can keep the world s oceans healthy? Write your answer in your Reader s Notebook. 7 Lesson 10:

8 Student Date Lesson 10 BLACKLINE MASTER LEVEL R Running Record Form page Selection Text Errors Self-Corrections 5 All sharks are alike in some ways. All sharks are fish. They have backbones. They live in the water and breathe using gills. Gills are small, open slits on the sides of a fish. When water passes over the gills, they absorb oxygen. 6 Unlike most fish, a shark s skeleton is not made of bone. It is made of cartilage. Cartilage is light, strong, and easy to bend. The end of your nose is made of cartilage. do not have scales like other fish. They have a hard outer layer called skin teeth. It is rough like sandpaper. Comments: Accuracy Rate (# words read correctly/98 100) % 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 0 Insertion the 1 Word told T 1 cat Lesson 10: