Fountas-Pinnell Level Q Nonfiction. by Melissa McDaniel

Transcription

1 LESSON 1 TEACHER S GUIDE by Melissa McDaniel Fountas-Pinnell Level Q Nonfiction Selection Summary Forces are all around us. This text examines forces such as friction and gravity. These forces combine to move objects. Stopping, changing direction, speeding up, and slowing down are all the results of forces acting upon objects. Readers will understand how these forces are used in sports and in everyday motion. Number of Words: 1,474 Characteristics of the Text Genre Nonfi ction Text Structure Second-person narrative, organized by topic Underlying structures include temporal sequence and cause/effect. Content Motion Complex physical science Sports analogies Themes and Ideas Force and motion apply to everyday events like sports. Managing the forces at work in everyday activities is a skill. Forces are required to begin, perpetuate, and end movement. Language and Description of sporting events with action verbs to convey the many uses of force in Literary Features different motions Sentence Complexity Some complex sentences, but most are simple to convey complex information Questions and answers Vocabulary Physical science vocabulary: force, friction, gravity, mass Action verbs used to explain motion Words Some multisyllable words: exerting, constantly, direction, parachute Illustrations Photographs with captions Book and Print Features Thirteen pages of text, with photographs on all pages Headings, captions 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 Melissa McDaniel Build Background Help students use their knowledge of how movement occurs in sports to visualize the selection. Build interest by asking questions such as the following: What kinds of sports do you like to play? How is movement used in that sport? Read the title and author and talk about the photograph. Explain that sports will be used to explain physical forces. 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 treatment to target vocabulary. Here are some suggestions: Page 2: Tell students that motion occurs in many ways at a basketball game. Suggested language: Turn to page 2 of this book. Read the caption. How is the player in this photo exerting a force on the ball? Pages 3 5: Explain that pushing, pulling, and changing direction are all types of motion. Direct students attention to the headings. Look at the photo on page 5. How is this baseball player s bat interrupting the ball s motion? What will happen next? Pages 7 8: Explain that friction can be seen in these photographs. Ask: What is different about the surfaces shown in each photo? Is friction slowing down the racecar? How? Page 12: Look at the photo with students. Explain that many photos of this diver are shown frame-by-frame each photo shows the sequence of movement in one dive. Page 13: Tell students that gravity is a force of attraction between objects. Have students identify the words struggle, wobbles, and staggers. How does this photograph suggest that the weightlifter struggles, wobbles, and staggers? Now turn back to the beginning of the text and read to fi nd out how gravity and friction work in sports and daily life. collapsed fell down, p. 10 disturbing interrupting what someone is doing, p. 14 interrupted stopped and then begun again, p. 5 numb having very little sensation or feeling p. 14 shifted moved or changed position, p. 10 specialty a featured item or attraction, p. 14 squashing crushing or flattening something, p. 14 staggered walked very unsteadily, p. 13 struggled tried very hard to do something, but still had difficulty doing it, p. 13 wobbled moved unsteadily from side to side, p Lesson 1:

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 Summarize Strategy and to summarize what they have learned about sports and motion in each section as they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: What did you learn about movement in sports that you didn t know before? 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 Fraction and gravity work together to both create and impede motion. Motion exists as force exerted, interrupted, or stopped. Everything that moves does so because a force is at work. Many popular sports and pastimes are possible because of friction and gravity. Motion can be changed by the different forces that act upon it. In order to master a skill that uses motion, a person must become an expert at managing forces Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Captions help to explain the photographs and illustrations. Complex topics such as friction and gravity are described in the context of sports, which appeals to readers. Choices for Further Support Fluency Invite students to choral read a passage from the text. Remind them to pay attention to punctuation. Tell students to pause between the commas used in serial sentences, such as on page 2. 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. Explain that some words derive from Greek or Latin. For example, gravity is derived from the Latin word gravitas, meaning heavy. 3 Lesson 1:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 1.1. Responding Have students use their Reader s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: staggered) Reading Nonfiction Nonfiction Features: Headings and Captions Remind students that nonfiction has many features to help readers find and understand important information. Headings are one of these features. Tell students that chapter and section headings, in addition to subheadings, signal to readers the kind of information that they are about to encounter in the body copy. Explain that in this text, there are no subheadings, only headings for each individual section, and that each page is a separate section. In this text, the initial headings explain force in simple terms (Pushing, Pulling, and Changing Directions) and build up to using scientific terms (The Force of Friction; More Mass, More Gravity). Have students turn to page 10 in the text. Ask students why the author might have chosen to call this section Friendly Friction (It is humorous and makes readers curious; It is a play on words). Next have them identify a heading that they would like to rename. Challenge students to provide more information about the contents with their new heading. Ask students to explain why they chose that heading and what the new heading name is. Captions are another important source of information. Remind students that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo or map or diagram is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Have students choose a caption from pages 10 to 14 and rewrite it in their own words. 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 Why does the author begin this text with a description of a basketball game? The article is mainly about. Which sections from the text describe gravitational force? 4 Lesson 1:

5 English Language Development Reading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning students read the captions. Cultural Support Some of the sports in this text may be unfamiliar to students from other parts of the world. Provide background if necessary. Explain how flies, sends, shoots, and pass are used on page 2 to describe basketball. 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 text about? Speaker 2: sports and motion Speaker 1: What two forces are described in the text? Speaker 2: force and gravity Speaker 1: What type of people must become experts at managing forces? Speaker 2: athletes Speaker 1: Why can t a skateboarder coast down a street forever? Speaker 2: Friction stops the skateboard. Speaker 1: Why do skiers wear sleek clothes and hunch over? Speaker 2: Doing those things helps reduce the air s friction. Speaker 1: Why does Earth have a strong gravitational pull? Speaker 2: Earth is very big compared to the things nearby. It pulls everything toward it. Name Date Lesson 1 BLACKLINE MASTER 1.1 Fill in the Flow Chart with sentences using each of the remaining words. Your sentences should tell a story in the order that the events happen. The first events in the story are done for you. Possible responses shown. Vocabulary disturbing specialty wobbled shifted interrupted struggled collapsed squashing staggered numb I was about to shoot a free throw when a loud noise interrupted my concentration. I focused so I could block out the noises that were disturbing me. I shifted my weight from my right foot to my left foot. Suddenly, a player on the opposing team collapsed on the court.. All rights reserved. 3, Unit 1: School Spirit! 5 Lesson 1:

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 author of this text chose to use sports to describe how force and motion work. Did you think this was an effective way to describe these ideas? Why or why not? How did the photographs and other graphics help you understand force and motion? Support your ideas with examples from the text. 6 Lesson 1:

7 Name Date Lesson 1 BLACKLINE MASTER 1.1 Fill in the Flow Chart with sentences using each of the remaining words. Your sentences should tell a story in the order that the events happen. The first events in the story are done for you. Vocabulary disturbing specialty wobbled shifted interrupted struggled collapsed squashing staggered numb I was about to shoot a free throw when a loud noise interrupted my concentration. I focused so I could block out the noises that were disturbing me. 7 Lesson 1:

8 Student Date Lesson 1 BLACKLINE MASTER 1.23 LEVEL Q Running Record Form page Selection Text Errors Self-Corrections 2 A basketball flies through the air. Two players leap for it, and one gives it a tap with his fingers. The ball heads towards the outstretched hands of a teammate. He pulls the ball to his body and races down the court, dribbling. The other players scramble to keep up. Near the basket the ball zips from one set of hands to another to another. Finally, one player sends it into the air toward the basket. Another player leaps high and swats it down. A third player grabs the ball and shoots. The ball rises through the air and then begins to fall. 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 1: