Fountas-Pinnell Level L Nonfiction. by Conchita Gomez

Transcription

1 LESSON 17 TEACHER S GUIDE by Conchita Gomez Fountas-Pinnell Level L Nonfiction Selection Summary Hunting fossils in the summer of 1990, Sue Hendrickson discovered the remains of a Tyrannosaurus rex. Workers removed the bones and reconstructed the T. rex at the Field Museum in Chicago. The dinosaur was named Sue in honor of Sue Hendrickson. Number of Words: 394 Characteristics of the Text Genre Nonfi ction Text Structure Five sections with headings Dates used to sequence events Flashback to discovery of dinosaur bones Content Dinosaurs and fossils Passage of time Museums Themes and Ideas Dinosaur fossils hold clues about life millions of years ago. Dinosaur fossil retrieval and reassembly takes painstaking, time-consuming work. Museums offer the public a chance to see dinosaur fossils. Language and Clearly written Literary Features Meaning provided through integration of photos with text. Sentence Complexity Variety in sentence length and complexity Questions (Where did she come from? How did she get there?) Vocabulary Scientifi c name: Tyrannosaurus rex, T. rex Place names that may be unfamiliar: Chicago, South Dakota Words Words with suffi xes (slowly, careful, nearly, smaller) Illustrations Color photos Illustrations in process chart Book and Print Features Section headings Captions with additional information Process chart and fact 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 Conchita Gomez Build Background Help students use their knowledge of dinosaurs. Build interest by asking a question such as the following: What do you think would happen if a person found dinosaur bones buried in rock? Read the title and author and talk about the cover photo. Tell students that this book is nonfiction so the words and photos will give information about the topic. 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: Pages 2 3: Explain that this book tells about a woman who found dinosaur bones that were assembled to become Dino Sue, a popular museum exhibit. Suggested language: Turn to pages 2 and 3 of this book. Look at the photo. What kind of skeleton do you see displayed in this museum? This is a dinosaur skeleton that is nicknamed Sue. Page 4: Explain that Sue Hendrickson was hunting fossils when she found the remains of a Tyrannosaurus rex. Connect the words fossils and remains. Why would Sue only be able to fi nd the remains of T. rex? Look at the photo. What kind of bones do you see? Page 5: Call attention to the chart. How do the pictures help you understand what the word buried means? Look at the last picture and tell how the bones are buried. Pages 6 7: How will the workers go about uncovering the bones? Why must they work at the location where the bones have been found? Why do you think the dinosaur is named Sue? Now turn back to the beginning and read to fi nd out more about Dino Sue. buried something covered or hidden, often underground, p. 5 clues facts that help solve a problem or mystery, p. 10 evidence facts or signs that show something is true, p. 10 fierce wild, strong, or dangerous, p. 9 fossils parts or traces of things that lived long ago, such as bones or footprints, p. 4 location the place where something is found, p. 6 prove show that something is true, p. 10 remains n. things that are left over, p. 4 skeletons what humans and many animals rely on to support their bodies and protect their organs, p. 9 uncovering digging up something, p. 6 2 Lesson 17:

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy picture what is happening as they read. and use text details to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Which part of the book did you find most interesting? What other information would you like to learn about Dino Sue? 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 Sue Hendrickson was hunting fossils when she found the bones of a T. rex. Workers in the field dug out the bones. Workers in the museum put the bones back together. People can visit Dino Sue in the Field Museum in Chicago. Dinosaur fossils hold clues about life millions of years ago. Removing the bones from rock and putting them together takes careful, time-consuming work. Placing dinosaur bones in a museum gives people the chance to see the bones and learn about dinosaurs Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Section headings prepare the reader for the text that follows. Photos and captions provide information about the text. An illustrated process chart shows the steps involved in a dinosaur becoming a fossil. A fact list gives statistics about Dino Sue s age, size, and bones. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to make their voice rise and fall, based on whether they are reading questions or statements. 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 they can take apart longer words and read them syllable by syllable. For example, the word museum on page 2 can be broken down into these parts: mu-se-um. Repeat for the words visitors, vis-i-tors; dinosaur, di-no-saur; Tyrannosaurus, ty-ran-no-saur-us; skeleton, skel-e-ton; and scientists, sci-en-tists. 3 Lesson 17:

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: clues) Reading Nonfiction Nonfiction Features: Process Chart and Fact List Remind students that nonfiction has many features to help readers understand important information. A process chart and a fact list are two of these features. Explain that a process chart describes the steps in how something happens. Have students turn to page 5. Point out that this process chart has both text and illustrations. The ellipses in the sentences show the passage of time. What process does this chart explain? How does the chart help you learn more about how fossils are formed? Have students look at the fact list on page 10. Point out that rather than including all this information in complete sentences, the author has chosen to write the facts in a list. Explain that the brief, listed details make it easy for the reader to see the information at a glance. Have students identify an activity (such as visiting the museum, hunting for fossils, digging up dinosaur bones) and create their own process chart outlining steps involved in the activity. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Assessment Prompts Tell one word that best describes the workers who uncovered Dino Sue s bones. Use evidence from the text to support your thinking. On page 9, fi nd the word that means almost the same as whole. On page 10, the word evidence means. 4 Lesson 17:

5 Read directions to students. English Language Development Reading Support Help students prepare and rehearse something they can share about the text. Once students identify what they would like to share, supply the vocabulary they need for expressing their ideas. Cognates Understanding Spanish words may help students learn English words. Discuss cognates: evidencia (evidence), fósiles (fossils), probar (prove), and esqueletos (skeletons). 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 name of the dinosaur in the book? Speaker 2: Sue Speaker 1: Where are Sue s bones? Speaker 2: in a museum Speaker 1: What did Sue Hendrickson find when she was hunting fossils? Speaker 2: She found the bones of a T. rex. Speaker 1: What did the workers do with the bones in the rock? Speaker 2: They dug out the bones. Speaker 1: What did the workers at the museum do with Dino Sue s bones? Speaker 2: They put the bones together. Speaker 1: How did Dino Sue help scientists? Speaker 2: She helped them prove facts about life long ago. Name Fill in two more Examples and Non-examples for remains. Then create your own Four-Square Maps for two of the remaining words. Possible responses shown. Vocabulary Date Lesson 17 BLACKLINE MASTER 17.1 clues remains evidence prove fossils skeletons uncovering buried fierce location Definition what is left bones fossils hair Example Sentence Sue found the remains of a huge T. rex. remains galloping horse growing plant just-hatched chicken Non-example. All rights reserved. 3, Unit 4: Extreme Nature 5 Lesson 17:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. The author starts the book by telling about Dino Sue s first day on display at the museum: May 17, Then the author goes back to 1990 to tell how Sue was found and brought to the museum. Why do you think the author tells Sue s story in this order? Do you think it makes the story more interesting to read? Why or why not? 6 Lesson 17:

7 Name Date Lesson 17 BLACKLINE MASTER 17.1 Fill in two more Examples and Non-examples for remains. Then create your own Four-Square Maps for two of the remaining words. Vocabulary clues remains evidence prove fossils skeletons uncovering buried fierce location Definition what is left bones Example Sentence Sue found the remains of a huge T. rex. remains galloping horse Non-example 7 Lesson 17:

8 Student Date Lesson 17 BLACKLINE MASTER LEVEL L Running Record Form page Selection Text Errors Self-Corrections 2 It is May 17, The doors of the Field Museum in Chicago fly open. Visitors crowd into a large room. They are there to see something big. It is a dinosaur. She is 13 feet high and 42 feet long. Her name is Sue. Where did she come from? How did she get there? Who is Sue? 4 In the summer of 1990 Sue Hendrickson was hunting fossils in South Dakota. A surprise was waiting for her. One morning she climbed a cliff to get a better look at some huge bones she had spotted. Comments: Accuracy Rate (# words read correctly/95 100) % 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 17: