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1 LESSON 14 TEACHER S GUIDE by Anne Kasper Fountas-Pinnell Level O Nonfiction Selection Summary Most people think ants are a bother. However, this book proves that ants are actually very fascinating insects. With text and graphic features throughout, the author takes readers into the amazing world of all different kinds of ants. Number of Words: 898 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into nine short sections A mix of text with photographs, text, or graphic features on most pages Content Different types of ants Locations of where ants can found Characteristics and habits of ants Themes and Ideas Ants are very interesting insects. There are many different types of ants all over the world. Language and Informational narrative with strong, descriptive language: It is following the scent of a Literary Features juicy chunk of melon. Sentence Complexity A mix of short and complex sentences Exclamations, questions Multiple items in a series Vocabulary Language related to insects: antennae, colonies, stingers Words Primarily multisyllable words Illustrations Color photographs with captions Book and Print Features Twelve pages of text, photos on most pages Diagrams Charts 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. 4_308074_BL_VRTG_L014_antsofallkinds.indd 1 11/4/09 10:12:12 AM

2 by Anne Kasper Build Background Help students use their knowledge of ants to visualize the selection. Build interest by asking questions such as the following: Have you ever come across an ant mound? What did you notice about it? Have you ever watched an ant carry something? What did it make you think about? Read the title and author and talk about the cover photograph. Explain that there are many fascinating facts to learn about ants. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 3: Explain that ants are insects that can carry times their own body weight. Suggested language: Ants are able to pick up all types of things and transport them back to their home. What types of things do you think an ant might transport? Page 4: Have students look at the diagram. Discuss the different parts of the ant. Ask: What do you think ants use their antennae for? Page 8 11: Point out that captions give clues about information in the text. Ask: What do the captions on these pages tell you? What clues can you fi nd out about how ants transfer pieces of leaves, and how they handle obstacles in the way? Page 12: Tell students that harvester ants use part of their homes for storage. Why might harvester ants have to be concerned about storage when food gets scarce? Discuss with students the connection between the word harvester and storage. Now turn back to the beginning of the selection and read to fi nd out more about various kinds of ants. chamber a room or enclosed area that has a special purpose, p. 5 excess to have more than you need, p. 5 exchanges when things are given and received, p. 4 obstacles things that get in the way, p. 10 reinforce support something and make it stronger, p. 13 scarce not enough of something, p. 12 social live and work together, p. 5 storage a place in which supplies are kept, p. 12 transfers moves something from one place to another, p. 10 transport move something from one place to another, p. 3 2 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 2 7/28/09 4:24:21 PM

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 Question Strategy and to ask questions before they read, as they read, and after they read to help them understand the information provided in the text. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: What facts about ants did you learn that you didn t know before? Now when you see ants, are you going to look at them in a different way? Why or why not? 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 There are over 11,000 ants around the world. The same types of ants are not found in the same locations around the world. Ants have different qualities and characteristics that help them adjust and adapt to their surroundings. Ants are very interesting insects. There are many different types of ants all over the world Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The charts summarize the information. The photos contain a lot of visual information. The diagrams provide more information than is provided in the text. Choices for Further Support Fluency Invite students to choral read one page from the selection to read aloud to one another. Remind them to pay attention to graphic and text features and how this information helps them understand the material in a different way. 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 to form the plural form of some words that end in y, they must drop the y and add ies, as in colony / colonies. Challenge partners to think of other examples of plural noun forms that end in ies. 3 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 3 11/4/09 10:13:01 AM

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 14.1 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: excess) Reading Nonfiction Nonfiction Features: Table of Contents and Diagrams Remind students that nonfiction has many features to help readers find and understand important information. A table of contents and diagrams are two of these features. Explain that a table of contents tells readers what the chapters of the book will be about. Browsing the table of contents before reading a book is a good way to preview the book before reading the main text. Diagrams are another important source of information. They often help the reader visualize the information that is provided in the text more clearly. Have students look at the diagram on page 4. Ask what information they can learn from the diagram (the different parts of an ant). Then have students find a section or detail of text in the book that could be further explained with some type of diagram. 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 What is the main idea of page 4? Which words on page 5 help the reader understand the meaning of the word social? This selection was most likely written to. 4 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 4 11/4/09 10:12:48 AM

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 speakers discuss the photographs in their own words. Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: excess (exceso), obstacle (obstáculo), social (sociable), transfer (transferir), and transport (transportar). 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: How many different types of ants are there in the world? Speaker 2: over 11,000 Speaker 1: Why are ants called social insects? Speaker 2: They live in large colonies. Speaker 1: Why is the queen ant an important ant? Speaker 2: She lays eggs and raises the next generation of ants. Speaker 1: In what way are army ants organized? Speaker 2: They travel in neat columns and capture their food by swarming over it in large numbers. Speaker 1: What makes ants a part of the insect family? Speaker 2: Ants have six legs, a body divided into several parts, and a pair of antennae. Name Date Lesson 14 BLACKLINE MASTER 14.1 Choose the word that best matches the phrase below. Vocabulary chamber excess exchanges obstacles reinforce scarce social storage transfers transport Which word describes to make something stronger? reinforce 2. to move something from one place to another? transport 3. too much of something? excess 4. a room or space? chamber 5. people or animals that work together? social 6. to take something from one person and give it to another? transfer 7. a place where things are kept? storage 8. trades between two people? exchanges 9. not enough of something? scarce 10. things that get in the way? obstacles. All rights reserved. 3, Unit 3: Natural Encounters 5 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 5 7/28/09 4:24:23 PM

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. Using the charts on pages 7 and 14 of the text, compare and contrast the different types of ants discussed on these pages. How are the location and characteristics of varieties of ants similar and different? Use details from the text. 6 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 6 7/28/09 4:24:24 PM

7 Name Date Lesson 14 BLACKLINE MASTER 14.1 Choose the word that best matches the phrase below. Vocabulary chamber excess exchanges obstacles reinforce scarce social storage transfers transport Which word describes to make something stronger? 2. to move something from one place to another? 3. too much of something? 4. a room or space? 5. people or animals that work together? 6. to take something from one person and give it to another? 7. a place where things are kept? 8. trades between two people? 9. not enough of something? 10. things that get in the way? 7 Lesson 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 7 7/28/09 4:24:25 PM

8 Student Date Lesson 14 BLACKLINE MASTER LEVEL O Running Record Form page Selection Text Errors Self-Corrections 3 An ant crawls through the tall grass. It is a long way from its nest, but somehow it knows exactly where to go. It is following the scent of a juicy chunk of melon that fell under a picnic table. This chunk is much bigger and heavier than the ant. Amazingly, though, the ant will lift it and then transport it all the way home! 4 You might think of ants as those annoying pests that ruin picnics, but there is actually a lot more to these little creatures. Ants are part of the insect family because they have six legs, a body divided into several parts, and a pair of antennae. 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 14: 4_308074_BL_VRTG_L014_antsofallkinds.indd 8 7/28/09 4:24:25 PM