Fountas-Pinnell Level O Informational Text. by Katrina Van Horn
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1 LESSON 25 TEACHER S GUIDE by Katrina Van Horn Fountas-Pinnell Level O Informational Text Selection Summary Norwegian explorer Thor Heyerdahl wanted to prove that the Polynesian islands had been settled by people from South America. To do so, he and his crew built a raft and sailed 4,300 miles across the Pacific Ocean from Peru to Polynesia. The journey was a success, but most scientists still believe that Polynesia was settled by people from Asia. Number of Words: 1,201 Characteristics of the Text Genre Informational text Text Structure Seven sections with headings Underlying problem-and-solution text structure Content Facts about who Thor Heyerdahl was and what he hoped to prove The building of the Kon-Tiki, and the historic voyage across the Pacifi c Themes and Ideas Explorers will often go to great lengths to follow a dream. The success of an idea may not change people s minds. Language and Clear language with conversational tone Literary Features Description but no fi gurative use of language Sentence Complexity Dashes to set off ideas: Thor would travel the same way people traveled long ago would have on a raft. Vocabulary Content-specifi c words: raft, balsa wood, mast, sail, oar, cabin, current, engine Words Three- and four-syllable words: explorer, adventures, interested, navigate, scientists, incredible Proper nouns for which pronunciations are not given: Polynesia, Peru, Kon-Tiki Target vocabulary words highlighted in text Illustrations Map showing the route of the Kon-Tiki Contemporary photographs Book and Print Features Table of contents Captions bearing additional information Labels that clarify text Italics for emphasis 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 Katrina Van Horn Build Background Build interest about explorers and exploration by asking questions such as: Why do you think explorers brave danger to reach a dream? Read the title and author and talk about the cover illustration. What kind of boat is this? Does it look modern? Tell students that this book is informational text, so the words and photos will give factual information about a real journey. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: knowledge, floated, thought, wrong, hollow, modern, correct, clue. Introduce the Text Guide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 6: Explain that this book is about an explorer named Thor Heyerdahl (HAY er dahl) who dreamed of crossing the Pacifi c Ocean and built a special kind of boat to reach his dream. Read the caption above the drawing. Suggested language: Turn to page 6. Look at the illustration. What do you notice about this raft? Do you think a raft like this could cross the ocean? Page 9: Read the section head: Supplies for the Journey. What kinds of equipment, or necessary tools, and supplies might the raft s crew need for a long ocean voyage? Page 12: Ask students to look at the photo while you read the label and caption. A whale shark is a really big shark. How do you think a shark like this almost brought the raft s voyage to a halt, or stop? Can you think of anything that would bring a shark to a halt? Page 13: The last section of the book is titled The Journey Ends. What do you think happened to the Kon-Tiki? Do you think Thor Heyerdahl was able to succeed in reaching his dream? Now turn back to the beginning of the book and read to fi nd out about the voyage of the Kon-Tiki. Target Vocabulary altitude - height measured from the earth s surface, p. 13 approached - came near, p. 13 avalanche - large amounts of snow or rocks that slide down a mountain, p.11 equipment - things that are needed for a particular activity or purpose, p. 9 halt - to come to a stop, p. 12 increase- to become greater, p. 3 section a part of something, p. 8 slopes - stretches of something that slant upward or downward, p. 11 succeed - manage to do what you tried to do, p. 13 tanks - containers that hold liquids or gases, p. 9 2
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 Question Strategy questions before, while, and after they read. and to think of Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Would you have wanted to be a member of the Kon-Tiki s crew on this journey? 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 Thor Heyerdahl wanted to prove that people from South America could have settled the Polynesian islands. Heyerdahl built a raft modeled on ancient rafts and sailed from Peru to Polynesia. Heyerdahl s voyage was a success, but it did not prove that Polynesia was settled from South America. An explorer will go to great lengths and face dangers to follow a dream. Someone can succeed in a task but not change people s minds. It takes a lot of planning to have a successful journey Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author includes a lot of details about Thor Heyerdahl s dream and how he achieved it. The section headings help readers know what they will learn from each text section. The map, photographs, and captions help readers understand the text information. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to pay attention to punctuation and use it to make their reading sound natural. 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. Guide students to recognize words that have multiple meanings, such as sail (page 3: travel on a boat, piece of cloth attached to the rigging of a ship to catch the wind ) and watches (page 9: devices for telling time, looks at ). 3
4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book. Use the strategy below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind students that paying attention to how words, photos, and other graphics work together can help them understand what they are reading. Model the skill, using a Think Aloud like the one below. Think Aloud The text on page 6 says that Thor Heyerdahl began to build a raft. The drawing at the bottom of the page shows what the early raft looked like. The purpose of the drawing is to show where Heyerdahl got his raft design. Practice the Skill Have students tell the purpose of the photograph on page 8 and how it helps them understand the text on that page. Writing Prompt: Thinking Beyond the Text Have students 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 Complete this sentence in your own words: At the end of the book, the reader can probably tell that. Which words in the second paragraph on page 9 help you to understand what the word navigate means? Find the sentence on page 9 that shows that the Kon-Tiki s crew planned to catch some of their own food during the voyage. 4
5 English Language Development Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don t ask children to read any text they will not understand. Or have students use the audio or online recordings. Vocabulary Provide help as needed with the meaning of words formed from suffixes, such as explorer (page 3), dangerous (page 11), and luckily and friendly (page 12). Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/Advanced Speaker 1: What do you see on the cover? Speaker 2: a boat with sails Speaker 1: What is a journey? Speaker 2: A journey is a long trip. Speaker 1: What kind of boat did Thor Heyerdahl build? Speaker 2: He built a raft. Speaker 1: Where did Heyerdahl start his journey from? Speaker 2: He started from Peru in South America. Speaker 1: How was Heyerdahl s voyage a success? How was it not a success? Speaker 2: Heyerdahl s voyage was a success because he was able to sail a raft from South America to Polynesia. It wasn t a success because it didn t prove that this was how the islands were settled. Name Date Read and answer the questions. Possible responses shown. 1. Think within the text Why did Thor Heyerdahl think the first people in Polynesia came from South America? Lesson 25 BLACKLINE MASTER The plants and animals in Polynesia are like the ones in South America. He noticed the winds and currents came from South America. 2. Think within the text How long did the Kon-Tiki take to get from Peru to Polynesia? three months 3. Think beyond the text Why did Heyerdahl take fresh water on the trip? The ocean is made of salt water, and people can t survive on salt water. 4. Think about the text How was Heyerdahl s raft similar to the old balsa wood raft shown in the drawing on page 6? How was it different? Responses will vary. Making Connections How is Thor Heyerdahl like Temba Tsheri in Mountains: Surviving on Mt. Everest? Write your answer in your Reader s Notebook. Read directions to students. 12, Unit 5: Going Places. All rights reserved. 5
6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Imagine that you were on the crew of the Kon-Tiki. What exciting things would you have seen and done on the trip? Write a postcard home and describe your experiences. 6
7 Name Read and answer the questions. Date Lesson 25 BLACKLINE MASTER Think within the text Why did Thor Heyerdahl think the first people in Polynesia came from South America? 2. Think within the text How long did the Kon-Tiki take to get from Peru to Polynesia? 3. Think beyond the text Why did Heyerdahl take fresh water on the trip? 4. Think about the text How was Heyerdahl s raft similar to the old balsa wood raft shown in the drawing on page 6? How was it different? Making Connections How is Thor Heyerdahl like Temba Tsheri in Mountains: Surviving on Mt. Everest? Write your answer in your Reader s Notebook. 7
8 Student Date Lesson 25 BLACKLINE MASTER LEVEL O Running Record Form page Selection Text Errors Self-Corrections 4 Thor lived in Polynesia for a year during the 1930s. While he was there, Thor studied the islands plants and animals. He saw that they were a lot like the plants and animals that live in South America. Thor started to think that these plants and animals might have floated across the ocean from South America to Polynesia. Then Thor had another idea. Maybe the first people who lived in Polynesia came from South America, too. Most scientists thought the first people in Polynesia had come from Asia, not South America. Thor thought they were wrong. Comments: Accuracy Rate (# words read correctly/96 100) % 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
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