LESSON 17 TEACHER S GUIDE by Lisa Cocca Fountas-Pinnell Level R Narrative Nonfiction Selection Summary Rural vets must be prepared for a variety of situations with large farm animals. This book takes the reader through a sample day with a vet who makes house calls, visiting her patients on farms. Number of Words: 1,390 Characteristics of the Text Genre Narrative nonfi ction Text Structure Third-person narrative in fi ve short chapters following an introduction Chapter titles and content centered on stops the rural vet makes during a typical day Content Rural veterinarians: typical day, training Caring for farm animals Themes and Ideas Expect the unexpected each day during work. The work of a rural vet is diverse and rewarding. Farm vets work long hours, travel great distances, and their work varies. Language and Second-person introduction builds intimacy with reader Literary Features Matter-of-fact tone suitable to practical and physical nature of the rural vet s hands-on experience. Sentence Complexity A mix of short and complex sentences Multiple items in series Dashes and exclamations; abbreviations with time: 4 A.M. Vocabulary Some technical language with many words explained in the text and/or glossary Words Many multisyllable words formed from base words, such as examination, veterinarian Illustrations Color photographs Captions for photographs Book and Print Features Thirteen pages of text, photographs on most pages Five section titles indicate content Sidebar 2006. 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 32819. Printed in the U.S.A. 978-0-547-30589-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 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_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 1 11/4/09 11:26:01 PM
by Lisa Cocca Build Background Help students use their knowledge about veterinarians and rural life to visualize the subject. Build interest by asking a few questions to spark students interest, such as the following: What type of animals do you think a vet who lives in the country will treat? Why do you think it is important to be prepared for unexpected emergencies? Read the title and author and talk about the cover photograph. Note the chapter heads. Tell students that this selection is narrative nonfiction, so they will find out many facts about rural vets. 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 3: Direct students to the chapter heading and the photograph s caption. Ask: What do the light and shadows in the photograph tell you about the time of day the vet makes Stop One? Page 6: The text says that on the second stop the vet uses a stethoscope and other instruments to check a pony s health. Afterward, she signs her name on a health certifi cate that has a state symbol on it. Why would an offi cial certifi cate show a state symbol? Page 11: Direct students to the term foster in the last sentence. Ask: How can a farmer foster a cow s health as it recovers? Now turn back to the beginning of the book and read to fi nd out about the special challenges that a farm vet faces every day. Target Vocabulary ceremony an event that celebrates something special, p. 12 confesses admits that something is true or admits to having done something wrong, p. 9 confidence strong belief in one s abilities, p. 4 disobey to not follow orders, p. 5 foster to take care of someone else s animal or child, p. 11 graduate to complete school, p. 12 patiently calmly and without complaining, p. 3 performs does a task, p. 4 reward something given in return for doing something, p. 11 symbol something that stands for something else, p. 6 2 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 2 11/4/09 11:26:05 PM
Read Have students read silently while you listen to individual students read aloud. Support their problem solving and fluency as needed. Remind students to use the Summarize Strategy, and to think of questions as they read. Tell them to determine the order of events in each chapter, and to use the text structure to find information. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Is being a rural veterinarian something you would enjoy? What qualities does one need to be a rural vet? 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 no ordinary days for a rural vet travel and surprises are what makes the job exciting. Large animals can be difficult to treat, but the reward is a healthy patient. Each day is a challenge for a rural vet, making this an ideal career for someone who doesn t mind working long hours in an outdoor environment. In addition to being trained to work with livestock and other farm animals, rural vets need to get along with farmers and ranchers. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The vivid photographs increase the clarity of the text. The first paragraph of every chapter gives a clue to the chronological sequence of events. The author includes vibrant details about a rural vet s duties to make readers feel like they are there. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate phased fl uent reading. Remind them to vary tone, pitch, and volume to attract and hold their listeners attention. 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. Have students defi ne the word disobey based on its use on page 5. Ask students if the can name other words that share the prefi x dis-. 3 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 3 11/4/09 11:26:08 PM
Writing about Reading Have students complete the questions on BLM 17.8. 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 ension Skill Sequence of Events Have students examine the time order in which the sequence of events take place. They can identify signal words, dates, and times of each event. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud After the vet changes into work clothes and gets out her supplies, she examines the cow. Then she pulls out the calf using a chain. These events happen in a time order showing sequence. Practice the Skill Encourage students to share their examples of another book that uses sequence of events. Writing Prompt: Thinking Beyond the Text Have students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts The author organizes the selection by. What will most likely happen to the farm veterinarian the following day? Why do you think that? What is the meaning of the word foster on page 11? 4 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 4 11/4/09 11:26:12 PM
English Language Development Reading Support Check regularly on students oral reading to determine accuracy, fluency, and comprehension. Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: veterinarian (veterinario/a), graduate (graduar), and scalpel (escalpelo). 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 animal does the vet visit on her first stop? Speaker 2: a cow Speaker 1: What must all vets pass before starting their jobs? Speaker 2: a national test Speaker 1: What does the vet use to listen to the pony s heart? Speaker 2: a stethoscope Speaker 1: Why is the vet cautious about keeping everything clean? Speaker 2: She doesn t want to spread germs and disease. Speaker 1: How are vets and detectives alike? Speaker 2: Both need to solve mysteries by gathering clues. Speaker 1: Why is there no such thing as an ordinary day for a rural vet? Speaker 2: A rural vet must be prepared for anything to happen during a day on the job. The vet goes to different farms and treats different animals. Name Date Lesson 17 BLACKLINE MASTER 17.8 Read and answer the questions. Possible responses shown. 1. Think within the text What makes a farm vet different from a vet who cares for pets? Most farm animals are too big to come to an office, so the vet must go to them. 2. Think within the text What does the vet do after listening to the pony s heart, lungs, and belly with a stethoscope? The vet takes the pony s temperature and checks its teeth. 3. Think beyond the text What part of being a farm vet do you think would be most difficult? I think it would be hard to tell a farmer that he couldn t sell an animal because it wasn t healthy enough. The farmer might be mad at you, but you don t have a choice but to tell the truth. 4. Think about the text The author organized this selection to follow a sample day in the life of a farm vet. In what way is this effective? It gives good examples of the different types of problems a farm vet faces. The passage shows that the farm vet goes many places, may travel long distances, may have long days, and may see animals with different problems. Making Connections What other career requires working with animals? Compare and contrast that career with the career of a farm vet. Write your answer in your Reader s Notebook.. All rights reserved. 10, Unit 4: Never Give Up! 5 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 5 7/28/09 5:28:08 PM
Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. How do you think being a rural vet might be similar to or different from being a vet in a city or office setting? Support your response with details from the text. 6 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 6 7/28/09 5:28:09 PM
Name Date Lesson 17 BLACKLINE MASTER 17.8 Read and answer the questions. 1. Think within the text What makes a farm vet different from a vet who cares for pets? 2. Think within the text What does the vet do after listening to the pony s heart, lungs, and belly with a stethoscope? 3. Think beyond the text What part of being a farm vet do you think would be most difficult? 4. Think about the text The author organized this selection to follow a sample day in the life of a farm vet. In what way is this effective? Making Connections What other career requires working with animals? Compare and contrast that career with the career of a farm vet. Write your answer in your Reader s Notebook. 7 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 7 7/28/09 5:28:10 PM
Student Date Lesson 17 BLACKLINE MASTER 17.12 LEVEL R Running Record Form page Selection Text Errors Self-Corrections 2 There is no such thing as an ordinary day in the life of a farm veterinarian, or animal doctor. The kinds of animals this type of veterinarian, or vet, cares for and the things this vet does change from day to day. Along with cows and horses, a farm vet might treat a pig, sheep, goat, or chicken. Unlike a vet who cares for small pets, a farm vet s patients are often large animals that cannot be examined in an office. After all, you can t bring a horse into a vet s office! Instead, the farm vet goes to the patient. Comments: Accuracy Rate (# words read correctly/100 100) % 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 1413993 8 4_305899_OL_LRTG_L17_A_Rural_Veterinarian.indd 8 7/28/09 5:28:10 PM