LESSON 21 TEACHER S GUIDE by Chana Stiefel Fountas-Pinnell Level M Nonfiction Selection Summary Ants live almost everywhere. They live and work together underground in colonies. Every colony has three kinds of ants: the queen, the drones, and the workers. Every ant does a job to help the whole colony. Ants have many enemies, but some ants can fight back. Number of Words: 581 Characteristics of the Text Genre Nonfi ction Text Structure Five sections with titles, each one to two pages; one page of introduction Information is presented by description and contrast. Content Specifi c jobs that each type of ant does Life cycle of ants Life within the ant colony Themes and Ideas Ant colonies are divided into specialized groups. Each group does work that makes other groups dependent on it. Some animals, like ants, live and work together in communities. Language and Conversational language Literary Features Comparison made between ants and people Sentence Complexity Many compound sentences Several complex sentences, some with an introductory clause Vocabulary Terms specifi c to ant life: antennae, colonies, anthill, tunnels, chambers, larvae, pupae, aphids, honeydew, anteater Words Compound words: anthill, anteater, honeydew, underground Some words with three or more syllables Multi-syllable words that are challenging to take apart or decode: antennae, colonies Illustrations Photographs closely linked to text on many pages Two labeled diagrams Book and Print Features Eight pages of text; fi ve section headings Information in captions and diagram labels 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. 978-0-547-30790-9 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.
by Chana Stiefel Build Background Help students use their knowledge of ants. Build interest by asking questions such as the following: What do you know about ants? Where have you seen ants? Read the title and author s name and talk about the cover photograph. Tell students that this book is informational text, so the words and photos will give factual information about the topic. 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 attention to target vocabulary. Here are some suggestions: Page 2: Explain that this is a book of information about ants. Suggested language: Turn to page 2. Point out the highlighted word scout. What would ants look for or scout out at a picnic? Look at the photo and its caption. What does this caption tell you about ants? Have you ever seen ants this close? Page 4: Have students look at the section head: Ant Family. What would you expect to learn about in this section? Page 5: Have students study the pictures and the title at the top. Help students with the terms larvae, pupae, and pupa. Explain that pupae is the plural form of pupa. Pages 6 7: Have students look at the section head and the illustration of an ant colony. Have them read the caption. What does this caption tell you? What are the ants busy doing in their underground colony? Point to some tunnels under the ground that are narrow, not wide. Did you know that ants dig their colonies in soggy, or soaked, earth? Why do you think wet, soggy earth would be better? Page 8: Have students look at the section head, photo, and caption on this page. Help them with the word aphids. Explain that liquid means fl owing easily. What do you think liquid sugar would be like? Now turn back to the beginning of the book and read to learn all about ants. glassy similar to glass, p. 8 liquid adj. flowing easily, p. 8 narrow not very wide, p. 6 puzzling confusing or hard to figure out, p. 3 scout v. look for, p. 2 soggy soaked, p. 6 surrounded circled on all sides by something, p. 8 unaware not aware of, p. 9 underground beneath the earth, p. 6 violently showing great force, p. 9 2 Lesson 21:
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 Monitor/Clarify Strategy to clear up what doesn t make sense as they read. and to find a way Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: What did you learn about ants 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 Ants live together in underground nests called colonies. Three different kinds of ants the queen, drones, and workers each have their own kind of work to do. Ants like sweet food. Ants have many enemies, but some ants can fight back. Some animals live and work together in a community. Ants are born knowing the job they have to do. They can t change their job or their group. The survival of an ant colony depends on the interdependency of all the groups. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photos and art show different kinds of ants at work. A diagram shows the life cycle of ants. The author includes lots of details about the lives of ants. The section titles give the reader an idea of information in that section. Choices for Further Support Fluency Invite students to choose a page from the text and show fl uent reading. Remind them to pay attention to punctuation. 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 take apart compound words and discuss how the parts are related to meaning (anthill, anteater, honeydew, underground). 3 Lesson 21:
Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 21.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: glass) Reading Nonfiction Nonfiction Features: Section Headings and Captions Remind students that nonfiction has many features to help readers find and understand important information. Section headings and captions are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo or a 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 read the caption for the photo on page 9. Ask them what they can learn from this caption. Explain that section headings divide the information in a book into smaller parts. Have students look at the section headings on pages 8 and 9. Ask what they think they will learn about ants in each section. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts On page 9, fi nd the word that means almost the same as fi ercely. Find the sentence on page 4 that helps the reader understand the meaning of the word colony. Which words on page 6 help the reader know the meaning of soggy? 4 Lesson 21:
Read directions to students. English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Cognates Point out the following cognates between English and Spanish: liquid/liquido, violently/violentamente. 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: Where do most ants live? Speaker 2: Most ants live in colonies. Speaker 1: What are three kinds of ants? Speaker 2: the queen, drones, and workers Speaker 1: What kind of ant is the mother of all the ants? Speaker 2: the queen Speaker 1: What are some jobs done by worker ants? Speaker 2: They dig and clean the nest. They watch over the eggs. They find food and protect the colony. Speaker 1: How do aphids help ants with food? Speaker 2: Aphids make a liquid sugar called honeydew. Ants collect honeydew from aphids. Speaker 1: What two things does an ant do when it finds food? Speaker 2: The ant goes back to the nest to tell other ants, and it leaves a smelly trail so other ants can find the food. Name Date Lesson 21 BLACKLINE MASTER 21.1 Write a word to complete each sentence. 1. A dime can fit through a narrow coin slot. 2. A scout would always be out ahead looking for food. 3. An island is surrounded by water. 4. A liquid can be sucked through a straw. 5. A tornado blows violently through Vocabulary scout narrow surrounded underground puzzling glassy violently liquid soggy unaware a town. 6. A soggy sponge sits in a sink of water. 7. A basement is found underground. 8. A puzzling problem is hard to solve. 9. A lake can be covered with a glassy sheet of ice. 10. A person who is unaware can get caught without an umbrella in the rain.. All rights reserved. 3, Unit 5: Going Places 5 Lesson 21:
Name Date Thinking Beyond the Text Think about the question below. Then write your answer in one or two paragraphs. The introduction to this book says that ants are like people because they take care of each other. Compare how a community of people and a colony of ants take care of each other. 6 Lesson 21:
Name Date Lesson 21 BLACKLINE MASTER 21.1 Write a word to complete each sentence. 1. A dime can fit through a coin slot. 2. A would always be out ahead looking for food. 3. An island is by water. 4. A can be sucked through a straw. 5. A tornado blows through Vocabulary scout narrow surrounded underground puzzling glassy violently liquid soggy unaware a town. 6. A sponge sits in a sink of water. 7. A basement is found. 8. A problem is hard to solve. 9. A lake can be covered with a sheet of ice. 10. A person who is can get caught without an umbrella in the rain. 7 Lesson 21:
Student Date Lesson 21 BLACKLINE MASTER 21.23 LEVEL M Running Record Form page Selection Text Errors Self-Corrections 2 Have you ever seen ants at a picnic? They crawl all over. They scout out food. Then they carry it back to their nest. Ants are tiny but amazing insects. In fact, they are a lot like us. They live and work in groups. They gather and store food. Ants also take care of each other. To find out more about these busy bugs, dig in! 3 Ants have lived on Earth for more than 100 million years! Today, more than 12,000 kinds of ants live all over the world. The puzzling thing is that they don t live in Antarctica. Just kidding! Comments: Accuracy Rate (# words read correctly/101 100) % 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 1414194 8 Lesson 21: