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1 LESSON 14 TEACHER S GUIDE by Barbara Tillman Fountas-Pinnell Level S Informational Text Selection Summary Arthropods have an exoskeleton, a skeleton outside of their bodies. They make up over three-fourths of the Earth s creatures and include crustaceans, arachnids, millipedes, centipedes, and insects. Number of Words: 1,304 Characteristics of the Text Genre Informational text Text Structure Third-person narrator Four chapters and a fact sheet Content Multiple topics (different types of arthropods) and the various specifi c species as subtopics within each group Descriptions of arthropod characteristics Themes and Ideas Arthropods are amazing, useful, and varied creatures. Though many people think arthropods are harmful, only a few are dangerous. Language and Long stretches of specifi c description of various arthropods and their features Literary Features Figurative language: like a roof over their bellies Sentence Complexity Questions and answers draw readers into the world of arthropods. Longer complex sentence structures Vocabulary Many arthropod names, some of which might not be familiar to English language learners, such as tarantula and millipede. Cultural references such as South American mantis (p. 11). Words Multisyllable target vocabulary: exchanges, obstacles, reinforce Illustrations Photographs and illustrations with captions Book and Print Features Variety in print and background color Reader s tools include table of contents and pronunciation guides Twelve pages of text with section heads 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_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 1 11/4/09 9:55:30 AM

2 Arthopods Everywhere! by Barbara Tillman Build Background Help students use their knowledge about various types of arthropods to visualize the text. Build interest by asking a question such as the following: Have you ever seen an arthropod up close? Read the title and author and talk about the cover photograph. Tell students that this selection is an informational text, and ask them what kinds of features they can expect to find in this type of selection. Frontload Vocabulary Some arthropods may be unfamiliar to English learners. Before reading, check understanding of the following: crab, lobster, shrimp, bees, wasps, mosquitoes, moth, butterfly, grasshopper. 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 2: Explain that the table of contents features the kinds of arthropods that will be discussed in the book. Pages 3 4: Tell students that an arthropod has a skeleton called an exoskeleton outside its body that serves to reinforce the body. As they grow, they must exchange the exoskeleton for a bigger one. Direct students to the photograph on the bottom of page 3. Read the caption. Suggested language: Where is the exoskeleton on the hermit crab? Ask: How do you think the exoskeleton protects the hermit crab? Page 7: Explain that many people believe that millipedes have a thousand feet and that centipedes have 100 feet. Direct students to the picture and read the caption. Ask: How many feet do you think that centipedes really have? Page 11: Cultural Support: Explain that South America is not the only place where mantises live. Now turn to the beginning of the book and read to learn more about why Arthropods are so amazing. Target Vocabulary chamber a room or enclosed area, p. 11 excess extra, p. 14 exchanges to change one thing for another, p. 4 obstacles problems or things that get in the way, p. 4 reinforce to make stronger, p. 4 scarce not enough, a shortage, p. 8 social friendly, p. 6 storage a place where supplies are kept, p. 8 transfers to move from one place to another, p. 12 transport to move something from place to place, p. 8 2 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 2 7/28/09 4:03:58 PM

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the selection as needed. Remind students to use the Question Strategy before, during, and after they read., and ask questions Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Which arthropods in this selection do you find the most interesting? Do any of them frighten you? Which ones? 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 Arthropods have no spine and they have an outside skeleton called an exoskeleton. Arthropods outnumber human beings and are helpful to our environment. Crustaceans, arachnids, millipedes, centipedes, and insects are all arthropods. Arthropods are an amazing part of our world. Although many arthropods look strange and scary, most are not harmful to human beings Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The details that the author includes make arthropods sound amazing. The photographs and captions make the content more interesting. The special tables make the categories of arthropods easier to understand. Choices for Further Support Fluency Invite students to participate in choral reading. Remind them to read at an appropriate rate, with a few slowdowns and stops or pauses to read unfamiliar words. Remind them to pick up the pace after they solve the unfamiliar word. 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. Using the word exoskeleton, show students that the word is made up of the prefi x exo, which means outside, and the word skeleton. This gives clues to its meaning, since the word means a skeleton that is outside of the body. Another word that uses the prefi x exo is exodus. 3 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 3 11/4/09 9:56:15 AM

4 Writing about Reading Have students complete the questions on BLM 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 on Skill Text and Graphic Features Remind students that they can enhance their understanding of the content by examining how the text and pictures work together. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud In this selection, the author uses text and graphic features to organize the information about arthropods. The table of contents organizes the information. Include that in the graphic organizer under Purpose. Now think of another text or graphic feature and include it and its purpose in the graphic organizer. Practice the Skill Have students share an example of another selection in which graphic and text features made it easier to better understand content. 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 The main purpose of Anthropods Everywhere is to. The author organizes the selection by. What words on page 6 help the reader understand what paralyzed means? 4 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 4 11/4/09 9:56:43 AM

5 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. Vocabulary The text includes some informal language that might affect fluent reading for English language learners. Explain the meaning of phrases such as hourglass-shaped (p. 5), break down dead plants (p. 7), wavy motion (p. 8), draw a line (p. 10), 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 this selection about? Speaker 2: arthropods Speaker 1: What does exoskeleton mean? Speaker 2: an outside skeleton Speaker 1: Are arthropods harmful? Speaker 2: most are not Speaker 1: What kind of arthropod is a crab? Speaker 2: A crab is a crustacean. Speaker 1: What does a butterfly use its proboscis for? Speaker 2: The butterfly uses it to drink sweet liquid from flowers. Speaker 1: What is the purpose of an exoskeleton? Speaker 2: An exoskeleton protects the soft body tissue of an arthropod. Name Date Lesson 14 BLACKLINE MASTER Read and answer the questions. Possible responses shown. 1. Think within the text Name a type of insect. One type of insect is a butterfly. 2. Think within the text Name some kinds of animals that are called arthropods. Why are they important? Crustaceans, arachnids, insects, and centipedes are all arthropods. They make up three-fourths of Earth s animals. 3. Think beyond the text What is your favorite arthropod? Explain why it is your favorite. My favorite arthropod is anything except spiders because I am scared of spiders! 4. Think about the text Why do you think the author uses so many headings in the text? The headings help divide and organize the text. They also help me know what the section I am about to read is going to be about because a heading is a kind of preview of that section. Making Connections There are many types of arthropods. Think about the special features that arthropods have. Imagine a new arthropod. Draw a picture of what your arthropod looks like. Tell what makes it an arthropod. Write your answer in your Reader s Notebook.. All rights reserved. 12, Unit 3: Natural Encounters 5 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 5 7/28/09 4:04:00 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. How are millipedes and centipedes similar, and how are they different? How did the text help you see how these two arthropods live? Explain how the illustrations and other graphics help you to understand the differences between millipedes and centipedes. Use examples from the selection to explain your answer. 6 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 6 7/28/09 4:04:01 PM

7 Name Date Lesson 14 BLACKLINE MASTER Read and answer the questions. 1. Think within the text Name a type of insect. 2. Think within the text Name some kinds of animals that are called arthropods. Why are they important? 3. Think beyond the text What is your favorite arthropod? Explain why it is your favorite. 4. Think about the text Why do you think the author uses so many headings in the text? Making Connections There are many types of arthropods. Think about the special features that arthropods have. Imagine a new arthropod. Draw a picture of what your arthropod looks like. Tell what makes it an arthropod. Write your answer in your Reader s Notebook. 7 Lesson 14: 4_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 7 7/28/09 4:04:02 PM

8 Student Date Lesson 14 BLACKLINE MASTER LEVEL S Running Record Form page Selection Text Errors Self-Corrections 11 Bees and wasps have two pairs of clear wings. They also have mouthparts that chew and antennae with rounded tips. They are social insects and work together to build their homes. Their homes are chambers with six-sided building blocks. Flies have one pair of front wings. Instead of back wings, they have special wings that help them balance when flying. Mosquitoes belong to the fly family. Lacewings and antlions have four large wings. They can hold their wings so they look like a roof over their bellies. A true bug must have a sucking mouthpart that comes from the tip of its head. 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_306230_ELL_LRTG_L14_ArthropodsEverywhere.indd 8 7/28/09 4:04:03 PM