Fountas-Pinnell Level L Nonfiction. by Kate Morgan

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1 LESSON 18 TEACHER S GUIDE by Kate Morgan Fountas-Pinnell Level L Nonfiction Selection Summary In city parks, people enjoy varied activities and animals find homes. Examples of special city parks described in this book include Central Park in New York City; Hermann Park in Houston, Texas; Seward Park in Seattle, Washington; and Golden Gate Park in San Francisco, California. Number of Words: 650 Characteristics of the Text Genre Nonfi ction Text Structure Section headings Paragraphs with main-idea/supporting-details and compare/contrast structures Photo essay on one page Numbered Dos and Dont s on one page Content Shared characteristics and value of city parks Unique features of four large parks Ways to care for parks Themes and Ideas City parks are valuable to people and animals. Each city park has different attractions. Language and Third-person point of view; occasional fi rst- and second-person pronouns Literary Features Words such as great and wonderful express author s viewpoint. Sentence Complexity Sentences of varied complexity, most under 15 words Items in a series: Small birds, squirrels, and rabbits live in these parks. Vocabulary Cities and states are named, locations not given Plant terms: oak, acorns, elm, bark, horse chestnut, greenhouse, cypress, pollen Words Mostly one- and two-syllable words Plurals, including cities, visitors, ridges, ages, passages, eagles Illustrations Color photographs Book and Print Features Eight pages with text and photos, two with sentence captions One page of captioned photos (photo essay) One page of numbered items 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 Kate Morgan Build Background Help students use their knowledge of city parks. Build interest by asking questions such as the following: What can you find in a city park? Why do people in big cities like parks? Read the title and author. Have students point out details in the cover photograph that show this park is in a city. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so that they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Tell students that this book gives information about city parks. Suggested language: Turn to page 2 of this book. Have students read the heading. How do the people in the photo probably feel about this green space? Why do you think that? Page 3: Have students use the section heading to tell what they will learn in this section. Trees in city parks absorb gases from the air. The trees help make the air in the city cleaner by soaking up those gases. Why do you think that is important for big cities? Pages 4 5: Point out how these pages are organized. Show students that on page 5, the photos and captions give most of the information. Read the caption about the oak tree. A lot of acorns drop from this tree. Why might you see the acorns lying in clumps at the end of the summer? Page 6: At this park in Texas, visitors can walk through a tropical rain forest. What kinds of animals might people see in a tropical rain forest? Page 7: Draw attention to the photo. It shows a dense forest. When dead trees in a forest die, they dissolve slowly back into the ground. The dead trees become food for other plants and animals. Now turn back to the beginning of the book and read to fi nd out more about city parks. absorb to soak up, p. 3 clumps groups of things close together, p. 5 coverings outside layers of objects that protect what is underneath, p. 5 dissolve to break up into tiny pieces, p. 7 passages narrow paths or ways, p. 7 pollen a fine powder made by flowers and used to make seeds, p. 9 spines long, sharp points on a plant or animal s body, p. 5 store v., to hold something or put it away until needed, p. 7 throughout all over an area, p. 4 tropical of places near the equator, p. 6 2 Lesson 18:

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 before, during, and after reading., and to ask questions Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Did this book make you want to visit a city park? 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 City parks are green spaces in cities, where people can do different activities. Cities with big parks include New York, Houston, Seattle, and San Francisco. People follow rules to take care of their parks. City parks are important environments for urban communities Green spaces in cities make people feel good. A city park can seem like the country because it has trees and animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author gives general information about parks and particular information about four parks. The author s attitude is that city parks should be preserved because of their importance to urban life. Some photos have captions that add information. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to use punctuation to help them group words. 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 s or es is added to a word to make it a plural, more than one. Have students look at page 6 of to fi nd fi ve plurals ending in s or es. Ask them to name each singular form (the name for just one) and describe any spelling changes (plurals to fi nd: visitors, boats, families, trails, ages). 3 Lesson 18:

4 Writing about Reading Critical Thinking Have students complete the Vocabulary questions on BLM Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12 (Answer: store) Reading Nonfiction Nonfiction Features: Photo Essay Remind students that nonfiction has many features to help readers find and understand important information. Have students turn to page 5 of to find an example of a feature called a photo essay. Explain that a photo essay gives information using photos, labels, and captions. Photo essays are common in magazines, online, and in museum displays. People learn from photo essays by studying the photos and reading the short text. Have students name details they see in the photos on page 5. Draw attention to the magnified acorn, bark, and horse chestnut. Explain that the frame around each item shows that it is set apart from the main image. Then have students choose three or four photos from the book that do not have captions or labels. Ask them to write labels and captions that tell about the photos. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts On page 5, fi nd the word that names the sharp points on the horse chestnut. Which words from paragraph 1 on page 7 help the reader know the meaning of passages? Complete this sentence: From this book, the reader can tell that. 4 Lesson 18:

5 Read directions to students. English Language Development Reading Support Pair English-speaking and English language learners so that they can check their understanding with each other. Cultural Support Use a map to discuss the locations of these four cities: New York City; Houston, Texas; Seattle, Washington; San Francisco, California. Talk about climate and distances. 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 are these parks? Speaker 2: in cities Speaker 1: What can you see in all the parks? Speaker 2: trees, grass, animals Speaker 1: Where is Central Park? Speaker 2: It is in New York City. Speaker 1: Where can visitors walk in Seward Park? Speaker 2: They can walk into a thick forest. Speaker 1: What can people do in city parks? Speaker 2: They can play sports, hike, and bike. They can see trees and animals. They can have picnics and visit zoos, gardens, and museums. Name Date Read the words. Then answer the questions below. Possible responses shown. Lesson 18 BLACKLINE MASTER 18.1 pollen store clumps passages Vocabulary absorb throughout coverings spines tropical dissolve 1. What kinds of animals might carry pollen to clumps of flowers? birds, insects, bats; animals that drink the juice of flowers and get pollen powder on them 2. How do baobab trees absorb and store the water that travels through passages to the different parts of the tree? Baobabs store water in their trunks; their trunks absorb water and get round and fat, and in dry weather the tree uses the water and the trunk gets thinner. 3. Why do you think the honey locust tree has spines throughout its covering, or bark? to protect itself 4. In tropical rain forest trees, are there no rings because they dissolve in all the rain? No, there are no rings because the cambium grows all year. All rights reserved. 3, Unit 4: Extreme Nature 5 Lesson 18:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. You have read about four city parks. Which one would you like to visit most? Why did you pick that park? Use details and facts from the book in your answer. 6 Lesson 18:

7 Name Date Lesson 18 BLACKLINE MASTER 18.1 Read the words. Then answer the questions below. Vocabulary pollen store clumps passages absorb throughout coverings spines tropical dissolve 1. What kinds of animals might carry pollen to clumps of flowers? 2. How do baobab trees absorb and store the water that travels through passages to the different parts of the tree? 3. Why do you think the honey locust tree has spines throughout its covering, or bark? 4. In tropical rain forest trees, are there no rings because they dissolve in all the rain? 7 Lesson 18:

8 Student Date Lesson 18 BLACKLINE MASTER LEVEL L Running Record Form page Selection Text Errors Self-Corrections 2 Many people live and work in a city. Cars and buses speed along the busy streets. Tall buildings are full of people at work or at home. But a city has more than tall buildings. In the middle of many big cities are large green open spaces. These city parks are special places. 3 City parks are places for people to relax. They can take walks or play sports. They can have picnics on the grass. City parks are homes for animals, too. Small birds, squirrels, and rabbits live in these parks. Sometimes, visitors can see a fox or a hawk. 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 18:

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