Characteristics of the Text Genre Informational Text Text Structure

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1 LESSON 15 TEACHER S GUIDE by Mary Dell Hartman Fountas-Pinnell Level J Informational Text Selection Summary Bats and birds are the only animals that fly. Bat live all over the world. Their common traits are living in groups, being nocturnal, and a diet of insects, though some bats eat fruit. Number of Words: 296 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Begins and ends with comparison of bats to birds Information organized by page; each page describes one part of a bat s body or bat habitats Description of bats: wings, ears, habitats, and diet Bats can fl y, but they are very different from birds. Bat use their wings and big ears to fl y at night. Even though people rarely see them, bats are helpful to people. First and last page directed to reader in second person point of view. Interim pages written in third person as clear factual information. Mostly declarative sentences stating one fact each: All bats have wings for fl ying. Words associated with animals bodies: feathers, eggs, wings, skin, fi ngers, thumbs, fur, ears Words describing bat activities and habitats: fl y, walk, climb, hunt, roosts, caves High frequency words on every page New words are supported by the text and photos: skin, roost Photographs support the text. Color photographs show bats up close and in their natural habitat. Nine pages of text, photographs on every page Five to seven lines at the bottom of each page 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 Mary Dell Hartman Build Background Read the title to children. Explain that is a book that presents facts and gives information about flying animals called bats. Discuss the cover photo. Then draw on children s knowledge of bats to build interest and anticipate the book, asking questions such as: Have you ever seen a bat at night? How did it make you feel? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that this book tells interesting facts about what bats look like and how they live. Suggested language: Turn to page 2. Look at the photo. What do you see? Did you know that bats and birds are the only animals that fl y? Say fl y. What letter would come fi rst in fl y? Find the word and put your fi nger under it. Now look closer at the photo. Are these birds or bats fl ying in the sky? Page 3: Turn to page 3. The fi rst sentence reads: All bats have wings for fl ying. Look at the labels on the photo. What can you learn about a bat s wings? Page 4: What is the woman doing in the top picture? She is showing us how big a bat can be. Look at those long wings! What is shown in the bottom picture? How can you tell that this bat is tiny? How long would this bat s wings be? Now turn back to the beginning and read to fi nd out all about bats. Words to Know bird fly hear long or warm 2 Lesson 15:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked about the book, or what they found interesting. Suggested language: What did you know about bats before you read the book? What did you learn about bats from reading the book and looking at the pictures? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Bats have wings like birds to help them fly. Bats help people by eating insects and spreading seeds. Bats are a bit scary, but if people knew how bats help people, they would want to learn more about them. The text on each page tells facts about bats that help explain what is shown in the photograph. The photographs are a good way to learn about an animal that is hard to see during the day Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose two pages from the text to read aloud. Remind them that a period marks the end of a sentence. Have children try reading without finger pointing. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children listen to words from the book and say the syllables. Have them clap on each syllable, for example: an-i-mal, fl y-ing, wings, fi ng-ers, or, insects, fruit, etc. Build Sentences List high-frequency words from such as: long, fl y, hear, night, brown. Make a separate list of story words like these: bat, wings, ears, fi ngers, insects, fur. Have children say sentences using the high-frequency words and two of the story words. Have them choose one sentence to write and illustrate. 3 Lesson 15:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 15.7 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Compare and Contrast Remind children that they can understand something by thinking about how two things are alike or different. Model how to compare and contrast: Think Aloud On page 2 the text says: Bats and birds are the only animals that can fly, but they are not the same. Some of the ways bats and birds are different from each other is that bats do not have feathers and they mostly sleep during the day. One way bats and birds are alike is that they both have wings. Practice the Skill Have children compare and contrast the places where birds and bats live. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the Writing prompt on page 6. Draw a picture of one kind of bat. Write a sentence that tells why bats are helpful to people. 4 Lesson 15:

5 Read directions to children. English Language Learners Front-Load Vocabulary Familiarize children with the science vocabulary in the story, both in the text and in the illustrations: feathers, eggs, wings, thumb, fingers, fur, ears, roost, caves, insects, seeds. Oral Language Development Check the children s comprehension, using a dialogue that best matches their English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Point to the bat s wing. Speaker 2: [Points to wing] Speaker 1: What is this book aobut? Speaker 2: bats Speaker 1: What is this bat on page 8 eating? Speaker 2: insect (bug) Speaker 1: What are the two animals that fly? Speaker 2: bats and birds Speaker 1: Where do many bats live? Speaker 2: They live in caves. Speaker 1: How do bats help people? Speaker 2: They eat insects that bite people. They carry fruit seeds to new places. Speaker 1: Why do bats have big ears? Speaker 2: So they can fly in the dark. Name Lesson 15 BLACKLINE MASTER 15.7 Write the word that completes each sentence. 1. Like birds, bats have wings. fur feathers wings 2. Bats move around in the night. day night morning Making Connections Think about another animal that helps people. Draw a picture of the animal and how it helps. Label your picture.. All rights reserved. 9, Unit 3: Nature Near and Far 5 Lesson 15:

6 Name Date Draw a picture of one kind of bat. Write a sentence that tells why bats are helpful to people. 6 Lesson 15:

7 Name Lesson 15 BLACKLINE MASTER 15.7 Write the word that completes each sentence. 1. Like birds, bats have. fur feathers wings 2. Bats move around in the. day night morning Making Connections Think about another animal that helps people. Draw a picture of the animal and how it helps. Label your picture. 7 Lesson 15:

8 Student Date Lesson 15 BLACKLINE MASTER LEVEL J Running Record Form page Selection Text Errors Self-Corrections 2 Have you ever seen an animal fly at night? It might have been a bat! Bats and birds are the only animals that can fly, but they are not the same. Bats do not have feathers or lay eggs like birds do. 3 All bats have wings for flying. Bats have thin skin on their wings and very long fingers. They also have thumbs. Many bats can use their thumbs to walk or climb. Comments: Accuracy Rate (# words read correctly/73 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: 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 Insertion the ˆcat 1 Word told T 1 cat Lesson 15: