LESSON 10 TEACHER S GUIDE by Alexa Murphy Fountas-Pinnell Level W Informational Text Selection Summary After the 1974 famine in Bangladesh, Professor Muhammad Yunus created the Grameen Bank. It unprecedentedly granted small loans to poverty-stricken business people. Since then, the unusual lending practices of Yunus and the Grameen Bank have helped people around the world. Number of Words: 2,313 Characteristics of the Text Genre Informational text Text Structure Third-person narrative organized in ten chapters Content Themes and Ideas Language and Literary Features Sentence Complexity Events organized in chronological order History, geography, and economics of Bangladesh Basic economics of loans Muhammad Yunus and the Grameen Bank Many poor people are hard-working and highly motivated. Peer pressure can be used to achieve positive results. Many terms defi ned with the text A mix of short and complex sentences Multiple items in a series, separated with commas Vocabulary Many banking and fi nance terms, which might not be familiar to English language learners such as interest, micro loan, collateral, co-sign Words 4- and 5-syllable words: sophisticated, university, moneylender Multiple-meaning words: interest, goal Illustrations Photographs with captions Book and Print Features Table of Contents Pronunciation guides to names 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. 978-0-547-31021-3 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. 6_310213_ELL_LRTG_L10_loansforthepoor.indd 1 11/5/09 6:32:18 PM
by Alexa Murphy Build Background Help students use their knowledge of banking and starting their own business to visualize the selection. Build interest by asking a question such as the following: What is life like for many poor people in various countries? Read the title and author and talk about the cover photograph. Tell students that this text is informational, so they will read many facts about a special kind of bank in Bangladesh, a country in southern Asia. Frontload Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: loan, poverty, wages, bank, hunger, village. 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: Pages 2 3: Have students look at the table of contents. Explain that the book is about a man named Muhammad Yunus who created a special bank, called the Grameen Bank, that loans money to poor people. Direct students to the highlighted words on page 3. Ask: What does it mean for a place to be teeming with people. Page 5: Draw attention to the map. If necessary, point out Bangladesh on a world map or globe so students can better understand its location. Explain that there is a lot of poverty in Bangladesh. Ask: What is another word for poverty? Pages 8 9: The text says that Yunus wanted to help the poor with loans that they could pay back. Read the following sentences: The concept for micro loans was born. This was a new idea for ending poverty. Ask: What word in the second sentence means the same thing as the word concept? Read the chapter heading. Explain that traditional banks don t want to risk making loans to people who don t have collateral, items of value. Why don t traditional banks like the concept of loaning money to poor people? Now turn back to the beginning of the text and read to learn how Muhammad Yunus used the micro loan to improve the lives of many people around the world. Target Vocabulary abundance more than enough of something, p. 5 altered changed, p. 15 concept basic idea or thought, p. 8 cultural has to do with a group s beliefs and practices, p. 11 heritage things people inherit from families, including traditions, p. 5 lore collected knowledge and beliefs, p. 11 lush thick with plant life, p. 5 retains holds onto, p. 8 sophisticated complex, p. 3 teeming full of things, p. 3 2 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 2 7/24/09 1:37:32 PM
Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Question Strategy questions to ask themselves as they read., and to think of Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: What kinds of information in this book surprised you? Why? 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 Bangladesh is a poor country. Muhammad Yunus created the Grameen Bank for poor people who wanted to improve their lives. Instead of offering collateral to the bank, borrowers form groups of five. The ability to borrow is dependent on the success of the individuals in the group. One individual can have an impact on the lives of millions of people. Peer pressure can be a positive influence. Moneylenders prey on the poor. Fairer interest rates make it possible for people to escape from poverty. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The numbered list of 16 Decisions of Grameen Bank is an effective way of presenting information. The stories of the three women at the end of the text exemplifies the success of the Grameen Bank. Choices for Further Support Fluency Invite students to choose a passage to read aloud or use for a readers theater. Remind them that the presence of many challenging concepts and facts in this text will require them to read at a slow, yet steady, rate. 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 Greek root words, using the word micro from the text. Point out that Yunus had a concept for a micro loan program. Explain that the word micro comes from the same Greek word, meaning small. Create a word web and challenge students to think of other words that begin with micro. 3 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 3 11/5/09 6:32:25 PM
Writing about Reading Have students complete the questions on BLM 10.10. 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 Skill Compare and Contrast Remind students that when they compare and contrast elements in a text, they think about how the items are similar and different. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud Grameen Bank and other banks are alike because they both lend money to people. Add that detail to the middle section of the diagram. Borrowers from Grameen Bank become bank members. Borrowers from other banks do not become bank members. Other banks only loan money to people with collateral. Grameen Bank loans money to people who form a group that encourages members to pay back their loans. Add these details to the diagram as ways that Grameen Bank is different from other banks. Practice the Skill Have students share examples of informational texts in which two items can be compared and contrasted. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts What is the meaning of abundance on page 5? What is the fi rst paragraph on page 11 mainly about? How does the author feel about moneylenders who charge a high interest? 4 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 4 11/5/09 6:32:31 PM
English Language Development Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind students that Muhammad Yunus improved the lives of millions of people. Vocabulary The text includes some key financial terms that might be unfamiliar to students. Explain the meanings of words such as collateral, interest, and interest rates. Discuss that interest is a multiple-meaning word. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What did Muhammad Yunus start to help poor people in Bangladesh? Speaker 2: the Grameen Bank Speaker 1: What does the Grameen Bank give people? Speaker 2: small loans Speaker 1: What is interest? Speaker 2: Money you pay for taking out a loan. Speaker 1: What are two of The 16 Decisions of Grameen Bank? Speaker 2: One is to grow vegetables all year. Another is to have small families. Speaker 1: How does the Grameen Bank make sure people pay back their loans? Speaker 2: People apply for loans in groups of five. After two people borrow money and pay it back, two more people in the group can borrow. When they pay their loan, the last person can borrow. Name Date Lesson 10 BLACKLINE MASTER 10.10 Read and answer the questions. Possible responses shown. 1. Think within the text What sight broke Muhammad Yunus s heart? The sight of so many starving people broke his heart. 2. Think within the text How did Yunus solve the problem of banks not wanting to lend money to poor people? Yunus started his own bank. 3. Think beyond the text Do you believe it s a good idea to give loans to poor people? Why or why not? Yes, I think it s important to give small loans to poor people. That way they will be able to build a better life for themselves and their families. 4. Think about the text How does comparing and contrasting help you better understand the plight of the poor people in Bangladesh? Comparing a Bangladesh salary to an average American salary helps. I can then see how much the people of Bangladesh must struggle. Making Connections Health care is a serious problem for poor people around the world. What do you think the nations of the world should do to try to improve health care for poor people? Write your answer in your Reader s Notebook.. All rights reserved. 12, Unit 2: Common Ground 5 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 5 7/24/09 1:37:34 PM
Name Date Thinking Beyond the Text Think about the question below. Then write your answer in one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. Georgina was one of the people helped by the Grameen Bank. Think about the ways her life and the life of her family were improved because of the loans she received. What do you think Georgina would write in a letter to Muhammad Yunus that expresses how she feels about the loans she received from the Grameen Bank? Explain your answer, giving examples from the text. 6 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 6 7/24/09 1:37:35 PM
Name Date Lesson 10 BLACKLINE MASTER 10.10 Read and answer the questions. 1. Think within the text What sight broke Muhammad Yunus s heart? 2. Think within the text How did Yunus solve the problem of banks not wanting to lend money to poor people? 3. Think beyond the text Do you believe it s a good idea to give loans to poor people? Why or why not? 4. Think about the text How does comparing and contrasting help you better understand the plight of the poor people in Bangladesh? Making Connections Health care is a serious problem for poor people around the world. What do you think the nations of the world should do to try to improve health care for poor people? Write your answer in your Reader s Notebook. 7 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 7 7/24/09 1:37:36 PM
Student Date Lesson 10 BLACKLINE MASTER 10.14 LEVEL W Running Record Form page Selection Text Errors Self-Corrections 16 More than 107 million people live in Mexico. About 40 percent of these people are poor. Georgina lives in a small town. As a child, she had to leave school to help support her family. Georgina worked for her father. She made just enough money to buy food for herself and her daughter. Georgina wanted to make her daughter s life better. So, she went to a meeting about micro loans. Georgina used the money from her first loan to raise chickens. Soon, she sold about 15 chickens a day. Comments: Accuracy Rate (# words read correctly/89 100) % 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 1414471 8 Lesson 10: 6_310213_ELL_LRTG_L10_loansforthepoor.indd 8 7/24/09 1:37:36 PM