LESSON 27 TEACHER S GUIDE by Robert Hirschfeld Fountas-Pinnell Level L Biography Selection Summary The English scientist William Buckland, born in 1784, figured out that giant fossil bones belonged to a new animal. He named the animal Megalosaurus, big lizard. Buckland was the first person to identify a dinosaur. Number of Words: 320 Characteristics of the Text Genre Biography Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First page introduces Buckland and his discovery. Factual information with sequence and problem-solution structures Last page includes reader ( we ) and points to future scientifi c discoveries. Fossils and discovery of dinosaur How scientists work A scientist uses clues to draw a conclusion. Scientists have curiosity. People long ago found dinosaur bones but did not know they came from dinosaurs. Enthusiasm conveyed with examples and punctuation: He even tasted fl ies! Sentences with clauses: He wanted to know about taste, so he tasted everything. Sentence with dash: And the bones looked like lizard bones very big lizard bones! Sentences with items in a series: We do not know what color they were, or if they growled, roared, or hissed. Science terms: scientist, fossils, history of Earth, meat eater, lizard, dinosaur Name megalosaurus analyzed and defi ned Longer words include discovered, curious, history. Past tense words with -ed and spelling changes, and irregular past tense forms Illustrations, some with labels, support text. Illustration below text on each of nine pages Each sentence begins on a new line and is up to four lines long. 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. 978-054-7-30322-2 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 Robert Hirschfeld Build Background Build interest by asking questions such the following: What do you know about dinosaurs? Where can we see dinosaur bones today? Read the title and author, and discuss the meaning of mysterious. Tell children that this book is a biography because it tells about the life of a real person. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Explain that this biography is about William Buckland, a scientist who lived more than 200 years ago. Suggested language: Turn to page 2. Long ago, people in England were amazed to fi nd a bone from a giant. Why were they so surprised? William Buckland discovered that it came from a dinosaur. What an exciting discovery! Page 3: What do you see in the picture? This picture shows William Buckland is holding a fossil. A fossil is the remains of something that lived millions of years ago. Find the word fossil in the text. Pages 6 7: Point out the words thigh bone on page 6. People thought the bone came from a giant. But Buckland didn t think they were right. Let s use the labels on page 7 to predict what Buckland will try to fi gure out. Page 9: Help children read the last sentence and say megalosaurus (MEG uh luh sor us). Now turn back to the beginning of the biography and read to fi nd out more about Buckland s discovery. Target Vocabulary amazed very surprised, p. 2 discovered found out something not known before, p. 2 exact completely correct explained described something in a simple way so that others could understand it growled made a deep, low noise, p. 10 guard v., to carefully watch or protect something, p. 9 remove to take something out of a place or take it away souvenirs things people buy or find to remind them of a place or an event 2 Lesson 27:
Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Question Strategy questions about what they are reading. to ask themselves Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: What was most interesting about this biography? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text William Buckland lived more than 200 years ago, when people didn t know about dinosaurs. Buckland studied the giant bones of an animal. He named the animal megalosaurus, big lizard. He was the first scientist to study dinosaurs. Scientists are curious about the world. Scientists use clues to figure out new things. Buckland knew how to use bones to figure out the size and shape of an animal. People have known about dinosaurs for about 200 years. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author s attitude toward his subject is that he was a fascinating scientist. The title makes the book seem like a mystery. The author gives examples to show Buckland s curiosity. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to put words into groups so that the sentences sound natural. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that a base word with the ending -ed is used to tell about the past. Have them name and spell the base word in these words from : discovered, liked, studied, tasted. Point out that some words show the past without the ending -ed. Say these irregular past-tense words from the text, and help children to name the present-tense form: found, thought, came, grew, meant. 3 Lesson 27:
Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM 27.7. Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Fact and Opinion Explain that readers can think about whether a sentence has a fact or an opinion in it. Model the skill, using a Think Aloud like the one below: Think Aloud Here are the first two sentences from : Long ago, people in England found a big bone. They were amazed and thought it was from a giant. It is a fact that they found a big bone. That is true and can be proved. It is an opinion that they were amazed. A feeling is not something that can be proved. Practice the Skill Have children state a fact about dinosaurs and an opinion about dinosaurs. Writing Prompt: Thinking About the Text Have children write a response to the prompt on page 6. Remind them that when they think about the text, they pay special attention to the words, genre, literary and print features, and how the book is organized. Assessment Prompts On page 5, fi nd the word that means the past. Tell one word that best describes William Buckland. 4 Lesson 27:
English Language Development Reading Support Help children use new language structures, such as this combination of phrases and clauses on page 6: It was too big to come from any animal that he knew. Vocabulary Have children identify the jaw bone and thigh bone in the pictures and point to their own jaw and thigh. Oral Language Development Check 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: Who is in this picture? Speaker 2: William Buckland Speaker 1: What is Buckland looking at in a book? Speaker 2: a picture of a big bone Speaker 1: What did he discover? Speaker 2: a dinosaur Speaker 1: What is William Buckland most famous for? Speaker 2: He discovered that a big bone came from a dinosaur. Speaker 1: What did people think before Buckland made his discovery? Speaker 2: They thought the big bones came from giants. Speaker 1: What did Willliam Buckland figure out? Speaker 2: He figured out that giant bones belonged to an animal that was like a lizard. He figured out that dinosaurs once lived on the earth. Name Read and answer the questions. Date Lesson 27 BLACKLINE MASTER 27.7 1. Which skeleton parts showed William Buckland what the animal ate? 2. Why might it be better for a dinosaur such as the megalosaurus to stand on two legs instead of four? 3. Why do we know so little about what a megalosaurus actually looked like? Making Connections Draw a picture of an imaginary dinosaur. Add labels to tell how the imaginary dinosaur uses parts of its body. Draw and write your answer in your Reader s Notebook. Read directions to children., Unit 6: What a Surprise! 5 Lesson 27:
Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. What does the book title mean? What does a mysterious bone have to do with the life of William Buckland? Use details from the book in your answer. 6 Lesson 27:
Name Read and answer the questions. Date Lesson 27 BLACKLINE MASTER 27.7 1. Which skeleton parts showed William Buckland what the animal ate? 2. Why might it be better for a dinosaur such as the megalosaurus to stand on two legs instead of four? 3. Why do we know so little about what a megalosaurus actually looked like? Making Connections Draw a picture of an imaginary dinosaur. Add labels to tell how the imaginary dinosaur uses parts of its body. Draw and write your answer in your Reader s Notebook. 7 Lesson 27:
Student Date Lesson 27 BLACKLINE MASTER 27.11 LEVEL L Running Record Form page Selection Text Errors Self-Corrections 7 Then people dug up more big bones, and Buckland studied them. He had some leg bones, a jaw with teeth, a claw, and some other pieces. They seemed to be from the same animal. But what kind of animal was that? 8 He knew some things from looking at the bones. He knew that the animal was 40 feet long. The teeth and claws meant that it was a meat eater. Comments: Accuracy Rate (# words read correctly/70 100) % 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 Insertion the ˆcat 1 Word told T 1 cat 0 1413674 8 Lesson 27: