10 TEACHER’S GUIDE Coral Reefs - Houghton Mifflin · PDF fileNumber of Words: 266 LESSON...
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Transcript of 10 TEACHER’S GUIDE Coral Reefs - Houghton Mifflin · PDF fileNumber of Words: 266 LESSON...
Number of Words: 266
L E S S O N 1 0 T E A C H E R ’ S G U I D E
Coral Reefsby Erika Sparks
Fountas-Pinnell Level INonfictionSelection SummaryThis book brings the undersea world of coral reefs alive for young readers. Children learn how coral reefs are formed, what their place is in the life cycle of ocean life, and how human pollution endangers their survival.
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 Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30426-7 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 Miffl in 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.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Four to eight lines of text in the same position on each page• Text organized by topic• No paragraph indentation
Content • How and where coral reefs grow• How coral reefs support other ocean life• Protecting coral reefs from humans
Themes and Ideas • Coral does not look alive, but it is a living animal that also houses other animals.• People’s trash and activities threaten coral reefs.• Ocean life is very diverse and interdependent.
Language and Literary Features
• Simple, conversational text • Exclamation for emphasis (When it’s time to eat, turtles have many choices!)
Sentence Complexity • A mix of simple, compound, and complex sentences• Sentences with embedded phrases and clauses (Coral reefs are home to millions of
animals.) Vocabulary • Most words known to readers
• Unfamiliar content words explained in text (Coral is an animal…)Words • Many multisyllable words known to readers
• Plurals, pronouns, contraction (it’s), present tense verbsIllustrations • Color photographs on every page that reinforce content
Book and Print Features • Nine pages of simple text© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
choices — things you can choose from, p. 7
decide — to choose what to do or think , p. 7
disgusting — sickening, p. 8
drift — move slowly without a set direction, p. 7
millions — more than one million, p. 6
simple — very easy, without many parts, p. 10
weaker — having less strength than before, p. 8
wrapped — covered by something else, p. 3
Coral Reefs by Erika Sparks
Build BackgroundHelp children use their knowledge of coral reefs and underwater life to visualize the book. Build interest by asking a question such as the following: What are some ocean plants and animals you have read about? Have you ever seen a coral reef? What did it look like? Read the title and author and talk about the cover photograph. Explain that this book contains factual information about coral reefs.
Introduce the TextGuide children through the text, noting important ideas, and nonfi ction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:
Pages 2–3: Explain that living animals called corals make coral reefs from their shells. Suggested language: Turn to page 2. You can see a coral reef below the fi sh in the photo. Read the fi rst sentence on page 3: Coral is an animal that is wrapped inside a shell.
Pages 4–5: Point to the photos. Coral keeps growing on top of old, empty coral shells. What do you think happened to the animals that used to be wrapped inside these shells?
Page 6: Look at this photo. Coral reefs are very big. Why do you think millions of ocean animals live there?
Page 8: Draw attention to the photograph. People throw lots of disgusting things in the ocean. What do you see in the photo that shouldn’t be in the ocean? How do you think it might affect coral reefs and the millions of animals that live there?
Now turn back to the beginning of the book and read to fi nd out how coral reefs are made and why animals live in them.
2 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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ReadAs the children read Coral Reefs, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.
Remind children to use the Monitor/Clarify Strategy and to fi gure out what doesn’t make sense in the book as they read it.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: What did you learn about coral reefs that was really interesting? What information would you like to share with a friend?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Coral reefs are made by the empty coral shells left by dead animals.
• Coral reefs slow down moving ocean water.
• Millions of animals live in coral reefs.
• The more we learn about ocean life, the better we understand how different animals live.
• It’s important to work together to stop polluting the oceans.
• The photos contain visual information that helps explain the text.
• The close-up photos let you see even more details.
• Lots of written details add more information about the main idea.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them
to pay attention to punctuation, and to stress certain words to show they understand their meaning.
• 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 some words begin with two or three consonant sounds. We blend these consonants together when we pronounce the words. Work with children to identify the consonant sound at the beginning of these words. Then read the words with the group: plants, p. 2; grows, p. 4; slow, p. 6; drift, p. 7; breaks, stops, p. 9.
3 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 10.1.
RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12 (Answer: disgusting)
Reading Nonfi ctionNonfiction Features: Photos Remind children that nonfi ction has many features to help readers fi nd and understand important information in the text. Photographs are an important nonfi ction feature found in many books and selections. Point out that photos are an important source of information about a topic. They help readers to see exactly what the author is writing about in a book. Sometimes photos add important information that is not found in the text.
Have children look at the photo on page 4. Ask them to describe the information they learn from the photo (what new coral growing on old coral looks like). Then help them to fi nd the words on page 4 that describe what they see in the photo.
Now ask children to choose another photograph in the book and describe the information about coral reefs that they learn from it. Encourage them to fi nd the words on the page that explain what the photograph illustrates.
Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.
Assessment Prompts• Which words on page 7 help the reader understand the meaning of the word choices?
• What is the author’s purpose for writing this book?
4 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.
1. There are millions of animals
and plants in the sea.
2. We make choices about what
to wear to school.
3. Our teacher will decide
which story we will read.
4. I wrapped the birthday gift in
pretty paper.
5. The puzzle was simple
and easy to do.
6. Some plants fl oat or drift
in the ocean.
7. Do you think chocolate ants would be tasty or
disgusting ?
8. Is string stronger or weaker
than rope?
choicesdecidedisgustingdriftmillionssimpleweakerwrapped
Vocabulary
Read directions to children.
Name Date
3
Lesson 10B L A C K L I N E M A S T E R 1 0 . 1
Coral ReefsTarget Vocabulary
Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Grade 2, Unit 2: Nature Watch
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First Pass
English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.
Cultural Support Refer children to the fi rst sentence on page 9. Explain that the boats the author is talking about have motors. These motor boats have steering wheels like cars and people drive them through the water.
Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What is this book about?
Speaker 2: coral reefs
Speaker 1: What are these coral reefs made from?
Speaker 2: coral shells
Speaker 1: What happens to the animals that lived in the coral shells?
Speaker 2: They die.
Speaker 1: How do coral reefs make calm places in the ocean?
Speaker 2: They slow down moving water.
Speaker 1: Why do so many animals live in coral reefs?
Speaker 2: They like the calm places and there are lots of food choices.
Speaker 1: What are two ways people hurt the coral reefs?
Speaker 2: They throw trash in the ocean and drive their boats over the coral reefs.
5 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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Name Date
Coral ReefsThinking Beyond the Text
Think about the questions below. Then write your answer in one paragraph.
On page 10, the author says that people need to make simple changes to help coral reefs. Write a letter to a newspaper telling people what to do to keep coral reefs safe. Include details about why this is important.
6 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.
1. There are of animals
and plants in the sea.
2. We make about what
to wear to school.
3. Our teacher will
which story we will read.
4. I the birthday gift in
pretty paper.
5. The puzzle was
and easy to do.
6. Some plants fl oat or
in the ocean.
7. Do you think chocolate ants would be tasty or
?
8. Is string stronger or
than rope?
choicesdecidedisgustingdriftmillionssimpleweakerwrapped
Vocabulary
Name Date Lesson 10
B L A C K L I N E M A S T E R 1 0 . 1
Coral ReefsTarget Vocabulary
7 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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1413787
Student Date Lesson 10
B L a c k L i n e m a s t e r 1 0 . 2 4
Coral ReefsRunning Record Form
Coral Reefs • level i
Behavior Code Error
Read word correctly ✓ cat 0
Repeated word, sentence, or phrase
® cat
0
Omission — cat 1
Behavior Code Error
Substitution cut cat 1
Self-corrects cut sc cat 0
Insertion the
ˆcat 1
Word told T cat 1
page Selection Text Errors Self-Corrections
2
3
4
5
Coral reefs are home to many plants and animals. Coral reefs
are hard and feel like stone. But they are made by living
animals.
Coral is an animal that is wrapped inside a shell. When this
animal dies, it leaves behind its empty shell.
New coral grows on top of the empty coral shells. When these
coral die, more coral grows on top of their shells.
Coral live in large groups. These groups stay in one place.
After many years, the coral shells grow higher and wider in the
water. This makes a coral reef.
Comments: Accuracy Rate (# words read
correctly/95 × 100)
%
Self-Correction Rate
(# errors + # Self-Corrections/ Self-Correction)
1:
8 Lesson 10: Coral ReefsGrade 2© Houghton Mifflin Harcourt Publishing Company
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