LESSON 17 TEACHER S GUIDE by Conchita Gomez Fountas-Pinnell Level L Nonfiction Selection Summary Hunting fossils in the summer of 1990, Sue Hendrickson discovered the remains of a Tyrannosaurus rex. Workers removed the bones and reconstructed the T. rex at the Field Museum in Chicago. The dinosaur was named Sue in honor of Sue Hendrickson. HOUGHTON MIFFLIN Number of Words: 361 Characteristics of the Text Genre Nonfi ction Text Structure Five sections with headings Dates used to sequence events Flashback to discovery of dinosaur bones Content Dinosaurs and fossils Passage of time Museums Themes and Ideas Dinosaur fossils hold clues about life millions of years ago. Dinosaur fossil retrieval and reassembly takes painstaking, time-consuming work. Museums offer the public a chance to see dinosaur fossils. Language and Clearly written Literary Features Meaning provided through integration of photos with text. Sentence Complexity Variety in sentence length and complexity Questions ( De dónde viene? Cómo llegó allí? ) Vocabulary Scientifi c name: Tyrannosaurus rex, T. rex Place names that may be unfamiliar: Chicago, South Dakota Words Words with suffi xes (lentamente, nuevamente, trabajadores, cuidadosos) Illustrations Color photos Illustrations in process chart Book and Print Features Section headings Captions with additional information Process chart and fact list 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. 978-0-547-32367-1 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 Conchita Gomez Build Background Help students use their knowledge of dinosaurs. Build interest by asking a question such as the following: Qué les parece que pasará si una persona encuentra huesos de dinosaurio enterrados en una roca? Read the title and author and talk about the cover photo. Tell students that this book is nonfiction so the words and photos will give information about the topic. Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Pages 2 3: Explain that this book tells about a woman who found dinosaur bones that were assembled to become Dino Sue, a popular museum exhibit. Suggested language: Vayan a las páginas 2 y 3 del libro. Miren la foto. Qué clase de esqueleto ven en exhibición en este museo? Este es el esqueleto de un dinosaurio a quien le dieron el sobrenombre Sue. Page 4: Explain that Sue Hendrickson was hunting fósiles when she found the restos of a Tyrannosaurus rex. Connect the words fósiles and restos. Cómo encontró Sue los restos del T. rex? Miren la foto. Qué clase de huesos ven? Page 5: Call attention to the chart. Cómo los ayudan las ilustraciones a entender el signifi cado de enterrados? Miren la última ilustración y digan cómo quedaron enterrados los huesos. Pages 6 7: Cómo harán los trabajadores para desenterrar los huesos? Por qué deben trabajar en el sitio donde se encontraron los huesos? Por qué piensan que el dinosaurio se llama Sue? Ahora vuelvan al comienzo para descubrir más cosas sobre el dinosaurio Sue. Target Vocabulary desenterrar sacar algo que estaba bajo tierra, p. 6 enterrar meter algo en la tierra, p. 5 esqueleto lo que sostiene a los seres humanos y muchos animales y protege sus órganos, p. 9 evidencia hechos o señales que muestran que algo es verdad, p. 10 feroz salvaje, fuerte o peligroso, p. 9 fósil partes o huellas de cosas que vivieron hace mucho tiempo, como huesos, huellas o la marca de una hoja, p. 4 pista hecho que ayuda a resolver un problema o un misterio, p. 10 probar mostrar que algo es verdad, p. 10 restos cosas que quedan, p. 4 sitio lugar, p. 6 2
Read Have students silently read while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy picture what is happening as they read. and use text details to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Qué parte del libro les pareció más interesante? Qué otra información les gustaría saber sobre el dinosaurio Sue? 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 Sue Hendrickson was hunting fossils when she found the bones of a T. rex. Workers in the field dug out the bones. Workers in the museum put the bones back together. People can visit Dino Sue in the Field Museum in Chicago. Dinosaur fossils hold clues about life millions of years ago. Removing the bones from rock and putting them together takes careful, time-consuming work. Placing dinosaur bones in a museum gives people the chance to see the bones and learn about dinosaurs. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Section headings prepare the reader for the text that follows. Photos and captions provide information about the text. An illustrated process chart shows the steps involved in a dinosaur becoming a fossil. A fact list gives statistics about Dino Sue s age, size, and bones. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to make their voice rise and fall, based on whether they are reading questions or statements. 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 they can take apart longer words and read them syllable by syllable. For example, the word museo on page 2 can be broken down into these parts: mu-se-o. Repeat for the words visitantes, vi-si-tan-tes; dinosaurio, di-no-sau-rio; Tiranosaurio, Ti-ra-no-sau-rio; esqueleto, es-que-le-to; and científi cos, cien-tí-fi -cos. 3
Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 17.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: pista) Reading Nonfiction Nonfiction Features: Process Chart and Fact List Remind students that nonfiction has many features to help readers understand important information. A process chart and a fact list are two of these features. Explain that a process chart describes the steps in how something happens. Have students turn to page 5. Point out that this process chart has both text and illustrations. The ellipses in the sentences show the passage of time. Qué proceso explica este cuadro? De qué manera los ayuda este cuadro a saber más sobre cómo se forman los fósiles? Have students look at the fact list on page 10. Point out that rather than including all this information in complete sentences, the author has chosen to write the facts in a list. Explain that the brief, listed details make it easy for the reader to see the information at a glance. Have students identify an activity (such as visiting the museum, hunting for fossils, digging up dinosaur bones) and create their own process chart outlining steps involved in the activity. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Assessment Prompts Tell one word that best describes the workers who uncovered Dino Sue s bones. Use evidence from the text to support your thinking. On page 9, fi nd the word that means almost the same as entero. On page 10, the word evidencia means. 4
Responder VOCABULARIO CLAVE Formar palabras Haz una red de palabras con la palabra feroz. Qué otras palabras significan lo mismo que feroz? temible feroz 3_041483_VR4_2BL_Sue_L17.indd 11 A escribir! De texto a texto Sue era un dinosaurio feroz. Escribe un párrafo que hable sobre Sue. Usa palabras de Formar palabras. 11 10/31/09 3:22:51 PM Nombre Completa otros dos ejemplos y no ejemplos de restos. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Vocabulario Fecha Lección 17 HOJA REPRODUCIBLE 17.1 fósil pista restos probar evidencia esqueleto desenterrar enterrado feroz sitio Definición lo que sobra Ejemplo huesos Respuestas de ejemplo: fósiles; cabello Oración Sue encontró los restos de un t. rex enorme. restos No ejemplo un caballo que galopa Respuestas de ejemplo: una planta que crece; un pollito recién nacido Lea las instrucciones a los estudiantes.. All rights reserved. Grado 3, Unidad 4: Naturaleza grandiosa 5
Nombre Fecha Pensar en el texto Piensa en las siguientes preguntas. Después escribe tu respuesta en uno o dos párrafos. La autora empieza el libro con la historia del primer día de exhibición del dinosaurio Sue en el museo: 17 de mayo de 2000. Después la autora vuelve a 1990 para contar cómo encontraron a Sue y la llevaron al museo. Por qué creen que la autora cuenta la historia de Sue en este orden? Creen que hace que la historia sea más interesante de leer? Por qué sí? Por qué no? 6
Nombre Fecha Lección 17 HOJA REPRODUCIBLE 17.1 Completa otros dos ejemplos y no ejemplos de restos. Luego, haz un mapa de cuatro cuadros con cada una de las demás palabras de. Vocabulario fósil pista restos probar evidencia esqueleto desenterrar enterrado feroz sitio Definición lo que sobra huesos Ejemplo Oración Sue encontró los restos de un t. rex enorme. restos un caballo que galopa No ejemplo 7
Estudiante Fecha nivel l Lección 17 Hoja reproducible Conoce al dinosaurio Sue Registro de lectura page Selection Text Errors Self-Corrections 2 Es el 17 de mayo de 2000. Las puertas del Field Museum, un museo en Chicago, se abren. Los visitantes se abarrotan en un gran salón. Están allí para ver algo grande. Es un dinosaurio. Éste mide 13 pies de alto y 42 pies de largo. Su nombre es Sue. De dónde viene? Cómo llegó allí? Quién es Sue? 4 En el verano de 1990, Sue Hendrickson buscaba fósiles en Dakota del Sur. Una sorpresa la esperaba. Una mañana subió a un acantilado para poder ver mejor unos huesos enormes que había divisado. Ella encontró los restos de un tiranosaurio rex gigantesco. Comments: Accuracy Rate (# words read correctly/101 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission 1 0 0 Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T 1 1416271 8