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

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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.



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?



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.



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.


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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



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:



10 teacher’s guide coral reefs - houghton mifflin · pdf filenumber of words: 266 lesson...

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