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Characteristics of the Text Genre • Informational Text

Text Structure • Begins and ends with comparison of bats to birds• Information organized by page; each page describes one part of a bat’s body or bat

habitatsContent • Description of bats: wings, ears, habitats, and diet

Themes and Ideas • Bats can fl y, but they are very different from birds.• Bats use their wings and big ears to fl y at night.• Even though people rarely see them, bats are helpful to people.

Language and Literary Features

• First and last page directed to reader in second person point of view.• Interim pages written in third person as clear factual information.

Sentence Complexity • Mostly declarative sentences stating one fact each: All bats have wings to help them fl y.Vocabulary • Words associated with animals’ bodies: feathers, eggs, wings, skin, fi ngers, thumbs, fur,

ears• Words describing bat activities and habitats: fl y, walk, climb, roosts, caves• Some target vocabulary highlighted in text

Words • High frequency words on every page• New words are supported by the text and photos: skin, roost

Illustrations • Photographs support the text.• Color photographs show bats up close and in their natural habitat.

Book and Print Features • Nine pages of text, photographs on every page• Five to seven lines at the bottom of most pages• Some objects in pictures are labeled.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Number of Words: 292

L E S S O N 1 5 T E A C H E R ’ S G U I D E

Many Kinds of Batsby Mary Dell Hartman

Fountas-Pinnell Level JInformational TextSelection SummaryBats and birds are the only animals that fl y. Bats live all over the world.Their common traits are living in groups, being nocturnal, and a diet of insects, though some bats eat fruit.

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bird fly hear long or walk

Words to Know

Many Kinds of Bats by Mary Dell Hartman

Build BackgroundRead the title to children. Explain that Many Kinds of Bats is a book that tells facts and gives information about fl ying animals called bats. Discuss the cover photo. Then draw on children’s knowledge of bats to build interest and anticipate the book, asking questions such as: Have you ever seen a bat at night? How did it make you feel?

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: feathers, eggs, thumb, fi ngers, fur, ears, caves, insects, seeds.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any labels. Here are some suggestions:

: Explain that this book tells interesting facts about what bats look like and how they live. Help children read the label in the illustration. Suggested language: Turn to page 2. Look at the photo. What do you see? This is a photo of bats. Both bats and birds can fl y. Say fl y. What letter would come fi rst in fl y? Find the word fl y and put your fi nger under it. Now say birds. Both the words birds and bats begin with the same letter, b, and end with the same letter, s. Find the word birds on page 2.

Page 3: Remind children that illustrations with labels can help them understand the text. Look at the photo on page 3. Read the labels and point to the thumb, fi ngers, wing, and skin. The book says that bats have long fi ngers and thumbs. Say the word long. What is the fi rst sound you hear? Find the word long and put your fi nger under it. Bats use their long thumbs to walk or climb. Or is a little word, just two letters. It begins with o. Point to the word or.

Page 4: Explain that the labels in this book name things in the photographs and make it easier to understand the book. What is the woman doing in the top picture? She is showing us how big a bat can be. Read the label: big bat. Look at those long wings! Read the label next to the bottom picture. How can you tell that this is a little bat?

Now turn back to the beginning and read to fi nd out all about bats.

2 Lesson 15: Many Kinds of BatsGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem solving.

Respond to the TextPersonal ResponseAsk children to share their personal responses to the book. Begin by asking what they liked about the book, or what they found interesting.Suggested language: What did you know about bats before you read the book? What did you learn about bats from reading the book and looking at the pictures?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Bats have wings like birds to help them fl y.

• Bats help people by eating insects and spreading seeds.

• Bats are a bit scary, but if people knew how bats help people, they would want to learn more about them.

• The text on each page tells facts about bats that help explain what is shown in the photograph.

• The photographs are a good way to learn about an animal that is hard to see during the day.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for SupportFluencyInvite children to choose two pages from the text to read aloud. Model how to read sentences that end in periods, question marks, and exclamation points.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:• Clapping Syllables Have children listen to words from the book and say the syllables.

Have them clap on each syllable, for example: an-i-mal, fl y-ing, wings, fi ng-ers, or, in-sects, fruit, etc.

• Build Sentences List high-frequency words from All About Bats such as: long, fl y, hear, night, brown. Make a separate list of story words like these: bat, wings, ears, fi ngers, insects, fur. Have children say sentences using the high-frequency words and two of the story words. Have them choose one sentence to write and illustrate.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 15.9 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillCompare and Contrast

Target Comprehension Skill Remind children that they can understand

something by thinking about how two things are alike or different. Model how to compare and contrast:

Think Aloud

On page 2, the text says: Bats and birds can fl y, but they are not the same. Some of the ways bats and birds are different from each other is that bats do not have feathers and they do not lay eggs as birds do. One way bats and birds are alike is that they both have wings.

Practice the SkillHave children compare and contrast the places where birds and bats live.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Draw a picture of one kind of bat.

Write a sentence that tells why bats are helpful to people.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Bats have thumbs they can use to

climb .

climb fly eat

2. Bats help people when bats eat insects .

fruit insects birds

Making Connections Think about the different

roosts that bats have. Draw a picture of a bat

in one kind of roost. Label your picture.

11 Grade 1, Unit 3: Nature Near and Far

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Many Kinds of BatsThink About It

Lesson 15B L A C K L I N E M A S T E R 1 5 . 9

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English Language LearnersReading Support Pair advanced and beginning readers to read the story softly aloud or have students use the audio or online recordings. After reading the story, have children talk about the new information they have learned.

Oral Language DevelopmentCheck the 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: Point to the bat’s wing.

Speaker 2: [Points to wing]

Speaker 1: What is this book about?

Speaker 2: bats

Speaker 1: What is this bat on page 8 eating?

Speaker 2: insect (bug)

Speaker 1: What are the two animals that fl y?

Speaker 2: bats and birds

Speaker 1: Where do many bats live?

Speaker 2: They live in caves.

Speaker 1: How do bats help people?

Speaker 2: They eat insects that bite people. They carry fruit seeds to new places.

Speaker 1: Why do bats have big ears?

Speaker 2: So they can fl y in the dark.



Name Date

Many Kinds of BatsDraw a picture of one kind of bat.

Write a sentence that tells why bats are helpful to people.


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Think About ItWrite the word that completes each

sentence.

1. Bats have thumbs they can use to

.

climb fly eat

2. Bats help people when bats eat .

fruit insects birds

Making Connections Think about the different

roosts that bats have. Draw a picture of a bat

in one kind of roost. Label your picture.

Name

Many Kinds of BatsThink About It

Lesson 15B L A C K L I N E M A S T E R 1 5 . 9


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1413389

Student Date Lesson 15

B L A C K L I N E M A S T E R 1 5 . 1 4

Many Kinds of BatsRunning Record Form

Many Kinds of Bats • LEVEL J

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

Did you ever see an animal fly

at night? Maybe it was a bat!

Bats and birds can fly, but

they are not the same. Bats do

not have feathers like a bird.

Bats do not lay eggs like a bird.

All bats have wings to help

them fly. Bats have thin skin

on their wings. Bats also have

long fingers and thumbs. Many

bats use their thumbs to walk or

climb.

Comments: Accuracy Rate (# words read

correctly/72 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:


1_300733_ELL_LRTG_L15_Bats.indd 8 12/8/09 9:19:22 AM

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