10 TEACHER’S GUIDE Animals at the Aquarium - …forms.hmhco.com/.../journeys/grade/L10_Animals_at_the_Aquarium_H.pdfaquarium help children learn about different animals that live

Number of Words: 259

L E S S O N 1 0 T E A C H E R ’ S G U I D E

Animals at the Aquariumby Rebecca Martin

Fountas-Pinnell Level HInformational TextSelection SummaryThis simply written narrative introduces readers to various sea creatures at an aquarium, from the tiny seahorse to a beluga whale. Many of the beautiful, color photographs show young visitors on a trip to an aquarium.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Informational text

Text Structure • Three to fi ve lines of text in same position on a page • Each page focuses on a different aquarium animal.• No paragraph indentation

Content • School children visiting an aquarium• Different aquarium animals and their characteristics

Themes and Ideas • You can see animals up-close at an aquarium that you would never see otherwise.• We share our planet with other animals.• Making use of community resources increases our knowledge.

Language and Literary Features

• Description, but no fi gurative language (Starfi sh feel bumpy.)• Simple, conversational text• Exclamations for emphasis (Don’t pet it!)

Sentence Complexity • A mix of simple and compound sentences with descriptive phrases and clauses• Some compound adjectives and predicates• Declarative and exclamatory sentences

Vocabulary • Content specifi c names of aquarium animals, some unfamiliar (beluga whale) Words • Compound words (jellyfi sh, starfi sh, seahorse)

• Some three syllable words (octopus; enemies, animals)Illustrations • Color photograph of aquarium animal on each page

Book and Print Features • Nine pages of text with no section heading• Caption identifying each aquarium animal

© 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

decide – to choose what to do or think, p. 10

disgusting – sickening

drift – move slowly without a set direction, p. 3

millions – more than onemillion, p. 7

simple – very easy, without many parts

weaker – having less strength than before, p. 5

wrapped – covered by something else

Animals at the Aquarium by Rebecca Martin

Build BackgroundHelp children use their knowledge of sea animals and aquariums to visualize the book. Build interest by asking questions such as the following: Have you ever visited an aquarium? Which aquarium animal did you like the best? Why? Read the title and author and talk about the cover photograph. Explain that this book is informational text, so the words and photos will give readers information about aquarium animals.

Introduce the TextGuide children 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 is about the amazing animals in an aquarium.Suggested language: Turn to page 2. The girl in the photo is looking at some fi sh in a tank at an aquarium. On page 3, you can see a photo of a jellyfi sh. It drifts in the water. What happens when a jellyfi sh drifts? Does it go fast or slow?

Page 5: Turn to page 5. Look at the photo and the label. Would you want to be this close to a shark in the ocean? Sharks eat fi sh that are smaller and weaker. Sharks swim very fast and can be very strong. How do you think that helps them catch weaker fi sh?

Page 6: What does the label say for this animal? Look closely at the photo. How do you think the seahorse got its name?

Page 9: Here is an octopus. An octopus can make a cloud of ink all around itself. How does this help the octopus hide in the ocean?

Now turn back to the beginning of the book and read to fi nd out about the different animals at an aquarium.

2 Lesson 10: Animals at the AquariumGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs the children read, 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 nd ways to fi gure out what doesn’t make sense as they read the book.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: Which aquarium animal did you like reading about the most? Why? Would you want to visit an aquarium with your class? Why or why not?

Ways of ThinkingAs you discuss the text, help children understand these points:

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

• There are many sea animals of all sizes and shapes at the aquarium.

• You can pet some animals and look at others.

• Each aquarium animal looks and acts differently.

• We share our planet with many kinds of animals.

• We can learn more about sea animals by visiting an aquarium.

• Photos give readers important visual information about sea animals.

• Captions help readers fi nd the information in the photos.

• The author does a good job getting the reader excited about aquariums.

© 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 to the class.

Encourage them to group words into phrases that refl ect 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 longer words are often formed from shorter, familiar words. Help children fi nd the shorter words that make up the following compounds: jellyfi sh (p. 3); starfi sh (p. 4); seahorse (p. 6).



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 10.7.

RespondingHave 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 SkillFacts and Opinion

Target Comprehension Skill Remind children that facts are ideas that can be

proved and opinions are personal feelings. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I know that the sentence “An octopus has eight legs” is a fact because I can prove it. I can check this fact in the book on page 9. But the sentence “Some animals are cute” is an opinion. It’s a personal feeling that some people have about the way animals look. I will look for more facts and opinions in the book.

Practice the SkillHave children fi nd one other fact and one other opinion about aquarium animals from the book. Invite them to share their facts and opinions with the group.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Read the last sentence on page 5. What does the word weaker mean?

• This selection is mainly about _____________________________________.



English Language DevelopmentReading Support Check regularly on chidren’s oral reading to determine accuracy, fl uency, and comprehension.

Cultural Support Explain that aquariums are special buildings where visitors can see many kinds of underwater animals that live in the ocean. Point out that many large cities in countries all over the world have aquariums, especially cities near seaports.

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: Where do the children see the animals?

Speaker 2: at an aquarium

Speaker 1: What can a jellyfi sh do to other animals?

Speaker 2: sting them

Speaker 1: What kind of teeth do sharks have?

Speaker 2: very sharp

Speaker 1: How do starfi sh get their names?

Speaker 2: They have points like a star.

Speaker 1: How does a seahorse use its tail?

Speaker 2: Seahorses use their tails to hold on to plants.

Speaker 1: How are the animals at the aquarium the same and different?

Speaker 2: Some of them are big and some are small; some are cute and some are not cute. But all the animals love the water.

Read directions to children.

Think About ItRead and answer the questions.

1.Howdoesaseahorseholdontoplants?

It uses its curly tail.

2.Whywouldanoctopusneedtohidefromenemies?

Possible response: An octopus hides from enemies so it

won’t get eaten.

3.Whichoftheanimalsinthebookwouldyoumost

liketosee?Explainyouranswer.

Answers will vary.

Making Connections Think about what you have read about jellyfish. Do you think you could pet a jellyfish at the aquarium? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 2: Nature Watch

�

Lesson 10B L A C K L I N E M A S T E R 1 0 . 7

Animals at the AquariumThink About It

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

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Name Date

Animals at the AquariumThinking Beyond the Text

Think about the questions below. Then write your answer in one paragraph.

In this book, school children visit an aquarium. How does visiting an aquarium help children learn about different animals that live in the ocean? How is it different from reading about sea animals in a book?


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Think About ItRead and answer the questions.

1. How does a seahorse hold on to plants?

2. Why would an octopus need to hide from enemies?

3. Which of the animals in the book would you most

like to see? Explain your answer.

Making Connections Think about what you have read about jellyfish. Do you think you could pet a jellyfish at the aquarium? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 7

Animals at the AquariumThink About It


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1413637

Student Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 1 1

Animals at the Aquarium • LEVEL H Animals at the AquariumRunning Record Form

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

4

5

6

Here are lots and lots of starfish!

You may pet them.

Starfish feel bumpy and have points like a star.

They move very slowly.

Here is a shark.

Don’t pet it!

Sharks have sharp teeth

and swim fast.

They eat smaller, weaker fish.

Here is a sea horse!

Horses that live on land have four legs,

but this sea horse has no legs.

Comments: Accuracy Rate (# words read

correctly/63 × 100)

%

Self-Correction Rate

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

1:



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10 TEACHER’S GUIDE Animals at the Aquarium - …forms.hmhco.com/.../journeys/grade/L10_Animals_at_the_Aquarium_H.pdfaquarium help children learn about different animals that live