1 TEACHER’S GUIDE Sports and Motion 1 TEACHER’S GUIDE Sports and Motion ... 978-0-547-30724-4 1 2 3 4 5 6 7 ... readers the kind of information that they are about to encounter

Number of Words: 1,474

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

Sports and Motionby Melissa McDaniel

Fountas-Pinnell Level QNonfictionSelection SummaryForces are all around us. This text examines forces such as friction and gravity. These forces combine to move objects. Stopping, changing direction, speeding up, and slowing down are all the results of forces acting upon objects. Readers will understand how these forces are used in sports and in everyday motion.

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. 978-0-547-30724-4 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 • Second-person narrative, organized by topic• Underlying structures include temporal sequence and cause/effect.

Content • Motion • Complex physical science • Sports analogies

Themes and Ideas • Force and motion apply to everyday events like sports. • Managing the forces at work in everyday activities is a skill. • Forces are required to begin, perpetuate, and end movement.

Language and Literary Features

• Description of sporting events with action verbs to convey the many uses of force in different motions

Sentence Complexity • Some complex sentences, but most are simple to convey complex information• Questions and answers

Vocabulary • Physical science vocabulary: force, friction, gravity, mass• Action verbs used to explain motion

Words • Some multisyllable words: exerting, constantly, direction, parachuteIllustrations • Photographs with captions

Book and Print Features • Thirteen pages of text, with photographs on all pages• Headings, captions

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

5_307244_BL_VRTG_L01_SportsAndMotion.indd 1 11/5/09 9:12:03 AM

Target Vocabulary

collapsed – fell down, p. 10disturbing – interrupting what

someone is doing, p. 14interrupted – stopped and then

begun again, p. 5numb – having very little

sensation or feeling p. 14

shifted – moved or changed position, p. 10

specialty – a featured item or attraction, p. 14

squashing – crushing or fl attening something, p. 14

staggered – walked very unsteadily, p. 13

struggled – tried very hard to do something, but still had diffi culty doing it, p. 13

wobbled – moved unsteadily from side to side, p. 13

Sports and Motion by Melissa McDaniel

Build BackgroundHelp students use their knowledge of how movement occurs in sports to visualize the selection. Build interest by asking questions such as the following: What kinds of sports do you like to play? How is movement used in that sport? Read the title and author and talk about the photograph. Explain that sports will be used to explain physical forces.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special treatment to target vocabulary. Here are some suggestions:

Page 2: Tell students that motion occurs in many ways at a basketball game. Suggested language: Turn to page 2 of this book. Read the caption. How is the player in this photo exerting a force on the ball?

Pages 3–5: Explain that pushing, pulling, and changing direction are all types of motion. Direct students’ attention to the headings. Look at the photo on page 5. How is this baseball player’s bat interrupting the ball’s motion? What will happen next?

Pages 7–8: Explain that friction can be seen in these photographs. Ask: What is different about the surfaces shown in each photo? Is friction slowing down the racecar? How?

Page 12: Look at the photo with students. Explain that many photos of this diver are shown frame-by-frame—each photo shows the sequence of movement in one dive.

Page 13: Tell students that gravity is a force of attraction between objects. Have students identify the words struggle, wobbles, and staggers. How does this photograph suggest that the weightlifter struggles, wobbles, and staggers?

Now turn back to the beginning of the text and read to fi nd out how gravity and friction work in sports and daily life.

2 Lesson 1: Sports and MotionGrade 5© Houghton Mifflin Harcourt Publishing Company

5_307244_BL_VRTG_L01_SportsAndMotion.indd 25_307244_BL_VRTG_L01_SportsAndMotion.indd 2 7/29/09 12:25:47 PM7/29/09 12:25:47 PM

ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Summarize Strategy and to summarize what they have learned about sports and motion in each section as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you learn about movement in sports that you didn’t know before?

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

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

• Fraction and gravity work together to both create and impede motion.

• Motion exists as force exerted, interrupted, or stopped.

• Everything that moves does so because a force is at work.

• Many popular sports and pastimes are possible because of friction and gravity.

• Motion can be changed by the different forces that act upon it.

• In order to master a skill that uses motion, a person must become an expert at managing forces.

• Captions help to explain the photographs and illustrations.

• Complex topics such as friction and gravity are described in the context of sports, which appeals to readers.

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

Choices for Further Support• Fluency Invite students to choral read a passage from the text. Remind them to pay

attention to punctuation. Tell students to pause between the commas used in serial sentences, such as on page 2.

• 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. Explain that some words derive from Greek or Latin. For example, gravity is derived from the Latin word gravitas, meaning “heavy.”



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 1.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: staggered)

Reading Nonfi ctionNonfiction Features: Headings and Captions Remind students that nonfi ction has many features to help readers fi nd and understand important information. Headings are one of these features. Tell students that chapter and section headings, in addition to subheadings, signal to readers the kind of information that they are about to encounter in the body copy. Explain that in this text, there are no subheadings, only headings for each individual section, and that each page is a separate section. In this text, the initial headings explain force in simple terms (Pushing, Pulling, and Changing Directions) and build up to using scientifi c terms (The Force of Friction; More Mass, More Gravity). Have students turn to page 10 in the text. Ask students why the author might have chosen to call this section Friendly Friction (It is humorous and makes readers curious; It is a play on words). Next have them identify a heading that they would like to rename. Challenge students to provide more information about the contents with their new heading. Ask students to explain why they chose that heading and what the new heading name is.

Captions are another important source of information. Remind students that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo or map or diagram is about. Reading the captions in a nonfi ction book is a good way to preview the book before reading the main text. Have students choose a caption from pages 10 to 14 and rewrite it in their own words.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• Why does the author begin this text with a description of a basketball game?

• The article is mainly about

________________________________________________________________.

• Which sections from the text describe gravitational force?



Target VocabularyFill in the Flow Chart with sentences using each of the remainingTarget Vocabulary words. Your sentences should tell a story in the order that the events happen. The first events in the story are done for you.

disturbingspecialtywobbledshifted

interruptedstruggledcollapsed

squashingstaggerednumb

Vocabulary

I was about to shoot a free throw when a loud noise interrupted my concentration.

I focused so I could block out the noises that were disturbing me.

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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

Grade 5, Unit 1: School Spirit!

Sports and MotionTarget Vocabulary

3

Name Date

Possible responses shown.

I shifted my weight from my right foot to my left foot.

Suddenly, a player on the opposing team collapsed on the court.

03_5_246253RTXEAN_L01.indd 3 11/21/09 11:45:19 AM

Confirming Pages

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning students read the captions.

Cultural Support Some of the sports in this text may be unfamiliar to students from other parts of the world. Provide background if necessary. Explain how fl ies, sends, shoots, and pass are used on page 2 to describe basketball.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the text about?

Speaker 2: sports and motion

Speaker 1: What two forces are described in the text?

Speaker 2: force and gravity

Speaker 1: What type of people must become experts at managing forces?

Speaker 2: athletes

Speaker 1: Why can’t a skateboarder coast down a street forever?

Speaker 2: Friction stops the skateboard.

Speaker 1: Why do skiers wear sleek clothes and hunch over?

Speaker 2: Doing those things helps reduce the air’s friction.

Speaker 1: Why does Earth have a strong gravitational pull?

Speaker 2: Earth is very big compared to the things nearby. It pulls everything toward it.


5_307244_BL_VRTG_L01_SportsAndMotion.indd 5 1/11/10 11:42:30 PM

Name Date

Sports and MotionThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

The author of this text chose to use sports to describe how force and motion work. Did you think this was an effective way to describe these ideas? Why or why not? How did the photographs and other graphics help you understand force and motion? Support your ideas with examples from the text.



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

Sports and MotionTarget VocabularyTarget Vocabulary

Fill in the Flow Chart with sentences using each of the remainingTarget Vocabulary words. Your sentences should tell a story in the order that the events happen. The first events in the story are done for you.

disturbingspecialtywobbledshifted

interruptedstruggledcollapsed

squashingstaggerednumb

Vocabulary

I was about to shoot a free throw when a loud noise interrupted my concentration.

I focused so I could block out the noises that were disturbing me.


Name Date


1414

123

Student Date Lesson 1

B L A C K L I N E M A S T E R 1 . 2 3

Sports and MotionRunning Record Form

Sports and Motion • LEVEL Q

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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2 A basketball flies through the air. Two players leap for it,

and one gives it a tap with his fingers. The ball heads towards

the outstretched hands of a teammate. He pulls the ball to his

body and races down the court, dribbling. The other players

scramble to keep up. Near the basket the ball zips from one set

of hands to another to another. Finally, one player sends it into

the air toward the basket. Another player leaps high and swats

it down. A third player grabs the ball and shoots. The ball rises

through the air and then begins to fall.

Comments: Accuracy Rate (# words read correctly/103 ×

100)

%

Total Self- Corrections



Documents

1 TEACHER’S GUIDE Sports and Motion 1 TEACHER’S GUIDE Sports and Motion ... 978-0-547-30724-4 1 2 3 4 5 6 7 ... readers the kind of information that they are about to encounter