10 TEACHER’S GUIDE Life in Tide Pools - hmhco.com...choices – things you can choose from, p. 7 decide – to choose what to say or do, p. 9 disgusting – sickening, p. 4 drift

Number of Words: 383

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

Life in Tide Poolsby Gus Regallo

Fountas-Pinnell Level KInformational TextSelection SummaryThis beautifully illustrated text introduces readers to the tide pool habitat and the different plants and animals that make their home there. The color photographs help to bring this unusual world to life.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Informational text

Text Structure • Three sections with titles• Each section explores a different topic related to tide pools• One paragraph per page

Content • Tide pool habitat• Tide pool plants and animals• How to safely explore a tide pool

Themes and Ideas • Life is hard for tide pool animals.• Ecological awareness is important.• Tide pool animals adapted to survive in a diffi cult environment.

Language and Literary Features

• Narrator talks directly to reader• Exclamations convey excitement (A starfi sh has feet on its arms!)• Description; some fi gurative language (They feel slimy; waves crash)

Sentence Complexity • Simple, compound, and complex sentences with phrases and clauses• Compound predicates and adjectives• Declarative and exclamatory sentences

Vocabulary • Many content specifi c words; some may be unfamiliar(barnacles, suction cups)Words • Some challenging multisyllable words (anemone, tentacles)

Illustrations • Color photos reinforce and extend textBook and Print Features • Nine pages of text with easy-to-read section headings

• Photo on each page; many close-up photos of plants and animals© 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 say or do, p. 9

disgusting – sickening, p. 4

drift – move slowly, without direction p. 4

millions – more than one million, p. 2

simple – very easy, without many parts, p. 5

weaker – having less strength than before, p. 10

wrapped – covered by something else, p. 6

Life in Tide Pools by Gus Regallo

Build BackgroundHelp children use their knowledge of the tide and of tide pool life to visualize the book. Build interest by asking questions such as the following: Have you ever visited a beach? What plants and animals did you see near the shore? What is the tide? What is a tide pool? Read the title and author and talk about the cover photograph. Note the section headings. Tell children that this book is informational text, so the words and photos will give readers information about tide pools.

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 tide pool plants and animals.Suggested language: Turn to page 2. Find the ocean in the photo on page 2. Find the beach. What do you see in the photo on page 3? The author says: Plants and animals can even live in small worlds along the shore. What does that mean? How do you think a tide pool can be like a small world?

Page 4: Point out that seaweed and rockweed are tide pool plants. Explain that because they’re slimy, some people think these plants feel disgusting. How would touching them make you feel? Are there any plants or animals you think would be disgusting to touch?

Page 5: Point to the section heading. The section heading tells you what this part of the book will be about. What do you think you will read about in this part of the book? Do you see any animals in the picture?

Page 6: Explain that tide pool animals don’t want big waves to take them out to sea. That is why the mussels in the photo wrapped themselves with thread to stay safe. Can you see that the mussels are wrapped onto the rock? How will that protect them?

Now turn back to the beginning of the book and read to fi nd out about the plants and animals that live in tide pools.

2 Lesson 10: Life in Tide PoolsGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Life in Tide Pools silently while you listen to individual children read. Support their problem solving and fl uency as needed.

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 story. Suggested language: What was the most interesting information you learned about tide pools? Would you suggest that a classmate read this book? 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

• Tide pools are found along the shores of beaches.

• Many animals and plants live in tide pools.

• Tide pool animals include starfi sh, anemones, and mussels.

• It’s important to be aware of different animal and plant worlds.

• Tide pool animals must adapt to survive diffi cult and changing conditions.

• A tide pool is small, but the variety of life inside is huge.

• Photographs bring animals and plants to life for readers.

• Section headings help the reader fi nd infomation.

• Informational text includes many details about the subject.

• The writer’s attitude about tide pools is that they are very special.

© 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 in small

groups. Remind them to read in an interesting way and to make their voices rise and fall according to text meaning and punctuation, such as exclamations.

• 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. Work with children to add infl ectional endings –ed and –ing to the following words: crash (p. 3); drift (p. 4); survive (p. 5); crawl (p. 7).



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 10.8.

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 SkillFact and Opinion

Target Comprehension Skill Remind children that if an idea can be proved to be true,

it’s a fact. An idea that’s a feeling is an opinion. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I know the fi rst sentence on page 4 is a fact because it can be proved to be true. But the last sentence, “In fact, some people think they feel disgusting!” is an opinion. This sentence tells me what some people feel about seaweeds. I can add this fact and this opinion to the chart.

Practice the SkillHave children write one fact and one opinion about one of the tide pool plants or animals in this book.

Writing Prompt: Thinking About the TextHave children 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 notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What words on page 4 help you fi gure out the meaning of the word disgusting?

• What was the author’s purpose for writing this selection?



English Language DevelopmentReading Support Pair intermediate and advanced readers to read the text softly aloud, or use audio or online recordings.

Cultural Support Point out that a pool can refer to a cement or infl atable swimming pool or a small area of water, such as the tide pools found along a beach.

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: Tide pool plants and animals

Speaker 1: What is one kind of tide pool plant?

Speaker 2: seaweed

Speaker 1: What is one kind of tide pool animal?

Speaker 2: barnacles/mussels/crabs

Speaker 1: What is one problem facing tide pool animals?

Speaker 2: Waves crash and pull them out to sea.

Speaker 1: How does the starfi sh use the suction cups on its feet?

Speaker 2: They help it move and stay in place in the tide pool.

Speaker 1: Why is it important to leave plants and animals in the tide pool?

Speaker 2: They have to stay in the tide pool to keep strong and healthy. Taking them out will kill them.

Read directions to children.

Think About ItRead and answer the questions.

1. How does a barnacle survive in a tide pool?

2. Why can life be hard for animals in a tide pool?

3. What do you think people can learn by studying the

animals that live in tide pools?

Making Connections Some people say that rockweeds and jellyfish are disgusting. Do you think they are disgusting? Explain your answer.

Write your answer in your Reader’s Notebook.

Grade 2, Unit 2: Nature Watch

Name Date Name Date

Life in Tide PoolsThink About It

Lesson 10B L A C K L I N E M A S T E R 1 0 . 8

Think About It



Name Date

Life in Tide PoolsThinking About the Text

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

Photographs often bring a book to life for readers. How do the photos in this book help you better understand the tide pool plants and animals the author talks about? Use examples from the book in your answer.



Think About ItRead and answer the questions.

1. How does a barnacle survive in a tide pool?

2. Why can life be hard for animals in a tide pool?

3. What do you think people can learn by studying the

animals that live in tide pools?

Making Connections Some people say that rockweeds and jellyfish are disgusting. Do you think they are disgusting? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date Name Date

Life in Tide PoolsThink About It

Lesson 10B L A C K L I N E M A S T E R 1 0 . 8



1413553

Student Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 1 2

Life in Tide PoolsRunning Record Form

Life in Tide Pools • LEVEL K

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

4

Millions of plants and animals live in the

world’s large oceans. Plants and animals can

even live in small worlds along the shore. You

can find tide pools along the beach. If you look

closely, you will find many animals!

Life can be hard for animals in a tide pool.

The hot sun may dry out their water. The

waves may crash in and pull animals out to

sea. And birds may eat animals living in the

tide pool!

You can find plants in a tide pool, too. You

can see clumps of seaweed. You can see brown

rockweeds.

Comments: Accuracy Rate (# words read

correctly/99 × 100)

%

Self-Correction Rate

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

1:



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10 TEACHER’S GUIDE Life in Tide Pools - hmhco.com...choices – things you can choose from, p. 7 decide – to choose what to say or do, p. 9 disgusting – sickening, p. 4 drift