11 In the Sea - Houghton Mifflin Harcourt

Characteristics of the Text Genre • Informational Text

Text Structure • Third-person exposition, from diver’s viewpointContent • Diving under the sea

• Marine lifeThemes and Ideas • Varied animals live under the sea.

• Underwater views are interesting.Language and

Literary Features• Repetition of words and sentences

Sentence Complexity • Sentences of nine words or fewer• Repeated sentence pattern: The diver swims and looks. She sees... • One exclamation: Click!

Vocabulary • Marine animal names and body parts: stingray, turtle, fl ippers, starfi sh, crab, shell, jellyfi sh, dolphin

Words • One- and two-syllable words; three-syllable word: jellyfi sh• Compound words: stingray, starfi sh, jellyfi sh• Words with endings: swims, looks, sees, uses, fl ippers, tries, waves, smiles

Illustrations • Photos with labels support text.Book and Print Features • Photo above text on each of nine pages

• Each sentence begins on a new line.• One- and two-line sentences

© 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: 87

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

In the Seaby Alex Plisky

Fountas-Pinnell Level DInformational TextSelection SummaryA diver swims under the sea and sees fi sh, a stingray, a turtle, starfi sh, a crab, jellyfi sh, and a dolphin.

1_301129_BL_LRTG_L11_InTheSea.indd 1 11/3/09 6:56:35 PM

away by picture small under water

Words to Know

In the Sea by Alex Plisky

Build BackgroundRead the title to children and have them describe the fi sh in the cover photo. Explain that a diver took this photo underwater. Make sure that children know what a diver is. Anticipate the text with questions like these: What other kinds of living things might a diver see in the sea?

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Point out the repeated sentence pattern, The diver swims and looks. She sees___. Preview the photos to identify the animals. Here are some suggestions:

Page 2: Tell children that this book gives information about different animals a diver sees under the sea.Suggested language: Turn to page 2. The sentence reads: A diver swims under the sea. Say under. What letter would you expect to see fi rst in under? Find under, put your fi nger under it , and say it. How is this diver breathing under the water?

Page 3: Remind children to use the information in the pictures to help them read. Now on page 3, you can see fi sh swimming in the water. The sentence reads: Fish swim in the water, too.

Page 4: Point out the label stingray and read it. Show children that it is made of two smaller words: sting and ray. Explain that this fl at fi sh has a tail with sharp points that can sting.

Page 8: Turn to page 8. When you look at the picture, what do you see? These are two jellyfi sh. What are the two smaller words you hear in jellyfi sh? The sentence reads: The diver looks and swims away. The long threads on the jellyfi sh can sting. That’s why the diver swims away!

Now turn back to the beginning of the book to read about animals under the sea.

2 Lesson 11: In the SeaGrade 1© Houghton Mifflin Harcourt Publishing Company

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

Respond to the Text Personal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting.Suggested language: Would you like to dive under the sea? Why or why not?

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

• A diver sees different animals under the sea.

• Fish, stingrays, turtles, starfi sh, crabs, jellyfi sh, and dolphins live in the sea.

• The sea is fi lled with living things.

• The different shapes and colors of sea animals are interesting to see.

• It would be exciting to see underwater animals up close.

• The photos were taken by underwater cameras.

• The writer uses the same sentence on more than one page.

• The writer wants to show that sea life is beautiful and interesting.

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

Choices for SupportConcepts of PrintModel reading aloud a one-line sentence and a two-line sentence from In the Sea. Help children to understand that you lower your voice and stop only when you come to the period. Invite children to read a one-line and two-line sentence.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Rhyme Have children fi nd the words and and sand on page 4 of In the Sea. Explain that the words and and sand rhyme because their endings sounds are the same. Say these words, and ask children to raise their hands when they hear any word that rhymes with and and sand: stand, land, ant, sat, bad, brand, tan, blend.

• Homophones Point out the word Sea in the title and the word see in the text. Have children tell which one means “look” and which one means “water.” List these homophone pairs: by/buy; too/two. Have children fi nd the fi rst word in the book and use each word in an oral sentence to show meaning.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 11.6 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 SkillAuthor’s Purpose

Target Comprehension Skill Tell children an author writes a book for a reason, and

readers can think about what the author wanted to do by fi nding details in the book. Model thinking about the author’s purpose:

Think Aloud

Why did the author write In the Sea? I think the author wanted to help me understand how interesting it would be to dive underwater and see different animals. Three very different animals are turtles, starfi sh, and dolphins. Those details help me fi gure out the author’s purpose.

Practice the SkillAsk children why the author wrote the sentences on page 5 (to give information about sea turtles; to explain how the turtle moves through the water).

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

The diver sees different animals under the sea. Which animal would you want to see up close? Draw a picture of the animal.

Write about the animal.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. The diver swims away from the jellyfish .

stingray jellyfish turtle

2. The diver takes a picture of a dolphin .

jellyfish dolphin stingray

Making Connections Think of another animal

that lives in the sea. Draw a picture of the

animal. Label your picture.

8 Grade 1, Unit 3: Nature Near and Far

Name

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

Lesson 11B L A C K L I N E M A S T E R 1 1 . 6

In the SeaThink About It

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English Language LearnersFront-Load Vocabulary Preview the book by showing children each photograph and reading aloud the words in the labels: diver, fi sh, stingray, turtle, fl ippers, rock, starfi sh, shell, crab, jellyfi sh, dolphin.

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: Where are the fi sh?

Speaker 2: [Points to fi sh]

Speaker 1: Where is the turtle?

Speaker 2: [Points to turtle]

Speaker 1: Where is the crab?

Speaker 2: [Points to crab]

Speaker 1: What is next to the diver in this picture on page 4?

Speaker 2: A stingray is next to the diver.

Speaker 1: What does the turtle use to swim?

Speaker 2: It uses its fl ippers.

Speaker 1: What animals does the diver see in the sea?

Speaker 2: She sees fi sh, a stingray, a turtle, starfi sh, a crab, jellyfi sh, and a dolphin.



Name Date

In the SeaThe diver sees different animals under the sea. Which animal would you want to see up close? Draw a picture of the animal.

Write about the animal.



Think About ItWrite the word that completes each

sentence.

1. The diver swims away from the .

stingray jellyfish turtle

2. The diver takes a picture of a .

jellyfish dolphin stingray

Making Connections Think of another animal

that lives in the sea. Draw a picture of the

animal. Label your picture.

Name Lesson 11

B L A C K L I N E M A S T E R 1 1 . 6

In the SeaThink About It



1413420

Student Date

In the SeaRunning Record Form

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1 1

In the Sea • LEVEL D

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

5

A diver swims

under the sea.

Fish swim

in the water, too.

The diver swims

and looks.

She sees a stingray

on the sand.

A turtle swims by.

It uses its flippers

to swim in the sea.

Comments: Accuracy Rate (# words read

correctly/37 × 100)

%

Self-Correction Rate

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

1:



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11 In the Sea - Houghton Mifflin Harcourt