16 TEACHER’S GUIDE Cezar’s Pollution Solution

Number of Words: 1,270

L E S S O N 1 6 T E A C H E R ’ S G U I D E

Cezar’s Pollution Solutionby Kelli Luce

Fountas-Pinnell Level PHumorous FictionSelection SummaryTeams of classmates are trying to invent new products out of trash in order to win a Rocket Racer sled. Cezar works alone so that he won’t have to share the prize. He struggles to think of a new use for old food trays and worries about the inventiveness of his classmates. Finally, he gets an idea that turns out to be a hit: a TrayBoggan sled for shared rides.

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. 978-0-547-30610-0 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 • Humorous Fiction

Text Structure • Third person narrative• Organized chronologically

Content • Global warming • Recycling and reusing rubbish• Competition for prize

Themes and Ideas • Teamwork and sharing• Inventiveness• A prize may turn out to be less important than it seems.

Language and Literary Features

• Suspense built through plot events• Conversational tone; some informal expressions, such as kind of cool, made him mad• Word play, such as silver wear, trayboggan

Sentence Complexity • Some long sentences with phrases and clauses: Cezar worked hard, but by the end of the fi rst day, the only idea he had was using the trays as hats to provide shade from the sun.

• Split dialogue and dialogue with multiple speakers• Sentences with dashes: Everyone loved it—even Ms. Rosco.

Vocabulary • Environmental terms: pollution, global warming, atmosphere, climate, recycle, landfi ll, environment, reuse, compost

Words • Many multisyllable words with varied syllable patterns, such as habitat, temperature, complicated

Illustrations • Drawings support the text and convey the light tone.Book and Print Features • Thirteen pages with art on every page or spread

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

3_306100_AL_LRTG_L16_CezarSolution.indd 1 11/2/09 9:41:41 PM

Expand Your Vocabulary

atmosphere – the whole mass of air surrounding the earth, p. 4

compost – a mixture of rotting matter of once living things, p. 10

environment – surroundings, p. 5habitat – the place where a plant

or animal normally lives, p. 4ice caps – large formations of

ice, p. 4landfi ll – a kind of trash disposal

in which waste is buried in the earth, p. 5

silverware – tableware such as

forks, knives, or spoons, p. 6storage – space or a place for

storing, p. 6

Cezar’s Pollution Solution by Kelli Luce

Build BackgroundTalk with students about fi nding new uses for old products. Build interest by asking questions such as the following: What might be a new use for old spoons, knives, and forks? What might be a new use for old milk cartons? Read the title and author. Ask students to point out details on the cover that suggest this story is humorous fi ction.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:

Pages 2–3: Tell students that this story shows projects for reusing trash.Suggested language: Turn to pages 2 and 3. The picture shows the teacher, Ms. Rosco, with a DVD about global warming. Why is global warming in the news? The main character, Cezar, is looking out the window. What does Cezar seem to be thinking about?

Page 5: Have students look at the picture and talk about the problem. Ms. Rosco and Mr. Black are talking about garbage that is buried under soil in a landfill. What is a landfi ll used for? They are going to have a contest to challenge students to come up with ideas for recycling the trash and helping to save the environment. How would recycling the trash help to save the environment?

Page 7: Cezar decides to reuse old cafeteria trays and he wants to work alone. What problem might he face?

Pages 10–11: Have students scan page 10 for the name of the product shown on page 11, Flower Power Compost. Explain that compost a a mix of rotting matter of once living things and that it’s an excellent source of food for plants and gardens.

Now turn back to the beginning of the story and read to fi nd out about Cezar ’s pollution solution.

2 Lesson 16: Cezar’s Pollution SolutionGrade 3© Houghton Mifflin Harcourt Publishing Company

3_306100_AL_LRTG_L16_CezarSolution.indd 23_306100_AL_LRTG_L16_CezarSolution.indd 2 7/28/09 4:10:27 PM7/28/09 4:10:27 PM

ReadHave students read Cezar’s Pollution Solution silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Monitor/Clarify Strategy to clear up any confusing parts.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: What do you think Cezar learned from his experience?

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

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

• Cezar loves the snow and wants to win the prize sled in a recycling contest.

• Teams come up with new uses for cafeteria trash.

• Cezar works alone and can’t decide how to reuse trays.

• Cezar’s tray toboggan is so much fun that everyone forgets about the Rocket Racer prize.

• Teamwork makes work easier and play more fun.

• You can think of new uses for old things.

• People can use imagination to solve problems.

• The author shows Cezar’s love of snow on the fi rst page.

• The author adds humor with funny names for the new products.

• The ending feels right because Cezar’s invention is just like the prize he wanted.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Remind

them to use punctuation to help them group words.

• 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. Use the word unfortunately on page 7 to help students break the word into a base word fortune, prefi x un- and suffi xes ate and ly. Provide these word parts, and have students put them together to write a word (uncomfortably): able, un-, ly, comfort.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 16.9.

RespondingHave students 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 SkillAuthor’s Purpose

Target Comprehension Skill Remind students that story details give clues about the

theme, or main point, that an author wants you to know. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

The author tells the ideas that three teams came up with. One team invents the Carton Couch. Another team invents Silver Wear jewelry. A third team invents Flower Power Compost. What is the main point that the author wants us to know? When people work together, they can come up with great ideas.

Practice the SkillHave students write a sentence that tells why they think the author showed Cezar’s unsuccessful tries to invent a product.

Writing Prompt: Thinking Beyond the TextHave students 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• In paragraph 2 on page 4, fi nd the word that means “the weather in a region over

time.”

• Find the sentences on page 12 that show what gave Cezar the idea for his TrayBoggan.

• Tell one word that describes Cezar.



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text What caused Mr. Black to think

of the Great Pollution Solution contest?

He didn’t like all the waste in the cafeteria and all the trips to the landfi ll.

2. Think within the text Why did Cezar decide to work

alone on his project?

He didn’t want to share the prize, a Rocket Racer sled.

3. Think beyond the text Other than recycling, what is

one thing the people at school could do to cut down on

rubbish?

Possible response: They could buy products with less packaging so there is less

to throw away.

4. Think about the text What lesson do you think the author

was trying to teach about recycling?

Possible response: By thinking creatively, people can turn some kinds of trash

into useful and fun objects.

Making Connections What kind of Pollution Solution can you think of? Suppose your art teacher asks you to create an artwork using things you find in the trash. What items will you choose to recycle? Describe your artwork.

Write your answer in your Reader’s Notebook.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Name Date

Grade 3, Unit 4: Extreme Nature11

Cezar’s Pollution Solution

Critical Thinking

Lesson 16B L A C K L I N E M A S T E R 1 6 . 9

3_246239RTXEAN_L16-20CT.indd Page 11 3/7/09 12:04:33 AM user-043 /Volumes/118/HS00117/work%0/indd%0/Critical_Thinking/3_246239RTXEAN_U04L16-20CT

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Cultural Support For students from warm climates, who may not be familiar with sledding and tobogganing, use the illustrations to discuss these winter activities.

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: Where does the trash come from?

Speaker 2: the cafeteria

Speaker 1: What is the prize?

Speaker 2: a sled

Speaker 1: What is the TrayBoggan?

Speaker 2: a sled made of food trays

Speaker 1: What is the contest in the story?

Speaker 2: show a new use for old trash from the cafeteria

Speaker 1: Why does Cezar worry?

Speaker 2: The other teams made new things, but he can’t think of an idea that works.

Speaker 1: Why does the class forget about the prize for the contest?

Speaker 2: Cezar’s TrayBoggan is a sled that seems even better than the prize. The prize is a Rocket Racer sled.



Name Date

Cezar’s Pollution SolutionThinking Beyond the Text

Read the paragraph below. Then write your ad.

Write an ad for Cezar’s TrayBoggan. Describe what it is and explain why people of all ages should have one. Use details from the story in your ad.



Critical ThinkingRead and answer the questions.

1. Think within the text What caused Mr. Black to think

of the Great Pollution Solution contest?

2. Think within the text Why did Cezar decide to work

alone on his project?

3. Think beyond the text Other than recycling, what is

one thing the people at school could do to cut down on

rubbish?

4. Think about the text What lesson do you think the author

was trying to teach about recycling?

Making Connections What kind of Pollution Solution can you think of? Suppose your art teacher asks you to create an artwork using things you find in the trash. What items will you choose to recycle? Describe your artwork.

Write your answer in your Reader’s Notebook.

Name Date


Critical Thinking

Lesson 16B L A C K L I N E M A S T E R 1 6 . 9



1414

011

Student Date Lesson 16

B L A C K L I N E M A S T E R 1 6 . 1 3

Running Record Form

Cezar’s Pollution Solution LEVEL P



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

5 “We create a lot of waste here in the cafeteria,” Mr. Black said.

“We recycle it. But trucks still have to bring that waste to the

landfill. They burn a lot of fuel. Less garbage would mean

fewer trips to the landfill, and less pollution. That’s why we

thought of the Great Pollution Solution contest.”

Ms. Rosco held up a poster announcing the contest. The rules

were simple. Students in each grade would think of ways to

recycle rubbish from the cafeteria. Whoever did the most

creative recycling project in each class would win a prize—a

brand new Rocket Racer sled.

Comments: Accuracy Rate (# words read correctly/102 ×

100)

%

Total Self- Corrections


Documents

16 TEACHER’S GUIDE Cezar’s Pollution Solution