LESSON 11 TEACHER’S GUIDE Inside the Zooforms.hmhco.com/assets/pdf/journeys/grade/L11_inside_the_zoo_R.pdf · LESSON 11 TEACHER’S GUIDE Inside the Zoo ... Have you ever been to

Number of Words: 1,322

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

Inside the Zooby Barbara Tillman

Fountas-Pinnell Level RNarrative NonfictionSelection SummaryZoos are wonderful places to observe animals from all over the world in their natural habitats. Zoos help many different species of plants and animals from disappearing completely. This book takes an inside look at one of the best zoos in the world: the San Diego Zoo.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative• Ten short chapters

Content • The history of the San Diego Zoo• What types of animals can be found at the San Diego Zoo• How to help zoos

Themes and Ideas • Zoos are wonderful places to observe animals from all over the world.• Most zoos help protect species of animals that might otherwise die out.

Language and Literary Features

• Descriptive language• Pronunciation guides in parentheses

Sentence Complexity • A mix of short and complex sentences• Sequence words

Vocabulary • Names of animals, which might not be familiar to English language learners, such as giraffe, polar bear, panda, ape, orangutan, kola bear, and frog. Cultural references such as joining the Barnum and Bailey Circus (p. 4)

Words • Multisyllable target vocabulary, such as arrangement, biological, incidentIllustrations • Full color photographs

• Captions and labels for most picturesBook and Print Features • Eleven pages of text, photographs on most pages

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

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Target Vocabulary

arrangement – a plan or way things are organized, p. 5

biological – natural or related to living things, p. 9

disbelief – the refusal to believe something, p. 6

endeared – loved or valued, p. 3hastened – rushed, p. 4incident – a separate event or

single experience, p. 6

pounced – attacked or jumped on something or someone, p. 5

presence – to be in a place, p. 6tempted – to want something, p. 3utter – to say something in a

normal tone of voice, p. 13

Inside the Zoo by Barbara Tillman

Build BackgroundHelp students use their knowledge of zoos to visualize the selection. Build interest by asking questions such as the following: Have you ever been to a zoo? What types of animals did you see there? Read the title and author and talk about the boy and bird in the cover photo. Explain that this selection is narrative nonfi ction, so it gives factual information by telling a true account.

Frontload Vocabulary Some everyday words and terms may be unfamiliar to English learners. Before reading, check understanding of the following words: actor, habitat, circus, veterinarian.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Page 3: Explain that this selection explains the history of the San Diego zoo and tells what types of animals can be found there. Tell students that captions can provide more information about the text. Have students read the caption aloud. Ask: Why do you think the San Diego Zoo’s presence is so well known?

Page 4: Point to the sidebar. Explain that the arrangement of this box helps readers notice this information that is not included in the main body of text. Cultural support: Explain stuffed elephants, tigers, and bears.

Page 6: Explain to students that the Zoo was not always located in its present spot. Suggested language: Some events happened and the Zoo needed more space. What types of incidents do you think might have caused the Zoo to move?

Page 8: Have students look at the photo on page 8 and read the caption. Ask: Do you think it would be a different experience to see animals up close and in their natural habitats? What if an animal pounced on a visitor? What precautions would have to be taken?

Now turn back to the beginning of the selection and read about the San Diego Zoo.

2 Lesson 11: Inside the ZooGrade 4© Houghton Mifflin Harcourt Publishing Company

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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 Infer/Predict Strategy as they read and to use text clues to fi gure out what isn’t directly stated by the author.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you learn about the history of the San Diego Zoo? In what way do you think the San Diego Zoo protects animals?

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

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

• The San Diego Zoo was started over one hundred years ago.

• There are many different types of animals that can be found at the San Diego Zoo.

• There are many ways that people can help zoos around the world.

• Zoos are wonderful places to observe different types of animals from all over the world.

• Most zoos help protect species of animals that might otherwise die out.

• The glossary of terms is useful in helping readers understand various content-related vocabulary.

• Captions help to explain the photos.

• The photos contain a lot of visual information.

© 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 and demonstrate

phrased fl uent reading. Remind them to vary tone, pitch, and volume to attract and hold their listeners’ attention.

• 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. Remind students that most past-tense verbs end in –ed, such as wanted and hired. Explain to students that in some cases, however, only a d is added to the end of a present-tense verb when changing it to the past, such as used. Have students look through the book to fi nd examples of different past-tense verbs.


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Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 11.10.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillFact and Opinion

Target Comprehension Skill Have students analyze the text for facts and opinions.

Remind students that facts are statements that can be proved and opinions are what someone feels or believes. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below.

Think Aloud

Fill in a chart to show the facts and opinions in the selection. On page 10, the author states that several polar bears live happily at the zoo. Is this a fact or an opinion? This is an opinion. This is what the author believes. Record this opinion in your chart.

Practice the SkillHave students share an example of another selection that includes facts and opinions.

Writing Prompt: Thinking Beyond the TextHave students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• Complete the following sentence in your own words. The author organizes the

selection by

________________________________________________________________.

• Which word on page 4 helps the reader understand what hastened means?

• What is this selection mainly about?


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Critical ThinkingRead and answer the questions.

1. Think within the text What event made Harry think San

Diego needed a zoo?

2. Think within the text How did Harry pay for the zoo at fi rst?

3. Think beyond the text Do you think it was a good idea for

Harry to leave home and join the circus when he was fourteen?

Explain your opinion.

4. Think about the text The author says that Harry loved

animals. What facts does the author include to show that Harry

loved animals?

Making Connections As a young man, Harry Wegeforth dreamed of working with wild animals when he grew up. What would you like to do when you grow up?

Write your answer in your Reader’s Notebook.

Inside the ZooCritical Thinking

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

Grade 4, Unit 3: Natural Encounters12

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1 0

Name Date

He saw an animal show. He was upset by the way the animals were treated.

He formed a zoological society and charged people money to join.

I do not think it was a good idea for Harry to leave home when he was fourteen

because I think that is too young for children to live away from their families.

Harry played circus as a child. He ran away to the circus to be with the animals.

He started the San Diego Zoo.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that the San Diego Zoo houses a huge variety of animals and plants.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: biological (biológico), incident (incidente), and presence (presencia).

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 this selection about?

Speaker 2: San Diego Zoo

Speaker 1: Where is the Zoo located?

Speaker 2: in Balboa Park, San Diego, California

Speaker 1: What is the San Diego Zoo’s Wild Animal Park?

Speaker 2: animals in their habitats

Speaker 1: Who was Belle Benchley?

Speaker 2: She was hired as a bookkeeper, and then she became the Zoo director.

Speaker 1: What are the roles of a horticulturist and a botanist?

Speaker 2: They are plant experts.

Speaker 1: In what way does it take many different types of people to help a zoo operate?

Speaker 2: Zoos need people to take care of the animals and plants. They also need someone who knows how to design the zoos so that animals are comfortable and well cared for. People can also give money to help zoos.



Name Date

Inside the ZooThinking Beyond the Text

Write a paragraph answering the following questions.

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

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Do you think it is good for wild animals to live at the San Diego Zoo Wild Animal Park? Would it be better if those animals could live in the wild? How do you think the director of the San Diego Zoo would answer those questions? What reasons would the director give? Explain your answer, giving examples from the selection.



Inside the ZooCritical Thinking


Name Date


Critical ThinkingRead and answer the questions.

1. Think within the text What event made Harry think San

Diego needed a zoo?

2. Think within the text How did Harry pay for the zoo at fi rst?

3. Think beyond the text Do you think it was a good idea for

Harry to leave home and join the circus when he was fourteen?

Explain your opinion.

4. Think about the text The author says that Harry loved

animals. What facts does the author include to show that Harry

loved animals?

Making Connections As a young man, Harry Wegeforth dreamed of working with wild animals when he grew up. What would you like to do when you grow up?

Write your answer in your Reader’s Notebook.


1413

980

Student Date

Inside the Zoo

Running Record Form


Inside the Zoo • LEVEL R

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

3

What would you like to do when you grow up? Maybe you will

be an actor like a movie hero you admire. Maybe you just

watched a television show about a doctor and that job

endeared itself to you.

Would you be tempted to help wild animals? One young man

had that dream. That man was Harry Wegeforth. He spent

much of his life protecting wild animals at the San Diego Zoo

in California. You will learn that the Zoo was a very special

place for Harry.

Harry loved animals as a child. He even made his own circus in

his backyard in Baltimore.

Comments: Accuracy Rate (# words read correctly/104 ×

100)

%

Total Self- Corrections



Documents

LESSON 11 TEACHER’S GUIDE Inside the Zooforms.hmhco.com/assets/pdf/journeys/grade/L11_inside_the_zoo_R.pdf · LESSON 11 TEACHER’S GUIDE Inside the Zoo ... Have you ever been to