LESSON 14 TEACHER’S GUIDE Arthropods...

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Number of Words: 1,337

Characteristics of the Text Genre • Informational text

Text Structure • Second-person narrative with introduction followed by four chapters organized by arthropod type and a chapter of fast facts

Content • Crustaceans, arachnids, millipedes and centipedes, and insects• Social insects

Themes and Ideas • More than three-fourths of creatures on Earth are arthropods.• Arthropods are incredibly diverse and important creatures.

Language and Literary Features

• Text and graphic features help readers to better understand information

Sentence Complexity • A mix of short and complex sentences• Dashes and exclamations

Vocabulary • Some technical language, with many terms explained in the text• Pronunciations provided for many terms: arthropod, antennae, arachnid, venom

Words • Many multisyllable words, some of them challenging, such as proboscis, paralyzeIllustrations • Color photographs help the reader to better understand the characteristics of arthropods.

• Captions for photographs.Book and Print Features • Twelve pages of text, photographs on many pages

• Table of contents• Sidebar on insect orders

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

L E S S O N 1 4 T E A C H E R ’ S G U I D E

Arthropods Rule!by Barbara A. Roenz

Fountas-Pinnell Level SInformational TextSelection SummaryMore than a million species of arthropods populate Earth. The arachnids, crustaceans, millipedes and centipedes, and insects in this diverse group of organisms are all fascinating.

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chamber – a room or enclosed area that has a special purpose, p. 11

excess – more than needed, p. 14exchange – when something is

given and received, p. 4obstacles – things that get in the

way, p. 4

reinforce – to support or make it stronger, p. 4

scarce – not enough of something, p. 8

social – when people or animals live and work together, p. 6

storage – a place in which supplies are kept, p. 8

transfers – moves something from one place to another, p. 12

transport – to move something from one place to another, p. 8

Target Vocabulary

Arthropods Rule! by Barbara A. Roenz

Build BackgroundHelp students use their knowledge about various types of arthropods to visualize the text. Build interest by asking a few questions such as the following: Can you name any animals that have six or more legs? What would be the advantages and disadvantages of having numerous legs? Read the title and author and talk about the cover photograph. Note the fi ve chapter heads. Tell students that this selection is informational text, so that they will fi nd facts and examples about numerous kinds of arthropods.

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

: Have students look at the table of contents. Ask: How has the author organized the book?

Page 4: Direct students to the chapter heading.Suggested language: The chapter heading tells you that crustaceans are one kind of arthropod. Ask: What crustaceans can you name? The text says that crustaceans are faced with obstacles. What might be an obstacle for a crustacean?

Page 5: Read the last sentence on the page. Help students pronounce the word venom. Explain that venom is a kind of poison.

Page 8: Point out the word transport in the last paragraph. Ask: How do you think millipedes transport themselves?

Page 10: Point out the chart of Insect Orders. Explain that insects are divided into groups called orders.

Now go back to the beginning of the text and read to fi nd out why arthropods really do rule.

2© Houghton Mifflin Harcourt Publishing Company

Grade 4 Lesson 14: Arthropods Rule!


ReadHave students read silently while you listen to individual students read aloud. Support their problem solving and fl uency as needed.

Remind students to use the Question Strategy , and to ask questions before, during, and after they read. Tell them to question the author’s purpose and the author’s approach to the subject.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: What arthropods have you seen around your neighborhood or school? Why do you think they might be helpful?

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

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

• More than three-fourths of Earth’s creatures are arthropods and, although they share some characteristics, they have different habitats and traits.

• Crustaceans, arachnids, millipedes and centipedes, and insects are common types of arthropods.

• Understanding the role of various creatures in the food chain is important.

• Having an external skeleton has advantages and disadvantages.

• Humans are not the only animals that work together.

• The close-up photographs offer additional insight into the text.

• A chart on insect orders provides clear information.

• The author includes fascinating fast facts about arthropods.

© 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

phased fl uent reading. Remind them to pause and to properly pronounce the words included in parentheses. Remind them to make brief pauses at commas, and full pauses after periods, question marks, and exclamations.

• 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 the prefi x dis can mean something sneaky or otherwise bad. An example from the text is disguised on page 6. Other examples include dishonest, distrust, and discontent.




Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 14.8.

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 SkillText and Graphic Features

Target Comprehension Skill Have students identify the various parts of this

book and the purposes that they serve. Ask them how text features and graphics can help them determine the author’s purpose in writing this selection. Model how to add details to the Chart, using a “Think Aloud” like the one below:

Think Aloud

The author includes a caption and photograph of a curled-up millipede. She also includes a list of insect orders. The purpose of the millipede photograph and caption is to show what a curled-up millipede looks like. The purpose of the list of insect orders is to help understanding of which animal species are insects.

Practice the SkillEncourage students to identify other examples of text and graphic features in the book that support understanding of the author’s meaning.

Writing Prompt: Thinking About the TextHave students write a response to the writing 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• In the second paragraph on page 11, what does the word chamber mean?

• What is the main idea of the fi rst paragraph on page 12?

• The author’s purpose is to _____________________________________.




Critical ThinkingRead and answer the questions.

1. Think within the text Why is it a dangerous time for arthropods

when they shed their exoskeletons and grow new ones?

2. Think within the text What is the only arthropod that can fl y?

3. Think beyond the text What is your favorite arthropod?

Explain why it is your favorite.

4. Think about the text The author provides a caption for every

picture and illustration. Do you think this is necessary? Why or

why not?

Making Connections There are many types of arthropods. Think about the special features that arthropods have. Imagine a new type of arthropod. Draw it and describe your arthropod below its picture. Explain why it belongs to this group of animals.

Write your answer in your Reader’s Notebook.

Arthropods Rule!Critical Thinking

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

Grade 4, Unit 3: Natural Encounters

10

Lesson 14B L A C K L I N E M A S T E R 1 4 . 8

Name Date

They do not have a hard outer covering to protect them and reinforce their bodies,

so hungry animals can more easily kill and eat them.

The insect is the only arthropod that can � y.

My favorite arthropod is the shrimp because I love to eat them. I also don’t think I

would be scared of a live shrimp if I saw one (unlike spiders).

The captions are very important. They tell what is being pictured, and they also

often give more facts that aren’t in the main text.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind them that the different types of arthropods are very different from one another.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: crustacean (crustáceo), insect (insecto), and centipede (cientopiés)

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 world’s loudest insect?

Speaker 2: the cicada

Speaker 1: What arachnid stings with a poisonous tail?

Speaker 2: the scorpion

Speaker 1: How many legs does a spider have?

Speaker 2: eight

Speaker 1: Why doesn’t an adult mayfl y have a mouth?

Speaker 2: It does not live long enough as an adult to eat.

Speaker 1: Why don’t you need to count legs to tell millipedes and centipedes apart?

Speaker 2: You can watch how they move to tell them apart.

Speaker 1: How is an arthropod’s body symmetrical?

Speaker 2: You could draw a line down the center of an arthropod and create matching halves. The right half of an arthropod is the mirror image of its left half.




Name Date

Arthropods Rule!Thinking About the Text

Think about the questions below. Then write your answer in 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.

When the chapter on arachnids begins on page 5, the author helps with pronunciation of arachnid and shows a photograph that the caption says is a poisonous bark scorpion that lives in Arizona. How did this kind of support help your understanding of the text? What other kinds of text or graphic features, such as the the author’s organization of topics, pronunciations, photographs, and captions, did you find useful? Do you think that the author did a good job of helping you understand arthropods?




Critical ThinkingRead and answer the questions.

1. Think within the text Why is it a dangerous time for arthropods

when they shed their exoskeletons and grow new ones?

2. Think within the text What is the only arthropod that can fl y?

3. Think beyond the text What is your favorite arthropod?

Explain why it is your favorite.

4. Think about the text The author provides a caption for every

picture and illustration. Do you think this is necessary? Why or

why not?

Making Connections There are many types of arthropods. Think about the special features that arthropods have. Imagine a new type of arthropod. Draw it and describe your arthropod below its picture. Explain why it belongs to this group of animals.

Write your answer in your Reader’s Notebook.

© Houghton Mifflin Harcourt Publishing Company

Arthropods Rule!Critical Thinking

7

Lesson 14B L A C K L I N E M A S T E R 1 4 . 8

Name Date



1413

970

Student Date

8

Lesson 14B L A C K L I N E M A S T E R 1 4 . 1 2

Arthropods Rule!Running Record Form

Arthropods Rule! • LEVEL S


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

9

10

The insect is the only arthropod that can fly. Some dragonflies

zoom at speeds greater than 39 miles per hour. Every year,

scientists are discovering new arthropods, and most of them

are insects! In fact, insects are the most numerous kind of

animals on Earth.

Unlike the many-legged millipedes and centipedes, all insects

have six legs.

An insect’s legs are in the same place on both sides of its

body. In fact, all arthropods share this “mirror” quality. If you

drew a line down an arthropod’s center, both halves would

match.

There are thirteen orders, or groups of insects.

Comments: Accuracy Rate (# words read correctly/100 ×

100)

%

Total Self- Corrections

© Houghton Mifflin Harcourt Publishing Company

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LESSON 14 TEACHER’S GUIDE Arthropods...

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