LESSON 17 TEACHER’S GUIDE A Rural Veterinarian - hmhco.com

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Number of Words: 1,390

Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative in fi ve short chapters following an introduction• Chapter titles and content centered on stops the rural vet makes during a typical day

Content • Rural veterinarians: typical day, training• Caring for farm animals

Themes and Ideas • Expect the unexpected each day during work.• The work of a rural vet is diverse and rewarding.• Farm vets work long hours, travel great distances, and their work varies.

Language and Literary Features

• Second-person introduction builds intimacy with reader• Matter-of-fact tone suitable to practical and physical nature of the rural vet’s hands-on

experience.Sentence Complexity • A mix of short and complex sentences

• Multiple items in series• Dashes and exclamations; abbreviations with time: 4 A.M.

Vocabulary • Some technical language with many words explained in the text and/or glossary Words • Many multisyllable words formed from base words, such as examination, veterinarian

Illustrations • Color photographs• Captions for photographs

Book and Print Features • Thirteen pages of text, photographs on most pages• Five section titles indicate content• Sidebar

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

L E S S O N 1 7 T E A C H E R ’ S G U I D E

A Rural Veterinarianby Lisa Cocca

Fountas-Pinnell Level RNarrative NonfictionSelection SummaryRural vets must be prepared for a variety of situations with large farm animals. This book takes the reader through a sample day with a vet who makes house calls, visiting her patients on farms.

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ceremony – an event that celebrates something special, p. 12

confesses – admits that something is true or admits to having done something wrong, p. 9

confi dence – strong belief in one’s abilities, p. 4

disobey – to not follow orders, p. 5

foster – to take care of someone else’s animal or child, p. 11

graduate – to complete school, p. 12

patiently – calmly and without complaining, p. 3

performs – does a task, p. 4reward – something given in

return for doing something, p. 11

symbol – something that stands for something else, p. 6

Target Vocabulary

A Rural Veterinarian by Lisa Cocca

Build BackgroundHelp students use their knowledge about veterinarians and rural life to visualize the subject. Build interest by asking a few questions to spark students’ interest, such as the following: What type of animals do you think a vet who lives in the country will treat? Why do you think it is important to be prepared for unexpected emergencies? Read the title and author and talk about the cover photograph. Note the chapter heads. Tell students that this selection is narrative nonfi ction, so they will fi nd out many facts about rural vets.

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:

Page 3: Direct students to the chapter heading and the photograph’s caption. Ask: What do the light and shadows in the photograph tell you about the time of day the vet makes “Stop One”?

Page 6: The text says that on the second stop the vet uses a stethoscope and other instruments to check a pony’s health. Afterward, she signs her name on a health certifi cate that has a state symbol on it. Why would an offi cial certifi cate show a state symbol?

Page 11: Direct students to the term foster in the last sentence. Ask: How can a farmer foster a cow’s health as it recovers?

Now turn back to the beginning of the book and read to fi nd out about the special challenges that a farm vet faces every day.

2© Houghton Mifflin Harcourt Publishing Company

Grade 4 Lesson 17: A Rural Veterinarian


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 Summarize Strategy , and to think of questions as they read. Tell them to determine the order of events in each chapter, and to use the text structure to fi nd information.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Is being a rural veterinarian something you would enjoy? What qualities does one need to be a rural vet?

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

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

• There are no ordinary days for a rural vet—travel and surprises are what makes the job exciting.

• Large animals can be diffi cult to treat, but the reward is a healthy patient.

• Each day is a challenge for a rural vet, making this an ideal career for someone who doesn’t mind working long hours in an outdoor environment.

• In addition to being trained to work with livestock and other farm animals, rural vets need to get along with farmers and ranchers.

• The vivid photographs increase the clarity of the text.

• The fi rst paragraph of every chapter gives a clue to the chronological sequence of events.

• The author includes vibrant details about a rural vet’s duties to make readers feel like they are there.

© 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 and demonstrate phased

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. Have students defi ne the word disobey based on its use on page 5. Ask students if the can name other words that share the prefi x dis-.




Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 17.8.

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 SkillSequence of Events

Target Comprehension Skill Have students examine the time order in which the

sequence of events take place. They can identify signal words, dates, and times of each event. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

After the vet changes into work clothes and gets out her supplies, she examines the cow. Then she pulls out the calf using a chain. These events happen in a time order showing sequence.

Practice the SkillEncourage students to share their examples of another book that uses sequence of events.

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• The author organizes the selection by ______________________________________.

• What will most likely happen to the farm veterinarian the following day? Why do you think that?

• What is the meaning of the word foster on page 11?




Critical ThinkingRead and answer the questions.

1. Think within the text What makes a farm vet different from a

vet who cares for pets?

2. Think within the text What does the vet do after listening to

the pony’s heart, lungs, and belly with a stethoscope?

3. Think beyond the text What part of being a farm vet do you

think would be most diffi cult?

4. Think about the text The author organized this selection to

follow a sample day in the life of a farm vet. In what way is this

effective?

Making Connections What other career requires working with animals? Compare and contrast that career with the career of a farm vet.

Write your answer in your Reader’s Notebook.

10

A Rural VeterinarianCritical Thinking

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

Lesson 17B L A C K L I N E M A S T E R 1 7 . 8

Grade 4, Unit 4: Never Give Up!

Name Date

Most farm animals are too big to come to an offi ce, so the vet must go to them.

The vet takes the pony’s temperature and checks its teeth.

I think it would be hard to tell a farmer that he couldn’t sell an animal because it

wasn’t healthy enough. The farmer might be mad at you, but you don’t have a

choice but to tell the truth.

It gives good examples of the different types of problems a farm vet faces. The

passage shows that the farm vet goes many places, may travel long distances,

may have long days, and may see animals with different problems.

Possible responses shown.

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English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: veterinarian (veterinario/a), graduate (graduar), and scalpel (escalpelo).

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 animal does the vet visit on her fi rst stop?

Speaker 2: a cow

Speaker 1: What must all vets pass before starting their jobs?

Speaker 2: a national test

Speaker 1: What does the vet use to listen to the pony’s heart?

Speaker 2: a stethoscope

Speaker 1: Why is the vet cautious about keeping everything clean?

Speaker 2: She doesn’t want to spread germs and disease.

Speaker 1: How are vets and detectives alike?

Speaker 2: Both need to solve mysteries by gathering clues.

Speaker 1: Why is there no such thing as an ordinary day for a rural vet?

Speaker 2: A rural vet must be prepared for anything to happen during a day on the job. The vet goes to different farms and treats different animals.



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Name Date

A Rural VeterinarianThinking Beyond the Text

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

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

How do you think being a rural vet might be similar to or different from being a vet in a city or office setting? Support your response with details from the text.




Critical ThinkingRead and answer the questions.

1. Think within the text What makes a farm vet different from a

vet who cares for pets?

2. Think within the text What does the vet do after listening to

the pony’s heart, lungs, and belly with a stethoscope?

3. Think beyond the text What part of being a farm vet do you

think would be most diffi cult?

4. Think about the text The author organized this selection to

follow a sample day in the life of a farm vet. In what way is this

effective?

Making Connections What other career requires working with animals? Compare and contrast that career with the career of a farm vet.

Write your answer in your Reader’s Notebook.

7

A Rural VeterinarianCritical Thinking

Lesson 17B L A C K L I N E M A S T E R 1 7 . 8

Name Date

Grade 4 Lesson 17: A Rural Veterinarian© Houghton Mifflin Harcourt Publishing Company


1413

993

Student Date

8

Lesson 17B L A C K L I N E M A S T E R 1 7 . 1 2

A Rural VeterinarianRunning Record Form

A Rural Veterinarian • 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 There is no such thing as an ordinary day in the life of a farm

veterinarian, or animal doctor. The kinds of animals this type of

veterinarian, or vet, cares for and the things this vet does

change from day to day. Along with cows and horses, a farm

vet might treat a pig, sheep, goat, or chicken. Unlike a vet who

cares for small pets, a farm vet’s patients are often large

animals that cannot be examined in an office. After all, you

can’t bring a horse into a vet’s office! Instead, the farm vet

goes to the patient.

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

100)

%

Total Self- Corrections

Grade 4 Lesson 17: A Rural Veterinarian© Houghton Mifflin Harcourt Publishing Company


LESSON 17 TEACHER’S GUIDE A Rural Veterinarian - hmhco.com

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