10 teacher’s guide tide pools -...

Number of Words: 388

L E S S O N 1 0 T E A C H E R ’ S G U I D E

Tide Poolsby Sienna Jagadorn

Fountas-Pinnell Level KInformational TextSelection SummaryThis beautifully illustrated text introduces readers to the tide pool habitat and the different plants and animals that make their home there. The color photographs help to bring this unusual world to life.

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Characteristics of the Text Genre • Informational text

Text Structure • Three sections with headings, one to six pages each• Each section explores a different topic related to tide pools• One paragraph per page

Content • Tide pool habitat• Tide pool plants and animals• How to safely explore a tide pool

Themes and Ideas • Life is hard for tide pool animals.• Ecological awareness is important.• Tide pool animals adapted to survive in a diffi cult environment.

Language and Literary Features

• Narrator talks directly to reader• Exclamations convey excitement (A starfi sh has feet on its arms!)• Description, but no fi gurative use of language

Sentence Complexity • Simple, compound, and complex sentences with phrases and clauses• Compound predicates and adjectives• Declarative and exclamatory sentences

Vocabulary • Content-specifi c words related to tide pools, some of which might not be familiar to English language learners: tide pool, shore, beach, seaweed, rockweeds, barnacle, mussels, crab, starfi sh, suction cups, anemone, tentacles

• Target vocabulary words highlighted in textWords • Some challenging multisyllable words (anemone, tentacles)

Illustrations • Color photos reinforce and extend textBook and Print Features • Nine pages of text with easy-to-read section headings

• Photo on each page; many close-up photos of plants and animals• Labels on photos that clarify text

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

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Target Vocabulary

choices – things you can choose from, p. 7

decide – to choose what to say or do, p. 9

disgusting – sickening, p. 10

drift – move slowly, without direction p. 4

millions – more than one million, p. 2

simple – very easy, without many parts, p. 5

weaker – having less strength than before, p. 10

wrapped – covered by something else, p. 6

Tide Pools by Sienna Jagadorn

Build BackgroundHelp children use their knowledge of the tide and of tide pool life to visualize the book. Build interest by asking questions such as the following: Have you ever visited a beach? What plants and animals did you see near the shore? What is the tide? What is a tide pool? Read the title and author and talk about the cover photograph.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: beach, waves, threads, glue, crawls, fl ower petals, stinging.

Introduce the Text Guide students through the text, 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:

Pages 2-3: Explain that this book is about tide pools and the plants and animals that live in them. Read the labels and explain the difference between beach and shore.Suggested language: Turn to pages 2 and 3. Find the ocean in the photo on page 2. Find the shore and the beach. What do you see in the photo on page 3? The author says that plants and animals sometimes live in tide pools, where the ocean meets the beach.

Pages 4–5: Call attention to the headings, and explain that the headings give clues to the information the text will present. The heading on page 4 is “Plants in a Tide Pool.” The label says: Rockweeds. Have you ever seen seaweed like this? What is the heading on page 5? What animals are shown in the photo?

Page 6: Read the label on the illustration. Explain that tide pool animals need a way to keep waves from taking them out to sea. The mussels in the photo have wrapped themselves with thread to stay safe. How will that protect them?

Page 10: The author says that while some tide pool plants and animals are beautiful, others look disgusting. But even the sickening-looking ones are interesting.

Now turn back to the beginning of the book and read to fi nd out about the plants and animals that live in tide pools.

2 Lesson 10: Tide PoolsGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Tide Pools silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind children to use the Monitor/Clarify Strategy , and to fi nd ways to fi gure out what doesn’t make sense as they read the book.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story. Suggested language: What was the most interesting information you learned about tide pools? Would you suggest that a classmate read this book? Why or why not?

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

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

• Tide pools are found along the shores of beaches.

• Many animals and plants live in tide pools.

• Tide pool animals include starfi sh, anemones, and mussels.

• It’s important to be aware of different animal and plant worlds.

• Tide pool animals must adapt to survive diffi cult and changing conditions.

• A tide pool is small, but the variety of life inside is huge.

• Photographs bring animals and plants to life for readers.

• Section headings help the reader fi nd infomation.

• Informational text includes many details about the subject.

• The writer’s attitude about tide pools is that they are very special.

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

Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud in small

groups. Remind them to read in an interesting way and to make their voices rise and fall according to text meaning and punctuation, such as exclamations.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Work with children to add infl ectional endings –ed and –ing to the following words: live (p. 2), drift (p. 4), fl oat (p. 4), crawl (p. 7), touch (p. 9).



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 10.10.

RespondingHave children 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 SkillFact and Opinion

Target Comprehension Skill Remind children that if an idea can be proved to be true,

it’s a fact. An idea that’s a feeling is an opinion. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I know that the fi fth sentence on page 10 is a fact, because it can be proved to be true. But the fi rst two sentences—“Some plants and animals in a tide pool look beautiful. Some look disgusting.”—are opinions. These sentences tell me what the author feels about tide pool plants and animals. I can add this fact and these opinions to the chart.

Practice the SkillHave children write one fact and one opinion about one of the tide pool plants or animals in this book.

Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What word on page 4 helps you fi gure out the meaning of the word drift?

• What was the author’s purpose for writing this selection?



English Language DevelopmentReading Support Pair intermediate and advanced readers to read the text softly aloud. Or have children use the audio or online recordings.

Cultural Support Point out that a pool can refer to a cement or infl atable swimming pool or a small area of water, such as the tide pools found along a beach.

Oral Language DevelopmentCheck 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: What is this book about?

Speaker 2: Tide pool plants and animals

Speaker 1: What is one kind of tide pool plant?

Speaker 2: seaweed

Speaker 1: What is one kind of tide pool animal?

Speaker 2: barnacles/mussels/crabs

Speaker 1: What is one problem facing tide pool animals?

Speaker 2: Waves crash and pull them out to sea.

Speaker 1: How does the starfi sh use the suction cups on its feet?

Speaker 2: The suction cups help the starfi sh move and stay in place in the tide pool.

Speaker 1: Why is it important to leave plants and animals in the tide pool?

Speaker 2: They have to stay in the tide pool to keep strong and healthy. Taking them out will kill them.

Read directions to children.

Think About ItRead and answer the questions.

1. What can you fi nd in a tide pool?

Possible response: You can fi nd plants and animals in a

tide pool.

2. How are barnacles and mussels alike?

They both use a kind of glue to stay in one place.

3. Why do you think an anemone stings? Explain your

answer.

Possible response: An anemone probably stings when

another animal tries to hurt it.

Making Connections Which tide pool animals do you think are beautiful? Which ones do you think are dangerous?

Write your answer in your Reader’s Notebook.

Grade 2, Unit 2: Nature Watch

Name Date

12

Lesson 10B L A C K L I N E M A S T E R 1 0 . 1 0

Tide PoolsThink About It

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

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First Pass



Name Date

Tide PoolsThinking About the Text

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

Photographs often bring a book to life for readers. How do the photos in this book help you better understand the tide pool plants and animals the author talks about? Use examples from the book in your answer.


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Think About ItRead and answer the questions.

1. What can you fi nd in a tide pool?

2. How are barnacles and mussels alike?

3. Why do you think an anemone stings? Explain your

answer.

Making Connections Which tide pool animals do you think are beautiful? Which ones do you think are disgusting?

Write your answer in your Reader’s Notebook.

Name Date Lesson 10

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

Tide PoolsThink About It



1413776

Student Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 1 4

Tide PoolsRunning Record Form

Tide Pools • LEVEL K

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

All around the world, millions of plants

and animals live in oceans. Plants and animals

sometimes live in tide pools, where the ocean

meets the beach. Tide pools are found along

the shore. Look closely. You can see many

animals there!

Life is hard for animals in a tide pool. The

hot sun dries out their water. The waves come

up to the beach. Then the waves pull animals

into the ocean. Birds eat animals living in the

tide pool.

You can find plants in a tide pool, too.

There is green seaweed.

Comments: Accuracy Rate (# words read

correctly/93 × 100)

%

Self-Correction Rate

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

1:



10 teacher’s guide tide pools -...

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