20 teacher’s guide emperor penguins - hmhco.com€¦ · · 2012-08-16lesson 20 teacher’s...

Number of Words: 597

L E S S O N 2 0 T E A C H E R ’ S G U I D E

Emperor Penguinsby Stephanie Cohen

Fountas-Pinnell Level JNonfictionSelection SummaryEmperor penguins are the largest penguins. Emperor penguin parents raise their chicks cooperatively. While the mother goes off to feed, the father shelters the egg until it hatches. After the mother returns, the father can feed. Then both care for the chick.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Focused on a single topic: Emperor penguins • Underlying sequence-of-events text structure

Content • Emperor penguins• Life cycle of Emperor penguins• Text assumes that students know that penguins are fl ightless birds

Themes and Ideas • Emperor penguin parents work as a team to raise their young.• Emperor penguins endure hardships to protect their young.

Language and Literary Features

• Simple, clear language • Meaning provided through integration of photos with text

Sentence Complexity • A mix of short and more complex sentencesVocabulary • Target vocabulary words highlighted in text

• Words related to penguins that are not defi ned in text: krill, sheds, waterproof feathersWords • Terms and proper nouns that may be diffi cult to decode, such as Emperor penguins,

rockhoppers, chinstraps, macaronis, Antarctica, EquatorIllustrations • Photographs closely linked with the text

• Map showing where penguins liveBook and Print Features • Nine pages of text; photos or a graphic on all pages

• “Fun Fact” text boxes• Captions that add to text information; some long captions with two sentences

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

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Target Vocabulary

climate – the average weather in a particular place, p. 4

colony – a group of people or the same kind of animals living together, p. 6

constant – not changing, p. 9

gliding – moving smoothly, with little effort, p. 7

layer – one thickness of something, p. 4

overheated – too hot to be safe, p. 4

region – a large section of, p. 2shelter – to protect or hide, p. 5unexpected – happening without

warning, p. 6wilderness – a wild area of land

where very few people live, p. 5

Emperor Penguins by Stephanie Cohen

Build BackgroundHelp students use their knowledge of penguins to visualize the book. Build interest by asking questions such as the following: What kind of animal is a penguin? How is a penguin different from other birds? Read the title and author and talk about the cover illustration. Explain that Emperor penguins are the world’s largest penguin, and that they have an interesting way of caring for their young.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

: Explain that penguins live at the bottom of the world, in Antarctica, and that the seasons are reversed there. Suggested language: Turn to page 2. The text says that in June, the region, or area, where penguins live is very cold. June may be summer in North America, but in the region of Antarctica, it’s winter. Look at the photo. What do you see sitting on the feet of the penguin on the right? Why do you think the penguin holds its chick on its feet?

Page 3: Direct attention to the “Fun Fact” box. Explain that boxes like this give extra facts about the topic. What facts about penguins does this box tell you?

Page 6: Remind students that captions can give clues about information in the text. What does the caption on page 6 tell you? Why is this information unexpected? Does it surprise you to learn that the father penguin doesn’t eat?

Page 7: Have students look at the photo on the page and read the caption. How do the photo and caption on this page help you understand the meaning of the word gliding? Why would sliding on ice or snow help a penguin go faster?

Now turn back to the beginning and read to fi nd out about Emperor penguins.

2 Lesson 20: Emperor PenguinsGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadAs students read Emperor Penguins, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind students to use the Infer/Predict Strategy , and to use clues to fi gure out more about the selection.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book.Suggested language: What surprised you the most about the lives of Emperor penguins? What more would you like to know about these huge birds?

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

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

• Emperor penguins are the largest penguin.

• Emperor penguin parents work as a team to take care of eggs and chicks.

• Emperor penguin fathers do not eat until the egg hatches.

• Animal parents will risk their own lives to raise their young.

• Without the help of both parents, an Emperor penguin chick could not survive.

• Even the biggest animals need protection when they are babies.

• Captions help to explain the photos.

• The photos contain a lot of visual information.

• The “Fun Fact” boxes contain interesting information about penguins.

© 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 phrased

fl uent reading. Remind them to pay attention to punctuation, pausing at commas and periods.

• 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. Guide students to read and work with contractions with is and not: it’s-it is, won’t-will not, can’t-cannot. Provide additional examples, such as hasn’t, shouldn’t, he’s, and who’s.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 20.1.

RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: overheater)

Reading Nonfi ctionNonfiction Features: Map Remind students that nonfi ction has many features to help readers fi nd and understand important information. Maps are one of these features. Explain that a map can show a small area or the entire world, as on page 5. The labels on a map give the names of places on the map. Point out that the box on the left of the map on page 5 is called a map key. The map key explains what symbols or colors on the map stand for. In this book, the red square shows that areas in red on the map are where penguins live.

Have students look again at the map on page 5. Ask what continent is hidden by the “Fun Fact” box (North America). Have students identify other continents where penguins do not live (Europe, Asia).

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.

Assessment Prompts• In the fi rst paragraph on page 5, which word used as a verb can also be a noun that

means “a place to live or take cover in”?

• In paragraph 2 on page 6, fi nd the word that means almost the same as group.

• Tell one word that best describes Emperor penguin fathers. Use evidence from the book to support your answer.



Read directions to students.

Target VocabularyWrite words and ideas that go with the word climate in the web. Then create your own webs for the remaining Target Vocabulary words.

climate

colony

constant

gliding

layer

overheated

region

shelter

unexpected

wilderness

Vocabulary

weather

desert

rainy

cold

climate

Possible responses shown.

Name Date

Grade 3, Unit 4: Extreme Nature3

Lesson 20B L A C K L I N E M A S T E R 2 0 . 1

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Emperor PenguinsTarget Vocabulary

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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.

Cognates Use English/Spanish cognates such as these to aid students’ understanding of the target vocabulary words: climate-clima, colony-colonia, constant-constante, region-región.

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 kind of penguins is this book about?

Speaker 2: Emperor penguins

Speaker 1: Are Emperor penguins large or small birds?

Speaker 2: They are large birds.

Speaker 1: Which parent takes care of the egg until it hatches?

Speaker 2: The father penguin takes care of the egg.

Speaker 1: What do the mother penguins do while the fathers care for the eggs?

Speaker 2: The mother penguins go off to fi nd food.

Speaker 1: What has to happen to a chick before it can go into the water to fi nd its own food?

Speaker 2: The chick has to shed its fl uffy feathers and grow waterproof feathers.



Name Date

Emperor PenguinsThinking Beyond the Text

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

Penguins are birds, but they are unable to fly. Their wings are more like flippers and they use them to swim. Look at the photos of the penguins on the cover and on page 3. How do you think penguins use their flippers to help them swim underwater? How is this like the way people swim?



Target VocabularyWrite words and ideas that go with the word climate in the web. Then create your own webs for the remaining Target Vocabulary words.

climate

colony

constant

gliding

layer

overheated

region

shelter

unexpected

wilderness

Vocabulary

climate

Name Date

Lesson 20B L A C K L I N E M A S T E R 2 0 . 1

Emperor PenguinsTarget Vocabulary



1414193

Student Date Lesson 20

B L A C K L I N E M A S T E R 2 0 . 2 4

Emperor PenguinsRunning Record Form

Emperor Penguins • LEVEL J

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

4

It is June in Antarctica. The region is very cold. The sun

won’t shine much for months. But the Emperor penguins are

busy. It is time for the penguin mothers to lay their eggs. The

penguin fathers will help care for the eggs.

The Emperor penguin is the largest penguin. It can grow to

be four feet tall. That’s as tall as a six-year-old child.

During the summer, penguins eat a lot. By the time winter

arrives, they have a thick layer of fat. It keeps them warm in

this cold climate. The penguins’ feathers help keep them

warm, too, but not overheated.

Comments: Accuracy Rate (# words read correctly/103 ×

100)

%

Total Self- Corrections



20 teacher’s guide emperor penguins - hmhco.com€¦ · · 2012-08-16lesson 20 teacher’s...

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