LESSON 17 TEACHER’S GUIDE
Innovations from Ancient China
by Ira Shull
Fountas-Pinnell Level Y
Informational Text
Selection Summary
From fireworks to wheelbarrows—ancient China is responsible for
these and many of the innovations that we use today. This book takes
readers through the history of ancient China and how their innovative
inventors helped shaped the world we live in.
Number of Words: 2,266
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Informational Text
• Third-person narrative with some direct address to the reader
• Introduction followed by 8 chapters with headings
• Events in chronological order
• Early Chinese dynasties
• Trading goods and ideas
• Inventions and innovations: gun powder, paper, seismograph
• The innovations of the Chinese were ahead of their time.
• Philosophical ideas shaped the society.
• Many devices that we use today are a direct result of ancient Chinese innovations.
• Parenthetical pronunciation guides for Chinese names
• Dates for dynasties and innovations
• A mixture of simple and complex sentences
• Mid-sentence phrases enclosed by commas
• Multiple items in a series
• Many names of ancient Chinese dynasties: Shang, Zhou, Qin
• Challenging words such as lodestone defined in context
• Many multisyllable words: innovations, excavated, philosophy, archaeological
• Illustrations, maps, and photos
• Fifteen pages of text
• Glossary of terms, sidebars
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Innovations from Ancient China
by Ira Shull
Build Background
Help students use their knowledge of different inventions to visualize the selection. Build
interest by asking questions such as the following: Have you ever thought about how
common tools such as the compass, the wheelbarrow, and paper came to be? How many
years ago do you think these things were invented? Read the title and author and talk
about the cover photograph. Tell students that this selection is informational, so it will
include facts about ancient China.
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. Here are some
suggestions:
Page 2: Have students look at the table of contents. Point out the word dynasty.
Suggested language: The word dynasty is important in the history of ancient
China. When a country is ruled by a dynasty, power is passed down from one
generation to the next in the same family. How do you think being ruled by a
dynasty would affect a country and its people?
Pages 4–5: Direct students’ attention to the map on page 4. Read the first
sentence of the second paragraph on page 5. Ask: What geographic obstacles
would make it difficult to unite ancient China?
Page 8: Have students look at the photograph of the Great Wall and read the
caption. Ask: Does it surprise you that the Great Wall is—even in our day—the
largest human-made structure in the world? Why or why not?
Page 13: Have students read the heading on page 13. Ask: What kind of event
makes the earth ‘shake, rattle, and roll’? Scientists today still have trouble
predicting earthquakes, but the ancient Chinese tried to do just that. They invented
a seismograph. How do you think it worked?
Now turn back to the beginning of the selection and read to find out about the
innovations of the ancient Chinese people.
Expand Your Vocabulary
alchemy – an early form of
chemistry that attempted to
change base metals into other
forms, p. 10
calligraphy – the art of beautiful
handwriting, p. 12
Grade 6
concoction – a creation that
is made by mixing several
different things together, p. 10
seismograph – an instrument
that detects earthquakes and
measures their power, p. 13
pictographs – pictures used as
a symbol in ancient writing
systems, p. 12
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Question Strategy
and to ask questions
about a selection before they read, as they read, and after they read.
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: What inventions created by the ancient Chinese people do you use
today?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• The rulers of ancient China
passed power down through
their families.
• The philosophy and beliefs of a
powerful ruler shape the way the
government runs.
• The maps help the reader to
visualize the areas of China that
are mentioned in the text.
• Scientists and researchers have
learned many things about
ancient Chinese dynasties.
• Many of the devices that we
use today are a direct result of
ancient Chinese inventions.
• The glossary of terms provides
meanings to important
vocabulary in the text.
• The Chinese began trade with
India along the Silk Road, a
trade route that would eventually
stretch into Europe.
• Trade with China is still
important to the rest of the
world.
• The author uses additional
sidebars to provide extra
information for the reader.
© 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 to read aloud. Remind
students to slow down when they come to words or phrases that might be unfamiliar
or more challenging.
• 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 many words have different forms with
related but different meanings. For instance, the noun alchemy names an old kind
of science. A person who practiced alchemy was called an alchemist. Have students
identify the word that names people who work in the field of archaeology.
Grade 6
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 17.9.
Responding
Have 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 Skill
Fact and Opinion
Remind students that they need to decide whether an
idea in the text can be proved or is a feeling or belief of the author. Model how to add
details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
On page 13, the author says, “Some ideas are so simple and effective
that there’s no reason to change them!” This is an opinion of the author.
It cannot be proved. Include this opinion on the chart. On this same page,
the author says that China is near an earthquake zone. This is a fact that
can be proved. List this fact in on the chart.
Practice the Skill
Have students share an example of another text that includes facts and opinions.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6. Remind them that when they
think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts
• What is the main purpose of this selection?
• What are two innovations from ancient China that we still use today?
• What words on page 12 help you to figure out what the word pictographs means?
Grade 6
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English Language Development
Reading Support Make sure the text matches the student’s reading level. Language
and content should be accessible with regular teaching support.
Cognates The selection includes many cognates. Explain the English word and its
Spanish cognate: dignified (dignificado), elaborate (elaborar), excavate (excavar), lustrous
(lustroso), mythical (mítico), precede (preceder), and replica (réplica).
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: Which dynasty was the first
to make lasting changes in China?
Speaker 1: Which dynasty was most
influenced by the ideas of Confucius?
Speaker 2: the Shang dynasty
Speaker 2: The Han Dynasty was most
influenced by his ideas.
Speaker 1: In what way did
ancient China influence the
modern world today?
Speaker 1: Why was the great wall
built?
Speaker 2: to keep invaders out
Speaker 1: Why have recent Chinese
government laws prohibited people
from taking bricks from or building
near the Great Wall?
Speaker 2: The Great Wall is starting to
show signs of wear and damage, and
the government wants to protect its
history.
Speaker 2: The ancient Chinese
people are responsible for
the creation of paper, roads,
monetary systems, fireworks, the
compass, writing systems, and
many other inventions we use
today.
Lesson 17
Name
BLACKLINE MASTER 17.9
Date
Critical Thinking
Innovations from
Ancient China
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text What is a bureaucracy?
A bureaucracy is a type of government arranged into levels.
2. Think within the text How large is the Great Wall of China?
The Great Wall of China is about 1,500 miles long and 25 feet high.
3. Think beyond the text The Chinese were responsible for developing
gunpowder, as well as many other innovations. List facts about these
innovations and your opinion about their importance.
The Chinese also developed firecrackers and the compass.
Fireworks entertain us, and the compass has evolved into the
global positioning system. These innovations have become very
important and are still used today.
4. Think about the text The Silk Road connected China to the West.
Why was that connection important?
It allowed for the trading of goods and ideas between the East and
West.
Making Connections What do you think was one of the most important
innovations from ancient China? How does it still influence us today?
Write your answer in your Reader’s Notebook.
Critical Thinking
11
Grade 6, Unit 4: Treasures of the Ancient World
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17.09_6_246260RNLEAN_Crtl Thk.in11 11
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Name
Date
Innovations of Ancient China
Thinking Beyond the Text
Think about the questions below. Then write your answer in two or three
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
What kind of invention or innovation do you think the ancient Chinese would
develop based on what the world needs now? Imagine and describe
something new—or an important change to something that already exists—
that would make the world a better place for a long time to come.
Grade 6
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Lesson 17
Name
BLACKLINE MASTER 17.9
Date
Critical Thinking
Innovations from
Ancient China
Critical Thinking
Read and answer the questions.
1. Think within the text What is a bureaucracy?
2. Think within the text How large is the Great Wall of China?
3. Think beyond the text The Chinese were responsible for developing
gunpowder, as well as many other innovations. List facts about these
innovations and your opinion about their importance.
4. Think about the text The Silk Road connected China to the West.
Why was that connection important?
Making Connections What do you think was one of the most important
innovations from ancient China? How does it still influence us today?
Write your answer in your Reader’s Notebook.
Grade 6
7
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Student
Lesson 17
Date
BLACKLINE MASTER 17.13
Innovations from Ancient China
Innovations from
Ancient China
Running Record Form
LEVEL Y
page
16
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
By the 900s, paper had reached India, Egypt, Syria, and
Morocco. It took almost another 200 years for it to reach
Europe. By the 1400s, the use of the moveable-type printing
press (another innovation from China) made paper even more
valuable.
Like paper, gunpowder also spread to other cultures via the
Silk Road. For many centuries following its discovery,
gunpowder remained almost exclusively in the hands of the
Chinese.
From fireworks, the Chinese developed early types of bombs
and cannons. Later, they developed early versions of firearms.
Comments:
(# words read
correctly/88 × 100)
%
Read word correctly
Code
✓
cat
Behavior
Error
Substitution
0
Self-corrects
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 6
0
Insertion
Code
cut
cat
cut sc
Error
1
cat
0
the
1
cat
1414254
Behavior
ˆ
Word told
1
8
T
cat
1
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