LESSON 10 TEACHER’S GUIDE
Grizzly Bears Return to
Yellowstone
by Knute Edwards
Fountas-Pinnell Level S
Informational Text
Selection Summary
Once present in every state west of the Continental Divide, the
grizzly became a threatened species by 1975. Thanks to the efforts
of scientists at Yellowstone National Park, this indicator species is
reclaiming its prominent place in the ecosystem.
Number of Words: 2,009
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
• Article organized in eight short chapters
• Chapter headings guide the reader through topics presented in text
• Third-person narrator
• Food chain in grizzly bear’s habitat
• Effect of human activities on the environment
• Native Americans and pioneers’ interaction with grizzlies
• Saving a threatened species is important to the health of the ecosystem.
• People and animals can coexist in the same environment.
• Casual, idiomatic language alternates with formal informational text.
• Appositives set off with dashes and commas.
• Word series and numerical statistics
• Science terms such as: Ursus arctos horribilis, geyser, omnivores, ecosystem.
• Cultural references might not be familiar to English language learners such as: The bald
eagle and the buffalo are two symbols of America (p. 2).
• Multisyllable words, such as heritage, magnificent, incredibly, supernatural
• Color photos, maps, and diagram
• Sixteen pages of text, easy-to-read headings
• Illustrations with color captions on most pages
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Grizzly Bears Return to Yellowstone
by Knute Edwards
Build Background
Build interest by asking a question such as the following: Why are some animal species
disappearing? Read the title and author and talk about the cover photograph. Tell students
that this selection is informational text with facts and examples about a topic.
Front load Vocabulary
Some everyday words may be unfamiliar to English learners. Before reading, check
students’ understanding of the following words: bald eagle, buffalo, cub, forepaws,
territory, den.
Introduce the Text
Guide students through the text, reading the captions, 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:
Page 2: Explain that this is a selection about grizzly bears in the United States.
Suggested language: Turn to page 2 of this book. The heading reads Yellowstone
Grizzlies. Yellowstone National Park extends over sections of Idaho, Wyoming,
and Montana. Ask: Why might grizzlies have a home in a national park? Cultural
Support: Explain the bald eagle and the buffalo as national symbols.
Pages 4: Read the sentence: The grizzly’s Latin name is Ursus arctos horribilis.
This name means “scary bear of the north.” Study the picture and read the caption.
Ask: Why does the description ferocious fit the grizzly bear?
Page 5: Explain that grizzlies use their keen sense of smell as they roam up to
1,000 miles detecting food. Ask: What do you think a grizzly might do if its natural
food sources aren’t available?
Page 11: Point out that the selection includes many science terms. Make sure
students understand the terms predators and environment.
Now turn back to the beginning of the selection and read to find out more about
the return of the Yellowstone grizzly.
Target Vocabulary
available – ready to be used or
taken, p. 10
ferocious – fierce, savage, p. 4
contentment – a satisfied feeling,
p. 14
mature – to grow and develop,
p. 4
detecting – discovering that
someone or something exists
or is present, p. 5
particular – specific, distinct
from others, p. 16
Grade 5
keen – sharp, sensitive, p. 5
2
resemble – to look like someone
or something, p. 17
unobserved – unseen, p. 4
vary – change, p. 4
Lesson 10: Grizzly Bears Return to Yellowstone
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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 Monitor/Clarify Strategy
, and notice what
isn’t making sense in order to find ways to figure out the parts that are confusing.
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: How did people’s actions produce terrible consequences for
the grizzly? Why are things getting better now?
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
• Because grizzlies attacked
livestock and people, settlers
killed grizzlies whenever they
could.
• When you have a problem, be
sure that your solution doesn’t
create a new problem.
• The chapter heads help sequence
information about the grizzly
from abundant to threatened to
recovering.
• By 1975 the grizzly was a
threatened species.
• Naturalists and scientists have
made Yellowstone National Park
a refuge for the grizzly, and the
bear is no longer listed as a
threatened species.
• Removing a species upsets an
ecosystem.
• Understanding and knowledge
help people change their
behavior.
• The maps help the reader
visualize how the distribution
and population of grizzlies have
changed.
• The author includes lots of
ecological details to help
the reader comprehend the
importance of the grizzly in
the ecosystem.
© 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 to act out or use
for Readers’ Theater. Remind them to slow their pace when reading statistics and
scientific information to improve accuracy and fluency.
• 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 a syllable can be a single vowel sound in a
word. For example, the word frightening (page 5) has three syllables: fright·en·ing. Explain
that words also consist of morphemes. A free morpheme is the smallest unit of meaning
in a word. A bound morpheme doesn’t have meaning unless it is “bound” to another
morpheme. The word frightening has two morphemes: frighten (free) and –ing (bound).
Grade 5
3
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 10.10.
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
Main Ideas and Details
Remind students that they can use details to
identify a topic’s important ideas. Model how to add details to the Graphic Organizer, using
a “Think Aloud” like the one below:
Think Aloud
In the 1970s, the government outlawed the hunting of grizzly bears by
humans. Garbage pits at Yellowstone National Park were closed in order
to keep bears away from people. List these details as ways that people
have worked to save the Grizzly.
Practice the Skill
Have students share other supporting details that identify the main idea.
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
• Which sentences from pages 4 and 5 show that grizzlies are strong?
• What can readers conclude about the effect of human development on animals such
as the grizzly?
• The selection is mainly about
________________________________________________________________.
Grade 5
4
Lesson 10: Grizzly Bears Return to Yellowstone
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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 text includes many cognates. Point out the English words and their
Spanish equivalents: symbol (símbolo), extinction (extinción), and species (especies).
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: What animal is the topic of
the text?
Speaker 1: What important event in the
history of grizzlies took place in 1975?
Speaker 2: the grizzly bear
Speaker 2: In 1975, the U.S. Fish and
Wildlife Service listed the grizzly as a
threatened species.
Speaker 1: Why were grizzlies
valued and respected by Native
Americans?
Speaker 1: In what U.S. park do many
grizzlies lives?
Speaker 1: Why do grizzlies sometimes
stand upright?
Speaker 2: Yellowstone National Park
Speaker 1: What helps grizzlies stay in
their dens throughout long winters?
Speaker 2: Grizzlies stand upright to
get a better view of the area or to look
more ferocious.
Speaker 2: a protective layer of fat
Speaker 2: Native Americans
valued grizzlies as a source of
food, clothing, and ornaments.
They also respected the grizzly
for its courage and strength. In
addition, many Native Americans
saw grizzlies as supernatural
beings that were part human.
Lesson 10
Name
Date
Critical Thinking
Responding
BLACKLINE MASTER 10.10
Grizzly Bears Return to
Yellowstone
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text What does the grizzly bear symbolize for the
Main Ideas and Details
Think about the main idea of Grizzly Bears Return
to Yellowstone. What details does the author use
to support that idea? Copy and complete the web
below.
TARGET SKILL
United States?
wild forests and mountains of America’s past
2. Think within the text What details support the idea that the grizzly
bear was a threatened species in 1975?
In 1800, over 50,000 grizzly bears lived in this country. By 1975,
fewer than 1,000 remained.
Supporting
Detail: ?
Supporting
Detail: ?
3. Think beyond the text What if the grizzly were a herbivore and
Main Idea: Since 1975,
people have done many
things to help the grizzly
bear survive.
Supporting
Detail: ?
only ate plants? How would its image change?
If grizzly bears only ate plants, they would not be as scary
because they wouldn’t be a threat to people. People would
probably like them more.
Supporting
Detail: ?
4. Think about the text How does the author feel about the return of
the grizzly bear?
The author supports the return of the grizzly bear. She thinks
grizzly bears are important but also thinks they shouldn’t mix with
people.
Write About It
Making Connections How do you feel about the hunting of animals for
sport? Why do you feel that way?
Text to World Do you think people should still work
to protect grizzly bears? Why or why not? Write
two paragraphs stating your opinion. Remember to
support your ideas with clear details.
Write your answer in your Reader’s Notebook.
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Critical Thinking
12
Grade 5, Unit 2: Wild Encounters
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Lesson 10: Grizzly Bears Return to Yellowstone
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Name
Date
Grizzly Bears Return to Yellowstone
Thinking Beyond the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
On page 16, the narrator states: “Grizzly bears have a particular role in their
environment. The bears are also symbols for us.” What do grizzlies
symbolize? How does protecting bears also protect part of America?
Support your answer with examples from the text.
Grade 5
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Lesson 10: Grizzly Bears Return to Yellowstone
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Lesson 10
Name
BLACKLINE MASTER 10.10
Date
Critical Thinking
Grizzly Bears Return to
Yellowstone
Critical Thinking
Read and answer the questions.
1. Think within the text What does the grizzly bear symbolize for the
United States?
2. Think within the text What details support the idea that the grizzly
bear was a threatened species in 1975?
3. Think beyond the text What if the grizzly were a herbivore and
only ate plants? How would its image change?
4. Think about the text How does the author feel about the return of
the grizzly bear?
Making Connections How do you feel about the hunting of animals for
sport? Why do you feel that way?
Write your answer in your Reader’s Notebook.
Grade 5
7
Lesson 10: Grizzly Bears Return to Yellowstone
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Student
Lesson 10
Date
BLACKLINE MASTER 10.14
Grizzly Bears Return to
Yellowstone • LEVEL S
page
11
Grizzly Bears Return to
Yellowstone
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Is it really necessary to save grizzly bears? Scientists say yes.
Grizzlies must be saved because they are important. Grizzlies
help keep the land healthy.
Grizzly bears are predators. Grizzlies hunt plant eaters such as
elk and deer. Without grizzlies, there would be too many elk
and deer. There would not be enough plants to feed them.
Then the elk and deer would die.
There is one more reason why grizzly bears are so important.
Grizzlies are very sensitive to changes in their living area.
Because of this sensitivity, grizzlies show the health of the
whole environment.
Comments:
(# words read
correctly/97 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414405
Behavior
ˆ
Word told
1
8
T
cat
1
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