LESSON 14 TEACHER’S GUIDE
Arthropods Everywhere!
by Barbara Tillman
Fountas-Pinnell Level S
Informational Text
Selection Summary
Arthropods have an exoskeleton, a skeleton outside of their bodies.
They make up over three-fourths of the Earth’s creatures and include
crustaceans, arachnids, millipedes, centipedes, and insects.
Number of Words: 1,304
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 narrator
• Four chapters and a fact sheet
• Multiple topics (different types of arthropods) and the various specific species as
subtopics within each group
• Descriptions of arthropod characteristics
• Arthropods are amazing, useful, and varied creatures.
• Though many people think arthropods are harmful, only a few are dangerous.
• Long stretches of specific description of various arthropods and their features
• Figurative language: like a roof over their bellies
• Questions and answers draw readers into the world of arthropods.
• Longer complex sentence structures
• Many arthropod names, some of which might not be familiar to English language learners,
such as tarantula and millipede. Cultural references such as South American mantis (p. 11).
• Multisyllable target vocabulary: exchanges, obstacles, reinforce
• Photographs and illustrations with captions
• Variety in print and background color
• Reader’s tools include table of contents and pronunciation guides
• Twelve pages of text with section heads
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Arthopods Everywhere!
by Barbara Tillman
Build Background
Help students use their knowledge about various types of arthropods to visualize the text.
Build interest by asking a question such as the following: Have you ever seen an arthropod
up close? Read the title and author and talk about the cover photograph. Tell students that
this selection is an informational text, and ask them what kinds of features they can expect
to find in this type of selection.
Frontload Vocabulary
Some arthropods may be unfamiliar to English learners. Before reading, check
understanding of the following: crab, lobster, shrimp, bees, wasps, mosquitoes, moth,
butterfly, grasshopper.
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 the table of contents features the kinds of arthropods that will
be discussed in the book.
Pages 3–4: Tell students that an arthropod has a skeleton called an exoskeleton
outside its body that serves to reinforce the body. As they grow, they must
exchange the exoskeleton for a bigger one. Direct students to the photograph
on the bottom of page 3. Read the caption. Suggested language: Where is the
exoskeleton on the hermit crab? Ask: How do you think the exoskeleton protects
the hermit crab?
Page 7: Explain that many people believe that millipedes have a thousand feet and
that centipedes have 100 feet. Direct students to the picture and read the caption.
Ask: How many feet do you think that centipedes really have?
Page 11: Cultural Support: Explain that South America is not the only place where
mantises live.
Now turn to the beginning of the book and read to learn more about why
Arthropods are so amazing.
Target Vocabulary
chamber – a room or enclosed
area, p. 11
that get in the way, p. 4
excess – extra, p. 14
reinforce – to make stronger,
p. 4
exchanges – to change one thing
for another, p. 4
scarce – not enough, a shortage,
p. 8
obstacles –problems or things
social – friendly, p. 6
Grade 4
2
storage – a place where supplies
are kept, p. 8
transfers – to move from one
place to another, p. 12
transport – to move something
from place to place, p. 8
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Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the selection as needed.
Remind students to use the Question Strategy
before, during, and after they read.
, and ask questions
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the text.
Suggested language: Which arthropods in this selection do you find the most interesting?
Do any of them frighten you? Which ones?
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
• Arthropods have no spine and
they have an outside skeleton
called an exoskeleton.
• Arthropods are an amazing part
of our world.
• The details that the author
includes make arthropods sound
amazing.
• Arthropods outnumber human
beings and are helpful to our
environment.
• Although many arthropods look
strange and scary, most are not
harmful to human beings.
• Crustaceans, arachnids,
millipedes, centipedes, and
insects are all arthropods.
• The photographs and captions
make the content more
interesting.
• The special tables make the
categories of arthropods easier
to understand.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support
• Fluency Invite students to participate in choral reading. Remind them to read at an
appropriate rate, with a few slowdowns and stops or pauses to read unfamiliar words.
Remind them to pick up the pace after they solve the unfamiliar word.
• 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. Using the word exoskeleton, show students that the word is
made up of the prefix exo, which means outside, and the word skeleton. This gives
clues to its meaning, since the word means a skeleton that is outside of the body.
Another word that uses the prefix exo is exodus.
Grade 4
3
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 14.10.
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
Text and Graphic Features
Remind students that they can enhance their
understanding of the content by examining how the text and pictures work together. Model
how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
In this selection, the author uses text and graphic features to organize
the information about arthropods. The table of contents organizes the
information. Include that in the graphic organizer under “Purpose.” Now
think of another text or graphic feature and include it and its purpose in
the graphic organizer.
Practice the Skill
Have students share an example of another selection in which graphic and text features
made it easier to better understand content.
Writing Prompt: Thinking About the Text
Have students write a response to the prompt on page 6. Remind them that when
they think about the text, they reflect back on the text. They should notice and evaluate
language, genre, literary devices, and how the text is organized.
Assessment Prompts
• The main purpose of Anthropods Everywhere is to
________________________________________________________________.
• The author organizes the selection by
________________________________________________________________.
• What words on page 6 help the reader understand what paralyzed means?
Grade 4
4
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English Language Development
Reading 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.
Vocabulary The text includes some informal language that might affect fluent reading
for English language learners. Explain the meaning of phrases such as hourglass-shaped
(p. 5), break down dead plants (p. 7), wavy motion (p. 8), draw a line (p. 10),
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What is this selection
about?
Speaker 1: What kind of arthropod is a
crab?
Speaker 1: What is the purpose of
an exoskeleton?
Speaker 2: arthropods
Speaker 2: A crab is a crustacean.
Speaker 1: What does exoskeleton
mean?
Speaker 1: What does a butterfly use its
proboscis for?
Speaker 2: An exoskeleton
protects the soft body tissue of
an arthropod.
Speaker 2: an outside skeleton
Speaker 2: The butterfly uses it to drink
sweet liquid from flowers.
Speaker 1: Are arthropods harmful?
Speaker 2: most are not
Lesson 14
BLACKLINE MASTER 14.10
Name
Date
Critical Thinking
Arthropods Everywhere!
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text Name a type of insect.
One type of insect is a butterfly.
2. Think within the text Name some kinds of animals that are
called arthropods. Why are they important?
Crustaceans, arachnids, insects, and centipedes are all arthropods. They make up
three-fourths of Earth’s animals.
3. Think beyond the text What is your favorite arthropod?
Explain why it is your favorite.
My favorite arthropod is anything except spiders because I am scared of spiders!
4. Think about the text Why do you think the author uses so
many headings in the text?
The headings help divide and organize the text. They also help me know what
the section I am about to read is going to be about because a heading is a kind of
“preview” of that section.
Making Connections There are many types of arthropods. Think about
the special features that arthropods have. Imagine a new arthropod. Draw a
picture of what your arthropod looks like. Tell what makes it an arthropod.
Write your answer in your Reader’s Notebook.
12
Critical Thinking
Grade 4, Unit 3: Natural Encounters
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5
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Name
Date
Arthropods Everywhere!
Thinking About the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think about the text, you reflect back on the text.
You notice and evaluate language, genre, literary devices, and how the text
is organized.
How are millipedes and centipedes similar, and how are they different? How
did the text help you see how these two arthropods live? Explain how the
illustrations and other graphics help you to understand the differences
between millipedes and centipedes. Use examples from the selection to
explain your answer.
Grade 4
6
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Lesson 14
BLACKLINE MASTER 14.10
Name
Date
Critical Thinking
Arthropods Everywhere!
Critical Thinking
Read and answer the questions.
1. Think within the text Name a type of insect.
2. Think within the text Name some kinds of animals that are
called arthropods. Why are they important?
3. Think beyond the text What is your favorite arthropod?
Explain why it is your favorite.
4. Think about the text Why do you think the author uses so
many headings in the text?
Making Connections There are many types of arthropods. Think about the
special features that arthropods have. Imagine a new arthropod. Draw a picture
of what your arthropod looks like. Tell what makes it an arthropod.
Write your answer in your Reader’s Notebook.
Grade 4
7
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Student
Lesson 14
Date
BLACKLINE MASTER 14.14
Arthropods Everywhere! • LEVEL S
page
11
Selection Text
Arthropods Everywhere!
Running Record Form
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
Bees and wasps have two pairs of clear wings. They also have
mouthparts that chew and antennae with rounded tips. They
are social insects and work together to build their homes.
Their homes are chambers with six-sided building “blocks.”
Flies have one pair of front wings. Instead of back wings, they
have special wings that help them balance when flying.
Mosquitoes belong to the fly family.
Lacewings and antlions have four large wings. They can hold
their wings so they look like a roof over their bellies.
A true bug must have a sucking mouthpart that comes from
the tip of its head.
Comments:
(# words read
correctly/103 ×
100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 4
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414013
Behavior
ˆ
Word told
1
8
T
cat
1
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