LESSON 20 TEACHER’S GUIDE
The Remarkable Romans
by Amy S. Jones
Fountas-Pinnell Level Y
Informational Text
Selection Summary
The ancient Romans created an incredible number of innovations.
The most famous piece of Roman architecture is the Colosseum.
Its unique design features over 80 doorways. The democracy of the
United States is based on ancient Roman government. The people of
ancient Rome influenced the lives of people around the world.
Number of Words: 2,053
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 and glossary
• Inventions of ancient Romans
• Why and how Romans developed innovations
• Culture and customs of ancient Romans
• The modern world benefits from ancient Roman innovations.
• Roman culture and customs are revered in modern times.
• Our form of democracy is based on the Roman model.
• Conversational language
• Setting distant in time and space from students’ experiences
• Interesting fast facts in sidebars and many details in text
• Many short sentences
• Multiple facts and details presented in a series of simple sentences
• Dashes and exclamations
• Many adjectives, some of which might not be familiar, such as opulent and luxurious
• Multisyllable words: directions, radiated, encourage
• Color photographs with captions
• Sixteen pages of text with large photographs on most pages
© 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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The Remarkable Romans
by Amy S. Jones
Build Background
Help students use their knowledge of ancient times to visualize the selection. Build interest
by asking a question such as the following: What modern conveniences, (for example,
running water), are you most thankful for? Read the title and author and talk about the
cover photo. Note the introduction, chapter heads, and glossary. Tell students that this
selection is informational text, so it gives facts and examples about a topic.
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 3: Read aloud the caption above the photo. Explain that Romans built arches
out of stone or brick to hold up bridges.
Suggested language: The introduction gives an overview, or general idea, of what
the book is about. The photo shows one example of Roman design. What shape is
this bridge? Is it straight or curved? Do you think a curved arch is stronger than a
straight edge? Why or why not?
Page 4: Read the caption above the illustration. Ask: Does the illustration support
the idea of the caption? Why or why not?
Page 9: Read the caption under the photo. Make sure students understand the
term aqueduct. Ask students to locate where water flows through. Tell students
aqueducts are still used today.
Pages 10–11: Explain that Romans did not have bathtubs in their homes. Instead,
they paid to use opulent, fancy, bath houses. There, they took long, luxurious
baths in a series of bathhouses, where they were subjected to colder and colder
water in each bath. Ask students whether the bath on page 11 is filled with hot or
cold water. How can they tell?
Now turn back to the beginning of the selection to read facts and examples of the
contributions of the ancient Romans.
Target Vocabulary
dormant – inactive, p. 9
opulent – fancy, p. 10
imprints – marks, p. 6
outlying – far from center, p. 5
luxurious –very high quality, p.
10
salvage – find, p. 6
tremors – shaking, p. 13
unaffected – not bothered, p. 16
meager – small, p. 7
Grade 6
subjected – to put yourself
through something unpleasant,
p. 10
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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 Visualize Strategy
form pictures in their minds as they read.
and to use text details to
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: By looking at photographs of the ruins in ancient Rome, what clues
can you pick up about the lives of people who once lived there?
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
• Ancient Romans made
contributions in architecture,
engineering, art, literature,
government, and law.
• It is possible to apply Roman
principles to modern art and
architecture.
• The introduction gives a quick
overview of what the book is
about.
• If Ben Franklin had not read
about ancient Rome, our
democracy might not exist.
• The chapter headings give a
preview of the contents of each
chapter.
• Many Roman ideas and
innovations are still used around
the world.
• The glossary makes it easy to
look up unfamiliar terms.
• We can learn about ancient
Romans by studying the ruins of
their buildings.
© 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 and demonstrate
pausing and phrasing during reading. Remind students to pause after punctuation by
taking short breaths after commas and stopping after periods and question marks.
• 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 the prefix un- means “not.” For
example, the word unaffected on page 16 means “not affected.” Many other words use
this prefix, including unpopular, unseemly, uninteresting, unfurled, and unfulfilled.
Grade 6
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 20.8.
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 learn about a topic
by identifying important ideas and supporting details. Model how to add details to the
Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
The main idea of this book is that the achievements of the ancient
Romans are still evident today. On page 4, we learn that Romans built
a network of roads and rest stops. We have these today. On page 8, we
read how they built aqueducts. We have similar aqueducts in our cities.
On page 12, we learn that Romans invented concrete. There would be no
modern buildings and roads without concrete.
Practice the Skill
Have students share an example of another selection in which main ideas and details are
used to show how achievements from an old culture are used in modern times.
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
• One idea present in this selection is that __________________________.
• Choose several words from Chapter 4 that best describe the contributions of ancient
Romans.
• The author’s point of view on the ancient Romans is __________________________.
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. Remind them that most
countries today have been affected by Roman culture.
Idioms The text includes many idioms that might be unfamiliar. Explain the meaning of
expressions such as had a downside (p. 7) and stands as a monument (p. 13).
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 city was the center of
the Roman empire?
Speaker 1: Where did ancient Romans
take baths?
Speaker 2: Rome
Speaker 2: They bathed in fancy public
bathhouses.
Speaker 1: Why should we think
of ancient Rome when we vote in
an election?
Speaker 1: What did Romans invent to
carry water?
Speaker 2: aqueducts
Speaker 1: What did the Romans
build to help them control outlying
provinces?
Speaker 1: What material did Romans
invent to make their buildings and
bridges strong?
Speaker 2: The democracy of the
United States is patterned after
the representative democracy of
ancient Rome.
Speaker 2: They invented concrete.
Speaker 2: roads
Lesson 20
Name
BLACKLINE MASTER 20.8
Date
Critical Thinking
The Remarkable Romans
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text Why did Romans first build roads?
Romans built roads so the military could use them for traveling.
2. Think within the text What is an aqueduct?
a large pipe or channel that carries water long distances to homes
and cities
3. Think beyond the text Why do you think the Roman Empire has
had such a great influence on modern cultures? Use text details to
support your answer.
The Roman Empire had a great influence on modern cultures
because they were among the first to incorporate inventions that
we use each day. Sewer systems, complex road systems, and
even sporting events can be directly traced back to the Romans.
4. Think about the text Compare the U.S. government and Roman
government. What similarities do you see between the two
governments?
Both have three branches, a balance of power, and elected
representatives.
Making Connections What part of Roman culture do you think is most
interesting? Which part would you have most liked to experience for yourself?
Explain your answer.
Write your answer in your Reader’s Notebook.
10
Critical Thinking
Grade 6, Unit 4: Treasures of the Ancient World
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First Pass
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Name
Date
The Remarkable Romans
Thinking Beyond the Text
Think about the questions below. Then write your answer in two paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
On page 3, the author states that there are signs of Roman culture all around
us. What does this mean? What are some of those “signs” that you
encounter in your daily life? Explain how your life is easier because of the
achievements of the ancient Romans. Use details from the text to support
your answer.
Grade 6
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Lesson 20
Name
BLACKLINE MASTER 20.8
Date
Critical Thinking
The Remarkable Romans
Critical Thinking
Read and answer the questions.
1. Think within the text Why did Romans first build roads?
2. Think within the text What is an aqueduct?
3. Think beyond the text Why do you think the Roman Empire has
had such a great influence on modern cultures? Use text details to
support your answer.
4. Think about the text Compare the U.S. government and Roman
government. What similarities do you see between the two
governments?
Making Connections What part of Roman culture do you think is most
interesting? Which part would you have most liked to experience for yourself?
Explain your answer.
Write your answer in your Reader’s Notebook.
Grade 6
7
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Student
Lesson 20
Date
BLACKLINE MASTER 20.12
The Remarkable Romans
The Remarkable Romans
Running Record Form
LEVEL Y
page
14
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
In ancient Rome, a forum was an outdoor marketplace where
people bought and sold goods. It was a place to gather with
friends and exchange news and gossip. It was where emperors
showcased their finest buildings. Rome had several forums in
different places around the city.
The most famous of these is the Roman Forum. It was located
at the very center of ancient Rome. It served as the main
headquarters of Roman commerce – and also politics and
public debate. It was a busy, bustling place.
Comments:
(# words read
correctly/86 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 6
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414517
Behavior
ˆ
Word told
1
8
T
cat
1
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