10 teacher’s guide the return of the yellowstone grizzly

Number of Words: 2,122

L E S S O N 1 0 T E A C H E R ’ S G U I D E

The Return of the Yellowstone Grizzlyby Knute Edwards

Fountas-Pinnell Level SInformational TextSelection SummaryOnce present in every state west of the Continental Divide, the grizzly became a threatened species by 1975. Farmers and ranchers, concerned for their stock, had nearly eradicated the bears. Thanks to the efforts of scientists at Yellowstone National Park, this indicator species is reclaiming its prominent place in the ecosystem.

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Characteristics of the Text Genre • Informational text

Text Structure • Selection organized in eight chapters • Third-person narrative

Content • Food chain in grizzly bear’s habitat• Effect of human activities on the environment• Native Americans and pioneers’ interaction with grizzlies

Themes and Ideas • Saving a threatened species is important to the health of the ecosystem.• People and animals can coexist in the same environment.

Language and Literary Features

• Casual, idiomatic language relieves the formality of informational text.• Figurative language: stretching the truth, four-legged eating machines

Sentence Complexity • Appositives set off with dashes and commas.• Word series and numerical statistics

Vocabulary • Science terms: Ursus arctos horribilis, geyser, omnivore, poachers, ecosystemWords • Multisyllable words, such as heritage, magnifi cent, incredibly, supernatural

Illustrations • Color photos, maps, and diagramBook and Print Features • 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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Target Vocabulary

available – ready to be used or taken, p. 10

contentment – a satisfi ed feeling, p. 14

detecting – discovering that someone or something exists or is present, p. 5

ferocious – fi erce, savage, p. 4keen – sharp, sensitive, p. 5mature – to grow and develop,

p. 4particular – specifi c, distinct

from others, p. 16

resemble – to look like someone or something, p. 17

unobserved – unseen, p. 4vary – change, p. 4

The Return of the Yellowstone Grizzly by Knute Edwards

Build BackgroundBuild 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, so it contains facts and examples about a topic.

Introduce the TextGuide 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:

: Explain that this is a selection about grizzly bears in the United States. Suggested language: Turn to page 2 of this book. The caption 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? Read the last two sentences of paragraph 2: In 1800, more than 50,000 grizzly bears lived in what is now the lower 48 states. By 1975, fewer than 1,000 grizzlies remained. Ask: Why do you think the population of this particular animal species has declined?

Pages 4: Read these sentences: Its Latin name is Ursus arctos horribilis. Roughly translated, this means “fearsome bear of the north.” Study the picture on this page and read the caption. Ask: Why does the description ferocious fi t 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, ecosystem, food chain, and herbivores. Ask: How do you think the grizzly bear might be important to the ecosystem?

Now turn back to the beginning of the selection and read to fi nd out more about the return of the Yellowstone grizzly.

2 Lesson 10: The Return of the Yellowstone GrizzlyGrade 5© Houghton Mifflin Harcourt Publishing Company

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ReadHave 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 fi nd ways to fi gure out the parts that are confusing.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: Do you think protecting the grizzly bear is important? How have people’s actions produced terrible consequences for the grizzly?

Ways of ThinkingAs 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.

• By 1975 the grizzly was a threatened species.

• Naturalists and scientists have made Yellowstone National Park a refuge for the grizzly, and it is no longer listed as a threatened species.

• When you have a problem, be sure that your solution doesn’t create a new problem.

• Removing a species upsets an ecosystem.

• Understanding and knowledge help people change their behavior.

• The text follows the grizzly bear’s status from abundant to endangered and on to recovering.

• The maps help the reader visualize how the distribution and population of grizzlies have changed.

• The author includes 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 scientifi c information to improve accuracy and fl uency.

• 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 has a single vowel sound in a word. For example, the word detecting (page 5) has three syllables: de·tect·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 detecting has two morphemes: detect (free) and –ing (bound).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 10.8.

RespondingHave 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 SkillMain Ideas and Details

Target Comprehension Skill 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

The narrator states that grizzlies are worth saving for several reasons. They prey on herbivores, such as elk and deer, which would starve if their populations weren’t controlled. The grizzly bear is also an indicator species. By tracking the health of the bear population, scientists can check on the overall health of the environment. List these details to support the main idea that grizzlies are an important part of the ecosystem.

Practice the SkillHave students share other supporting details that identify the main idea.

Writing Prompt: Thinking Beyond the TextHave 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 magnifi cent?

• What can readers conclude about the effect of human development on animals such as the grizzly?

• Name two other kinds of bears that live in North America.



RespondingTARGET SKILL Main Ideas and Details

Think about the main idea of The Return of the

Yellowstone Grizzly. What details does the author

use to support that idea? Copy and complete the

web below.

Write About It

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 solid details.

Main Idea: Since 1975, many steps have been

taken to help the grizzly bear survive.

Supporting Detail: ?




19

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Critical ThinkingRead and answer the questions.

1. Think within the text What details support the fact that the grizzly

bear was listed as a threatened species in 1975?

2. Think within the text Grizzlies “forage for food.” What does this

mean?

3. Think beyond the text How do you feel about the return of the

grizzly?

4. Think about the text Has the author convinced you that the return

of the grizzly is a positive event? Explain.

Making Connections Do you think it’s too soon to decide that the grizzly bear is safe from extinction? Why or why not?

Write your answer in your Reader’s Notebook.

The Return of the Yellowstone Grizzly

Critical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 10B L A C K L I N E M A S T E R 1 0 . 8

10 Grade 5, Unit 2: Wild Encounters

Name Date

Their population went from more than 50,000 in 1800 to fewer

than 1,000 in 1975.

searching an area and eating what is found

Grizzlies should probably be kept away from people, but it would

be sad if they became extinct.

Yes, grizzly bears are important. The animal can be dangerous

and needs to be kept away from people, but it is better to have

them around than have them become extinct.

Possible responses shown.

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English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind them that this selection is about the valuable role in the ecosystem played by grizzly bears.

Idioms The text includes many idioms that might be unfamiliar. Explain the meaning of expressions such as wiped out (page 2) and stretched the truth (page 7).

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 animal is the topic of the text?

Speaker 2: the grizzly bear

Speaker 1: In what U.S. park do many grizzlies lives?

Speaker 2: Yellowstone National Park

Speaker 1: What helps grizzlies stay in their dens throughout long winters?

Speaker 2: a protective layer of fat

Speaker 1: What important event in the history of grizzlies took place in 1975?

Speaker 2: In 1975, the U.S. Fish and Wildlife Service listed the grizzly as a threatened species.

Speaker 1: Why do grizzlies sometimes stand upright?

Speaker 2: Grizzlies stand upright to get a better view of the area or to look more ferocious.

Speaker 1: Why were grizzlies valued and respected by Native Americans?

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.



Name Date

The Return of the Yellowstone GrizzlyThinking 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 16, the narrator states: “Grizzly bears have a particular role in their ecosystem. What do we mean by the term ecosystem? Why do scientists see grizzly bears as “indicator species?”



Critical ThinkingRead and answer the questions.

1. Think within the text What details support the fact that the grizzly

bear was listed as a threatened species in 1975?

2. Think within the text Grizzlies “forage for food.” What does this

mean?

3. Think beyond the text How do you feel about the return of the

grizzly?

4. Think about the text Has the author convinced you that the return

of the grizzly is a positive event? Explain.

Making Connections Do you think it’s too soon to decide that the grizzly bear is safe from extinction? Why or why not?

Write your answer in your Reader’s Notebook.


Critical Thinking

Lesson 10B L A C K L I N E M A S T E R 1 0 . 8

Name Date



1414

290

Student Date Lesson 10

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

The Return of the Yellowstone Grizzly • LEVEL S Running Record Form


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 Like the bald eagle and the buffalo, the grizzly bear is a symbol

of America’s frontier heritage. And, like the bald eagle and the

buffalo, grizzlies were once close to extinction in most of the

United States.

Two hundred years ago, grizzly bears lived throughout the

western United States. Their habitat stretched from the Great

Plains to the Pacific, and from Canada to Mexico. In 1800,

more than 50,000 grizzly bears lived in what is now the lower

48 states. By 1975, fewer than 1,000 grizzlies remained.

In 1975, the United States Fish and Wildlife Service listed the

grizzly bear as a threatened species.

Comments: Accuracy Rate (# words read correctly/104 ×

100)

%

Total Self- Corrections



10 teacher’s guide the return of the yellowstone grizzly

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