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Number of Words: 843 LESSON 21 TEACHER’S GUIDE Going to the South Pole by M. Lee Fountas-Pinnell Level O Narrative Nonfiction Selection Summary In 1911, two teams of explorers set out to reach the South Pole. Roald Amundsen of Norway led one team. Robert Scott of Great Britain led the other. Both reached the South Pole, but Amundsen’s team got there first. Scott’s team never made it back. In 1914, Ernest Shackleton tried to explore Antarctica. Disaster struck, but Shackleton saved his team. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30440-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Narrative nonfiction Text Structure • Chronological narrative of Antarctic exploration in five chapters • Each section a different category of information about Antarctic exploration Content • Antarctic exploration • The 1911 race to the South Pole between Roald Amundsen and Robert Scott • The Shackleton expedition of 1914 Themes and Ideas • Exploring the Antarctic is dangerous. Language and Literary Features • Clear, straightforward language • Vivid details Sentence Complexity • A mix of short and more complex sentences • Introductory phrases: In 1911, Today, On the way to Antarctica Vocabulary • Terms that may not be familiar: snowshoes, science station Words • Many words made from base words that may be difficult for English language learners, such as dangerous, quickly, hungry, safely, scientists. • Target vocabulary words highlighted in text Illustrations • Photos, many historical, or graphics on every page • Photo of Earth from space, with callouts for North Pole and South Pole • Map showing Antarctica Book and Print Features • Easy-to-read section headings that indicate contents • Timeline of Antarctic expeditions • Labels on photos that clarify text © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Number of Words: 843

L E S S O N 2 1 T E A C H E R ’ S G U I D E

Going to the South Poleby M. Lee

Fountas-Pinnell Level ONarrative NonfictionSelection SummaryIn 1911, two teams of explorers set out to reach the South Pole. Roald Amundsen of Norway led one team. Robert Scott of Great Britain led the other. Both reached the South Pole, but Amundsen’s team got there fi rst. Scott’s team never made it back. In 1914, Ernest Shackleton tried to explore Antarctica. Disaster struck, but Shackleton saved his team.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30440-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Chronological narrative of Antarctic exploration in fi ve chapters• Each section a different category of information about Antarctic exploration

Content • Antarctic exploration• The 1911 race to the South Pole between Roald Amundsen and Robert Scott• The Shackleton expedition of 1914

Themes and Ideas • Exploring the Antarctic is dangerous.Language and

Literary Features• Clear, straightforward language• Vivid details

Sentence Complexity • A mix of short and more complex sentences• Introductory phrases: In 1911, Today, On the way to Antarctica

Vocabulary • Terms that may not be familiar: snowshoes, science stationWords • Many words made from base words that may be diffi cult for English language learners,

such as dangerous, quickly, hungry, safely, scientists.• Target vocabulary words highlighted in text

Illustrations • Photos, many historical, or graphics on every page• Photo of Earth from space, with callouts for North Pole and South Pole• Map showing Antarctica

Book and Print Features • Easy-to-read section headings that indicate contents• Timeline of Antarctic expeditions• Labels on photos that clarify text

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

fi nally – happening in the end, p. 6

junior – a person or animal younger than others in a group, p. 8

otherwise – when a situation will be different if something does not happen, p. 9

slippery – smooth, wet, or greasy, p. 6

steer – to control the way something moves, p. 9

waterproof – not letting water pass through, p. 10

webbed – having skin connecting the toes or fi ngers, p. 4

whistle – a sharp, high sound made by blowing air, p. 5

Going to the South Pole by M. Lee

Build BackgroundHelp children use their knowledge of explorers to visualize the book. Build interest by asking a question such as the following: Why do you think some people want to explore wild, dangerous parts of the world? Read the title and author and talk about the cover illustration. Tell students that this book tells true stories about explorers who decided to try to reach the South Pole at the bottom of the Earth.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: faraway, teams, snow, winner, race, strength.

Introduce the TextGuide students through the text, 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 Earth’s North and South Poles have drawn many explorers to face the challenge of reaching these cold, distant places.Suggested language: Turn to page 2. The photo shows Earth as seen from space. Where is the North Pole in the photo? Where is the South Pole? Explorers want to go to places that are far away. Why would explorers want to go to the South Pole?

Pages 4-5: Explain that the photos on these pages are historical. They were taken in the early 1900s and show people and events from that time. Read the labels. The labels show that one team used dogs to pull the sled; the other team pulled the sled themselves. Which team do you think would win the race to the South Pole, the men pulling their own sled or the men with a dog team?

Page 9: Read the labels. Point out that the photo on this page is also historical. What has happened to the ship shown in the photo? Would an explorer be able to steer a ship that is stuck in ice? This ship could not move at all. Otherwise, the men would have sailed away from all the ice!

Page 14: Point out that a timeline shows events in the order in which they happened. In what year does the fi rst event take place? The last event?

Now turn back to the beginning of the book and read to fi nd out about some famous attempts to explore Antarctica.

2© Houghton Mifflin Harcourt Publishing Company

Lesson 21: Going to the South PoleGrade 2

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ReadHave children read silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind children to use the Infer/Predict Strategy , and to use text clues to fi gure out important ideas.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: What do you think about the early explorers of Antarctica? Were they really brave, or do you think they were foolish to put themselves in danger? Why do you think this?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The South Pole is on the continent of Antarctica and is harder to reach than the North Pole.

• In 1911, two teams set out to reach the South Pole.

• Both Roald Amundsen and Robert Scott reached the South Pole, but Amundsen got there fi rst.

• Ernest Shackleton’s attempt to reach the South Pole ended when his ship was stuck in ice.

• Explorers will face great dangers and even the threat of death to reach their goals.

• For some people, being the fi rst to reach a faraway place is a challenge.

• The section headings give a good idea about the information that will be provided.

• The historical photos bring the past events to life.

• The timeline makes it easy to understand when events took place.

• The author’s attitude toward Antarctic exploration is positive.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite children to choose a passage from the text and demonstrate phrased,

fl uent reading. Remind them to group words into meaningful phrases to show that they understand what they are reading.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that the letter r can affect the sound of a vowel letter or letters that come before it. For example, point out that on page 4, the vowel letters ea in team and reach stand for the long e vowel sound, but that in Earth on page 2, they stand for /er/.

3Grade 2© Houghton Mifflin Harcourt Publishing Company

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Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 21.10.

RespondingHave children complete the activities at the back of the book. 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 children that they can tell important ideas

and details about a topic. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Look at the chart on page 15. It already tells what the main idea of the book is: “Many explorers went to Antarctica in the early 1900s.” What details that you’ve read support that main idea? Turn back to page 4 in the book. This page says that Roald Amundsen and Robert Scott had a race to get to the South Pole. That would be the fi rst detail to include in the chart.

Practice the SkillHave children fi nd more details in the book to add to the chart.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• What is the author’s purpose for writing this selection?

• What words on page 2 help you understand the meaning of the word explorers?

4Grade 2© Houghton Mifflin Harcourt Publishing Company

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Read directions to children.

Think About ItRead and answer the questions.

1.HowdidRobertScottlearnthathehadlosttherace

totheSouthPole?

He saw Amundsen’s tent.

2.HowdoyouthinkRobertScottfeltwhenhesaw

RoaldAmundsen’stent?

Possible response: He probably felt disappointed when he

saw that his team had lost the race.

3.HowwereRoaldAmundsen,RobertScott,and

ErnestShackletonalike?

Possible response: They were all brave explorers.

Making Connections Would you like to go to the South Pole? Explain your answer.

Write your answer in your Reader’s Notebook.

Grade 2, Unit 5: Changes, Changes Everywhere

Name Date

12

Lesson 21B L A C K L I N E M A S T E R 2 1 . 1 0

Going to the South PoleThink About It

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don’t ask children to read any text they will not understand.

Vocabulary Provide assistance as needed with content words that may be unfamiliar, such as island, snowshoes, tent, waterproof, brave, and station.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Where did the explorers in this book want to go?

Speaker 2: to the South Pole

Speaker 1: Who were the fi rst explorers to get to the South Pole?

Speaker 2: Amundsen and Scott

Speaker 1: Who got there fi rst?

Speaker 2: Amundsen

Speaker 1: Where is the South Pole?

Speaker 2: The South Pole is in the center of Antarctica.

Speaker 1: Why is the South Pole so hard to get to?

Speaker 2: The seas are dangerous.

Speaker 1: What event ended Shackleton’s attempt to reach the South Pole?

Speaker 2: His ship was trapped in ice, and the crew abandoned it.

Speaker 1: What made Shackleton‘s journey both a failure and a success?

Speaker 2: He never reached the South Pole, but he saved all the members of his team.

5Grade 2© Houghton Mifflin Harcourt Publishing Company

Lesson 21: Going to the South Pole

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Name Date

Going to the South PoleThinking Beyond the Text

Think about the questions below. Then write your answer in one paragraph.

This book explains the many dangers of exploring Antarctica. What kind of leader do you think was needed for an early trip to Antarctica? What kind of leader was Robert Scott? What kind of leader was Ernest Shackleton? Do you think these men were good leaders? Use details from the book to support your ideas.

6Grade 2© Houghton Mifflin Harcourt Publishing Company

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Think About ItRead and answer the questions.

1. How did Robert Scott learn that he had lost the race

to the South Pole?

2. How do you think Robert Scott felt when he saw

Roald Amundsen’s tent?

3. How were Roald Amundsen, Robert Scott, and

Ernest Shackleton alike?

Making Connections Would you like to go to the South Pole? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date Lesson 21

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

Going to the South PoleThink About It

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1413808

Student Date Lesson 21

B L A C K L I N E M A S T E R 2 1 . 1 4

Going to the South PoleRunning Record Form

Going to the South Pole • LEVEL O

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

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

People like to say that the Earth has a top,

called the North Pole, and a bottom, called the

South Pole. The North Pole and the South Pole

are cold, faraway places.

For a long time, no one went to the North

Pole or the South Pole. But in 1909, some

explorers went to the North Pole for the first time.

Explorers are people who travel to faraway places.

After this, other explorers wanted to go to the

South Pole.

It was hard for explorers to get to the South

Pole. The South Pole is in the middle of a place

called Antarctica.

Comments: Accuracy Rate (# words read

correctly/103 × 100)

%

Total Self- Corrections

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