Fountas-Pinnell Level JNarrative NonfictionSelection SummaryThere are 17 different kinds of penguins. Penguins come in different sizes, but they all have short legs, webbed feet, and fl ippers. Penguins can walk, slide, and swim, but they cannot fl y. Most penguins live in cold places, but some live in warm places.
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Characteristics of the Text Genre • Narrative nonfi ction
Text Structure • Table of contents • Four sections with headings• Each section a different category of information about penguins
Content • Characteristics of penguins• Where penguins live
Themes and Ideas • Where other birds have wings, penguins have fl ippers, which is one reason why they can swim, but not fl y.
• Penguins have special features to adapt to the places where they live.Language and
Literary Features• Simple, clear language • Labels on photos aid understanding
Sentence Complexity • A mix of short and more complex sentences• Multiple items in series: They can also walk, jump, and slide, but they cannot fl y.
Vocabulary • Some content-specifi c words, most of which should be familiar: feathers, webbed, fl ippers
Words • Words formed from base words: fl ippers, swimmers, chilly, sunny• Proper nouns that may be diffi cult to decode: Adélie, Antarctica, Emperor, Australia,
Galapagos, RockhopperIllustrations • Photos, many with labels, on most pages
Book and Print Features • Easy-to-read section headings that indicate contents• Table of Contents• Map showing where penguins live• Chart of penguins
junior – a person or animal younger than others in a group, p. 7
otherwise – when a situation will be different if something does not happen
slippery – smooth, wet, or greasysteer – to control the way
something moves, p. 5
waterproof – not letting water pass through
webbed – having skin connecting the toes or fi ngers, p. 4
whistle – a sharp, high sound made by blowing air
Penguins by Alan Wood
Build BackgroundHelp children use their knowledge of penguins to visualize the book. Build interest by asking a question such as the following: Have you ever seen penguins in a zoo, aquarium, or movie? What do you know about penguins? Read the title and author and talk about the cover illustration. Tell children that this book gives factual information about what penguins are like and where they live.
Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions:
Page 2: Explain that this book is about different kinds of penguins. Have children turn to page 2. Remind them that a table of contents can give readers an idea of what information the book will contain.Suggested language: Read the fi rst heading under “Table of Contents.” What is the fi rst section of the book about?
Page 4: Direct attention to the photo, and remind children that labels on photos can help them understand what is shown. What does the label on the photo say? What is the fi rst penguin in line doing? The book says that penguins have webbed feet. Scuba divers wear fl ippers that are like having webbed feet. How do you think having webbed feet helps penguins swim?
Page 5: Remind children that maps can add to information in the text. Look at the map on page 5. Which continents have penguins?
Page 7: Tell children that Emperor penguins are the largest penguin. Direct attention to the photo. Why do you think the penguins are huddled together? How would this protect the junior, or younger, penguins?
Page 10: Draw attention to the chart, and explain that charts present information in an easy-to-read form. What information does the right hand part of this chart tell you?
Now turn back to the beginning of the book and read to fi nd out about penguins of the world.
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ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.
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 did you learn about penguins that you didn’t know before? What more would you like to know about penguins?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Scientists have identifi ed 17 different kinds of penguins.
• Penguins are different sizes, but all have short legs, webbed feet, and fl ippers.
• Penguins are good swimmers and catch fi sh to eat.
• People are fascinated with penguins because they are such unique birds.
• When penguins move on land it looks like they are having fun.
• Penguins’ webbed feet and waterproof feathers help them to survive.
• The author includes lots of details about penguins.
• Labels help readers understand what the photos show.
• The map and chart give additional information about penguins.
Choices for Further Support• Fluency Invite children to choose a passage from the text and demonstrate phrased
fl uent reading. Remind them to use punctuation as clues to when to pause or add stress to exclamations.
• 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 endings –er and –est are added to words to compare things. Point out the words biggest and larger on page 7, and explain that –er is used to compare two things; -est is used to compare three or more things. Have children identify what things are being compared on this page.
Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 21.7.
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 11. It already tells what the main idea of the book is: “Penguins live around the world.” The fi rst detail is “Some penguins live in Antarctica.” Now you have to fi ll in a second detail that tells where penguins live. The map on page 5 shows where penguins live. That’s a good source to check for details.
Practice the SkillHave children use the chart on page 10 to write two more details that support the main idea.
Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they use what they refl ect back on it. They notice what the author did, and why it is special or unusual.
Assessment Prompts• What does the word steer mean in this sentence: They use their feet to steer
through the water?
• Complete this sentence in your own words: This author seems to like penguins because _____________________________________________________.
English Language DevelopmentReading 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 Provide assistance as needed with the many verbs used in this text, such as sing, walk, jump, slide, fl y, steer, and catch.
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: What is the fi rst section of this book about?
Speaker 2: all kinds of penguins
Speaker 1: Are all penguins big?
Speaker 2: No, some are small.
Speaker 1: What helps penguins that live in cold places stay warm?
Speaker 2: They have a thick layer of feathers that helps them stay warm.
Speaker 1: Which penguins are the biggest of all?
Speaker 2: Emperor penguins are the biggest of all.
Speaker 1: What problem do penguins that live in warm places face that penguins living in cold places do not have? How do they solve this problem?
Speaker 2: Penguins that live in warm places may get too hot. They solve the problem by staying in the water to keep cool.
Read directions to children.
Think About ItRead and answer the questions.
1. How do penguins keep dry?
They have special feathers that keep them dry.
2. How are penguins unlike other birds?
Penguins have wings like flippers and cannot � y.
3. Look at page 2. What does the table of contents
show you?
Possible response: It shows what you can read about on
different pages.
Making Connections Compare penguins to another animal. How are they the same? How are they different?
Think about the questions below. Then write your answer in one or two paragraphs.
The author explains that penguins are great swimmers. What makes penguins great swimmers? How are their bodies designed for swimming? Does the author give enough examples to show that penguins are great swimmers? Give details from the book to support your thinking.
