Fountas-Pinnell Level NNonfictionSelection SummaryThe images on the United States quarter have changed over the 300 years of its existence. Lady Liberty was the image on the fi rst quarter. Over the years, a portrait of George Washington replaced her. In 1999 the State Quarter Program began, in which each state chose an image to represent its own history.
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Characteristics of the Text Genre • Nonfi ction
Text Structure • Text organized chronologically Content • History of the quarter
• Reasons for images on early quarters • How images on several quarters in State Quarter Program represent states’ history
Themes and Ideas • Even everyday items can teach us a lot about history. • The 50 states in the USA have their own history, symbols, and heroes.• The value of some things can be greater if they are old or unusual.
Language and Literary Features
• Simple, clear language• Question-answer format
Sentence Complexity • Longer and shorter sentences interspersed• Some exclamations
Vocabulary • Proper nouns, such as Georgia, Yosemite Valley, John Muir, and Lady LibertyWords • Many high-frequency words
• Primarily one- and two-syllable words; some three-syllable wordsIllustrations • Color photographs
Book and Print Features • Nine pages of text; photographs on every page• Photos have captions• Topics divided by headings
orders — (n.) - the ways objects are arranged, p. 6
ragged — torn or worn out, p. 10.
rapidly — quickly, p. 5
scrambled — (v.) - moved with urgency, p. 4
sorted — (v.) - grouped together, p. 10
State Quarters by E. C. Hill
Build BackgroundProvide several quarters, including a state quarter, if available, for students to pass around and examine. Build interest by encouraging them to describe the design on each side of the quarter. Read the title and the name of the author and talk about the cover photo. Ask questions such as: Have you ever looked at the designs on the coins you spend every day? How do you think the designs were chosen?
Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:
Page 2: Ask students if they like to collect, or gather together, things like books or stamps or model cars. Explain that some people collect coins.Suggested language: The picture on page 2 shows two children looking at coins they have been collecting. What do you think they are looking at so closely?
Page 4: When the United States was new, the government scrambled to create coins and paper money. Why do you think they were in such a hurry?
Page 5: Look at this photo. What is the picture on this quarter? Why do you think people continued putting the eagle on so many of our quarters? The caption on this page tells why: The eagle is our national bird.
Page 6: The heading on page 6 explains what the topic of this section will be about. What will you expect to learn in this section? What does our state quarter look like?
Pages 7–9: These pages explain some of the designs on the quarters in the State Quarter Program. Which states do these quarters belong to?
Now turn to the beginning and read to fi nd out more about State Quarters.
ReadHave students read State Quarters silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Question Strategy as they read and to ask themselves questions before, during, and after reading.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: What did you learn about quarters that was especially interesting? What would you like to learn about our own state quarter?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• The designs on quarters have changed over time.
• Each state has a quarter that represents it.
• Studying and collecting everyday items like coins can teach us a lot about history.
• Each state has its own history, symbols, and heroes.
• The value of an old coin can be greater than its denomination.
Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud. Encourage
them to pay attention to punctuation, especially commas, question marks, and exclamation points.
• Comprehension Based on your observations of 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. Point out the prefi x dis- on disappeared on page 4. Ask students to add prefi xes un- or re- to these other words from page 4: made, make, new, and changed on the same page to make new words.
Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 6.1.
RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: order)
Reading Nonfi ctionNonfiction Features: Captions and Photos Remind students that nonfi ction has many features to help readers fi nd and understand important information. Captions and photos are two of these features. Explain that captions can be longer sentences, as in this book, or short phrases. Captions tell what a photo, illustration, map, or diagram is about. Reading the captions in a nonfi ction book is a good way to preview the book before reading the main text.
Photos and their captions are an important source of information. They usually add information that is not stated in the text. Have students look at the photo on page 9. Ask what they learned from the photo and caption that is not in the text. (What a peach looks like; Georgia is called the Peach State.) Then have them write at least three things they learned from the photo and caption on page 3.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.
Assessment Prompts• Which word on page 5 means the same as quickly?
• Which words in the caption on page 6 help the reader understand the meaning of the word order?
• On page 4, fi nd the word that means almost the same as freedom.
Target VocabularyFill in two more Examples and Non-examples for rapidly. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.
collectscrambled
orders
sortedraggedrapidly
continueddarted
Vocabulary
Definitionvery quickly
Example
• a fast train moving
• a hummingbird’s wings beating
• a dancer whirling
SentenceOur country’s leaders worked rapidly to create the quarter.
English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.
Idioms Explain that the term fl ip side on page 5 means “the opposite side.” In this phrase fl ip has the meaning of “turn over,” so the fl ip side of a coin is the side that is facing you when you turn the coin over.
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 is this book mostly about?
Speaker 2: quarters
Speaker 1: How long has the quarter been around?
Speaker 2: about 300 years
Speaker 1: What was Lady Liberty a symbol of?
Speaker 2: freedom
Speaker 1: Why was George Washington’s picture put on the quarter?
Speaker 2: to honor the fi rst president
Speaker 1: Why was the eagle kept on the fl ip side of the quarter?
Speaker 2: The eagle is our national bird.
Speaker 1: What is the State Quarter Program?
Speaker 2: It’s a program in which each state gets to decide what goes on one side of its quarter.
3_307725_BL_VRTG_L06_statequarters.indd 5 1/12/10 2:04:43 AM
Name Date
State QuartersThinking Beyond the Text
Think about the questions below. Then write your answer in one or two paragraphs.
Think about the history of the state you live in. If you were a coin designer, what picture would you put on your state quarter? Draw a quick sketch and then describe your design. Then see if someone in the class has one of your state quarters. Do you think the official design was a good choice? Why or why not?
Target VocabularyFill in two more Examples and Non-examples for rapidly. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.
collectscrambled
orders
sortedraggedrapidly
continueddarted
Vocabulary
Definitionvery quickly
Example
• a fast train moving
•
•
SentenceOur country’s leaders worked rapidly to create the quarter.
