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Number of Words: 822 LESSON 11 TEACHER’S GUIDE Koko Communicates by Justin Marciniak Fountas-Pinnell Level O Narrative Nonfiction Selection Summary Koko the gorilla was taught to “speak” an astonishing 1,000-plus words in sign language by Penny, her human caregiver. Koko signs her thoughts, feelings, and even made-up insults. She has two gorilla friends who also sign, and a kitten she named “Smoke.” Characteristics of the Text Genre • Narrative nonfiction Text Structure • Third-person narrative in five chronological sections Content • Koko and gorilla behavior; teaching Koko sign language • American Sign Language • Koko’s life and her human and animal companions Themes and Ideas • Animals and people can learn from each other. • Animals can think, feel, communicate, invent, and learn. • Animals and their human caregivers develop close bonds. Language and Literary Features • Informal narrative between gorillas • Narrative presents most information in chronological fashion Sentence Complexity • Mix of complex sentences and simple sentences • Items in a series • Words in quotation marks, dashes, italics, parentheses Vocabulary • Words and phrases associated with zoos and biologists: western lowland gorilla, biological, assistants, researchers Words • Multisyllable words, such as communicates, university, disciplined, biological • Hyphenated words, such as one-year-old, three-year-old, hide-and-seek, reddish-orange Illustrations • Photographs with captions, charts, sidebars Book and Print Features • Twelve pages of text, most with illustrations • Table of contents • Chart of common signs © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 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. 978-0-547-30521-9 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. 4_305219_BL_LRTG_L11_KoKoCommunicates.indd 1 12/17/09 11:19:51 AM
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Page 1: LESSON 11 TEACHER’S GUIDE Koko Communicates · LESSON 11 TEACHER’S GUIDE Koko Communicates ... Target Vocabulary Grade 4 2 Lesson 11: ... experiencing “human” emotions.

Number of Words: 822

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

Koko Communicatesby Justin Marciniak

Fountas-Pinnell Level ONarrative NonfictionSelection SummaryKoko the gorilla was taught to “speak” an astonishing 1,000-plus words in sign language by Penny, her human caregiver. Koko signs her thoughts, feelings, and even made-up insults. She has two gorilla friends who also sign, and a kitten she named “Smoke.”

Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative in fi ve chronological sectionsContent • Koko and gorilla behavior; teaching Koko sign language

• American Sign Language• Koko’s life and her human and animal companions

Themes and Ideas • Animals and people can learn from each other.• Animals can think, feel, communicate, invent, and learn.• Animals and their human caregivers develop close bonds.

Language and Literary Features

• Informal narrative between gorillas• Narrative presents most information in chronological fashion

Sentence Complexity • Mix of complex sentences and simple sentences• Items in a series• Words in quotation marks, dashes, italics, parentheses

Vocabulary • Words and phrases associated with zoos and biologists: western lowland gorilla, biological, assistants, researchers

Words • Multisyllable words, such as communicates, university, disciplined, biological• Hyphenated words, such as one-year-old, three-year-old, hide-and-seek, reddish-orange

Illustrations • Photographs with captions, charts, sidebarsBook and Print Features • Twelve pages of text, most with illustrations

• Table of contents• Chart of common signs

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

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. 978-0-547-30521-9 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.

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Page 2: LESSON 11 TEACHER’S GUIDE Koko Communicates · LESSON 11 TEACHER’S GUIDE Koko Communicates ... Target Vocabulary Grade 4 2 Lesson 11: ... experiencing “human” emotions.

Koko Communicates by Justin Marciniak

Build BackgroundHelp students use their knowledge about gorillas and sign language to visualize the text. Build interest by asking a question such as the following: Do you think it would be possible to communicate with a gorilla with sign language? Why or why not? Read the title and author and talk about the cover photograph. Tell students that this is narrative nonfi ction, the amazing true account of a gorilla, Koko, and her human caregiver.

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:

Page 3: Ask students to study the picture and read its caption. Suggested language: This picture introduces us to one-year-old Koko and her caretaker, Penny Patterson. Why do they both have their fi ngers to their lips? Penny felt a sense of disbelief the fi rst time Koko made the sign for food. Ask: What does it mean that Penny felt disbelief?

Page 4: Have students read the heading, chart, and photograph caption. Encourage them to try the fi rst few signs shown on page 4. Ask: How do you think Koko could use signs to express how she feels?

Page 12: Ask students to preview this section by reading the heading and information accompanying the photographs. Koko treated her kitten like her own biological child. Ask: Why isn’t Koko’s kitten her own biological child?

Now go back to the beginning and read to fi nd out how Koko came to communicate with humans and some of the many things humans have learned from Koko about gorillas.

arrangement – a plan or a way things are organized, p. 7

biological – natural or related to living things, p. 12

disbelief – the refusal to believe something, p. 3

endeared – loved or valued by

someone hastened – rushedincident – a separate event or a

single experience, p. 5pounced – having attacked or

jumped on something or someone

presence – that she or he is there, p. 7

tempted – to be affected by wanting something

utter – to say something in a normal tone of voice

Target Vocabulary

2 Lesson 11: Koko Communicates Grade 4© 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 Infer/Predict Strategy as they read by thinking about what the text suggests, or hints at, and making predictions about what will happen.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the selection. Suggested language: What did you fi nd most fascinating about Koko? What did you learn about gorillas and their communication skills?

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

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

• Koko’s caretaker taught her many words in sign language.

• Koko used sign language to communicate her thoughts, feelings, and wants.

• Koko put words together to create new words she needed.

• Animals have ways of communicating with humans.

• Animals and humans learn from each other.

• Gorillas are capable of experiencing “human” emotions.

• Authentic photographs help readers visualize the narrative and infer additional details.

• Facts are grouped logically in chronological order and are presented as a narrative.

• Charts and sidebars supply related facts and engage readers.

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

Choices for Further Support• Fluency Lead students in choral reading. Remind them that the selection is a true

story and suggest that they read it as if they are reading the selection to a younger child, with expression.

• 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. Tell students that the prefi xes dis- and un- are added to base words to give them opposite meanings. Have students tell the meaning of each word and identify its base word: disbelief (page 3), unexpected (page 10).

3 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 11.7.

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 SkillFact and Opinion

Target Comprehension Skill Remind students that a fact can be proven. An opinion

is what someone thinks or believes is true. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

Page 5 says that Koko was born on July 4, 1971. That is a fact about Koko. It can be proved. When Koko insulted Michael, he responded by signing that Koko was a “stink bad squash gorilla.” That is Michael’s opinion. It can’t be proven.

Practice the SkillEncourage students to share facts they know about gorillas and their opinions about gorillas and whether or not it is a good idea to teach them to communicate with people.

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 words on page 8 help the reader understand what siblings means?

• One idea present in this selection is that

________________________________________________________________.

• The author organizes the text by

________________________________________________________________.

4 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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Critical ThinkingRead and answer the questions.

1. Think within the text What did Koko do when All Ball was

hit by a car?

2. Think within the text What is one reason Penny hopes Koko

will have a baby?

3. Think beyond the text How else do animals communicate

with us? Give examples.

4. Think about the text Read the second paragraph that the

author has written on page 8. Which of the sentences are facts,

and which are opinions? Explain your answer.

Making Connections Think about a time when you tried to communicate with someone who didn’t understand you. How did you try to make him or her understand?

Write your answer in your Reader’s Notebook.

Koko CommunicatesCritical Thinking

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

Grade 4, Unit 3: Natural Encounters

Lesson 11B L A C K L I N E M A S T E R 1 1 . 7

Name Date

9

Koko made sounds that showed she was crying and was sad.

Penny wants to see if Koko will teach her baby to sign in American Sign Language.

Animals communicate with us by using displays, making different sounds, and

touching. Dogs wag their tails or offer their paws. Lions roar. Snakes hiss. Cats

rub against things.

The only true facts are those that describe exactly what Koko signed. The rest are

opinions because they are open to someone’s interpretation of Koko’s behavior.

Possible responses shown.

09_4_246253RTXEAN_L11_FR.indd 9 3/23/09 12:32:59 AM

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 Remind students that short words are often combined to form a compound word. The meanings of the short words often help with the meaning of the compound word. Examples from the text include: lowland, caregivers (page 5), videotaped (page 9), and humankind (page 14).

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 did Koko love?

Speaker 2: kittens

Speaker 1: Who taught words to Koko?

Speaker 2: Penny

Speaker 1: What kind of animal is Koko?

Speaker 2: a gorilla

Speaker 1: How did Koko use sign language to ask Penny for food?

Speaker 2: Koko asked for food by putting her fi ngers on her mouth.

Speaker 1: How did Koko show that gorillas can be upset and feel sorrow?

Speaker 2: After Penny told Koko about All Ball’s accident, she heard Koko crying.

Speaker 1: What did Koko do that showed she thought of All Ball as her baby?

Speaker 2: Koko carried All Ball on the thigh and back of her neck, the same way gorillas carry babies, and she cleaned and inspected him as mother gorillas do with their own babies.

5 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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Koko CommunicatesThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Page 10 says, “One December, Penny asked Koko what she wanted for Christmas. Koko signed the words ‘doll,’ ‘nuts,’ and ‘cat.’” What does this conversation reveal? What does it show about animal and human relationships? Do you think that animals and humans can really communicate?

Name Date

6 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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Critical ThinkingRead and answer the questions.

1. Think within the text What did Koko do when All Ball was

hit by a car?

2. Think within the text What is one reason Penny hopes Koko

will have a baby?

3. Think beyond the text How else do animals communicate

with us? Give examples.

4. Think about the text Read the second paragraph that the

author has written on page 8. Which of the sentences are facts,

and which are opinions? Explain your answer.

Making Connections Think about a time when you tried to communicate with someone who didn’t understand you. How did you try to make him or her understand?

Write your answer in your Reader’s Notebook.

Koko CommunicatesCritical Thinking

Lesson 11B L A C K L I N E M A S T E R 1 1 . 7

Name Date

7 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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1413

926

Student Date

Running Record Form

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1 1

Koko CommunicatesKoko Communicates • 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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

4

5

Penny had spent the last month trying to teach Koko three

signs to see if animals could use language. Teaching Koko was

a difficult project for Penny, a student at Stanford University in

California. Now Koko had done something unbelievable. She

had learned her first word and communicated with a person.

The incident was the first of many amazing moments in Koko’s

relationships with scientists, human caregivers, her gorilla

friend Michael, and her pet kittens. During the next few

months, Koko learned more words and could combine some of

them. Penny also became like a mother to Koko.

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Total Self- Corrections

8 Lesson 11: Koko Communicates Grade 4© Houghton Mifflin Harcourt Publishing Company

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