Fountas-Pinnell Level QNonfictionSelection SummaryIn the southern states in the 1950s, segregation was a part of life. Whites and blacks were kept separate from one another. Many people thought this was unfair. The Montgomery Boycott helped bring about the Civil Rights Movement. Dr. Martin Luther King, Jr. was a leader of this movement. He believed in peaceful solutions to help end segregation.
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Characteristics of the Text Genre • Nonfi ction
Text Structure • Third-person narrative divided into nine short chapters Content • Segregation
• Rosa Parks• Dr. Martin Luther King, Jr.
Themes and Ideas • All people should be treated equally.• There are peaceful solutions to problems.
Language and Literary Features
• Problem and solutions • Descriptive language
Sentence Complexity • A mix of short and complex sentences• Many chapters begin with a question.• Many sentences begin with a date: On December 20, 1956, the law changed.
Vocabulary • Some geographical locations, such as southern states, Montgomery, AlabamaWords • Multisyllable words: companies, decided, passengers
Illustrations • Old black and white photographs with captions• Timeline
Book and Print Features • Twelve pages of text, photographs with captions on most pages with text• Short captions
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Target Vocabulary
captured – to have caught something, p. 12
dream – something you want to happen very much, p. 3
encounters – meetings with people, p. 14
example – shows how to do something, p. 5
injustice – unfairness, p. 9nourishing – gives people what
they need, p. 13numerous – many, p. 8
preferred – liked something better than something else, p. 3
recall – to remember something, p. 13
segregation – to keep separate, p. 3
Separate Worlds by Deborah Akers
Build BackgroundHelp students use their knowledge of equality to visualize the selection. Build interest by asking a question such as the following: Have you ever seen someone being treated unfairly? Read the title and author and talk about the cover photograph. Explain that in the 1950s, some people did not have the rights that they have today.
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 3: Explain that this selection is about how people worked together to end segregation in the 1950s. Suggested language: Numerous places such as drinking fountains, certain restaurants, and movie theaters were places where whites and African Americans were not treated equally. Some people dreamed that one day the segregation laws would change.
Pages 7–9: Point out that captions can give clues about information in the text. Why do you think the segregation laws were so numerous?
Page 9: Explain that the events in this book are organized by their dates. Turn to page 9. This chapter is about an injustice that began the Civil Rights Movement. Read the fi rst sentence. On December 1, 1955, a woman named Rosa Parks got on the city bus in Montgomery, Alabama.
Page 11: Point out that timelines also provide more information about the topic. What does this timeline tell you?
Now turn back to the beginning of the selection and read to fi nd out about how people worked together to help end segregation.
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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 to notice what is confusing as they read and to fi nd ways to understand it.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: What information did you fi nd the most interesting? What more would you like to learn about the Civil Rights Movement?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Segregation was the unfair treatment of African Americans during the 1950s.
• Rosa Parks refused to give up her seat on a bus in Montgomery, Alabama.
• Dr. Martin Luther King, Jr. was one of the leaders of the Civil Rights Movement.
• All people should be treated equally.
• There are peaceful solutions to problems.
• The timeline provides more information about the text.
Choices for Further Support• Fluency Invite students to choose a passage from the text to read aloud to a partner.
Suggest that they try reading a couple of pages as if they were on a news program.
• 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 adjectives are words that are used to describe, as in drinking fountain. Tell students that drinking is an adjective that describes what kind of fountain. Provide other examples, such as hot summer day and separate worlds.
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Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 2.1.
RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: dream)
Reading Nonfi ctionNonfiction Features: Captions and Timelines Remind students that nonfi ction has many features to help readers fi nd and understand important information. Captions and timelines are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Go back and read the captions on pages 4–8 to see how they summarize the ideas presented in the main text.
Timelines are another important source of information. They often add information that is not in the text. Have students look at the timeline on page 11. Ask what information they can learn from the timeline (the key events of the Montgomery Bus Boycott). Then have students choose another event and fi nd its related information in the text.
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• What words on page 3 help the reader understand what the word segregation means?
• What is one idea present on page 12?
• Complete the sentence in your own words. The author organizes the selection by
English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Remind students that this selection focuses on the importance of the Civil Rights movement.
Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: example (ejemplo), injustice (injusticia), numerous (numeroso), prefer (preferir), and segregation (segregación).
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 Rosa Parks refuse to do?
Speaker 2: give up her seat
Speaker 1: What did Dr. Martin Luther King Jr., believe in?
Speaker 2: equality
Speaker 1: What event started the Montgomery Bus Boycott?
Speaker 2: People decided to not ride the bus after Rosa Parks was arrested.
Speaker 1: What did Dr. Martin Luther King, Jr. talk about in his speeches?
Speaker 2: Dr. King talked about equality for all people.
Speaker 1: How did some people peacefully protest segregation?
Speaker 2: Some people marched for rights for all people. Some African Americans refused to leave restaurants that only served white people, as a way to resist segregation.
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.
The author begins the book by asking the reader to imagine some things you might like to do on a hot summer day. Describe how segregation laws might make it hard for you to enjoy your summer day if you were an African American in the 1950s. Use information from the book to support your ideas.
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