Fountas-Pinnell Level XNarrative NonfictionSelection SummaryRegarded as one of the founders of both modern science and modern astronomy, Galileo Galilei lived over 400 years ago. At that time, the Church strictly controlled how people thought about the universe. Galileo used scientifi c thinking to challenge the Church’s ideas about science and the universe. This caused him great trouble, but today many of Galileo’s theories are accepted as scientifi c fact.
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Characteristics of the Text Genre • Narrative nonfi ction
Text Structure • Third-person narrative• Section titles build suspense leading up to Galileo’s trial.
Content • Important events in the life of Galileo • Theories of Galileo• Work of other early astronomers
Themes and Ideas • Proposing and defending unpopular ideas has positive and negative consequences. • Good ideas stand the test of time.
Language and Literary Features
• Concise summaries of Galileo’s achievements and historical context • Figurative language • Informal language used to convey Galileo’s impact
Sentence Complexity • Some complex sentences • Range of punctuation, including parenthesis, dashes, and quotation marks
Vocabulary • Many terms related to academics: tutoring, professor, university• Many terms related to science: experiment, gravity, scientifi c evidence
Words • Multisyllable names of famous scientists and thinkers: Galileo, Copernicus, AristotleIllustrations • Portraits with captions
• Photographs from modern astronomy illustrate Galileo’s scientifi c conclusions• Timelines and sidebars
Book and Print Features • Seventeen pages of text, some spreads with little or no illustration • Section headings help organize the text.
barren – not able to grow plants or produce crops, p. 7
conditions – the current circumstances, or how things seem to be, p. 5
decrepit – worn out or broken down because of old age or
hard use, p. 16elusive – hard to catch or
achieve, p. 10frustration – a feeling of anger,
annoyance, or helplessness often caused by being unable to accomplish a goal, p. 4
harsh – severe and unpleasant or rough, p. 12
instinct – natural, rather than learned, feelings and ideas, p. 7
lurched – made a sudden, unexpected movement, p. 6
vertical – upright or running straight up and down, p. 6
Galileo’s Telescope by Tony Pucci
Build BackgroundHelp students use their knowledge of astronomy and earth science to visualize the selection. Build interest by asking a question such as the following: What did people believe about the solar system before the telescope was invented? Read the title and author and talk about the cover illustration. Note that this is a portrait of Galileo. Tell students that this selection is narrative nonfi ction, and ask them what kinds of features they can expect to fi nd.
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:
Pages 2–3: Direct students’ attention to the photograph. Suggested language: This is a modern photograph of the night sky. What can you see in the photo? Explain that in our modern world, there is often too much artifi cial light to see the stars this way. The man whose picture you see on page 3 lived 400 years ago when the world was a darker place. He wanted to understand what he was looking at in the night sky.
Pages 6–7: Show students the photograph of the telescope and read the caption. Tell students that before the invention of the telescope, scientists thought the moon was barren with a smooth surface. Ask: What do we now know about the surface of the moon?
Page 9: Read the headings on page 9. Explain to students that the Church was a very powerful institution in Galileo’s day. Ask: What do you think the consequences might be in Galileo’s time for someone who said the earth was not the center of the solar system?
Now turn back to the beginning of the selection to learn how Galileo’s work got him into trouble.
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 fi nd ways to fi gure out what isn’t making sense.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Why do you think Galileo kept on working, even when he was an old man?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Galileo Galilei made many contributions to science and astronomy.
• Church leaders disagreed with Galileo’s conclusions and eventually imprisoned him.
• The work that Galileo began over 400 years ago serves as part of the foundation for modern scientifi c work.
• Following multiple interests, in spite of opposition, can lead to new and important kinds of thinking and discoveries.
• Testing ideas and theories is an important part of being a scientist.
• The text condenses the events of Galileo’s life into short, straightforward sections.
• The author provides information about other infl uential but less famous scientists in insets.
• The diagram of the solar systems aids readers in understanding Copernicus’s and Galileo’s conclusions.
Choices for Further Support• Fluency Invite students to choose a passage from the text to demonstrate phrased
fl uent reading. Remind them to pause before reading parenthetical material such as the sentence at the end of page 7.
• 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 some words contain Greek roots. For example, philosopher is derived from the Greek word sophus, meaning “wise.” Other words related to this root word include philosophical and philosophy.
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 22.8.
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 SkillConclusions and Generalizations
Target Comprehension Skill Remind students that they can draw
conclusions and make generalizations about the text as they read. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:
Think Aloud
The fi rst box states that Galileo saw Saturn’s rings. He saw them using his improved telescope. On page 8, the text states that Galileo discovered four moons of Jupiter. Add this detail to the Graphic Organizer. Draw a conclusion about Galileo’s telescope.
Practice the SkillHave students share details from the text that support another conclusion or generalization.
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• How does the illustration on page 11 help the reader understand the selection?
• What is the purpose of this selection?
• What do the people who are described in the sidebars have in common?
1. Think within the text Why did Galileo’s father want him to become
a doctor?
2. Think within the text Why was the invention of the telescope so
important?
3. Think beyond the text Why do some people consider new ideas,
such as Galileo’s, to be dangerous?
4. Think about the text Based on Galileo’s trials, what can you conclude
about the Church of his time?
Making Connections Galileo changed the way we think about the universe. Think of other influential people who have changed the way we view the world. List at least two and explain why they were influential.
English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.
Idioms The selection includes many idioms, such as punched more holes in (p. 8) a huge hit (p. 9), and quite a bombshell (p. 9). Guide students as needed to understand these idioms.
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Who is this text about?
Speaker 2: Galileo Galilei
Speaker 1: How long ago did he live?
Speaker 2: about 400 years ago
Speaker 1: Where was Galileo born?
Speaker 2: Pisa, Italy
Speaker 1: What subject was Galileo’s passion?
Speaker 2: His passion was math.
Speaker 1: Who fi rst said that the earth revolved around the sun?
Speaker 2: Nicholas Copernicus said it.
Speaker 1: Why was the pope offended by Galileo’s Dialogue of the Two Chief World Systems?
Speaker 2: The pope had forbidden Galileo to agree with Copernicus’s teachings. The pope also thought the simple character was based on him.
Think about the questions below. Then write your answer in two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
On page 15, the author explains that for a while, Galileo and Pope Urban VIII were good friends. But their friendship ran into trouble. Why? What does the conflict between the two men show about their friendship? What does it show about the power of the Church in the 1600s?
1. Think within the text Why did Galileo’s father want him to become
a doctor?
2. Think within the text Why was the invention of the telescope so
important?
3. Think beyond the text Why do some people consider new ideas,
such as Galileo’s, to be dangerous?
4. Think about the text Based on Galileo’s trials, what can you conclude
about the Church of his time?
Making Connections Galileo changed the way we think about the universe. Think of other influential people who have changed the way we view the world. List at least two and explain why they were influential.
