Characteristics of the Text Genre Informational Text Text Structure Descriptive, with some comparisons and some chronological sequencing Content

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1 LESSON 18 TEACHER S GUIDE by Erin Duffy Fountas-Pinnell Level G Informational Text Selection Summary Food comes to your table in many ways. Some food is grown in home gardens. Some people grow food on small farms and sell their produce at farmers markets. Big farms truck their crops to stores in distant cities and towns. Number of Words: 291 Characteristics of the Text Genre Informational Text Text Structure Descriptive, with some comparisons and some chronological sequencing Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Where food comes from Farming and gardening Food is grown in many ways. Whether in a home garden or at a small or large farm, it takes a lot of work to grow food. Simple, clear language Writer talks directly to reader (second person) Many simple sentences: They grow food. Some longer sentences: Then the fruits and vegetables can go right on your table. Words relating to farming: food, grow, vegetables, seeds, water, sunlight, farms, animals Some target vocabulary highlighted in text Many high frequency words: fi rst, food, ground, right, sometimes, these, under, your Some multi-syllable words: vegetables, animals Photographs support each page of text. Nine pages of text, photographs on every page Four to eight lines of text on a page Most sentences begin on left; some two-line sentences Labels name people and things in many illustrations 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 Printed in the U.S.A 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.

2 by Erin Duffy Build Background Read the title to children and talk with them about the cover photo. Encourage children to use what they know about the food they eat to think about the book. Anticipate the text with questions such as these: Where does the food you eat come from? Does your family grow food in a garden? Do you buy it at a grocery store? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: garden, fruits, vegetables, seeds, water, sunlight, fields, market. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any labels. Here are some suggestions: Page 2: Explain that this book tells about the food we eat. Suggested language: Turn to page 2 and look at the picture. Let s read the label together: food. Say the word food. What is the fi rst sound you hear in the word food? What letter would you expect to see fi rst in the word food? Find the word food in the text and put your fi nger under it. What kinds of food do you see in the picture? Which of these foods do you like to eat? Page 3: Remind children that information in the pictures can help them read. Turn to page 3. What do you think these people are doing? They may be planting seeds under the ground. Say the word: ground. The fi rst two sounds in the word ground are /g/ and /r/. Look at the labels. Point to the label that says: ground. What might happen if people don t put the seeds far enough beneath the soil? Page 4: Turn to page 4. What can you see in the picture? When these fruits and vegetables are ripe, they can go right from the garden to the table. Say the word right. What sound do you hear fi rst in the word right? What letter would you expect to see fi rst in the word right? Find the word right on the page and put your fi nger under it. Page 7: Turn to page 7 and read the label: market. Sometimes farmers sell their food at a market. What is being sold here? How might the food sold at a market be different than food sold in a supermarket? Now go back to the beginning and read to fi nd out all about food. Words to Know first ground sometimes under food right these your 2 Lesson 18:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: What did you learn about where food comes from that you didn t know before? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Many people grow food in home gardens. People grow fruit, wheat, vegetables, and animals on small or big farms. Some farmers sell their food at markets; others use trucks or trains to take food to cities where it is sold at stores. Food is grown in many places, from small gardens to large farms. It takes a lot of work to get food from the farm or garden to people s tables. The writer includes a lot of information about how people plant gardens and what seeds need to grow. The writer s purpose is to show how much work it takes to grow food Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Ask children to choose a page of the book to read aloud. Remind them to pay attention to phrasing. By breaking each sentence into natural phrases, readers reflect the meaning of the sentence. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Build Sentences Materials: index cards. Write the high frequency words from the book on index cards: fi rst, food, ground, right, sometimes, these, under, your. Then write the content words on index cards: food, grow, vegetables, seeds, water, sunlight, farms, animals. Have children build sentences using the word cards, plus additional words as needed. Have them read the sentences and illustrate them if they wish. Consonant Clusters Have children list words with consonant clusters at the beginning. Start with words in the book, such as fruits, ground, grow, plants, trucks, trains, and store. Help them read each word and then add more words. 3 Lesson 18:

4 Writing About Reading Critical Thinking Read the directions for children on BLM and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Author s Purpose Explain to children that they can think about the author s purpose by finding details in a book that show why the author writes a book. Model how to think about the author s purpose. Think Aloud What is the author s purpose in writing this book? Some details tell how people grow food in home gardens. Other details explain that farmers grow fruit and vegetables on small farms and sell their food at markets. On page 9, the author explains that trucks and trains take food from big farms to stores in cities and towns. I think the author wrote this book so readers could learn different ways food is grown and delivered to our tables. Practice the Skill Have children choose another book and tell the author s purpose for writing it. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. This book is full of facts about food. Pick one food you read about. Write about where that food comes from and how it gets to your kitchen. Use details from the book in your answer. 4 Lesson 18:

5 Read directions to children. English Language Learners Cultural Support Some of the foods pictured in this book may be unfamiliar to children. Help them name the different foods described in this book. They also may need help in understanding the food production and distribution systems described. Or have children use the audio or online recordings. Oral Language Development Check the children s comprehension, using a dialogue that best matches their English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: When people grow food at home, where do the vegetables grow? Speaker 2: in a garden Speaker 1:Who grows crops in fields? Speaker 2: farmers Speaker 1: What do people get from chickens? Speaker 2: eggs Speaker 1: Where do you plant seeds? Speaker 2: under the ground Speaker 1: How does food get from big farms to cities and towns? Speaker 2: in trucks or trains Speaker 1: What kind of work do farmers do? Speaker 2: Farmers take care of plants and animals. They pick crops and sell the food. Speaker 1: What do farmers get from animals? Speaker 2: They get milk from cows and eggs from chickens. Name Lesson 18 BLACKLINE MASTER Write an answer to the question. Responses may vary. 1. Why do some farms need a lot of workers? Some farms are big. There are a lot of plants to pick and a lot of animals to take care of. Making Connections Think about growing the food you like best. Write some sentences about where the food comes from.. All rights reserved. 12, Unit 4: Exploring Together 5 Lesson 18:

6 Name Date This book is full of facts about food. Pick one food you read about. Write about where that food comes from and how it gets to your kitchen. Use details from the book in your answer. 6 Lesson 18:

7 Name Lesson 18 BLACKLINE MASTER Write an answer to the question. 1. Why do some farms need a lot of workers? Making Connections Think about growing the food you like best. Write some sentences about where the food comes from. 7 Lesson 18:

8 Student Date Lesson 18 BLACKLINE MASTER LEVEL G Running Record Form page Selection Text Errors Self-Corrections 2 Look at all the food! The food is on the table. How do I get my food? How do you get your food? 3 Some people have a garden at home. They grow fruits and vegetables. First they plant seeds under the ground. Then they water the seeds. Seeds need water and sunlight to grow bigger. 4 The plants grow bigger. Comments: Accuracy Rate (# words read correctly/60 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat Insertion the ˆcat 1 Word told T 1 cat Lesson 18: