Characteristics of the Text Genre Fiction Text Structure

Transcription

1 LESSON 12 TEACHER S GUIDE by Sharon Fear Fountas-Pinnell Level D Fiction Selection Summary Winter s over and some mice invite their friend, a bear, to wake up from his winter hibernation and play outside because there s NO SNOW! Number of Words: 94 Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Events take place sequentially during the early morning as the animals wake up. On the last page the mice and bear dance outside. Bears and mice Friends enjoy playing together. Animals go outside after winter ends. The natural world changes with the seasons. Bears end their hibernation in the spring. Clothes keep us warm in the winter. Simple sequence of events Simple dialogue and some split dialogue Elements of fantasy: talking animals More complex repeating language patterns. ( We can see the, said the mice. We can up. ) Some longer sentences with more than 6 words Question mark and exclamations Content words supported by illustrations: mice, wake up, green grass, fl owers Almost all vocabulary familiar to children and used in oral language One and two syllable words, some high-frequency Mostly simple spelling patterns Engaging illustrations support and extend text. Nine pages of text with one illustration on each page Some words in all caps for emphasis Some sentences turn over one line 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. K_299822_AL_LRTG_L12_NoSnow.indd 1 11/3/09 6:15:43 PM

2 by Sharon Fear Build Background Read the title with children and talk with them about what the mice are doing in the cover illustration. Encourage children to use their knowledge of the seasons to think about the story. Ask: Do you think the mice are playing in the spring or the winter? How can you tell? What are some things that mice might like to do in the spring? Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Point out the repetition of the sentence patterns: We can see, said the mice. We can. that tells what the mice can see and do. Here are some suggestions: Page 2: Explain that in this story three mice try to wake up a bear who has been sleeping all winter. Suggested language: Turn to page 2. Here are the mice. What are they doing? The mice say: We can see the sun. We can wake up. Say mice. Mice begins with the /m/ sound. Find the word mice and put your fi nger under it. Now look again at the picture. What are the mice wearing? Why are they dressed this way? Page 3: Point out that children can use information in the pictures to help them read. On page 3 the mice say: We can see green grass. We can get up. Look at the picture. What season of the year is it? How do you know? Page 6: Turn to page 6. The mice try to wake up their friend the bear. What do you think the bear will do next? Page 10: What are the bear and mice doing together in the picture? Say dance. Find the word dance, say it, and put your fi nger under it. Why do you think the bear and mice are dancing? Now turn back to the beginning and read to fi nd out why the mice and bear are excited that there is no snow. Learn More Words dance mice 2 Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 2 7/27/09 8:54:27 AM

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 story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: How do you think the mice and bear feel about each other? 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 Mice wake up on a spring day. The mice wake up a sleeping bear. The mice and bear dance together outside. It s fun to play outside on a sunny spring day with your friends. In the spring, animals spend time outside. Animals behavior changes when the seasons change. The writer uses the same language on many pages, so it s easy to read the story. The animals talk and act the way people do, but in some ways they are like real animals. The pictures help readers to better understand what is happening in the story Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors, such as understanding the concept of a sentence as a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Make New Words Materials: index cards, box. Write the words can, sun, wake, mice, get, come, bear, no, and went on index cards. Put the cards in a box. Ask children to choose a card and read the word aloud. Work with children to change the beginning letter to make a new one-syllable word (tan, bun, make, nice, wet, some, pear, go, tent). Rhyming Words Have children name all the words they can that rhyme with bear. Remind them that the words can have different spelling patterns. 3 Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 3 11/3/09 6:15:57 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 12.4 and guide them in answering the questions. Responding Read aloud the question at the back of the book and help children complete the activities. Target Comprehension Skill Conclusions Tell children that they can draw a conclusion by using details, or smaller pieces of information, to figure out more about the story. Model how to draw a conclusion about this story: Think Aloud I read that the mice went to wake up the bear. They want him to come outside. That s a detail about the story. On the last page the bear and mice are dancing together. That s another detail. It looks as if they are having a wonderful time together. So I can figure out that the bear and mice are friends. Practice the Skill Have children think of another animal story they have read. Guide them in drawing a conclusion about a character or event in the story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think of the different things the mice and bear do in the story. Draw a picture of what will happen next. Write about what the animals are doing. 4 Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 4 11/3/09 6:16:07 PM

5 English Language Learners Cultural Support Explain that bears sleep in caves during the cold winter months. In the spring, when it is warm again, they come out of their caves and look for food outside. 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: Point to the mice in the story. Speaker 2: [Points to mice] Speaker 1: Point to the bear in the story. Speaker 2: [Points to bear] Speaker 1: What is the bear doing first? Speaker 2: sleeping Speaker 1: What do the mice see when they get up? Speaker 2: They see the sun (or green grass or flowers.) Speaker 1: What do the mice want the bear to do? Speaker 2: They want him to wake up and come out. Speaker 1: What does the bear do in the winter? Speaker 2: The bear sleeps in a cave. Speaker 1: What do the bear and mice do at the end of the story? Speaker 2: They dance together outside. Name Date Lesson 12 BLACKLINE MASTER 12.4 Children look at the pictures and circle the one that answers the question. 1. What did the mice see when they looked outside? Children draw a picture of the part of the story that they liked the best. 2. Read directions to children.. All rights reserved. 6, Unit 3: Outside My Door 5 Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 5 7/27/09 8:54:29 AM

6 Name Date Think of the different things the mice and bear do in the story. Draw a picture of what will happen next. Write about what the animals are doing. 6 Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 6 7/27/09 8:54:30 AM

7 Name Date Lesson 12 BLACKLINE MASTER 12.4 Children look at the pictures and circle the one that answers the question. 1. What did the mice see when they looked outside? Children draw a picture of the part of the story that they liked the best Lesson 12: K_299822_AL_LRTG_L12_NoSnow.indd 7 7/27/09 8:54:31 AM

8 Student LEVEL D Date Lesson 12 BLACKLINE MASTER 12.8 Running Record Form page Selection Text Errors Self-Corrections 2 We can see the sun, said the mice. We can wake up. 3 We can see green grass, said the mice. We can get up. 4 We can see flowers, said the mice. We can go out! 5 We can get up and go out! 6 We can see green grass, said the mice. Comments: Accuracy Rate (# words read correctly/50 x 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 12: K_299822_AL_LRTG_L12_NoSnow.indd 8 12/4/09 10:58:20 PM