Fountas-Pinnell Level K Humorous Fiction

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1 LESSON 19 TEACHER S GUIDE by Jessica Quilty Fountas-Pinnell Level K Humorous Fiction Selection Summary Luisa sets off for a party and stops at Max s house. Max s sister Sam claims she knows where the party is. More friends join them. Everyone is confused about the directions to the party everyone but Sam. Is it on Maple Street or Maple Road? Sam knows because she sees the party house while everyone else is busy with the maps. Number of Words: 613 Characteristics of the Text Genre Humorous fi ction Text Structure Third-person narrative The problem is presented on fi rst page. Content A group of friends use a map to get to a party, but get lost. The party house is shown on every spread, but the children, except for the little sister, are too busy with the map to notice it. Humorous surprise ending Themes and Ideas A group can work together to solve a problem. It s important to pay attention to everyone s ideas. Maps can help people fi nd places sometimes. Language and Variety of dialogue Literary Features Amusing, engaging characters Interjection: Arrrghhh! Sentence Complexity Mix of short and complex sentences Some sentences contain words in either italic or all uppercase letters to show emphasis. Vocabulary Direction-related terms. Examples: directions, map, road, street, signs, left, right Words Challenging multisyllable words: assistant, decorations, mystery Illustrations Humorous, cartoonish illustrations support the text. Some illustrations are used to show route taken by characters Handmade map on fi nal page Book and Print Features Thirteen pages of text, illustrations on each page 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 Jessica Quilty Build Background Help children think about getting lost. Build interest by asking questions such as the following: How can a map help you find your way? What could happen if the map isn t helpful? Read the title and author and talk about the cover illustration. Tell children that this story is humorous fiction, so it will contain funny parts. Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Explain that this is a story about a girl, Luisa, who hurries to her friend s party. As more friends join her along the way, they get lost. They hope a map will help them fi nd their way. Suggested language: Turn to page 2. Here is a picture of Luisa and her dad. Read the fi rst two sentences: It was almost time for Phil s party! Luisa was so excited. How can you tell what kind of party Luisa is going to? Page 3: Here s Luisa with her friend Max and his little sister Sam. Sam says: I m Max s assistant. What s another word for assistant? What does an assistant do to help? Max thinks he knows the way to go. Luisa agreed with him. Does Luisa think Max is right? Page 5: Explain that now another friend has joined the group. He has directions to the party. How can directions help you fi nd the way to somewhere you have never been? Pages 6-7: Point out that the characters are confused about how to get to the party. The children don t know if they are looking for Maple Road or Maple Street. If two streets had the same name, why would you be confused about where to go? Now turn back to the beginning of the story and read to fi nd out if the children ever fi nd their way to the birthday party. Target Vocabulary agreed had the same opinion or idea as someone, p. 3 assistant a person who helps someone else, p. 3 cleared made something easy to understand, p. 13 failed did not succeed, p. 4 polite having good manners, p. 9 tearing pulling or ripping, p. 14 trouble a problem that makes something difficult, p. 14 wisdom knowledge or understanding, p Lesson 19:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Question Strategy book and to think of questions as they read. from the last page of the Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: How do you think the children felt when they got lost? How would you feel? Ways of Thinking As you discuss the text, make sure children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text At the beginning of the story, Sam claims she knows where the party is. The children rely on the map to help them find their way. The map confuses the children, and they become lost. At the end, we learn Sam really does know where the party is because she has been observant. A group can work together to solve the problem of being lost. It s important to pay attention and listen to everyone s ideas. Maps can help people find places sometimes Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The dialogue in the story sounds very realistic, the way children really sound. The author made the ending a funny surprise because we discover Sam was right, even though the other characters didn t listen to her. The map makes some confusing things clearer. Choices for Further Support Fluency Invite children to choose a passage from the text to act out or present. Remind them to pay attention to the punctuation and to stress words in a way that refl ect the author s meaning. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that words can be changed when endings are added. For example, cleared contains the word clear and the ending -ed. Jumping contains the word jump and the ending -ing. 3 Lesson 19:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind children that text and graphic features like pictures and maps can help them understand the story better. Model the skill, using a Think Aloud like the one below: Think Aloud I think I will turn the pages to see where the yellow party house is shown in the art. Here it is on page 5. I ll write that in the chart. The older children are looking at the map again, just like on page 3, so I ll write that in the middle box. They look confused because the only one who sees the party house is Sam. I ll write Confused in the last box. Practice the Skill Have children write one or two sentences about how the map on page 14 helped them understand the story. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their personal knowledge to think about what happens in the story. Assessment Prompts Which words on page 4 help you understand the meaning of the phrase won t fail us? The funniest part of this story is. 4 Lesson 19:

5 Read directions to children. English Language Development Reading Support Check regularly on children s oral reading to determine accuracy, fluency, and comprehension. Help children understand the meaning of the whole story, including why the map was not helpful. Cultural Support Explain typical birthday parties and the games, food, and decorations that are often involved. Discuss the birthday party s importance in the story. Oral Language Development Check 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: Look at the cover. What are Luisa and Max looking at? Speaker 2: a map Speaker 1: What does the map show? Speaker 2: the way to a party Speaker 1: What are Luisa and Max doing with the map? Speaker 2: They are trying to use it to find the way to Phil s party. Speaker 1: Why does everyone get lost? Speaker 2: They aren t sure if the party is on Maple Street or Maple Road. Speaker 1: How do the most of the characters feel about being lost? How does Sam feel? Speaker 2: The older children are confused because they can t find the party with the map. Sam is frustrated because she can see where the party house is but no one will listen to her. Name Read and answer the questions. 1. What are the children trying to find? Date Lesson 19 BLACKLINE MASTER Why do you think the other children ignore Sam when she says she knows where to go? 3. Do you think is a good title for this story? What other title might you use? Making Connections Have you ever been ignored? How did you feel? What did you do? Write about it in your Reader s Notebook., Unit 4: Heroes and Helpers 5 Lesson 19:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. By the end of the story, you learn Sam really does know where the party is. What would have happened if the older children had listened to Sam? Why is it important to pay attention to everyone s ideas? 6 Lesson 19:

7 Name Read and answer the questions. 1. What are the children trying to find? Date Lesson 19 BLACKLINE MASTER Why do you think the other children ignore Sam when she says she knows where to go? 3. Do you think is a good title for this story? What other title might you use? Making Connections Have you ever been ignored? How did you feel? What did you do? Write about it in your Reader s Notebook. 7 Lesson 19:

8 Student Date Lesson 19 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 2 It was almost time for Phil s party! Luisa was so excited. Phil was the new kid in her class. He had invited everyone to his birthday party. Luisa grabbed her gift and headed for the door. Come on, Dad! she cried. We don t want to be late for the party! 3 Luisa ran next door and rang the bell. Out came her friend Max. His little sister, Sam, was with him. I m Max s assistant! Sam said. Max was looking at a map. Phil gave us directions to his house. I think it s this way. Comments: Accuracy Rate (# words read correctly/94 100) % 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 19:

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