Fountas-Pinnell Level K Realistic Fiction

Transcription

1 LESSON 12 TEACHER S GUIDE by Margaret Gallo Fountas-Pinnell Level K Realistic Fiction Selection Summary Darlene is excited about the class art show, but she isn t quite sure what her project will be. Once she finally decides on a plan, Darlene keeps her idea a secret. At the show, Darlene unveils her piece of art made from litter picked up around her school. Darlene is awarded a prize for the most thoughtful piece of art at the show. Number of Words: 857 Characteristics of the Text Genre Realistic fi ction Text Structure Organized chronologically Problem presented on fi rst page Content Art show at school Sculpture made from school litter Themes and Ideas Discussion about what art is and how art can make viewers think School litter can be turned into art. Creativity is rewarded. It can take courage to take risks. Language and Conversational language Literary Features Third-person narrator Sentence Complexity Split dialogue Compound and complex sentences with phrases: Today Mrs. Reynolds had told the class that they were going to have put on an art show. Vocabulary Some art terms, some of which might not be familiar to English language learners: mobile, chunks(of paint), grains, fi gure, markers, paints, clay, and colored paper Words Many challenging multisyllable words such as presentation, impressive Illustrations Realistic illustrations of a classroom Illustrations support the text, especially the surprise ending. Book and Print Features Twelve pages of text, illustrations on every page Colorful border reinforces the art theme 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 Margaret Gallo Build Background Help students think about what art is and the kinds of art projects they enjoy doing. Build interest by asking questions such as the following: What kinds of art projects do you enjoy doing? Tell students that this story is realistic fiction, so the characters are going to act like real people. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: markers, clay, artwork, junk, trash, action figure, eye glasses. Introduce the Text Guide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 3: Read the labels on the illustration. Explain that this is a story about a girl named Darlene. Her class is going to have an art show and she has to decide what to do for her art project. Suggested language: Turn to page 3 of this book. Here is a picture of Darlene and her father. Her father is driving Darlene home from school. Darlene started talking as soon as she got in the car. What do you think Darlene is talking about? Page 4: Draw attention to the label and have students point to Mrs. Reynolds. Talk about the expression ready to erupt in excitement. What happens when feelings erupt? What happens when a volcano erupts? Page 5: Draw attention to the question Mrs. Reynolds has written on the chalkboard: What is art? Cultural Support: Explain that art can take different forms. Ask students for examples of kinds of art from their cultures. Page 7: Point out the highlighted word presentation. The picture shows that Darlene and her classmates are ready to make the presentations of their artwork. Now turn back to the beginning of the story and read to fi nd out what happens at the art show. Target Vocabulary certificate an official piece of paper that is given for an achievement, p. 7 charts forms that show information, p. 11 creative able to imagine new ideas, p. 14 educational an object or experience that teaches you something, p. 5 erupt burst suddenly, p. 4 impressive done with great skill, p. 10 presentation a description or performance, p. 7 report n. a written or spoken account of something, p. 3 2

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy from the last page of the book and use story details to picture what is happening as they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: How do you think Darlene felt after she was given the prize? Why do you think that? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Darlene has to decide what to do for an art project. She makes a piece of art out of trash she picked up at the school. She wants her piece of art to make others think about littering. At the art show, she is awarded a prize for making the most thoughtful piece of art. Art can make people think about how to make the world better. It takes courage to take risks 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 ending is a surprise because Darlene is given a special prize. The author s attitude is that art can take many forms and it should make viewers think. Choices for Further Support Fluency Invite students to choose a passage from the text to act out. Remind them to pay attention to the punctuation of the split dialogue and to say the conversations as if the characters were really speaking. 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 contractions used in a dialogue can make the conversation sound true to life. For example, when Darlene is asked about her art project, she always responds, I m not sure yet. Have students make a list of the contractions used in the dialogue in the story. 3

4 Writing about Reading Have students complete the questions on BLM Responding Have students 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 Skill Story Structure Remind students that they can think about a story character or a problem faced by the character by looking at what happens in the story. Model the skill, using a Think Aloud like the one below: Think Aloud Darlene has a problem. She is not sure what to do for the class art show. How does she solve her problem? Darlene decides to make a piece of art out of the trash she finds around her school. Darlene s solution to her problem makes for an exciting ending to the book! Practice the Skill Have students write two sentences telling what they learned about Darlene from what she does in the story. Writing Prompt: Thinking Beyond the Text Have students 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 own experience to think about what the characters do and why they act as they do. Assessment Prompts In paragraph 2 on page 7, fi nd the word that means almost the same as looked. Tell one word that best describes Darlene. On page 10, what is the fi rst paragraph mainly about? 4

5 English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Or have students use the audio or online recordings. Idioms/Cognates Explain the meaning of the term pile of junk (page 8) and talk about what role this phrase plays in the story. Also, you can mention the Spanish cognates for the following target vocabulary words: report/ reporte; presentation/ presentación; erupt/ erupcionar; educational/ educacional; certificate/ certificado; impressive/ impresionante; examined/ examinó. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/Advanced Speaker 1: What is the girl s name in the story? Speaker 2: Darlene Speaker 1: Where does the story take place? Speaker 2: at her school Speaker 1: What does Darlene have to do? Speaker 2: make an art project Speaker 1: What is Darlene s art project? Speaker 2: It is a piece of art made from trash she picked up at school. Speaker 1: What happens when Darlene shows her piece of art at the show? Speaker 2: Some children point at it or laugh about it. Speaker 1: Why does Darlene win a prize at the art show? Speaker 2: She wins a prize for making the most thoughtful piece of art at the show. Name Date Lesson 12 BLACKLINE MASTER Read and answer the questions. 1. Think within the text How do students answer the teacher s question What is art? One student says art is when you paint a picture. Another student says art is when you make something out of clay. 2. Think within the text What are two things the teacher says art can do? The teacher tells her class that art can make you feel good and also make you think. 3. Think beyond the text Why do you think Darlene doesn t want to tell anyone what her art project is? Possible response: Darlene is afraid the other students will make fun of her idea. 4. Think about the text How did Darlene solve the problem of making a project for the art fair? Darlene found different kinds of junk around the school and glued them all together. Making Connections The students in Darlene s class learn that art can be made from many different things. Think of an art project you would like to make. What kinds of things would you use to make your project? Write your answer in your Reader s Notebook. Read directions to students.. All rights reserved. 12, Unit 3: Learning Lessons 5

6 Name Date Thinking Beyond the Text Write a paragraph answering the following questions: On the last page of the story, Darlene gets a prize for making the most thoughtful piece of art in the show. Why do you think she was given this prize? Do you think she deserved it? Why or why not? Use details from the story to support your opinion. 6

7 Name Read and answer the questions. Date Lesson 12 BLACKLINE MASTER Think within the text How do students answer the teacher s question What is art? 2. Think within the text What are two things the teacher says art can do? 3. Think beyond the text Why do you think Darlene doesn t want to tell anyone what her art project is? 4. Think about the text How did Darlene solve the problem of making a project for the art fair? Making Connections The students in Darlene s class learn that art can be made from many different things. Think of an art project you would like to make. What kinds of things would you use to make your project? Write your answer in your Reader s Notebook. 7

8 Student Date Lesson 12 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 3 Darlene s father picked her up at school. She began to talk to him as soon as she got in the car. Her teacher s name was Mrs. Reynolds. Today Mrs. Reynolds had told the class that they were going to put on an art show. Darlene was happy about it. Doing an art show was more fun than doing a book report! Her father asked Darlene, What will you make for the show? She said, I m not sure yet. 4 The next day, the students in Darlene s class were about to erupt with excitement about the art show. Comments: Accuracy Rate (# words read correctly/96 100) % 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 0 Insertion the 1 Word told T 1 cat