Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 7 TEACHER S GUIDE by Jack Wilkins Fountas-Pinnell Level C Nonfiction Selection Summary The reader is asked to tell how wild animals, farm animals, and pets sound when they make noises. Number of Words: 56 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Imperative statements Different animal featured on each page Various animal sounds Wild animals, farm animals, and pets All animals make sounds. Each kind of animal makes a different sound. Repetition Simple sentence pattern repeats on most pages: a sounds. Animal names: lion, bear, tiger, duck, cow, pig, birds Highlighted high-frequency words: animal, how, make, of, some, why One-syllable words, except for lion, tiger, animal Photographs support the text. Nine pages of text; framed photos on every 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 publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion 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 publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.

2 by Jack Wilkins Build Background Read the title to the children and talk with them about the animal in the cover illustration. Help children use their knowledge of animals, asking questions such as the following: What do you think the title means? How do animals talk to each other? What animal sounds do you know? Introduce the Text Guide children through the text helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Page 2: Explain that this book is called because the author asks the reader to tell about the sounds different animals make. Suggested language: Turn to page 2. What do you see in the photo? Yes, it s a lion and he is making a loud sound! So the author says: a lion sounds. Say how. What letter would you see fi rst in how? Find how and put your fi nger under it as you say the word. Now tell how a lion sounds. Let me hear you roar like this lion! Page 3: On each page, the author asks you to tell how the animal in the photo sounds. What is the animal on this page? Yes, this is a very big bear! Now let me hear the sound a bear can make. A bear this big would be very loud! Page 8: What animal is this? The author says: Tell a sound this animal can make. Can you tell me what sound this tiny kitten is making? Now turn back to the beginning of the book and read to fi nd out about all the noisy animals. Have children turn to the at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. animal how make of some why 2 Lesson 7:

3 Read Now have children read softly while pointing under each word. Observe children as they read. 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 interesting. Suggested language: What animal sounds have you heard? What sounds would you like to hear? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The author asks the reader to tell how different animals sound. The animals are wild animals, farm animals, and pets. Each kind of animal makes a different sound. Learning about animals is interesting. Animals talk with sounds. The author repeats the same sentence pattern on many pages. The photos help readers understand the text and imagine the noises the animals make Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Be sure children understand the concept of sentence. Have them slide a finger under each sentence in the book. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Beginning Sounds Materials: pairs of words. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning sound is different. Say pairs of words, for example, bear/bird; tiger/lion; dog/duck; pig/ ; kitten/cow. Tracing Letters Materials: magnetic or cardboard letters or letter cards. Have children choose a letter, say the name, and trace the letter. ABC Materials: magnetic or cardboard letters or letter cards. Have children choose letters and put them in ABC order. 3 Lesson 7:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM 7.1. Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Animal Names Build on the variety of animal names in. Suggested language: Let s think about how other animals talk. What are some other animals that make special sounds? As children make suggestions, write their words and sentences on the board or on a large strip of paper. Begin the list with the sentence pattern: We can tell the sound a makes. (Possible suggestions: chicken, goat, mouse, parrot, elephant, horse) After children have made their suggestions, read the list aloud together, pointing to each word. Look at all the animals who make sounds! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of an animal making a loud noise. Now write about the animal and the sound it makes. 4 Lesson 7:

5 Read directions to children. English Language Learners Cultural Support The animals in this book fall into three egories: wild animals, farm animals, and pets. Children from some cultures may not be familiar with all three types of animals. Help children understand how they differ, and help them put each of the animals mentioned in the book into the appropriate egory. 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 lion. Speaker 2: [Points to lion] Speaker 1: Point to the duck. Speaker 2: [Points to duck] Speaker 1: Where are the baby birds? Speaker 2: [Points to baby birds] Speaker 1: What do all of the animals do? Speaker 2: They make sounds. (They talk. ) Speaker 1: What animal has babies? Speaker 2: The bird has babies. Speaker 1: What animals live on a farm? Speaker 2: A pig, a cow, and a duck live on a farm. Speaker 1: What animals are wild? Speaker 2: A lion, a bear, a tiger, and a bird are wild animals. Speaker 1: What animals make good pets? Speaker 2: A dog and a kitten make good pets. Name Lesson 7 BLACKLINE MASTER 7.1 Fill in the correct word. Use the words in the word bank. Word Bank animal make some how of why 1. A pig is a kind of animal. 2. Why did you ask Kris for her number? 3. I will make some cookies for the class. 4. I can show him how to play the game. 5. How much of that dinner will you eat?. All rights reserved. 3, Unit 2: Sharing Time 5 Lesson 7:

6 Name Draw a picture of an animal making a loud noise. Date Now write about the animal and the sound it makes. 6 Lesson 7:

7 Name Lesson 7 BLACKLINE MASTER 7.1 Fill in the correct word. Use the words in the word bank. Word Bank animal make some how of why 1. A pig is a kind of. 2. did you ask Kris for her number? 3. I will cookies for the class. 4. I can show him to play the game. 5. How much that dinner will you eat? 7 Lesson 7:

8 Student Date Lesson 7 BLackline master 7.23 level c Running Record Form page Selection Text Errors Self-Corrections a lion sounds. a bear sounds. a tiger sounds. a duck sounds. a cow sounds. a pig sounds. Tell a sound this animal can make. Comments: Accuracy Rate (# words read correctly/37 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T Lesson 7: