Characteristics of the Text Genre Informational Text Text Structure

Transcription

1 LESSON 13 TEACHER S GUIDE by Irma Singer Fountas-Pinnell Level A Informational Text Selection Summary A young girl proudly shows the flowers of different colors in her garden. Number of Words: 28 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person narrative: the child is the narrator Focuses on a single topic Each page focuses on a different colored fl ower. Last page summarizes main idea: See my garden! Familiar, easy content: fl owers and fl ower garden Colors All concepts supported by picture information. It s fun to have a fl ower garden. Gardeners feel pride in taking care of a garden. Simple, straightforward language Meaning provided through integration of pictures with text. Repetitive sentence pattern, changing only one word on most pages. Most sentences are four words; last sentence is three words Simple sentence structure: See my fl owers. Names of colors supported by illustrations: red, blue, yellow, white Easy, high-frequency words: see, my Two two-syllable words: fl ower, garden Lively drawings support and extend the text. Five pages of text with one illustration on each page Exclamation for emphasis Objects and colors in pictures are labeled 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_302836_ELL_LRTG_L13_Flowers.indd 1 11/3/09 5:01:39 PM

2 by Irma Singer Build Background Read the title to children and talk with them about the cover illustration. Ask them what they think they will learn about the girl and the flowers in this book. Then ask: Have you ever planted flowers in a garden? What kind of flowers did you plant? What color were the flowers? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: girl, flowers, red, blue, yellow, white, watering can, garden. Use the illustrations to reinforce the words. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features such as the repetition of the phrase, See my flowers, that identifies the colors of the different flowers in the garden. Call attention to the labels. Here are some suggestions: Page 2: Explain that this is a book about the fl owers in a girl s garden. The fl owers are many different colors. Suggested language: Turn to page 2. The girl is pointing to her fl owers. What color are they? Read the labels and look at the picture to fi gure out the words on the page. The girl says: See my red fl owers. Say my. What letter would you see fi rst in my? Find the word my and put your fi nger under it. Page 3: Explain that children can use information in the pictures and the labels to help them read. Turn to page 3. Look at the picture. Read the labels. What is the girl showing? What color do you see? The girl says: See my blue fl owers. Find the word see and put your fi nger under it. How do you think the girl feels about her fl owers? How can you tell? Page 4: Turn to page 4. Look at the picture and read the label. What is the color of the fl owers the girl wants you to see? That s right, she wants you to see her yellow fl owers. What will she say? Now turn back to the beginning and read to fi nd out about all the fl owers the girl has planted in her garden. Words to Know my see 2 Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 2 7/29/09 5:27:46 PM

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 did you learn about flower gardens by reading this book? 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 There are different kinds of flowers in the girl s flower garden. The flowers are red, blue, yellow, and white. The girl is proud of her flower garden. It s fun to grow a flower garden. Taking good care of a flower garden makes you feel proud of yourself. The author wants to tell us about the different colors of flowers in a garden. The language is almost the same on each page. The pictures and labels help readers understand the book 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 pointing under each word and understanding the concepts of letter and word. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in the following words from the book: fl owers, blue, see, yellow, my, garden. Have them clap on each syllable: fl ow-ers; blue; see; yel-low; my; gar-den. Recognize High-Frequency Words Materials: index cards, box. Print the following high-frequency words on index cards: a, I, and, is, like, my, no, see, to, it. Put the index cards in a box. Ask children to choose an index card and read the word. Finding Letters Have children recognize letters by name and locate them quickly in words. Use letters from the words in the book, including: see, my, red, blue, yellow, fl owers, garden. 3 Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 3 11/3/09 5:01:49 PM

4 Writing About Reading Critical Thinking Read the directions to children on BLM 13.5 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 Tell children that an author writes a book for a reason or purpose. Sometimes an author writes to tell us facts or information about a topic. Sometimes the author writes to tell us how to do something. Sometimes the author writes to tell us a made-up story. Model how to identify the author s purpose: Think Aloud What is the author s purpose for writing this book? On every page the author writes about a flower of a different color. These flowers are in the girl s garden. The author s purpose for writing this book was to tell us about flowers of different colors in a garden. Practice the Skill Have children think of another book they have read. Guide them in identifying the author s purpose for writing the book. Writing Prompt Read aloud the following prompt. Have children write and draw their response, using the writing prompt on page 6. Think about the different flowers in the girl s garden. Draw a picture of a flower from her garden. Now write about the color of the flower. 4 Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 4 11/3/09 5:01:56 PM

5 English Language Learners Reading Support Check regularly on children s oral reading to determine accuracy, fluency, and comprehension. You may also wish to have children use the audio or online recording. 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 a red flower. Speaker 2: [Points to a red flower] Speaker 1: Point to a yellow flower. Speaker 2: [Points to a yellow flower] Speaker 1: Where are the flowers? Speaker 2: in a garden Speaker 1: Where is the girl? Speaker 2: Here is the girl. Speaker 1: Name the color of one of the flowers in the garden. Speaker 2: Possible answers: red, yellow, blue, white. Speaker 1: Where are all the flowers in this book? Speaker 2: The flowers are in the girl s flower garden. Speaker 1: How does the girl feel about her garden? Speaker 2: The girl feels happy (or proud). Name Date Lesson 13 BLACKLINE MASTER 13.5 Children look at the pictures and circle the one that answers the question. 1. What grows in the garden in the story? Children draw a picture of what they would do to take care of a garden. 2. Read directions to children.. All rights reserved. 7, Unit 3: Outside My Door 5 Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 5 7/29/09 5:27:47 PM

6 Name Date Think about the different flowers in the girl s garden. Draw a picture of a flower from her garden. Now write about the color of the flower. 6 Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 6 7/29/09 5:27:48 PM

7 Name Date Lesson 13 BLACKLINE MASTER 13.5 Children look at the pictures and circle the one that answers the question. 1. What grows in the garden in the story? Children draw a picture of what they would do to take care of a garden Lesson 13: K_302836_ELL_LRTG_L13_Flowers.indd 7 7/29/09 5:27:49 PM

8 Student LEVEL A Date Lesson 13 BLACKLINE MASTER 13.9 Running Record Form page Selection Text Errors Self-Corrections See my red flowers. See my blue flowers. See my yellow flowers. See my white flowers. See my garden! Comments: Accuracy Rate (# words read correctly/19 100) % 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 13: K_302836_ELL_LRTG_L13_Flowers.indd 8 12/4/09 10:47:48 PM