Characteristics of the Text Genre Nonfi ction Text Structure

Transcription

1 LESSON 1 TEACHER S GUIDE by Katie Sharp Fountas-Pinnell Level B Nonfiction Selection Summary Children tell about the different things they like. Number of Words: 47 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 First-person narrative with multiple narrators, using We New idea on each page Things children like Indoor and outdoor activities Everyone likes different things. It is fun to do things together. Activities familiar to children Predictable language pattern Short three-word sentence pattern: We like. Words related to school: crayons, computers, books Word meanings supported by photos Highlighted high-frequency words: and, be, help, play, with, you Some one-syllable words (bikes, ice cream), some two-syllable words (crayons, bubbles, baseball), and one three-syllable word (computer) Plurals (bikes, trees, dogs) Photos add information about what children do with their favorite things. One page has multiple photos. Nine pages, with one or two lines of text on each page Print in same place on each page Capital letters and periods Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, 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 Katie Sharp Build Background Read the title to children and talk with them about the cover photo. Ask: What do you think the children in the photo like? Encourage children to talk about what they like. Then ask: What do you think you might read about in this book? 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 in this book the children tell about things they like. Point out that we means more than one person. Suggested language: Turn to page 2. What are the children doing here? They are riding their bikes. So the children say: We like bikes. Now say the word we. What letter would you expect to see fi rst in we? Find the word We and put your fi nger under it. And you can see that We starts with uppercase W because it comes at the beginning. Page 3: Remind children that they can use the information in the photos to help them read. Look at the photos on this page. What are the children using to draw? What will they say they like here? They say: We like crayons. What do you like to use when you draw: crayons, markers or colored pencils? Why? Page 4: What do the children like on this page? So what will they say? They say: We like bubbles. Bubbles can be big. Say the word be. What letter would you expect to see fi rst in the word be? Find the word be and put your fi nger under it. Page 5: What will the children say on this page? They say: We like computers. Computers can help us. Say the word help. What letter would you expect to see fi rst in the word help? Find the word help and put your fi nger under it. Now turn back to the beginning and read to fi nd out what the children like. 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. and be help play with you 2 Lesson 1:

3 Read Now have children read softly while pointing to 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: Which things in the book do you like? 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 Children like bikes, crayons, bubbles, computers, trees, books, dogs, baseball, and ice cream. Everyone likes different things. It is fun to do things together. The writer uses the same language on several pages, sometimes changing only one word in each sentence. The photos show what children do with the things they like 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 reading from left to right and loing the first and last letters of each word on a page. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Rhyming Words Say the word like and have children repeat it. Ask them to name rhyming words for like. (bike, hike, trike) Follow the same procedure with these words: tree (me, bee, free); book (look, cook, hook); dog (log, hog, frog); ice (nice, twice, mice). Sorting Letters Materials: lower case magnetic or cardboard letters or letter cards. Have children sort the letters according to their features: tall or short; with or without sticks; with or without circles; with or without tails. 3 Lesson 1:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM 1.1. Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Food Words Build on the food words ice cream in. Suggested language: Let s think about food that people like to eat. What food do you like to eat? As children suggest names of food, write their words and sentences on the board or on chart paper. Begin the list with the words We like. (Possible answers: bananas, bread, peanuts, chicken, rice, yogurt, cherries, spaghetti) After children have made their suggestions, read the list aloud together, pointing to each word. These are all foods we like to eat! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. What is your favorite thing? Draw a picture of it. Write about why you like it. 4 Lesson 1:

5 Read directions to children. English Language Learners Cultural Support Support Spanish speakers by pointing out cognates in the text. Explain that some words are similar in Spanish and English, such as crayón and crayon and béisbol and baseball. 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 bikes. Speaker 2: [Points to bikes.] Speaker 1: [Point to the picture on page 4.] What do the children like here? Speaker 2: bubbles Speaker 1: What do the children like? Speaker 2: Possible answers: bikes, crayons, bubbles, computers, trees, books, dogs, baseball, ice cream Speaker 1: What animal do the children like? Speaker 2: They like dogs. Speaker 1: What do the children use for drawing? Speaker 2: They use crayons. Speaker 1: What are the children eating? Speaker 2: They are eating ice cream. Responding WORDS TO KNOW Word Builder Fill in the missing word in this sentence: We like to baseball. Name Fill in the blanks. Use the words from the word bank. Word Bank and help with be play you Lesson 1 BLACKLINE MASTER May I go with you? 2. I like to play tag. 3. I help my mom. 4. Dan and Sam went up the hill. Talk About It Text to Self What do you like to do when you play with a friend? 5. What will you be when you grow up? 6. How old are you? 11. All rights reserved. 3, Unit 1: Around the Neighborhood 5 Lesson 1:

6 Name Date What is your favorite thing? Draw a picture of it. Write about why you like it. 6 Lesson 1:

7 Name Lesson 1 BLACKLINE MASTER 1.1 Fill in the blanks. Use the words from the word bank. Word Bank and help with be play you 1. May I go you? 2. I like to tag. 3. I my mom. 4. Dan Sam went up the hill. 5. What will you when you grow up? 6. How old are? 7 Lesson 1:

8 Student Date Lesson 1 BLackline master 1.23 level b Running Record Form page Selection Text Errors Self-Corrections We like bikes. We like crayons. We like bubbles. Bubbles can be big. 5 We like computers. Computers can help us We like trees. We like books. We like dogs. Comments: Accuracy Rate (# words read correctly/29 100) % 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 1: