Characteristics of the Text Genre Realistic fi ction Text Structure

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1 LESSON 14 TEACHER S GUIDE by Peter Stone Fountas-Pinnell Level C Realistic Fiction Selection Summary A boy and his father walk in the woods and find animals, flowers, and, of course..delicious berries. Number of Words: 71 Characteristics of the Text Genre Realistic fi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Focused on a single topic Each two-page spread focuses on one event in story Family Nature and animal habitats All concepts supported by pictures It s fun to learn more about nature. It s nice to share a learning experience with your father. Simple dialogue assigned by said Repeating natural language patterns Exclamation for emphasis More complex repeating language patterns. ( Look, said Dad. I see a, said Tim.) Many sentences with prepositional phrases (in the grass) Simple sentences; some sentences with understood subject Content words supported by illustrations: grass, snake, rock, ants, bees, fl owers, bush berries Mostly one syllable words; some two syllable words Simple plurals Many decodable words Realistic drawings support and extend the text. Eight pages of text with one illustration on each page Key word in uppercase letters (YUM!) 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_299976_AL_LRTG_L14_LookInTheWoods.indd 1 11/3/09 6:37:29 PM

2 by Peter Stone Build Background Read the title with children and talk with them about what the father and son are doing in the cover illustration. Ask them what they think they will learn about what the boy and his father look at in this story. Then ask: Have you ever gone on a nature walk with your teacher or a parent? Where did you go? What did you see? 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. Explain important text features, such as the repetition of sentence patterns on each spread. Here are some suggestions: Page 2: Explain that in this story a boy and his father take a walk through the woods and see many interesting things. Suggested language: Turn to page 2. Here are Dad and Tim starting their walk. Dad says: Look in the grass. What is Dad pointing at in the picture? How do you think Dad and Tim feel about their walk? How can you tell? Page 3: Remind children that they can use information from the pictures to help them read. Turn to page 3. Dad told Tim to look in the grass. What did he see there? Tim says: I see a snake. Where is the snake in the picture? Does Tim look afraid? Page 4: Turn to page 4. Dad says to Tim: Look under the rock. What do you think Tim might fi nd under a rock? Page 9: Turn to page 9. Tim says, I see berries. Say berries. What letter sound to you hear fi rst in the word berries? Find the word berries and put your fi nger under it. How do you think Tim feels about berries? How can you tell? Now turn back to the beginning and read to fi nd out what Tim and his father look at in the woods. Learn More Words berries under 2 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 2 7/27/09 9:45:23 AM

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: Would you like to read this story again? Why or why not? 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 A boy and his dad walk in the woods. They see a snake, ants, flowers, bees, and berries. The boy eats some berries. It s fun to take a nature walk with your father. There are many different plants and animals living in the woods. The pictures help readers understand what is happening in the story. The father and son talk in a natural way. The writer uses the same sentence patterns on each twopage spread 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 understanding the concept of a sentence as a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Game Have children hear and say syllables in the following words from the book: snake, grass, under, ants, rock, fl owers, three, Dad, berries. Have them clap on each syllable: snake; grass; un-der; ants; rock; fl ow-ers; three; Dad; ber-ries. High-Frequency Words Materials: index cards. Write these easy, high-frequency words from the book on index cards: I, see, a, look, said, is, are, the. Ask children to choose an index card and read the word aloud. Then have them use the word in a sentence. 3 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 3 11/3/09 6:37:39 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 14.4 and guide them in answering the questions. Responding Read aloud the question at the back of the book and help children complete the activities. Target Comprehension Skill Cause and Effect Tell children that the cause tells why something happens in a story; the effect tells what happens. Model how to identify cause and effect: Think Aloud In this book Tim and his Dad take a walk through the woods. Dad tells Tim to look under the rock. Tim picks up the rock and sees two ants under it. Why does Tim find ants? Because he picked up the rock. What happened when Tim picked up the rock? Tim saw the two ants under the rock. Practice the Skill Have children think of another story they have read. Guide them in identifying a cause and effect in the story. Writing Prompt Read aloud the following writing prompt. Have children write their response, using the writing prompt on page 6. At the end of the story, Tim eats lots of berries. Write about what you think will happen next. 4 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 4 11/3/09 6:37:48 PM

5 English Language Learners Idioms Make sure children know the meaning of lots and lots on page 9 and YUM! on page 10. 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 Tim. Speaker 2: [Points to Tim] Speaker 1: Point to Dad. Speaker 2: [Points to Dad] Speaker 1: Where do Dad and Tim walk? Speaker 2: in the woods Speaker 1: What does Tim see under the rock? Speaker 2: Tim sees two ants. Speaker 1: What does Tim see on the flowers? Speaker 2: Tim sees three bees. Speaker 1: What is one thing Dad tells Tim to do in the woods? Speaker 2: Dad tells Tim to look under the rock (or in the grass, at the flowers, at the bush). Speaker 1: What does Tim do with the berries? Speaker 2: Tim eats some berries. Name Think About It Date Lesson 14 BLACKLINE MASTER 14.4 Think About It Children look at the pictures and circle the one that answers the question. 1. What did the boy find in the woods that he could eat? Children draw a picture of something in the woods that they would like to know more about and label it. 2. Read directions to children. Think About It. All rights reserved. 6, Unit 3: Outside My Door 5 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 5 7/27/09 9:45:24 AM

6 Name Date At the end of the story, Tim eats lots of berries. Write about what you think will happen next. 6 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 6 7/27/09 9:45:26 AM

7 Name Date Lesson 14 BLACKLINE MASTER 14.4 Think About It 7 Lesson 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 7 7/27/09 9:45:27 AM

8 Student Date Lesson 14 BLACKLINE MASTER 14.8 LEVEL C Running Record Form page Selection Text Errors Self-Corrections 2 Look in the grass, said Dad. 3 I see a snake, said Tim. A snake is in the grass. 4 Look under the rock, Dad said. 5 I see ants, said Tim. Two ants are under the rock. Comments: Accuracy Rate (# words read correctly/35 x 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 14: K_299976_AL_LRTG_L14_LookInTheWoods.indd 8 12/4/09 11:08:00 PM