Characteristics of the Text Genre Fiction Text Structure

Transcription

1 LESSON 7 TEACHER S GUIDE by Paige Lisson Fountas-Pinnell Level A Fiction Selection Summary While on a walk in the woods, a young girl and her father see a mouse, a butterfly, a frog, a duck, and a bee. The bee causes a little concern. Number of Words: 20 Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person-plural narrative describing fi ve animals seen during a walk in the woods Surprise ending: bee causes concern Animals seen during a walk in the woods It s fun to see animals in their natural surroundings, but you might not want to get too close to a bee. Simple repetitive language Repetitive sentence pattern, changing only one word on each page Four-word sentences with simple sentence structure: We see a. Words relating to animals: mouse, butterfl y, frog, duck, bee High-frequency words: we, see Illustrations that support the text Five pages, with one line of text and one illustration on each page Labels in illustrations: mouse, butterfl y, frog, duck, bee Large print and good spacing between words Sound balloon in art: BUZZ! 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_301624_BL_LRTG_L07_Woods.indd 1 11/3/09 4:18:31 PM

2 by Paige Lisson Build Background Read the title to children and talk with them about what the characters are doing in the cover illustration. Ask them what they know about watching animals. Then ask: What kind of animals might you see living in the woods? 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: We see a. Here are some suggestions: Page 2: Explain that this book is about a girl and her father and the animals that they see on a walk in the woods. Suggested language: Turn to page 2. In the picture, the father is pointing at the mouse. The girl and her father say: We see a mouse. Say the word we. We begins with the /w/ sound. Find the word We and put your fi nger under the fi rst letter, W. And you can see that We starts with uppercase W because it comes at the beginning. Page 3: Explain that the pictures in the book have labels to name things. The label in this picture says butterfl y. So the girl and her father say: We see a butterfl y. Say the word see. What letter would you expect to see fi rst in the word see? Find the word see and put your fi nger under it. Page 4: Remind children that they can use information in the pictures to help them read. On page 4, you can see a picture of a frog. What do you think the girl and her father will say on this page? Page 5: What do you think they will say on this page? Now go back to the beginning and read to fi nd out about the animals the girl and her father see in the woods. Words to Know a see we 2 Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 2 7/29/09 4:26:28 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: Which animals would you like to see? Which animals would you not like to see? Why? 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 On a walk in the woods, a girl and her father see a mouse, a butterfly, a frog, a duck, and a bee. Seeing the bee is a little scary. It s fun to see animals in their natural surroundings, but you might not want to get too close to a bee. The writer uses the same sentence pattern on each page. The writer doesn t say the bee is scary, but the picture shows a sound balloon while the dad and the girl move away. Labels in the pictures tell the names of the animals 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 matching one spoken to one written word while reading and pointing. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words don t rhyme. Say pairs of words, for example: see and bee, frog and dog, bee and butterfl y, duck and truck, mouse and house, etc. Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /f/ /r/ /ŏ/ /g/. What is the word? (frog) Continue with these words: /d/ /ŭ/ /k/ (duck), /b/ /ē/ (bee), /b/ /ŭ/ /z/ (buzz). Matching Letters Materials: upper and lower case magnetic or cardboard letters or letter cards. Have children choose letters and match them with their upper or lower case form. 3 Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 3 11/3/09 4:18:41 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 7.2 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 on Skill Understanding Characters Remind children to think about the details in the story to learn more about characters. Model how to use details to understand characters: Think Aloud I can learn more about the girl and her father by thinking about the details in the words and the pictures. Both the girl and her father like to watch the animals. They don t bother them. They use a book to find out more about the frog they see, so I can tell they are curious. I can also see the girl is nervous about getting too close to the bee and her dad wants to protect her. Practice the Skill Have children choose one page in the story and tell what they learn about the characters from thinking about the details in the pictures. 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 you can see on a walk near your home. Write about that animal. 4 Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 4 11/3/09 4:19:02 PM

5 English Language Learners Cultural Support Woods and the animals that inhabit them are different all around the world. Make sure children recognize the animals in this story. Invite them to tell about the animals they might find in the woods they know best. 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 mouse. Speaker 2: [Child points to the mouse.] Speaker 1: Point to the frog. Speaker 2: [Child points to the frog.] Speaker 1: What animal is on page 6? Speaker 2: a bee Speaker 1: What kind of animal says, Buzz? Speaker 2: A bee says, Buzz. Speaker 1: What kind of animal can you find in water? Speaker 2: a frog (or a duck) Speaker 1: What animals did the characters see in the woods? Speaker 2: They saw a mouse, a butterfly, a frog, a duck, and a bee. Speaker 1: What did the dad do when they saw a frog? Speaker 2: He looked in a book. Name Date Lesson 7 BLACKLINE MASTER 7.2 Children look at the pictures and circle the one that answers the question. 1. What did the girl see that scared her? Children draw a picture of something they would like to see on a walk in the woods. 2. Read directions to children.. All rights reserved. 4, Unit 2: Show and Tell 5 Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 5 7/29/09 4:26:29 PM

6 Name Date Draw a picture of an animal you can see on a walk near your home. Write about that animal. 6 Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 6 7/29/09 4:26:31 PM

7 Name Date Lesson 7 BLACKLINE MASTER 7.2 Children look at the pictures and circle the one that answers the question. 1. What did the girl see that scared her? Children draw a picture of something they would like to see on a walk in the woods Lesson 7: K_301624_BL_LRTG_L07_Woods.indd 7 7/29/09 4:26:32 PM

8 Student Date Lesson 7 BLACKLINE MASTER 7.6 LEVEL A Running Record Form page Selection Text Errors Self-Corrections We see a mouse. We see a butterfly. We see a frog. We see a duck. We see a bee. Comments: Accuracy Rate (# words read correctly/20 100) % 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 7: K_301624_BL_LRTG_L07_Woods.indd 8 12/4/09 11:16:06 PM