Characteristics of the Text Genre Realistic fi ction Text Structure

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1 LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words: 25 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 First-person plural narrative: the boy and mom are narrators Focused on a single topic Friends Natural world Pond life Learning about nature expands our world. It s nice to share an interesting activity with someone else. Simple, straightforward language Repetitive sentence pattern, changing only one word on each page Four-word sentences Simple sentence structure: We see the. Animal names and content word supported by pictures and labels (bird, fi sh, turtles, frogs, pond). Easy, high-frequency words repeated: we, see, the Simple one-syllable, decodable words Engaging illustrations of natural world support and extend text. Five pages of text, with an illustration on every page Some illustrations contain labels that identify animals. One line of text with ample space between words 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_301785_BL_LRTG_L14_AtThePond.indd 1 11/20/09 1:09:26 AM

2 by Oscar Hagen Build Background Read the title to children and talk with them about what the boy and his mom are doing in the cover illustration. Ask them what they think they will learn about the people and the pond in this story. Then ask: Have you ever visited a pond? What animals did you see there? 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 sentence pattern We see the that tells what the boy and mom see at the pond. Page 2: Explain that in this story a boy and his mom visit a pond. On every page they tell what they see there. Point out that the pictures in the book have labels. Most of the labels name animals. Suggested language: Turn to page 2. The boy and his mom say: We see the bird. Say We. What letter do you expect to see fi rst in the word We? Find the word We and put your fi nger under it. You can see that We starts with uppercase W because it comes at the beginning. What does the bird in this picture look like? Page 3: Turn to page 3. What will the boy and his mom see next? They say: We see the fi sh. Say see. What letter comes fi rst in see? Find the word see and put your fi nger under it. Where are the fi sh in the picture? How many fi sh do you count? What else do you see in the picture? Page 4: Remind children that they can use information in the pictures to help them read. Turn to page 4. Now look at the picture. What do the boy and his mom see? So what will they say? How many turtles are on the log? Now turn back to the beginning and read the whole story. On every page you will fi nd out what the boy and his mom see at the pond. Words to Know see the we 2 Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 2 7/27/09 12:00:23 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 story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: Which of the animals in the book would you like to see during a visit to a pond? 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 The mom and boy visit a pond. At the pond they see a bird, fish, turtles and frogs. In the end, the mom and boy see the whole pond. It s fun to learn more about nature. Family members enjoy sharing new experiences. People who use wheelchairs can get out in nature. The writer uses the same language on each page, but changes what the characters see. The pictures show details about pond life. Labels in the pictures tell the names of animals and a small body of water 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 distinguishing between print and pictures. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: 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. Listening Game Materials: pairs of words. 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 do not rhyme. Say pairs of words: we, bee; we, and; fi sh, fat; fi sh, wish; see, sun; see, tree; frogs, logs; frogs, fruit. 3 Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 3 11/3/09 4:44:37 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 14.2 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 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 a boy and his mom visit a pond. On their visit they see a bird, fish, turtles, and frogs. What is the cause and what is the effect? Visiting the pond is the cause. It is why they see the different animals. The effect is seeing the animals. That tells what happens on their visit. 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 prompt. Have children draw and write their response, using the writing prompt on page 6. Think about the animals the boy sees in the story. Draw a picture of a different group of animals that he might see at the pond. Write about your picture. Tell how many animals the boy sees. 4 Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 4 11/3/09 4:44:46 PM

5 English Language Learners Front-Load Vocabulary Make sure children know the meaning of the content words in the story: pond, bird, fish, turtles, frogs. Use the illustrations to reinforce the words. 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 bird. Speaker 2: [Points to bird] Speaker 1: Point to the fish. Speaker 2: [Points to the fish] Speaker 1: Where do the animals live? Speaker 2: in a pond Speaker 1: Where are the mom and boy? Speaker 2: Here are the mom and boy. Speaker 1: What is one animal the boy and mom see? Speaker 2: They see a bird (or fish, turtles, frogs). Speaker 1: Where are the boy and his mom? Speaker 2: They are at a pond. Speaker 1: What do the boy and his mom do at the pond? Speaker 2: They see animals at the pond. They see a bird, fish, turtles, and frogs. Name Date Lesson 14 BLACKLINE MASTER 14.2 Children look at the pictures and circle the one that answers the question. 1. Where does the story take place? Children draw a picture of their favorite pond animal and label it. 2. Read directions to children.. All rights reserved. 4, Unit 3: Outside My Door 5 Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 5 11/3/09 4:45:12 PM

6 Name Date Think about the animals the boy sees in the story. Draw a picture of a different group of animals that he might see at the pond. Write about your picture. Tell how many animals the boy sees. 6 Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 6 7/27/09 12:00:26 PM

7 Name Date Lesson 14 BLACKLINE MASTER 14.2 Children look at the pictures and circle the one that answers the question. 1. Where does the story take place? Children draw a picture of their favorite pond animal and label it Lesson 14: K_301785_BL_LRTG_L14_AtThePond.indd 7 7/27/09 12:00:27 PM

8 Student LEVEL A Date Lesson 14 BLACKLINE MASTER 14.6 Running Record Form page Selection Text Errors Self-Corrections We see the bird. We see the fish. We see the turtles. We see the frogs. We see the pond. 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 14: K_301785_BL_LRTG_L14_AtThePond.indd 8 12/4/09 10:00:48 PM