LESSON 5 TEACHER S GUIDE by Geoffrey C. Saign Fountas-Pinnell Level K Biography Selection Summary Mia (Hamm) and Nomar (Garciaparra) are a couple with many shared characteristics. Mia is a soccer star, and Nomar is a baseball star. They both worked hard to excel at their sports, and both are involved in charities to help children. Number of Words: 464 Characteristics of the Text Genre Biography Text Structure Section headings First and last sections describe the couple; middle sections focus on each person. Paragraphs with main-idea/supporting-details and sequence structures Content Achievements of Mia Hamm and Nomar Garciaparra Soccer and baseball Charitable work Themes and Ideas Sports stars have a love of their sport from an early age. Practice and hard work help sports stars fulfi ll their dreams. Reaching your own dream leads to helping others reach theirs. Language and Conversational tone: Can you guess how old Mia was when she fi rst played soccer? Literary Features Exclamations convey excitement: Score! Crack! Repetition: And she practiced, practiced, practiced. Sentence Complexity Most sentences under 15 words Simple, compound, complex sentences, with phrases Items in a series: Nomar fi nds homeless children food, clothing, and a place to live. Vocabulary Sports terms: stands, home run, league, pass, score, National Soccer Hall of Fame, Olympic gold medals, Rookie of the Year Words Mostly one- and two-syllable words Illustrations Nine pages of text, photos with sentence captions on all pages Book and Print Features Ten pages of text with mix of black-and-white and four-color photographs (and one graph) on all pages 2006. 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 32819. Printed in the U.S.A. 978-0-547-30771-8 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 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.
by Geoffrey C. Saign Build Background Help students use their knowledge of baseball and soccer. Build interest by asking a question such as the following: How might a great soccer player and a great baseball player be alike? Read the title and author. Use the cover photograph to point out that Mia Hamm and Nomar Garciaparra are sports stars, as well as husband and wife. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language and vocabulary so that they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Tell students that this book is about the lives of two sports stars, Mia Hamm and Nomar Garciaparra. These two athletes are married to each other. Suggested language: Turn to page 2. The book begins like this: Mia kicked the soccer ball. Score! The team cheered. In the second paragraph, the book says: Nomar took a big swing. Crack! The ball fl ew deep into the stands. It was a towering home run! Why do you think this book begins with these special images of these two athletes? Page 3: Have students read the caption. If you polish your skills, you work to improve your playing and make it shine. How might Mia polish her skills? Pages 6 7: Read the section heading on page 6. What will you learn in this section? When Nomar slammed the ball, he hit it hard. If you were at the ball park, what would a slammed ball look and sound like? Page 9: Have students use the section heading and captions to predict what they will learn on this page and the next. Now turn back to the beginning of the book and read to fi nd out more about Mia and Nomar. fans people who enjoy watching a certain activity, p. 5 league a group of teams that play against one another, p. 4 polishing making something better, p. 3 score v., to make or earn points in a game, p. 2 slammed hit very hard, p. 7 stands seats from which people watch a game, p. 2 style a person s special way of doing something, p. 8 towering very tall or high, p. 2 2 Lesson 5:
Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy what is described. to use the text to picture Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Why do you think that both became such star athletes? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Mia played soccer from age five. She is in the National Soccer Hall of Fame. Nomar loved baseball from the time he was young. He became a great player. are a married couple. They help children in their community. Someone who loves a sport as a child might grow up to be a star player. Players must learn how to work with teammates because they can t be the best by themselves. Soccer and baseball are very popular sports. People admire sports stars for how they help others. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The captions add information to the text. The photos show Mia and Nomar in action. The author s positive attitude about this pair can be seen by the details he includes showing Nomar and Mia helping other people, and not just playing sports. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to make their voice rise and fall naturally within each sentence. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that some longer words are compound words, made of two smaller words. Have students fi nd these compound words in and name the two words in each: teammates (p. 4), teamwork (p. 4), sidearm (p. 6), Spiderman (p. 7). 3 Lesson 5:
Writing about Reading Vocabulary Practice Have students complete the Vocabulary questions on BLM 5.1. Responding Have students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: score) Reading Nonfiction Nonfiction Features: Captions and Photos Remind students that nonfiction has many features to help readers find and understand important information. Captions and photos are two of those features. Explain that captions are words that explain a picture or other graphic. In this book, the captions are complete sentences that help readers understand the photos. Explain that photos support the written text in different ways. Sometimes a photo shows what is described in the text, to help readers form a clearer picture. At other times, a photo adds information to the text, so the reader learns more. Direct students to look at the photo on page 2, and ask whether the photo and caption add new information or show what is in the text. (The photo adds new information about at a charity event.) Direct students to look at the photo on page 7. Ask: What is the purpose of this photo? (to show an example of Nomar catching the ball, which is described in the text) Point out that book designers think about interesting ways to display the photos and captions. Have students look at the photos on each spread carefully, and ask them what they notice about the arrangement. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Assessment Prompts Tell one word that describes both Nomar and Mia. Which words on page 3 help the reader know what polishing means in the caption? What is the last page mainly about? 4 Lesson 5:
Read directions to students. English Language Development Reading Support In Introduce the Text (p.2) include as much practice as needed to help students become familiar with the language structures of the book. Cultural Support Provide any needed background information about soccer, baseball, the Olympics, the National Soccer Hall of Fame, and Rookie of the Year. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What is Nomar s sport? Speaker 2: baseball Speaker 1: What sport does Mia play? Speaker 2: soccer Speaker 1: How did get to be great players? Speaker 2: practice Speaker 1: How are alike? Speaker 2: They both are great at their sports. Both help children. Speaker 1: How are different? Speaker 2: Nomar plays baseball, and Mia plays soccer. Speaker 1: What is one of Mia s sports achievements? Speaker 2: She helped her soccer team win Olympic gold medals. Speaker 1: Why does the author admire Nomar? Speaker 2: Nomar is a great baseball player and a hero. He has saved lives and helped children. Name Date Lesson 5 BLACKLINE MASTER 5.1 Complete the story below with words. Vocabulary fans league polish score slammed stands style pronounced The Big Game Jane had spent a lot of time trying to polish her soccer skills. Today, her team would play the best team in the league. Jane s family and friends were sitting in the stands. They cheered when the announcer pronounced Jane s name. Toward the end of the game, the teams were tied at 3 points each. Jane knew she needed to score. Her normal style was to move the ball slowly, but today she slammed it into the net. The fans cheered happily.. All rights reserved. 3, Unit 1: Good Citizens 5 Lesson 5:
Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. On page 4, the author writes: Mia was there for her team, and the team was there for her too. Why is teamwork so important in sports? Where else can teamwork be important? Use details from the book in your answer. 6 Lesson 5:
Name Date Lesson 5 BLACKLINE MASTER 5.1 Complete the story below with words. Vocabulary fans league polish score slammed stands style pronounced The Big Game Jane had spent a lot of time trying to her soccer skills. Today, her team would play the best team in the. Jane s family and friends were sitting in the. They cheered when the announcer Jane s name. Toward the end of the game, the teams were tied at 3 points each. Jane knew she needed to. Her normal was to move the ball slowly, but today she The cheered happily. it into the net. 7 Lesson 5:
Student Date Lesson 5 BLACKLINE MASTER 5.24 LEVEL K Running Record Form page Selection Text Errors Self-Corrections 2 Mia kicked the soccer ball. Score! The team cheered. The U.S. women s team won the game! Nomar took a big swing. Crack! The ball flew deep into the stands. It was a towering home run! 3 Can you guess how old Mia was when she first played soccer? She was only five years old. Mia always loved soccer and watched it on television. She played as often as she could. And she practiced, practiced, practiced. If there were no girl teams, Mia played with boys. She was shy, but a tough player. 4 Garrett was Mia s brother and her hero. Comments: Accuracy Rate (# words read correctly/98 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 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 0 Insertion the 1 Word told T 1 cat 8 Lesson 5: