LESSON 14 TEACHER S GUIDE by Gario Blanda Fountas-Pinnell Level S Realistic Fiction Selection Summary Jorge, a new middle school student from Colombia, yearns for a chance to play football. A second-string field goal kicker, Jorge sits with his special team while Coach K plays starters. At practice, Jorge shows his special team some soccer moves. Who knew they d end up winning the game with their scramble? And guess who kicks the extra point! Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative with omniscience limited to main character Number of Words: 1,485 Comparison/contrast: football and soccer Content Many details about the game of football; some details about soccer Using prior knowledge to solve a problem Themes and Ideas Respect and learn from people of other cultures. Some adults are not good role models. Language and Casual, narrative language (e.g., Coach K everyone called Coach Kenton this liked to Literary Features use his starters for the whole game.) Realistic dialogue within various football settings Sentence Complexity Sentences that include appositives Sentences with introductory dependent phrases and clauses Vocabulary Sports and football terms: starter, quarterback, intercepted, goal line, snapped, end zone Emotive words, such as barked, delighted, glumly, skeptical, cautiously, nervously Words Regular adverbs: glumly, cautiously, nervously, sternly Illustrations Illustrations supplement readers knowledge of football Captions summarize text Book and Print Features Twelve pages of text, as well as a table of contents 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. 978-0-547-31035-0 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. 6_310350_BL_LRTG_L14_PlayOfDay.indd 1 11/5/09 12:07:04 PM
by Gario Blanda Build Background Help students use their experience with sports and football to visualize the story. Build interest by asking questions such as the following: Have you ever played a team sport? Why is teamwork important? Read the title and author, and talk about the cover illustration of a football coach and players. Tell students that this story is realistic fiction, so the events in the story could happen in today s world. Explain that the boy in the #2 uniform is Jorge, who has recently moved from Colombia and is new to the Hawks football team. Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 3: Explain that the main character, Jorge, played soccer every day when he lived in Colombia. On his American football team, he is a fi eld goal kicker. Suggested language: Read the title of Chapter 1. Ask: What are sidelines? What does the chapter title tell you how Jorge feels about being there? Page 4: Read the third sentence in paragraph 2. It s about the team s coach. How would you describe Coach K? Is he someone you d like to emulate, or have as a role model? Why or why not? Pages 6 7: Point out the title of the chapter. Have students read the caption to the illustration. Invite students with some knowledge of football to explain the term special teams. Now turn back to the beginning and read to fi nd out about the special play Jorge designs to help the team. Target Vocabulary aim a goal or purpose, p. 4 anonymous a name or identity that is not known or not given bland lacking strong features or characteristics emulate to imitate or try to be like someone else, p. 4 fanatic a person with extreme enthusiasm for, or devotion to, something, p. 4 motive the reason someone does something, p. 7 reception a social gathering honoring, celebrating or welcoming someone skeptical doubtful, questioning, or suspicious about things that others believe, p. 10 understatement a simple description of something big or important veered changed direction 2 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 2 7/24/09 1:38:43 PM
Read Have students read silently while you listen to individual students read aloud. Support their problem solving and fluency as needed. Remind students to use the Visualize Strategy and to look for important details about the setting, characters, and plot to picture in their mind as they read. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Do you think the problem of the story was realistic? Were the characters convincing? How so? 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 Jorge is a substitute field goal kicker on the Hawks football team. Jorge invents a play based on soccer strategy. Jorge s team wins the game, and Coach K says Jorge will be a starter next year. Not all adults are good role models. You can learn much from people of different cultures. Sometimes things and people who seem quite different aren t as different as you think. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The section headings signal a transition for the reader. Because the story is about football, the narrator uses many football terms. The captions provide helpful information. Choices for Further Support Fluency Invite students to choose a scene to act out from the text to demonstrate phrased fl uent reading. Remind them to choose a passage with dialogue. Students may want to vary their voices to distinguish between characters in the conversation. 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 many words end in the suffi x ing. For example, the words winning, running, crossing, playing, being, kicking, and sailing on page 4 consist of the suffi x ing attached to the root words win, run, cross, play, be, kick, and sail. Explain that each of these words consists of two syllables. 3 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 3 11/5/09 12:07:12 PM
Writing about Reading Have students complete the questions on BLM 14.7. Responding Have students complete the activities at the back of the book, using their Reader s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Author s Purpose Remind students that the author s purpose is the author s reason for writing the story. In many cases, the author s viewpoint is part of the author s purpose. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The author s purpose is to show Jorge s abilities. Jorge teaching the scramble to the field goal team should be listed as a detail supporting the author s purpose. Practice the Skill Encourage students to share an example of a story in which the author s viewpoint is clearly expressed in the story through plot or characters. Writing Prompt: Thinking Beyond the Text Have students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts What are two sentences in the fi rst part of the book that support the idea that Coach K is not a good role model for his players? What is the meaning of skeptical on page 10? In paragraph 1 on page 6, the phrase there was nothing special about special teams means that Jorge and the other subs felt. 4 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 4 11/16/09 6:41:57 PM
English Language Development Reading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that Jorge invents a play based on soccer strategy. Cognates The story includes many cognates. Point out the English words and their Spanish equivalents: fanatic (fanatico) and motive (motivo). 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: Who is the main character? Speaker 2: Jorge Speaker 1: What is Jorge s home country? Speaker 2: Colombia Speaker 1: What is the name of Jorge s football team? Speaker 2: the Hawks Speaker 1: Why doesn t Jorge s team get to play? Speaker 2: Jorge s team doesn t get to play because Coach K plays only starters. Speaker 1: Why is soccer called fútbol in Colombia? Speaker 2: Soccer is called fútbol because players may use only their feet to move the ball. Speaker 1: How does Jorge end the argument about soccer and football? Speaker 2: Jorge says that soccer and football are both great games. Speaker 1: Why does Coach K say Jorge will quarterback next season? Speaker 2: Jorge has proved that he can throw the ball well with the scramble. Name Date Lesson 14 BLACKLINE MASTER 14.7 Read and answer the questions. Possible responses shown. 1. Think within the text Where is Jorge from originally? Jorge is originally from Colombia. 2. Think within the text What is Jorge s play called? Jorge s play is called the scramble. 3. Think beyond the text Why do you think the author decided to write about Jorge s leadership on a team? Because all of the players must act as a team, they need a leader to show them what to do. 4. Think about the text Being a leader sometimes requires taking an unusual approach to a task. Does this apply to Jorge s leadership? What does Jorge do? Why does Jorge s play actually work? Yes. Jorge decides to try a soccer strategy in a football game. The play works because the other team does not expect it. Making Connections Jorge thinks winning is very important to the coach. How important is winning to you? How do you react when you are not the winner? Explain your answer. Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 3: Going the Distance 5 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 5 7/24/09 1:38:44 PM
Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. On page 4, the narrator says, Still, Jorge liked being on the team. What do you think Jorge likes about being on the team? How do you think Jorge s attitude about the team helps him? Support your response with details from the story and your own experience. 6 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 6 7/24/09 1:38:46 PM
Name Date Lesson 14 BLACKLINE MASTER 14.7 Read and answer the questions. 1. Think within the text Where is Jorge from originally? 2. Think within the text What is Jorge s play called? 3. Think beyond the text Why do you think the author decided to write about Jorge s leadership on a team? 4. Think about the text Being a leader sometimes requires taking an unusual approach to a task. Does this apply to Jorge s leadership? What does Jorge do? Why does Jorge s play actually work? Making Connections Jorge thinks winning is very important to the coach. How important is winning to you? How do you react when you are not the winner? Explain your answer. Write your answer in your Reader s Notebook. 7 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 7 7/24/09 1:38:47 PM
Student Date Lesson 14 BLACKLINE MASTER 14.11 LEVEL S Running Record Form page Selection Text Errors Self-Corrections 6 After the regular practice ended, Jorge s special team took the field. They practiced field goals while the rest of the team went in to the locker room. Coach K went to his office, which overlooked the field. Sometimes he yelled advice out his window. But mostly, Jorge and his team were on their own. During field goal practice, Jorge often talked to Tim, the punter. Like Jorge, he was a first-year player. Unlike Jorge, he got on the field every game. The Hawks punted a lot, since they rarely got a first down. Comments: Accuracy Rate (# words read correctly/95 100) % Total Self- Corrections 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 1414454 8 Lesson 14: 6_310350_BL_LRTG_L14_PlayOfDay.indd 8 7/24/09 1:38:47 PM