Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 23 TEACHER S GUIDE by Ashlyn Adams Fountas-Pinnell Level F Nonfiction Selection Summary We use different sounds to say what we feel. There are many ways to tell people something, from crying to ringing a doorbell, from blowing a whistle to beating a drum. Number of Words: 166 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative focuses on one topic. Each page focuses on a different sound to communie feeling. Different kinds of sounds Verbal and nonverbal communiion Different cultures We communie with each other in different ways. Different cultures communie differently. People use music to communie feelings. Repetition of sentence patterns Last line of each page is dialogue Exclamations for emphasis Mix of short and longer sentences Sentences with prepositional phrases and adjectives Content words related to sounds probably familiar to children and used in oral language: sounds, laughs, clap, bell, whispers, whistle, beats, drum, fl ute Highlighted high-frequency words: again, along, began, boy, father, house, nothing, together Mostly one- and two-syllable words, most decodable Two contractions: I m, let s Color photos reinforce and extend content. Nine pages of text with a photo on every page All sentences begin fl ush left; some sentences turn a line 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 publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion 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 publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.

2 by Ashlyn Adams Build Background Read the title to the children and talk with them about what they see in the cover photo. Ask them what they think they will learn about sounds by reading this book. Encourage children to use their knowledge of different sounds. Ask questions such as the following: What are some of the different sounds you heard in school today? What are some loud sounds? Soft sounds? Musical sounds? 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. Here are some suggestions: Page 2: Explain that this book talks about the different sounds that people make. These sounds can say different things. Suggested language: Turn to page 2. We tell people things in many different ways. One way is to talk. What are the two people doing in this photo? What do you think the little girl is talking about with her mother? The girl says: I m hungry! Page 3: Turn to page 3. The boy uses sounds to say: I need my mother or father! What kind of sound is he making? What would you say to this boy? Find the word father and put your fi nger under it. Page 4: What kind of sound is the girl making? This girl laughs. What do you think is making her laugh? Page 5: Turn to page 5. What are the people in this photo doing? Show me the sound they are making. The fi rst sentence reads: These people clap their hands together. Say together slowly with me: To-geth-er. Now say the word all at once. When you clap your hands together, what are you using the sound to say? You re saying, Good job! Now turn back to the beginning and read to fi nd out more about sounds. Have children turn to the at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. again began father nothing along boy house together 2 Lesson 23:

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 Invite 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: What sound did you like reading about the most? Would you tell a friend to read this book? 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 We tell people things in many different ways. Sometimes we use words; sometimes we use other kinds of sounds. Different sounds say different things to people. People all over the world use sounds to tell each other things. The photos help readers to better understand the words. The dialogue helps readers know what the sounds are saying. The author wants to tell readers about different kinds of sounds 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 pointing under each word, and reading from left to right. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Make New Words Materials: index cards. Write the following words and endings on index cards: talk, need, cry, clap, whisper, stop; ed, ing. Ask children to choose one index card from each stack and read it. Help them add the infl ectional ending to the verb to change the word. Read the new word with children. Change Letters Build the following words with magnet letters: can, lot, say, girl, clap. Help children change the beginning, middle and ending letters with vowels, consonants, blends and digraphs to make new words (can-tan; tan-tin; tin-tip). 3 Lesson 23:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Sound Words Build on the sound words in. Suggested language: Let s talk about the different sounds we make at school. What kinds of sounds do we make in our classroom? What sounds do we make when we watch a game or play together? As children suggest different sound words, write their words on the board or on a large strip of paper. Begin the list with the words: I like to. (Possible suggestions: I like to talk to my friend; stamp my feet; clap my hands; ring the bell, sing a song.) After children have suggested the sound words, read the list together, pointing to each word as you read. Look at all the sounds we like to make! Writing Prompt Read aloud the following prompt. Have children draw and write their responses, using the writing prompt on page 6. Draw a picture that shows someone making a certain sound. Write a sentence telling what people use this kind of sound to say. 4 Lesson 23:

5 Read directions to children. English Language Learners Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don t ask children to read any text they will not understand. Cultural Support Make sure children understand that the photos and activities on pages 9 and 10 represent the traditions of African and Native American cultures. 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 a photo of a girl laughing. Speaker 2: [Points to girl laughing] Speaker 1: Point to a photo of a woman blowing a whistle. Speaker 2: [Points to woman blowing whistle] Speaker 1: When people want to tell someone, Good job, what sound do they make? Speaker 2: They clap their hands. Speaker 1: When little children need help, what sound do they make? Speaker 2: They cry. Speaker 1: When someone wants to tell children to Please be quiet, what does he do? Speaker 2: He puts his finger to his lips and whispers. Speaker 1: Why do we make so many different sounds? Speaker 2: We make sounds to tell people different things. Name Lesson 23 BLACKLINE MASTER 23.1 Answer each question with a word from the box. 1. Which word would you use to talk about a place to live? house 2. Which word would you use to talk about a young man? boy Word Bank again along began boy father house nothing together 3. Which word would you use to talk about a parent? father 4. Which word would you use to talk about none? nothing 5. Which word would you use to talk about being with others? together. All rights reserved. 3, Unit 5: Watch Us Grow 5 Lesson 23:

6 Name Draw a picture that shows someone making a certain sound. Date Write a sentence telling what people use this kind of sound to say. 6 Lesson 23:

7 Name Answer each question with a word from the box. 1. Which word would you use to talk about a place to live? 2. Which word would you use to talk about a young man? Lesson 23 BLACKLINE MASTER 23.1 Word Bank again along began boy father house nothing together 3. Which word would you use to talk about a parent? 4. Which word would you use to talk about none? 5. Which word would you use to talk about being with others? 7 Lesson 23:

8 Student Date Lesson 23 BLackline master level f Running Record Form page Selection Text Errors Self-Corrections 2 There are lots of ways to say things. This girl talks. She uses words to say, I m hungry! 3 This boy began to cry. He uses loud sounds and tears to say, I need my mother or father! Comments: Accuracy Rate (# words read correctly/37 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T Lesson 23: