Characteristics of the Text Genre Narrative nonfi ction: Biography Text Structure

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1 LESSON 30 TEACHER S GUIDE by Barbara Miller Fountas-Pinnell Level F Narrative Nonfiction Selection Summary Young readers learn about s award-winning golf career. Michelle learned the game from her father and went on to win games against children and adults. Number of Words: 153 Characteristics of the Text Genre Narrative nonfi ction: Biography Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative describes s golf career. Information presented sequentially. Playing golf Competition Father s guidance It s fun to play golf. The more you play a sport, the better you get. Implied subject: Put the tee in the ground. Narrator talks directly to reader: This is Michelle Exclamation for emphasis and excitement. Mostly simple sentences; some sentences with phrases: He showed Michelle how to play golf. Repeating sentence patterns: He gave her a ball. He gave her a club. Most vocabulary words familiar to children and used in oral language Content words related to golf supported by photos and labels: golf, club, ball, tee Mostly one syllable words; some decodable two syllable words Plurals, possessives, and pronouns: games, Michelle s, her Photographs support and extend text. Nine pages of text; photos on every page; labels for photos Some sentences turn over one line. Print in large plain font 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.

2 by Barbara Miller Build Background Read the title to the children and talk with them about what the girl is doing in the photo on the cover. Ask them what they think they will learn about in this book. Encourage children to use their knowledge of sports to think about the book. Ask questions such as the following: Have you ever seen anyone play the sport of golf? What sports equipment do they use? What is your favorite sport? 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 sentence patterns. Here are some suggestions: Page 2: Explain that this book is about how a real person named became a famous golfer and how she fi rst learned to play golf. Suggested language: Turn to page 2. This is. What is she holding in her hand? It s called a golf club. Michelle is good at a sport called golf. Say good and golf. What sound do you expect to see at the beginning of both words? Now fi nd the words good and golf on the page. What sport are you good at? Page 3: Explain that Michelle s father showed Michelle how to play golf. Find Michelle s father in the photo. What do you think he s doing? What is Michelle doing? Did Michelle just make a good shot? Pages 4 5: Now turn to pages 4 and 5. Michelle s father told her what to do when she played golf. He told her to put the tee in the ground. When the tee is in the ground, the ball goes on the tee. Then you hit the ball with the club. Point to the tee, the ball, and the club on page 4. Now turn back to the beginning and to fi nd out how got better and better at golf. Words to Know better father good ground play show 2 Lesson 30:

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: How do you think feels about playing golf? If you could ask Michelle one question, what would it be? 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 won golf games with kids. Now wins golf games with adults. The more she plays, the better she gets. If you keep playing a sport, you get better at it. It s important to listen to your teacher, especially if your teacher is your parent. The writer uses simple language that makes it easy to follow the book. The photos help readers to understand the words. The labels help readers understand new words about golf Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a page to read aloud. Point out that the book includes many sentences with exclamation points, which means they should read these sentences with strong feeling. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Materials: pairs of words. Have children listen for words that begin with the same sound. Have them raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, such as the following; sport, start; call, cat; play, plot; ball, tee; club, clown; ground, grind; better, batter. Make New Words Materials: index cards, box. Write the following words from the book on index cards: put, hit, got, won and put the index cards in a box. Ask a child to pick an index card and read the word. Then ask small groups of children to make new words by changing the beginning, middle and ending letters of the word (put/but/bat/bar). 3 Lesson 30:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 30.7 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 Tell children that they tell more about characters in a book by paying attention to what they do and how they feel. Model how to think about understanding characters: Think Aloud I read that Michelle played golf more and more. As she played, she got better and better at golf. She won lots of games. That must have made her feel good. Thinking about what Michelle did tells me more about her character. It tells me that she never gave up and knew what she wanted. Practice the Skill Have children share examples of a character in another book and tell how reading about what the character did and felt helped them understand that person. Writing Prompt Read aloud the following prompt. Have children draw and write their responses, using the writing prompt on page 6. Draw a picture of a sport a parent and child can play together. Write about the sport. 4 Lesson 30:

5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children know the meanings of the following words: sports, golf, club, tee, better, adults. Explain the difference in meaning between club as used in this book and a school club. 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. Speaker 2: [Points to ] Speaker 1: What sport does Michelle play? Speaker 2: golf Speaker 1: How did Michelle learn to play golf? Speaker 2: Her father taught her. Speaker 1: What happened to Michelle as she played golf? Speaker 2: She got better and better. Speaker 1: What happened when Michelle played games with kids and adults? Speaker 2: She won. Speaker 1: How did Michelle s father help her? Speaker 2: He gave her the things she needed to play golf and told her what to do when she played. Name Lesson 30 BLACKLINE MASTER 30.7 Write an answer to the question. Responses may vary. 1. How do you know that is a good golf player? She wins a lot of golf games with kids and with adults. Making Connections Think about a game you are good at playing. Write some sentences that tell why you are a good player.. All rights reserved. 9, Unit 6: Three Cheers for Us! 5 Lesson 30:

6 Name Date Draw a picture of a sport a parent and child can play together. Write about the sport. 6 Lesson 30:

7 Name Lesson 30 BLACKLINE MASTER 30.7 Write an answer to the question. 1. How do you know that is a good golf player? Making Connections Think about a game you are good at playing. Write some sentences that tell why you are a good player. 7 Lesson 30:

8 Student Date Lesson 30 BLACKLINE MASTER LEVEL F Running Record Form page Selection Text Errors Self-Corrections 2 This is Michelle. Michelle likes sports. She likes a sport called golf. She is good at golf. 3 This is Michelle s father. He likes golf, too. He showed Michelle how to play golf. 4 Michelle s father gave her a tee. He gave her a ball. He gave her a club. Comments: Accuracy Rate (# words read correctly/48 100) % 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 30:

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