Fountas-Pinnell Level Q Narrative Nonfiction. by Julia Lee

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1 LESSON 4 TEACHER S GUIDE by Julia Lee Fountas-Pinnell Level Q Narrative Nonfiction Selection Summary Sports are not a new pastime in North America. Modern versions of lacrosse, bowling, baseball, and basketball all have roots in sports that have been played for hundreds of years. One major difference is that girls are now a part of these team sports. Number of Words: 1,368 Characteristics of the Text Genre Narrative nonfi ction Text Structure Information divided into nine chapters Chapters follow a temporal sequence Content Native American games and colonial games History of baseball and basketball Gender discrimination in sports Themes and Ideas Many modern sports have roots in older versions of the game Gender discrimination still exists in sports, but it is being addressed Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Conversational language Most of the text in present tense Use of fi rst person plural to engage readers: we, let s Use of series comma Questions and answers to impart information Dashes, italics, quotations used Some new vocabulary that readers must derive from context or dictionaries Sports terms that may be unfamiliar: baggataway, stoolball Hyphenated adjectives: double-dutch, three-legged Some words with three or more syllables such as competition, colonial, education, encouraged, identical, opportunities Photographs and drawings that support the text and identify the historical setting Captions that provide extra clues about the information Table of contents helps readers predict content 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 Julia Lee Build Background Help students use their knowledge of games and sports to visualize the text. Build interest by asking questions such as the following: What sports do you like to play? What outdoor games do you like to play? Read the title and author and talk about the cover illustration. Tell students that this text is informational, so they will find many facts about sports and their histories. 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 5: Explain that this text is about modern sports that are similar to games that have been played in North America for hundreds of years. Ask the students to turn to page 5. Suggested language: The picture shows a bowling game played in colonial America. Ask: From the picture, what can you tell about how that game was like today s game of bowling? How was it different? Page 8: Read the caption under the illustration. Barn ball was played with a small ball and a wooden stick. Ask: What modern sport does this remind you of? Page 9: Explain that in 1842, a man named Alexander Cartwright wrote a uniform set of rules for the game of baseball? Ask: How does it help to have uniform rules, or rules that are always the same when playing a sport? Why would it be diffi cult to play a game if the rules were always different? Page 11: Draw attention to the illustration and read the caption aloud. Ask: What do you notice about the equipment in this game? Page 14: Point out that the girl in the photograph is wearing modern clothing and soccer equipment. Have students scan the illustrations that preceded this. Ask: What do you notice about how the illustrations change from the beginning to the end of the text? What does that tell you about the way the text is organized? Go back to the beginning of the book to learn about the history of some games and sports in North America. Target Vocabulary competition a contest in which individuals or teams struggle to win, p. 3 element one essential part of a whole, p. 6 identical exactly the same, p. 9 intimidated frightened or nervous mastered become very skilled at, p. 11 qualifying performing well enough to move on to the next level recite speak from memory routine a series of repeated movements uniform having a single form, p. 9 unison occur together in the same way 2 Lesson 4:

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Monitor/Clarify Strategy to look for changes in games and sports through the years. as they read and Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Which games from colonial times would you most like to play stoolball, blindman s bluff, or barn ball? Why? 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 Many modern games and sports have roots in Native American and colonial games. Alexander Cartwright was the first person to write uniform rules for baseball. James Naismith created basketball because he wanted his students to be able to play sports indoors. Today, sports are a part of everyday life for both adults and children. There is still evidence of gender discrimination regarding sports opportunities for girls Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Captioned illustrations and photographs aid comprehension. The text begins with a description of sports in the early 1400s and ends in current times. Names and dates add to the text s authenticity and provide details that clarify the main ideas. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate phrased fl uent reading. Tell them to pay attention to punctuation and let it guide their phrasing. Remind them to take a short break at commas and a full stop at dashes and periods. 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 understanding of the main ideas. Phonics/Word Work Provide practice as needed with identifying adverbs, using examples from the text. Remind students that adverbs often describe verbs. Often they are formed by adding the suffi x ly to adjectives. For example, on page 12, the adverb differently is made by adding ly to the adjective different. Differently describes the verb treated. Other examples are closely (p. 4) and fairly (p. 14). 3 Lesson 4:

4 Writing about Reading Have students complete the questions on BLM 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 ension Skill Sequence of Events Remind students that sequence is the order in which things happen. Readers can look for dates in the text to understand sequence. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The first date included in the text is the early 1400s, on page 4. The next date mentioned in the text is the 1600s, on page 5. In the 1600s, settlers played an early version of football. Add these details to the next box in the chart. Practice the Skill Have students share examples of other selections that include dates to help them follow the sequence of events. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts Compare the illustration on page 8 with the one on page 9 to show how sports have changed over the years. What is the meaning of mastered on page 11? How is the information in the second paragraph on page 7 arranged? 4 Lesson 4:

5 English Language Development Reading Support Pair advanced and intermediate students to read the text softly, or have students listen to the audio or online recordings. Remind students that this selection follows the history of several games and sports played in North America. Vocabulary Students may be confused by multiple-meaning words in the text. Make sure that students understand the meanings of these words as they are used in the text: uniform (p. 9), period (p. 9), and track (p. 12). 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 colonial game was similar to baseball? Speaker 2: barn ball Speaker 1: What indoor sport did James Naismith invent? Speaker 2: basketball Speaker 1: What did Alexander Cartwright do for the sport of baseball? Speaker 2: wrote rules for it Speaker 1: How are barn ball and baseball similar? Speaker 2: Players hit a ball with a stick or a bat and run around bases. Speaker 1: Why did James Naismith invent basketball? Speaker 2: He needed an indoor sport for his students to play. Speaker 1: How is the equipment used in baggataway and lacrosse similar? Speaker 2: Both sports use sticks with leather nets on them. Speaker 1: Why were games not a big part of everyday life in colonial times? Speaker 2: People were too busy doing chores. Name Date Lesson 4 BLACKLINE MASTER 4.7 Read and answer the questions. Possible responses shown. 1. Think within the text Which game was played first, baseball or basketball? baseball 2. Think within the text What game of the past is now known as lacrosse? Baggataway is now called lacrosse. 3. Think beyond the text The text describes how games have changed. Based on the games we play now, predict how games might look in the future. Improved technology might change the way games are played, but sports will always involve physical skill and the movement of an object like a ball. 4. Think about the text Why does the selection, which is about how games have changed, have a picture of Congresswoman Patsy Mink? She helped pass Title IX, which changed sports in America by treating women and men equally. Making Connections Many years ago children played games that are now a part of everyday life. Write about a game you play. What parts of the game do you like best? What do you think would make the game even better? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 1: School Spirit! 5 Lesson 4:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized. Look back at the photographs, illustrations, and captions in the text. How did they help you follow the sequence of the text better? For example, did they help you understand the historical setting? What did these features teach you about sports equipment? Choose two features and explain how they added to your understanding. 6 Lesson 4:

7 Name Date Lesson 4 BLACKLINE MASTER 4.7 Read and answer the questions. 1. Think within the text Which game was played first, baseball or basketball? 2. Think within the text What game of the past is now known as lacrosse? 3. Think beyond the text The text describes how games have changed. Based on the games we play now, predict how games might look in the future. 4. Think about the text Why does the selection, which is about how games have changed, have a picture of Congresswoman Patsy Mink? Making Connections Many years ago children played games that are now a part of everyday life. Write about a game you play. What parts of the game do you like best? What do you think would make the game even better? Write your answer in your Reader s Notebook. 7 Lesson 4:

8 Student Date Lesson 4 BLACKLINE MASTER 4.11 LEVEL Q Running Record Form page Selection Text Errors Self-Corrections 12 Around the time that basketball is invented, public schools begin to offer exercise classes to keep students healthy. Then, as basketball and other team sports become popular, schools begin to add these sports to their exercise programs. High school boys play football, baseball, and basketball. They run, jump, and throw in track and field events. Boys teams begin to compete. Basketball is a popular sport for high school girls. But girls are treated differently from boys. Many people in schools believe it is not healthy for girls to compete on teams. Girls do not have this chance. Comments: Accuracy Rate (# words read correctly/97 100) % 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 Lesson 4:

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