Characteristics of the Text Genre Fiction Text Structure

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Characteristics of the Text Genre Fiction Text Structure"

Transcription

1 LESSON 7 TEACHER S GUIDE by Ben Devanthery Fountas-Pinnell Level A Fiction Selection Summary While on a visit to the zoo, a family enjoys seeing lions, monkeys, bears, and birds. They leave saying that they like the zoo. Number of Words: 26 Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person plural narrative naming four animals seen at the zoo Last page summation: We like the zoo. Animals seen at the zoo It s fun to look at animals at the zoo. Families enjoy going places together. Simple repetitive language Meaning provided through integration of pictures with text. Repetitive sentence pattern, changing only one word on each page Four-word sentences with simple sentence structure: We like the. Words relating to animals: lions, monkeys, bears, birds, zoo High-frequency words: we, like, the Illustrations that support the text Five pages, with one line of text and one illustration on each page Large print and good spacing between words Some things in pictures are labeled 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. K_302768_ELL_LRTG_L07_Zoo.indd 1 11/20/09 1:14:55 AM

2 by Ben Devanthery Build Background Read the title to children and talk with them about what the characters are doing in the cover illustration. Ask them what they know about zoos. Then ask: What kind of animals might you see at the zoo? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: visiting, zoo, girl, boy, lions, monkeys, cage, bears, birds, mother, father. Use the pictures to reinforce the words. 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 phrase We like the. Call attention to the labels. Here are some suggestions: Page 2: Explain that this book is about a family enjoying a trip to the zoo and the animals they like. The family is telling the story. Suggested language: Turn to page 2. Read the labels. What do you see in the picture? Yes, the family is looking at lions. The family says: We like the lions. Say the word We. We begins with the /w/ sound. Find the word We and put your fi nger under the fi rst letter, W. And you can see that We starts with uppercase W because it comes at the beginning. Page 3: Remind children that they can use information in the pictures to help them read. Turn to page 3. Look at the picture and read the labels. What animals can you see in the cage? The label says: monkeys. Monkeys are in the cage. So the family says: We like the monkeys. Say the word like. What letter would you expect to see fi rst in like? Find the word like and put your fi nger under it. Page 4: Read the label. What animal is in the picture? The label says: bears. What do you think the family will say on this page? Now go back to the beginning and read to fi nd out all the animals the family likes at the zoo. Words to Know like the we 2 Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 2 7/27/09 10:38:14 AM

3 Read Now have children read softly while pointing under each word. Observe children as they read. Respond to the Text Personal Response Ask 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: Have you ever been to the zoo? Which animals would you like to see? 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 On a trip to the zoo, a family sees lions, monkeys, bears, and birds. The family likes to visit the zoo. It s fun to look at animals at the zoo. Family outings are fun for everyone. The writer uses the same sentence pattern on each page. The words and the pictures show how much the family likes the zoo 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 reading from left to right and matching one spoken to one written word while reading and pointing. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that begin with the same sound. Have children 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, for example: lions and lamps, monkeys and chimps, bears and chairs, birds and bears, zoo and zippers, etc. Matching Letters Materials: upper and lowercase magnetic or cardboard letters or letter cards. Have children choose letters and match them with their upper or lowercase form. Build Sentences Materials: index cards. Write the high frequency words from Visiting the Zoo on index cards: We, like, the. Then write the story words on index cards: lions, monkeys, bears, birds, zoo. Have children build sentences using the word cards. Have them read the sentences and illustrate one of them. 3 Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 3 11/20/09 1:14:33 AM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 7.5 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 Remind children to use details to tell more about characters. Model how to think about understanding characters: Think Aloud I can understand more about the characters in this story when I think about the details. Everyone in the family likes to look at animals. On page 4, it looks like the girl wants to get closer to the polar bears, and that makes the mother a little nervous. But on the last page, I can tell all four people in the family had a good time at the zoo. Practice the Skill Have children choose another picture and tell what they can learn about the characters from looking at the details in the picture. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of an animal you would like to see at the zoo. Write one thing that animal can do. 4 Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 4 11/3/09 4:51:34 PM

5 English Language Learners Cultural Support Many children have never been to the zoo. Make sure children recognize the animals in this story and talk about why animals may be in a zoo. Also, you may wish to have children use the audio or online recordings. 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 the lions. Speaker 2: [Child points to the lions.] Speaker 1: Point to the bears. Speaker 2: [Child points to the bears.] Speaker 1: What animals are on page 5? Speaker 2: birds Speaker 1: What kind of animal is on page 3? Speaker 2: monkeys Speaker 1: What kind of animal is on page 4? Speaker 2: bears Speaker 1: What animals did the characters see at the zoo? Speaker 2: They saw lions, monkeys, bears, and birds. Speaker 1: What does the family say about the zoo? Speaker 2: They say, We like the zoo. Name Date Lesson 7 BLACKLINE MASTER 7.5 Children look at the pictures and circle the ones that answer the question. 1. Which animals did the family see at the zoo? Children draw a picture of their favorite zoo animal. 2. Read directions to children.. All rights reserved. 7, Unit 2: Show and Tell 5 Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 5 7/27/09 10:38:16 AM

6 Name Date Draw a picture of an animal you would like to see at the zoo. Write one thing that animal can do. 6 Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 6 7/27/09 10:38:17 AM

7 Name Date Lesson 7 BLACKLINE MASTER 7.5 Children look at the pictures and circle the ones that answer the question. 1. Which animals did the family see at the zoo? Children draw a picture of their favorite zoo animal Lesson 7: K_302768_ELL_LRTG_L07_Zoo.indd 7 7/27/09 10:38:18 AM

8 Student LEVEL A Date Lesson 7 BLACKLINE MASTER 7.9 Running Record Form page Selection Text Errors Self-Corrections We like the lions. We like the monkeys. We like the bears. We like the birds. We like the zoo. Comments: Accuracy Rate (# words read correctly/20 100) % 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 7: K_302768_ELL_LRTG_L07_Zoo.indd 8 12/4/09 10:26:00 PM

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content LESSON 15 TEACHER S GUIDE by Lucy Fukushima Fountas-Pinnell Level A Informational Text Selection Summary A boy and his grandfather look up to see a butterfly, a bird, a balloon, a kite, and an airplane.

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 29 TEACHER S GUIDE by Chuck Woods Fountas-Pinnell Level C Informational Text Selection Summary A young girl has many people to help her at home and in her community. She is a helper, too. Number

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 2 TEACHER S GUIDE by Rita Cruz Fountas-Pinnell Level J Realistic Fiction Selection Summary Nora goes to a Mexican festival with Alma and her family. Each time Nora thinks she has seen the best part

More information

Characteristics of the Text Genre Nonfi ction Text Structure

Characteristics of the Text Genre Nonfi ction Text Structure 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

More information

Fountas-Pinnell Level G Informational Text. by Frances Solomon

Fountas-Pinnell Level G Informational Text. by Frances Solomon LESSON 8 TEACHER S GUIDE by Frances Solomon Fountas-Pinnell Level G Informational Text Selection Summary Snowstorms cause a lot of trouble and damage. They can make a lot of work. But if you are dressed

More information

Fountas-Pinnell Level M Informational Text

Fountas-Pinnell Level M Informational Text LESSON 30 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level M Informational Text Selection Summary Printing a newspaper in the 1700s involved hard work. Type was hand set. The letters were inked and

More information

Fountas-Pinnell Level K Realistic Fiction

Fountas-Pinnell Level K Realistic Fiction LESSON 16 TEACHER S GUIDE by Olive Porter Fountas-Pinnell Level K Realistic Fiction Selection Summary A class plans a bake sale to raise money for a field trip to a museum. First, they invite a baker to

More information

Fountas-Pinnell Level L Nonfiction

Fountas-Pinnell Level L Nonfiction LESSON 12 TEACHER S GUIDE by Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and describes a variety of projects they might do for

More information

Fountas-Pinnell Level J Fable. by Emily Kavicky

Fountas-Pinnell Level J Fable. by Emily Kavicky LESSON 24 TEACHER S GUIDE by Emily Kavicky Fountas-Pinnell Level J Fable Selection Summary In this book, three fables teach important lessons. In The Lion and the Mouse, a big lion finds out that a little

More information

Fountas-Pinnell Level O Humorous Fiction

Fountas-Pinnell Level O Humorous Fiction LESSON 1 TEACHER S GUIDE Ms. F Goes Back to School by Blaise Terrapin Fountas-Pinnell Level O Humorous Fiction Selection Summary Ms. F, a principal, takes evening classes at a local college, and shares

More information

Fountas-Pinnell Level K Nonfiction

Fountas-Pinnell Level K Nonfiction LESSON 16 TEACHER S GUIDE Recycle, Reuse, and Reduce by Sarah Hughes Fountas-Pinnell Level K Nonfiction Selection Summary There are many projects to do to clean up your community and keep Earth green.

More information

Fountas-Pinnell Level L Informational Text

Fountas-Pinnell Level L Informational Text LESSON 20 TEACHER S GUIDE by Bo Grayson Fountas-Pinnell Level L Informational Text Selection Summary Polar bears bodies are built to help them survive in their cold Arctic home. They are protected from

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 1 TEACHER S GUIDE The Mystery on Maple Street by Joanne Mattern Fountas-Pinnell Level Q Realistic Fiction Selection Summary As part of a school community service project, best friends Maria and

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 17 TEACHER S GUIDE by Barbara Roenz Fountas-Pinnell Level R Narrative Nonfiction Selection Summary Rural vets must be prepared for a variety of situations with large farm animals. This book takes

More information

Fountas-Pinnell Level J Nonfiction. by Stephanie Cohen

Fountas-Pinnell Level J Nonfiction. by Stephanie Cohen LESSON 20 TEACHER S GUIDE by Stephanie Cohen Fountas-Pinnell Level J Nonfiction Selection Summary Emperor penguins are the largest penguins. Emperor penguin parents raise their chicks cooperatively. While

More information

Fountas-Pinnell Level P Informational Text. by Rufus Albermarle

Fountas-Pinnell Level P Informational Text. by Rufus Albermarle LESSON 22 TEACHER S GUIDE by Rufus Albermarle Fountas-Pinnell Level P Informational Text Selection Summary Some kinds of fish migrate in order to find plentiful food sources or places to breed. Migrating

More information

Fountas-Pinnell Level M Historical Fiction

Fountas-Pinnell Level M Historical Fiction LESSON 4 TEACHER S GUIDE by Alexandra Behr Fountas-Pinnell Level M Historical Fiction Selection Summary Helen s father works on the construction crew building the Hoover Dam. When Helen s dog Champ barks

More information

Fountas-Pinnell Level Z Myth

Fountas-Pinnell Level Z Myth LESSON 18 TEACHER S GUIDE by Johanna Knowles Fountas-Pinnell Level Z Myth Selection Summary The adventures of Odysseus have entertained people since the days of the Ancient Greeks. The adventures that

More information

Fountas-Pinnell Level Q Nonfiction. by Sarah Jane Brian

Fountas-Pinnell Level Q Nonfiction. by Sarah Jane Brian LESSON 7 TEACHER S GUIDE by Sarah Jane Brian Fountas-Pinnell Level Q Nonfiction Selection Summary Black bears are not always black. Surprisingly, they come in white, brown, cinnamon, and even blue-gray.

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 16 TEACHER S GUIDE by Nancy Wu Fountas-Pinnell Level U Nonfiction Selection Summary The age of the Vikings began in the late 700s and lasted about 300 years. They lived in what is now Norway, Sweden,

More information

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise HOUGHTON MIFFLIN by Olive Porter illustrated by Sarah Beise by Olive Porter illustrated by Sarah Beise Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Bebop Books Page 1 Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Fiction/Fantasy Guided Reading : D DRA: 4 Reading Recovery : 6 24 pages, 119 words Focus: using

More information

Shared Reading. An Instructional Strategy for Teachers Grades K 3

Shared Reading. An Instructional Strategy for Teachers Grades K 3 Shared Reading An Instructional Strategy for Teachers Grades K 3 The ideas expressed in this work are generalizations and adaptations based on the shared book method developed by Don Holdaway using big

More information

RUNNING RECORDS ASSESSMENT

RUNNING RECORDS ASSESSMENT RUNNING RECORDS ASSESSMENT When a text is too hard, students begin to struggle and use less appropriate learning strategies. They learn much more from reading a text that is instructional or easy. Running

More information

Weekly Lesson Plan for Shared Reading Kindergarten

Weekly Lesson Plan for Shared Reading Kindergarten Weekly Lesson Plan for Shared Reading Kindergarten Level: Emergent Week of: Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail

More information

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

(MIRP) Monitoring Independent Reading Practice

(MIRP) Monitoring Independent Reading Practice (MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Rubrics Retellings for Assessment Text Leveling In theory,

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY YOU WILL NEED Take-Home Book, Little Wolf s New Home magnetic letters: s, e, e, d, f, r, t, h, w, p, l, g, n word bags highlighter tape NEW BOOK Plants That Eat Bugs, Level H REREADING Little Wolf s New

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies

More information

My Brother s Birthday

My Brother s Birthday Teacher Edition My Brother s Birthday alphakids Written by Jack Hastings Photography by Ross Tonkin Published edition Eleanor Curtain Publishing 2004 First published 2004 Apart from any fair dealing for

More information

Teacher Copy: Assessment for Independent Reading Levels Levels L-Z (Fiction/Narrative)

Teacher Copy: Assessment for Independent Reading Levels Levels L-Z (Fiction/Narrative) Reader s Name Grade Excerpt from Zeely by Virginia Hamilton, pp. 2-3 Set 1, 285 words Date Independent : Yes No Accuracy Rate: Oral Reading Rate Book Introduction: Say this to the reader before he or she

More information

Pre-K. Animals in the Wild. Differentiated Resources. English Language Learners... 2 Three-Year-Olds Small Groups...5-6

Pre-K. Animals in the Wild. Differentiated Resources. English Language Learners... 2 Three-Year-Olds Small Groups...5-6 Pre-K Differentiated Resources Animals in the Wild English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online

More information

TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6

Pre-K. Animals Around Us. Differentiated Resources. English Language Learners... 2 Three-Year-Olds...3-4 Small Groups...5-6 Pre-K Differentiated Resources Animals Around Us English Language Learners.......... 2 Three-Year-Olds...................3-4 Small Groups......................5-6 Visit www.macmillanmh.com for online games

More information

Guided Reading with Chapter Books: Jeff Williams

Guided Reading with Chapter Books: Jeff Williams Guided Reading with Chapter Books: What Readers Need Jeff Williams Solon City Schools, Solon, Ohio Reading Recovery Teacher for 3 years District Literacy Teacher Leader for 3 years Classroom teacher (Grades

More information

IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7

IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7 Guided Reading with IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7 written by Mary Cappellini illustrated by Cheryl Nathan Overview: A young Latina girl and her mother go on a nature hike through

More information

Example Provide an example of the word used in a meaningful sentence. Say: I cooperate with my sister to clean our room.

Example Provide an example of the word used in a meaningful sentence. Say: I cooperate with my sister to clean our room. Ways to Develop Oral Vocabulary VOCABULARY What is vocabulary development? Vocabulary is the knowledge of words and their meanings. Vocabulary development focuses on words beyond basic sight words. It

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

The Legend of the Blue Bonnets

The Legend of the Blue Bonnets Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Legend Reading Skill: Understand Plot The Legend of the Blue Bonnets Retold by Alan Trussell-Cullen Illustrated by Malcolm Stokes When

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Session Goals 1. Identify developmentally appropriate phonological awareness skills for preschool age children. 2. Practice

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,

More information

LiteracyPlanet & the Australian Curriculum: Pre-School

LiteracyPlanet & the Australian Curriculum: Pre-School LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis? "Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

Research-Based Lesson Planning and Delivery Guide

Research-Based Lesson Planning and Delivery Guide Research-Based Lesson Planning and Delivery Guide Mini-Lesson Planning for Inferences Benchmark(s)/Standard(s): What is the next benchmark(s) on my course curriculum guide or FCIM calendar? LA.3.1.7.3;

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

The First 20 Days of Reading: Intermediate Description of Lessons

The First 20 Days of Reading: Intermediate Description of Lessons Day 1 The First 20 Days of Reading: Intermediate Description of Lessons Read Aloud & Independent Reading Read Aloud: Reading is Thinking! Teacher will model how they think as they read. Teacher will think

More information

Mini-Lessons for FLUENCY

Mini-Lessons for FLUENCY Mini-Lessons for FLUENCY Rate 1. Fast finger: Guided Reading levels A-D) Prompt the child to Read it with a fast finger. Demonstrate this by having the students read it with their finger while you read

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt.

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt. Text Level Determine Lesson Focus: One-to-one matching (V) Directionality (KOP) Return sweep (KOP) Maintain language pattern (S) Recognize sight words (V) Use picture cues (M) Set purpose for reading:

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others

Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others Here is a resource of ideas to support you in the implementation of: 1.) Read Aloud 2.) Shared Reading 3.) Interactive

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

FAQ about Reading Workshop

FAQ about Reading Workshop FAQ about Reading Workshop My child is in Level M. What does that mean as far as a grade level that I can understand? Several different systems exist today for organizing reading levels. The one used in

More information

School District of Springfield Township

School District of Springfield Township K-5 Reading Instruction and Assessment District Philosophy and Approach The Language Arts curriculum of the School District of Springfield Township is aligned with the Pennsylvania Language Arts Standards

More information

Popcorn ELT Readers Teacher s Notes

Popcorn ELT Readers Teacher s Notes The Penguins of Madagascar 2012 Viacom International Inc. Madagascar DWA L.L.C. All Rights Reserved. Welcome to the Popcorn ELT Readers series, a graded readers series for low-level learners of English.

More information

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings Ellis Island Level L /24 Social Studies Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Content Vocabulary Immigrants feelings Grammar/Word Study Suffixes -tion, -ion

More information

Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own

Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own Grade 3: Module 1: Unit 1: Lesson 11 Close Reading and Powerful Note-taking on My Own This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL) LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example

More information

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

Writing Simple Stories Grade One

Writing Simple Stories Grade One Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

More information

Reading and Writing in the EYFS

Reading and Writing in the EYFS Reading and Writing in the EYFS Aims of this session: Outline the expectations in Nursery and Reception for reading and writing Explain how we teach reading in the EYFS Give you some ideas on how you can

More information

Baby Farm Animals. Level 11 Non-fiction Word count: 184 Text type: Report

Baby Farm Animals. Level 11 Non-fiction Word count: 184 Text type: Report Baby Farm Animals Level 11 Non-fiction Word count: 184 Text type: Report HFW introduced: HFW consolidated: Linking texts: Curriculum link: Phonological awareness: Text summary: called, drinks, fi rst,

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

StudyGuide. Irene C. Fountas Gay Su Pinnell

StudyGuide. Irene C. Fountas Gay Su Pinnell Irene C. Fountas Gay Su Pinnell StudyGuide for The Continuum of Literacy Learning, PreK 8: A Guide to Teaching SECOND EDITION 2011 INTRODUCTION..................................................... 2 Orientation

More information

Strategies for Fostering Emergent Literacy Skills

Strategies for Fostering Emergent Literacy Skills Emergent Literacy through Storytime and Play Strategies for Fostering Emergent Literacy Skills 3955 East Fort Lowell Road, Suite 114, Tucson, AZ 85712 Phone: (520) 721-2334 Fax: (520) 881-0669 www.makewayforbooks.org

More information

Key 1: Read at Advanced Levels in Grades K 2

Key 1: Read at Advanced Levels in Grades K 2 SEVEN KEYS TO COLLEGE READINESS www.mcps7keys.org Key 1: Read at Advanced Levels in Grades K 2 Description and Examples of Reading Text Levels Spring 2009 MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan

Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan Using an Audio Recorder in Lessons for New English Learners Who are Blind or Have Low Vision by Sylvie Kashdan An audio recorder is one of the important tools that should be used in every lesson for new

More information

2-3: Narrative Wall Blackline Masters

2-3: Narrative Wall Blackline Masters 2-3: Narrative Wall Blackline Masters Focus Story Author s Name wrote a Genre entitled. Title of the Story. The purpose of the story is to. Entertain, Inform, Describe, Explain, or Persuade Focus Skill:

More information

& Sample Lesson. Before Reading. Sight Word Review (1 minute)

& Sample Lesson. Before Reading. Sight Word Review (1 minute) Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

More information

Class 3. Early Reading Assessment

Class 3. Early Reading Assessment Class 3. Early Reading Assessment 1. Phonemic Awareness: Initial Sound Segmentation Assess child s phonemic awareness: the knowledge that words are made of sounds put together. Assess ability to identify

More information

EMPOWERING TEACHERS TEACHER EXPLAINS TASK TEACHER MODELS TASK

EMPOWERING TEACHERS TEACHER EXPLAINS TASK TEACHER MODELS TASK Benchmarks: Second Grade Comprehension: Identify and Discuss the Author s Purpose Preparation/Materials: Preparation/Materials: large graph, large copy of each story, highlighter, pictures of a U.S. map,

More information

Before starting the activities, be sure to go over the directions with your child.

Before starting the activities, be sure to go over the directions with your child. Note to Parents The activities and games in this book have been designed to give your child a challenging and fun way to learn the parts of speech and simple sentence-building skills. Encourage your child

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information