Characteristics of the Text Genre Fiction Text Structure

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1 LESSON 24 TEACHER S GUIDE The Girl Who Helped the Wolf by Katrina Van Horn Fountas-Pinnell Level N Fiction Selection Summary Villagers living below a mountain have driven all the wolves away but one. When that wolf howls, the people decide to kill it. One girl saves the wolf by leading it down the mountain and across a bay, to a valley full of wolves. The wolf joins the pack with a joyful howl and the girl goes home. Number of Words: 999 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 Setting described on fi rst page Organized chronologically Problem introduced near the beginning of the story Wolf behavior Following one s beliefs Do what you believe is right Trust is an important part of any relationship. Compassion can help bridge disparate worlds. Written in traditional folktale style Figurative language: The howls rippled through the tree branches like waves. A mix of short and longer, more complex sentences Some split dialogue, all assigned Precise verbs for ways of speaking: whispered, cried, called Words for emotions: scared, afraid, angry, lonely, sad, calm, quiet, joy Names for places: mountain, village, bay, shore, woods, valley Target vocabulary highlighted in text Multisyllabic words that might not be familiar to English language learners: understand, protected, volcano s, easier, suddenly Illustrations communicate sense of traditional story. Illustrations carry emotion of story: loneliness of wolf, anger of townspeople. Thirteen pages of text; illustrations on every page Captions and labels that provide additional information and clarify text 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 The Girl Who Helped the Wolf by Katrina Van Horn Build Background Help students think about wolves. Build interest by asking a question such as the following: What do you know about wolves, both story wolves and real wolves? Read the title and author and talk about the cover illustration. Point out that the story is fiction with the feel of a traditional tale. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: alone, howl, trusted, follow, still, silent. Introduce the Text Guide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 2: Explain that this is a story about a girl who wants to save a wolf. Suggested language: Turn to page 2 of this book. Read the fi rst sentence: Once there was a wolf who lived alone on a mountain. Page 4: Call attention to the illustration. The village people met to talk about the wolf. Why might the villagers be afraid? Page 5: Draw attention to the illustration of the young girl. Not everyone is afraid of the wolf. What can you tell about her from the look on her face? Page 7: The girl climbed up the mountain to fi nd the wolf. It s night, and the young girl is guided up the path by the light of the moon. Then she calls out to the wolf to let it know about her arrival. Pages 8 9: The girl spotted the wolf, and the wolf saw her too. What might happen when the girl and the wolf meet? What can you predict from the picture? Now turn back to the beginning of the story and read to fi nd out what happens to the girl and the wolf she tries to help. Target Vocabulary aboard to be on or inside a vehicle, such as a boat or a train, p. 11 anchor a heavy metal object that keeps a ship in place, p. 11 arrival getting to a place, p. 7 bay a sheltered part of the sea that cuts into land, p. 11 guided showed the way, p. 7 lava melted rock that flows from a volcano, p. 8 rippled moved by forming tiny waves, p. 3 spotted saw, p. 8 twisted wound together, p. 3 voyage a long trip, often across water, p. 12 2

3 Read Have students read The Girl Who Helped the Wolf silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Question Strategy out more about the selection. to use clues to figure Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: What do you think of the girl s decision to rescue the wolf? Why do you think that? 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 Villagers want to kill a wolf, but a girl decides to save it. The girl trusts the wolf; the wolf trusts the girl enough to follow her to safety. In the end, the wolf has joined a pack of wolves and howls with joy. Compassion can make a person act bravely. Trust can repay trust. Sometimes you have to go against the crowd to do what you believe is right Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The story is told with some traditional storytelling language. Vivid details of night scenes add to the dreamlike story. The author s purpose was to tell a traditional tale about courage, compassion, and trust. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to phrasing to capture the mood of the story. 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. Guide students to work fl exibly with base words, making new words by changing letters and adding prefi xes, suffi xes, and infl ected endings. Use the example of the different forms of howl in the story: howl, howled, howls, howling. Have students choose a word from the story and see how many different new words they can create; for example: trust-trusted-trusts-distrust-trusting-trustful. 3

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Author s Purpose Remind students that they can use text details to tell why an author writes a book. Model the skill, using this Think Aloud: Think Aloud The author s purpose in writing this story was to entertain readers. The setting is mysterious. The girl is brave and trusting. And the wolf is trusting, too. The ending of the book is perfect. The wolf is safe and the girl can go home. The story was very entertaining. Practice the Skill Have students tell about another story they have read that was meant to entertain readers. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts Find a sentence on pages 7 8 that shows the girl s courage. In paragraph 2 on page 12, fi nd the word that means almost the same as journey. Complete this sentence in your own words: The reader can tell that the girl was caring because she. 4

5 English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Or have students use the audio or online recordings. Figurative Language Help students understand the figurative language used in the story, such as howls rippled through the tree branches like waves (p. 3), wolf s eyes, glowing red like a volcano s lava (p. 8), moonlight made a path across the bay (p. 12), and shining as bright as the sun (p. 13). 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: Where does the lone wolf live? Speaker 2: on a mountain Speaker 1: What does the wolf do that scares the villagers? Speaker 2: It howls. Speaker 1: Who rescues the wolf? Speaker 2: a young girl Speaker 1: What do the villagers want to do to the wolf? Speaker 2: They want to kill it. Speaker 1: How does the girl get the wolf across the bay? Speaker 2: They go in a boat. Speaker 1: How does the girl find her way up the mountain? Speaker 2: She follows a path in the moonlight. Speaker 1: What does the wolf do when it sees the other wolves? Speaker 2: It joins the circle of wolves and howls. Name Date The mayor wants to kill the wolf and the girl wants to save it. Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf Read and answer the questions. 1. Think within the text How are the girl and the mayor different? 2. Think within the text How does the girl find the valley? She follows the sound of the wolves. 3. Think beyond the text How do you think the author feels about wolves? Possible response: She feels wolves should be saved. 4. Think about the text What does the author mean when she writes the boat s oars were wet, as if the boat had just lifted its anchor and rowed itself to the water s edge? The boat looked as if it were waiting for the girl and wolf to use. Making Connections Think of a story about another animal that scares people. What was the story about? Write your answer in your Reader s Notebook. Read directions to students. 12. All rights reserved., Unit 5: Going Places 5

6 Name Date The Girl Who Helped the Wolf Thinking Beyond the Text Read the following paragraph. Then write your letter below. Imagine you are the girl in the story. Write a letter to the mayor of the town. Tell why you think the wolf should be allowed to live in peace. Use details from the story to support your reasons. 6

7 Name Read and answer the questions. Date Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf 1. Think within the text How are the girl and the mayor different? 2. Think within the text How does the girl find the valley? 3. Think beyond the text How do you think the author feels about wolves? 4. Think about the text What does the author mean when she writes the boat s oars were wet, as if the boat had just lifted its anchor and rowed itself to the water s edge? Making Connections Think of a story about another animal that scares people. What was the story about? Write your answer in your Reader s Notebook. 7

8 Student Date The Girl Who Helped the Wolf LEVEL N Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf Running Record Form page Selection Text Errors Self-Corrections 3 When the wolf howled, it howled loudly and for a long time. The howls rippled through the tree branches like waves. The howls twisted and turned down the rocky paths. The howls went down into the village and into the ears of the people. The children kept sleeping, but their parents felt afraid. The people were sure the wolf was angry and wanted to hurt them. 4 The people in the village never thought about how lonely the wolf was. The people were too afraid of the wolf to try to understand it. One night there was a meeting in the village. Comments: Accuracy Rate (# words read correctly/ ) % 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