Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 28 TEACHER S GUIDE by Tom Crawford Fountas-Pinnell Level F Nonfiction Selection Summary Kites come in different colors, shapes, and sizes. They need wind to fly. Number of Words: 192 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 Second-person narrative Information on single topic Description text structure Kites and what they are made of How kites fl y Kite fl ying can be a wonderful, and colorful, activity. Author talks directly to reader: You have to hold the kite above your head. Some longer sentences: The long shape of the kite helps it stay in the air. Sentences with prepositional phrases: They fl y across the sky. Kite words: colors, shapes, sizes, fl ap, silk, string, eyes, mouth Mostly one-syllable words with some two and three-syllable words: across, windy, apart, different, fl apping Highlighted high-frequency words: across, ball, cried, head, heard, large, second, should Color photos support text. Four to six lines of text per page All new sentences start at left margin. Photos on all pages 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 Tom Crawford Build Background Read the title to children and talk with them about what is happening in the cover photo. Invite children to share any experiences they have had flying kites. Ask questions such as the following: What kinds of kites have you seen? What do you think you might learn about kites in this book? Introduce the Text Guide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Page 2: Explain that this book tells about different kinds of kites and how kites fl y. Remind children that they can use the information in the photos to help them read. Suggested language: Turn to page 2. What do you see in the photo? Yes, the people on the beach are fl ying kites. Find the word kites on the page. Where do the kites fl y? The book says: Look at all the kites. They fl y across the sky. Find the word across on the page. Put your fi nger under the fi rst letter, a. Page 3: Have children point to the highlighted word large. Some kites are very large. What can you think of that is large? Find the word small on the page. Some kites are small. What can you think of that is small? Page 4: What are the children trying to do here? To fl y a kite, you have to hold it above your head, hang on to the ball of string, and run. Say the word head. What letter would you expect to see fi rst in head? Find the word head and put your fi nger under it. Page 5: Call attention to the photo. This is called a box kite. Why do you think it has that name? Now turn back to the beginning and read to fi nd out about kites and how they fl y. 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. across cried heard second ball head large should 2 Lesson 28:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. 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: Which kind of kite would you like to fly? 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 Kites come in many different colors, shapes, and sizes. A kite can sound like a flag flapping in the wind. Kites need wind to fly. Anyone can learn to fly a kite. It is fun to fly a kite. The photos show many different kinds of kites 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 matching one spoken word to one written word while reading and recognizing that a sentence is a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Substitute Vowel Sounds Say the word run and have children repeat it. Say: Change the vowel sound /ŭ / to /ā/. What is the new word? (rain) Repeat the procedure, having children change the vowel sound in each of these words: head: change /ĕ/ to / ı/ (hide), fl ap: change /ă/ to / ĭ/ (fl ip), mouth: change /ou/ to /ă/ (math), shape: change /ā/ to / ĭ/ (ship), fl oat: change /ō/to /ă/ (fl at). Sort Words Materials: index cards. Write the following content words on index cards: kite, fl y, sky, try, size, light. Have children read the words. Ask them to sort the words according to the long i spelling. (CVCe, y, igh) 3 Lesson 28:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM Responding Have children complete the vocabulary activity on page 11. Building Vocabulary Opposites Point out the concept of opposites in. Suggested language: Remember that some kites are small and some are large. The words small and large are opposites, meaning different in every way. Write the words small and large side by side on the board or on chart paper. Then name other words from the book and work with children to name an opposite for each word. Use these words: day, long, up, in, high, strong, light. (Opposites: night, short, down, out, low, weak, heavy) To extend the list, discuss opposites such as these: open/close, good/bad, happy/sad, lost/found, hot/cold, no/yes. After you have finished the list, read the pairs of opposites together, pointing to each word. Leave the list posted, explaining that children can use these words in their writing. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. The author wrote: This kite looks like a bird. Choose one kite from the book. Write a sentence about it. Compare the kite to something else: This kite looks like. 4 Lesson 28:

5 Read directions to children. English Language Learners Reading Support Be sure children understand the key word wind. Explain that wind is air that moves. Give a demonstration by using a paper fan to create a current of air. Then reread page 5 to review how wind helps a kite fly. 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: What is this book about? Speaker 2: kites Speaker 1: Where is this kite? Speaker 2: in the sky Speaker 1: Point to the kite that looks like a box. Speaker 2: [Points to kite that looks like a box.] Speaker 1: Where do kites fly? Speaker 2: They fly across the sky. Speaker 1: What do all kites need to fly? Speaker 2: They need wind. Speaker 1: What size are kites? Speaker 2: Some are small and some are large. Speaker 1: How do you fly a kite? Speaker 2: Hold the kite above your head and run with it. Name Lesson 28 BLACKLINE MASTER 28.1 Answer each question with a word from the word bank. 1. Which word would you use to tell about an elephant? large 2. Which word would you use after the word first? second Word Bank ac ros s ball cried head heard large second should 3. Which word would you use to tell about a game of ch? ball 4. Which word would you use instead of the word yelled? cried 5. Which word would you use to name the top of your body? head. All rights reserved. 3, Unit 6: Three Cheers for Us! 5 Lesson 28:

6 Name Date The author wrote: This kite looks like a bird. Choose one kite from the book. Write a sentence about it. Compare the kite to something else: This kite looks like. 6 Lesson 28:

7 Name Answer each question with a word from the word bank. 1. Which word would you use to tell about an elephant? 2. Which word would you use after the word first? Lesson 28 BLACKLINE MASTER 28.1 Word Bank across ball cried head heard large second should 3. Which word would you use to tell about a game of ch? 4. Which word would you use instead of the word yelled? 5. Which word would you use to name the top of your body? 7 Lesson 28:

8 Student Date Lesson 28 BLackline master level f Running Record Form page Selection Text Errors Self-Corrections 2 Look at all the kites. They fly across the sky. The best days to fly a kite are windy days. 3 Kites come in many colors, shapes, and sizes. Some kites are small, and some are very large. 4 Even kids can fly kites. You have to hold the kite above your head. Comments: Accuracy Rate (# words read correctly/51 100) % 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 28: