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1 LESSON 1 TEACHER S GUIDE by Barbara Dodson Fountas-Pinnell Level S Realistic Fiction Selection Summary Edward wants to play basketball with his brother, Leon. The only problem is that Edward is not very good. Leon needs help with his math or he will fail. Edward is very good at math. The two brothers discover that each has something to offer the other. Number of Words: 1,952 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative Action takes places over an unspecifi ed time period. Content Various talents Teaching others Brothers helping each other Themes and Ideas We all have special talents. Helping other people is the right thing to do. People should believe in one another. Language and Conversational language, the way children actually talk to one another Literary Features Slang or unconventional language Sentence Complexity A mix of short and complex sentences Exclamations and questions Vocabulary Many sports-related and math-related words and terms, such as dribbling, hoop, quotient, remainder Words Many multisyllable words, some of them challenging: possession, naturally, and complicated Illustrations Lively, colorful drawings support the text Book and Print Features Thirteen pages of text; illustrations on most pages Thought bubble in one illustration 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. 4_305110_AL_LRTG_L01_TradingTalents.indd 1 11/4/09 7:56:53 PM

2 by Barbara Dodson Build Background Help students use their knowledge of a talent they might have to visualize the story. Build interest by asking questions such as the following: Do you have a special talent? What is it? How might you use that talent to help another person? Read the title and author and talk about the illustration on the cover. Note the various illustrations in the story. Tell students that this story is realistic fiction, so the characters will probably act like real people. 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 2: Explain that this is a story about two brothers who each have a unique talent. Suggested language: Look at page 2 of the book. Read the fi rst paragraph of the story. Edward didn t stop and ask if he could join Leon s pickup game. What do you think might be the problem of this story? Pages 3 4: Explain that Leon doesn t like excluding his brother, but Edward is not very good at basketball. Explain that Leon s friends fl at out declared that Edward could not play with them anymore. Ask: What does it mean to fl at out declare something? Leon is good at basketball. Read the fi rst sentence of the second paragraph on page 4. Ask: What is Edward s talent? Page 5: Leon needs help with his math. Why do you think the text in the middle of page 5 is in italics? Now turn back to the beginning of the story and read to fi nd how Leon and Edward solve their problems. Expand Your Vocabulary dividend in a division problem, the number that is divided, p. 8 pickup game a game that is started at the last minute, p. 2 pivot to turn suddenly, p. 10 quotient the number you get when you divide one number by another, p. 8 remainder the number left over when one number cannot be divided evenly by another, p. 8 2 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 2 7/28/09 2:58:13 PM

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 Summarize Strategy and to pay attention to the important details within the story and describe them in their own words. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: How did Edward use his talent to help Leon? In what way did Leon use his own special talents to encourage his brother? What do you think the brothers learned about each other in the end? 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 Edward uses his skills at math to help his brother, Leon. In return, Leon helps Edward become better at basketball. Both brothers use their own individual talent to help each other learn something new. Edward and Leon realize what it means to be a good sibling to one another. We all have special talents. Helping other people is the right thing to do. People should believe in one another Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The emotions and feelings the brothers have about and towards one another are realistic. The language sounds real, the way people talk to one another. The illustrations help the reader further understand the emotions felt by the brothers. Choices for Further Support Fluency Invite students to work in partners, choose a passage from the text, and demonstrate pausing and phrasing during reading. Remind students to pause after punctuation by taking short breaths after commas and stopping after periods and questions marks. 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. Remind students that many multisyllable words are formed from shorter words and affi xes, such as the bound morpheme ing. For example, the word dribbling on page 10 is made up of the word dribble and the affi x ing. The meaning of the new, longer word is closely related to the meaning of the shorter word. Dribbling means moving a ball by repeated light bounces. 3 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 3 11/4/09 7:59:41 PM

4 Writing about Reading Have students complete the questions on BLM 1.9. 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 Skill Story Structure Remind students that the structure of a story is important in understanding the content of the story. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud The characters in the story are Edward and Leon. Write this in the Character section of the chart. What is the setting? There are several different settings in the story. One setting is on the basketball court. Write this in the chart. The characters and setting of the story help identify the plot. Practice the Skill Encourage students to think of another story and explain its structure. 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 What will most likely happen when Edward wants to play basketball with Leon again? Which sentences on page 6 show that the brothers have learned to compromise and work together? The main purpose of the story is to. 4 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 4 11/4/09 7:59:45 PM

5 English Language Development Reading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that both Leon and Edward have something important to offer each other. Cognates The story includes many cognates. Point out the English words and their Spanish equivalents: consist (consistir), positive (positivo), talent (talento), and dividend (dividendo). 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: Who are the main characters in the story? Speaker 2: Edward and Leon Speaker 1: What does Edward want to do? Speaker 2: play basketball Speaker 1: Why doesn t Leon want Edward to play basketball with him? Speaker 2: Edward is not very good. Speaker 1: Why does Leon need his brother s help? Speaker 2: Leon is not doing well in math. Speaker 1: What does Edward want in return for helping Leon in math? Speaker 2: Edward wants Leon to help him learn to play basketball better. Speaker 1: What do Edward and Leon learn about one another? Speaker 2: Edward and Leon learn that they both have special talents to share. Edward shares his skills in math with Leon, so Leon will do better in math. Leon helps Edward with his basketball skills so that Edward will become a better basketball player. Name Date Lesson 1 BLACKLINE MASTER 1.9 Read and answer the questions. Possible responses shown. 1. Think within the text What advice works for playing basketball or doing math problems? The first thing you do is stay cool and stay focused. 2. Think within the text Why is Edward so good at helping Leon with math? Edward teaches Leon different ways to approach the math problems. He also challenges and encourages Leon. 3. Think beyond the text Based on the story, how do you think Leon feels about Edward? Leon really cares for Edward. Leon wants to include Edward in the basketball games even though Leon s friends do not. Leon listens to Edward when Edward helps him with math. 4. Think about the text Why did the author choose to call the story? Trading talents is the main idea of the story. Edward and Leon are good at different things. By sharing their talents with each other, each gets better at the thing he was not as good at. Making Connections Everyone has a talent for some things. Everyone has trouble doing some things, too. What is something you are good at doing? What is something you have to work extra hard to do? Write your answer in your Reader s Notebook.. All rights reserved. 11, Unit 1: Reaching Out 5 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 5 7/28/09 2:58:15 PM

6 Name Date Thinking Beyond the Text Think about the question below. Then write your answer in two or three paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. Leon and Edward learned several important things about each other in the story. They also learned a few life lessons. What lessons do you think they learned? How do you think these lessons will help them in the future? Support your ideas with examples from the story. 6 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 6 7/28/09 2:58:16 PM

7 Name Date Lesson 1 BLACKLINE MASTER 1.9 Read and answer the questions. 1. Think within the text What advice works for playing basketball or doing math problems? 2. Think within the text Why is Edward so good at helping Leon with math? 3. Think beyond the text Based on the story, how do you think Leon feels about Edward? 4. Think about the text Why did the author choose to call the story? Making Connections Everyone has a talent for some things. Everyone has trouble doing some things, too. What is something you are good at doing? What is something you have to work extra hard to do? Write your answer in your Reader s Notebook. 7 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 7 7/28/09 2:58:18 PM

8 Student Date Lesson 1 BLACKLINE MASTER 1.13 LEVEL S Running Record Form page Selection Text Errors Self-Corrections 5 A few days later, Leon s math teacher, Mr. Cox, pulled him aside. You need to do better, a lot better, or you re not going to pass this class, he told Leon. There s a big test coming up. Unless you get a good grade on that test, I m going to have to fail you. Leon s heart sank. He wished that he had his brother s math ability. He was so upset that he skipped basketball that afternoon. As he walked through the front door to his apartment, he could see Edward working on his math homework at the kitchen table. Edward didn t even glance at him. 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 Lesson 1: 4_305110_AL_LRTG_L01_TradingTalents.indd 8 7/28/09 2:58:18 PM