Fountas-Pinnell Level N Folktale

Transcription

1 LESSON 24 TEACHER S GUIDE by Keith Yoder Fountas-Pinnell Level N Folktale Selection Summary When Groundhog s burrow on a farm is threatened by the arrival of a new farmer and his dog, Fox proposes that he and Groundhog trade homes for safety s sake. Fox s real intention is to catch Groundhog for a meal, but Groundhog outsmarts Fox and moves into Fox s home unharmed. Number of Words: 1,076 Characteristics of the Text Genre Folktale Text Structure Third-person narrative Moral of story stated on last page Content Farm environment Animal habitats Characteristic animal behavior (Fox is swift, sly.) Themes and Ideas Trickery is a universal theme in folktales. Others may not have your best interests at heart. Language and Conversational language Literary Features Two points of view revealed through characters behaviors Sentence Complexity Some longer, complex sentences Split dialogue, all assigned: Why don t we trade homes? said Fox. I have a cozy den up on the ridge. Vocabulary Names for animal homes: burrow, den Geographic terms: hill, ridge, ridge line, stream, fi eld, east, west Trade is a key word to understanding story Words Words formed from base words: coldest, older, quickly Compound words: Groundhog, woodstove, overheard, henhouse Illustrations Illustrations show locations and characters actions. Book and Print Features Twelve pages with illustrations and text on each page 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 Keith Yoder Build Background Help children think about groundhogs and foxes and share what they know about these animals. Build interest by asking a question such as the following: What do you think might happen if a fox decided to help a groundhog find a new home? Read the title and author and talk about the cover illustration. Tell children that this story is a folktale, a story that is often told by people of one culture or country. Introduce the Text Guide children 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 3: Explain that this is a story about Groundhog. He needs a new home. Fox tries to help out, but he has his own plans for Groundhog. Suggested language: Turn to page 3. Here is a picture of Groundhog. Where does he live? How can you tell? Page 4: Point out the word burrow on the page. Groundhog lives in a burrow. What kind of home is a burrow? Page 5: Call attention to the illustration. Groundhog is walking along a ridge, or a long, narrow hilltop. Look at the picture. Can you guess who lives here? How can you tell? Page 7: Turn to page 7 and look at the picture. What are the two animals discussing? Fox is telling Groundhog about his plan: he wants to trade his home, a den, for Groundhog s burrow. Do you think Groundhog should trust Fox? Why or why not? Now turn back to the beginning of the story and read to fi nd out how Groundhog fi nds a new home. Expand Your Vocabulary burrow n. - a hole in the ground made by an animal, p. 4 den - the shelter or resting place of a wild animal, p. 7 ridge a raised or elevated part or area, p. 5 2 Lesson 24:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Visualize Strategy in the story as they read. to picture what is happening Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: What do you think Groundhog and Fox learned about making a trade? What did you learn? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Groundhog needs to move to a new home. Fox convinces Groundhog that they should trade homes. Fox makes a plan so he can catch Groundhog. Groundhog makes his own plan and moves into Fox s home before Fox can catch him. One who tries to trick a wise one only fools himself. Others may not always do what is best for you Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The purpose of a folktale is to tell an entertaining story that may teach lessons about a culture. The author shows how time passes by using phrases such as: Then; on the day before the full moon; That night; The next morning. A third character, Squirrel, gives the moral of the story on the last page. Choices for Further Support Fluency Invite children to choose a passage from the text to act out. Remind them to pay attention to the punctuation marks (including commas and question marks) and to use strong expression as they read the characters words. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that in some words a vowel sound is spelled by two letters. For example, in the word now on page 3, the letters ow spell the /ou/ sound. Point out that the letters ow can also spell the long o sound, as in grown on page 3. Use the words burrow, how, and down to review the different vowel sounds spelled by the letters ow. 3 Lesson 24:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM Responding Have children 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 Cause and Effect Remind children that they can think about how one event (the cause) in a story makes another event (the effect) happen and why. Model the skill, using a Think Aloud like the one below: Think Aloud On page 10, Groundhog shows that he does not trust Fox to follow the plan. This causes Fox s feelings to be hurt. The cause is Groundhog does not trust Fox. The effect is Fox s feelings are hurt. Practice the Skill Have children think of another story they have read in which there is a cause and an effect. Ask them to write one sentence that tells about the cause and effect. Writing Prompt: Thinking About the Text Have children write a response to the prompt on page 6. Remind them that when they think about the text, they pay special attention to the words, genre, literary and print features, and how the story is organized. Assessment Prompts Which words on page 3 help the reader understand the meaning of the word blazed? How does Fox feel after Groundhog tricks him? 4 Lesson 24:

5 Read directions to children. English Language Development Reading Support Have children talk with a partner before sharing something about the story with the whole group. They may wish to describe a character, recall an action, or give an opinion about the story. Idioms The story contains idioms that might be unfamiliar. Explain the meaning of the expressions keep his word and hurt my feelings (page 10). Oral Language Development Check 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: Who is this story about? Speaker 2: Groundhog and Fox Speaker 1: Where does Groundhog live? Speaker 2: in a burrow (on a farm) Speaker 1: Where does Fox live? Speaker 2: in a den Speaker 1: Why does Groundhog need a new home? Speaker 2: He needs to be safe from the new farmer and dog. Speaker 1: What plan do Fox and Groundhog agree upon? Speaker 2: They will trade homes. Speaker 1: What plan does Fox make in his own mind for Groundhog? Speaker 2: Fox wants to catch Groundhog. Speaker 1: How does Groundhog trick Fox? Speaker 2: Groundhog trades homes early. Name Read and answer the questions. Date Lesson 24 BLACKLINE MASTER What problems does Groundhog have in the story? 2. What words on page 12 help you picture what Groundhog does when he gets to Fox s burrow? 3. Why can t Fox return to his old burrow? Making Connections What lesson does Fox learn in? How can people learn from a story that teaches a lesson? Write your answer in your Reader s Notebook., Unit 5: Changes, Changes Everywhere 5 Lesson 24:

6 Name Date Thinking About the Text Write a paragraph answering the following questions: A new character appears on the last page of the story. His name is Squirrel. He says, It seems to me that one who tries to trick a wise one only fools himself. Why do you think the author includes Squirrel at the end of the story? What job does the author have Squirrel do? Use details from the story in your answer. 6 Lesson 24:

7 Name Read and answer the questions. Date Lesson 24 BLACKLINE MASTER What problems does Groundhog have in the story? 2. What words on page 12 help you picture what Groundhog does when he gets to Fox s burrow? 3. Why can t Fox return to his old burrow? Making Connections What lesson does Fox learn in? How can people learn from a story that teaches a lesson? Write your answer in your Reader s Notebook. 7 Lesson 24:

8 Student Date Lesson 24 BLACKLINE MASTER LEVEL N Running Record Form page Selection Text Errors Self-Corrections 11 Fox, of course, was not going to come down the east side. He planned to come straight down the west side and catch Groundhog. Groundhog had been thinking very carefully. The agreement to wait until the full moon would give him just the time he needed. 12 Then, on the day before the full moon, Groundhog climbed back up onto the ridge and found Fox s home. He knew it was empty because Fox was never at home during the day. Comments: Accuracy Rate (# words read correctly/79 100) % 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 Insertion the ˆcat 1 Word told T 1 cat Lesson 24: