Characteristics of the Text Genre Informational Text Text Structure

Transcription

1 LESSON 13 TEACHER S GUIDE by Frances Morris Fountas-Pinnell Level J Informational Text Selection Summary Blind people sometimes need help, so they get specially-trained dogs to guide them. Guide dog puppies go to guide dog school where they learn to wear a harness and to follow complex directions. After they pass a test, the dogs are matched with a blind owner. The owner and dog become a team. Number of Words: 348 Characteristics of the Text Genre Informational Text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Introduction to concepts of guide dogs and guide dog schools Three sections, with titles, explain the three phases of a guide dog s training How guide dogs help blind people Important things guide dog puppies must learn Special training at guide dog school Guide dogs help blind people be more independent. Humans and animals can learn from each other. Guide dogs and owners have a partnership that goes far beyond what most pet owners have with their pets. Simple, clear language No fi gurative use of language Mostly simple sentences Some complex sentences: That is important because guide dogs must take care of their owners. Many terms related to guide dogs, some of which might not be familiar. Examples: blind, guide, harness, trainer, team Many words shown in labeled photographs. Examples: guide dog, trainer, harness Clear photographs loosely support the text Twelve pages of text; photographs on every page Labels on photographs for many key concepts 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 Frances Morris Build Background Help children think about the many things a guide dog for the blind must learn. Build interest by asking questions such as the following: Have you ever seen a blind person with a guide dog? How does the guide dog help its owner? What does it need to know? Read the title and author and talk about the cover illustration. Tell children that this book is informational text, so the words and photos will give factual information about guide dogs and their training. 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 book tells about some dogs and the special school they go to. The dogs are learning an important job: how to help blind people. Suggested language: Turn to page 3 of this book. Read the fi rst sentence: Blind people need help sometimes so they get guide dogs to guide them. What do guide dogs do? Look at the photo and read the label: guide dog. Pages 5 6: This section of the book is called Living with a Family. What do you think you will learn in this part of the book? Page 7: Turn to page 7. What kind of transportation do you take to school? How would you train a puppy to get used to being on a bus or a train? Why do you think guide dogs are trained to be comfortable on all kinds of transportation? Pages 9: Point out the heading: At. Draw attention to the photograph on the page. In this photo, the dog wears a harness. A harness is different from a leash. How would a harness be useful to a blind owner of a dog? Now turn back to the beginning of the book and read to fi nd out how puppies learn to become guide dogs. Target Vocabulary community a group of people who live in the same area culture a people s ways of living language the ways people speak and write lessons things to be learned or taught, p. 9 special something different from all others, p. 13 subjects topics of study, such as science and music transportation a way of moving something or someone from one place to another, p. 7 wear to have something on your body, p. 9 2 Lesson 13:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Analyze/Evaluate Strategy they feel about the text, and why. and to tell how Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: What did you find most interesting about guide dog school? What was most surprising? 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 Guide dogs can help blind people go out and do things. Puppies live with a family and then go to school to learn to become guide dogs. Guide dogs help blind people cross streets, ride on transportation, and more. Guide dogs and their owners work together as a team. A trained guide dog makes a blind person more independent. Animals and humans can help each other and be partners. The photographs show how guide dogs are trained and how they help people. The labels help readers understand key words Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The section titles help readers understand how the information is organized. Choices for Further Support Fluency Invite children to choose a passage from the text to demonstrate phrased, fl uent oral reading. Remind them to pay attention to punctuation, and to pause when they see commas and stop when they see periods. 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 there are many high-frequency words in the text that they know, such as go, sit, come, will, can, dog, cat, bird, city, with, out, how. Have children refer to the classroom word wall, if possible, and make a list of the words in the text that they already know. 3 Lesson 13:

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 Author s Purpose Remind children that they can think about details in the text to help them understand why the author wrote the book. Model the skill, using this Think Aloud: Think Aloud Why did the author write? What was her purpose for writing? Let s think about the details in the book: guide dog puppies learn their first lessons by living with a family; then the puppies go to guide dog school; then they take a test to see what they have learned. I think the author wrote this book to explain how guide dogs are trained for their job. Practice the Skill Have children write one sentence telling why they think the author used photos with labels in. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the text. Assessment Prompts Read this sentence: They ride in cars and other transportation. What does the word transportation mean in the sentence? What is the book mainly about? 4 Lesson 13:

5 Read directions to children. English Language Development Reading Support Help children compose a group summary of the book. Remind them to use the section headings to help organize the information. Vocabulary Discuss the meaning of the word trainer (page 9) and the verb to train. Explain that train is a multiple-meaning word. Ask children if they are familiar with other meanings of the word. 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: Whom do guide dogs help? Speaker 2: blind people Speaker 1: Where do guide dog puppies live first? Speaker 2: with a family Speaker 1: What do trainers do? Speaker 2: teach the dogs Speaker 1: Why do guide dogs go to school? Speaker 2: They go to school to learn how to help blind people. Speaker 1: What happens when a dog passes the special test? Speaker 2: They are matched with a blind owner. Speaker 1: What is a guide dog s most important job? Speaker 2: Its most important job is to keep its owner safe. Speaker 1: Why do you think a guide dog and its owner are a team? Speaker 2: They go out in the world together. They take care of each other. Name Read and answer the questions. Date Lesson 13 BLACKLINE MASTER What does the author show about guide dogs in the section Living with a Family? The author shows how guide dogs start their training as very little puppies. 2. Why do you think it is important for guide dogs to learn to like people? Possible response: Guide dogs need to learn to like people because their job is to help people. 3. Why do you think guide dogs are important? Answers will vary. Possible response: Guide dogs help blind people go places safely without the help of other people. Making Connections In and Schools Around the World, you learned about schools for guide dogs and schools for people. How are schools for people and guide dogs different? How are they the same? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 3: Tell Me About It 5 Lesson 13:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one paragraph. Think about some things a blind person might have trouble doing alone. How can a guide dog make a blind person more independent? Why might a guide dog sometimes be a better helper than a person? 6 Lesson 13:

7 Name Read and answer the questions. Date Lesson 13 BLACKLINE MASTER What does the author show about guide dogs in the section Living with a Family? 2. Why do you think it is important for guide dogs to learn to like people? 3. Why do you think guide dogs are important? Making Connections In and Schools Around the World, you learned about schools for guide dogs and schools for people. How are schools for people and guide dogs different? How are they the same? Write your answer in your Reader s Notebook. 7 Lesson 13:

8 Student Date Lesson 13 BLACKLINE MASTER LEVEL J Running Record Form page Selection Text Errors Self-Corrections 5 The puppy gets to know everyone in the family. But just one person in the family is the teacher. Sometimes the teacher and the puppy get together with other dogs. 6 The teacher can be an adult or a child. The teacher feeds and walks the puppy. The puppy learns how to care for the person. Comments: Accuracy Rate (# words read correctly/55 100) % 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 13: