Characteristics of the Text Genre Fantasy Text Structure

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1 LESSON 14 TEACHER S GUIDE by Dee Scully Fountas-Pinnell Level K Fantasy Selection Summary Cam can t do anything right in Camel School. She fails at running, calling for help, and drinking enough water. Then her teacher falls in the pond and Cam jumps in to save him. Number of Words: 334 Characteristics of the Text Genre Fantasy Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Story is told by third-person narrator and by characters dialogue. First in a series of problems presented in beginning Skills taught to animals in school A surprise ending Everyone is good at something. School can be frustrating. Meaning provided through integration of pictures with text. Words in all capitals for emphasis (GO, MOOOO) Complex sentences, some with an introductory clause (When I say GO, start running to the end of the track.) Compound sentences (Cam ran as fast as she could, but she was still last.) Words about camels life: sandstorm, camel, humps, cactus, pond, gallons, water Most words with one or two syllables Words with infl ectional endings: running, calling, tripped, laughed, rolled, tried, yelled Contractions: it s, I ll, can t Compound words: sandstorm, anything, something Illustrations closely linked to text on all pages. Nine pages of text; illustrations on every page Periods, commas, quotation marks, exclamation points, question marks, apostrophes 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 Dee Scully Build Background Read the title to the children and talk with them about the cover illustration. Help them describe the camel, including the two humps on its back and its pink baseball cap. Ask what they notice about the camel s name. Help children use their knowledge of camels. Ask questions such as: Where do camels live? What else do you know about camels? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Explain that this story is a fantasy about a camel named Cam who has a hard time at school. Suggested language: Turn to page 2. The big camel with the whistle is Mr. Camel. He teaches Cam and the other young camels at Camel School. How do you know which camel is Cam? Remember her pink cap from the cover? Page 3: Have children look at the illustration. The fi rst lesson in Camel School is running. Cam wasn t very good at running. How can you tell from the picture? Page 4: Turn to page 4. Mr. Camel says: If you are ever in a sandstorm, you need to call for help. Find the word sandstorm on the page. What two smaller words do you see? In a sandstorm, the wind blows so much sand into the air that people and camels can t see. Page 7: Remind children to use information from the pictures to help them read. Turn to page 7. What is Cam doing now? Mr. Camel told the class to fi nd food in the desert. What did Cam fi nd? The author says: Cam took a bite of cactus! What do you see all over the top of cactus plant? Do you think Cam picked the right thing to eat? Now turn back to the beginning of the book and read to fi nd out if Cam will be good at any of the lessons at Camel School. Learn More Words cactus sandstorm 2 Lesson 14:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Respond to the Text Personal Response Invite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: How do you think Cam felt at the end of the story? 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 Cam wasn t good at any of the lessons that Mr. Camel taught. Mr. Camel fell into a pond and needed help. Cam jumped into the water and saved Mr. Camel. Everyone is good at something. Some subjects are hard to learn at school. Some of the story is told through dialogue. The characters are animals, but they act the way people do Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a passage from the text to act out. Remind them to pay attention to the punctuation, especially the exclamation marks, to help them read with expression. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, for example, camel and cactus, lesson and gallon, watch and walk, laughed and rolled. Word Wall Materials: words on word wall, index cards. Have children choose fi ve words about animals from the word wall and read them. Then have children write the words on cards. Have partners build sentences using some of their words, and adding other words. 3 Lesson 14:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 14.8 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Conclusions Tell children that as they read they can use details to figure out more about the text. Model how to think about conclusions: Think Aloud There are many lessons to learn in Camel School. What details show me that? On page 3, Mr. Camel teaches running. On page 4, he teaches calling for help. On page 6, he teaches walking in sand. On page 7, he teaches finding food. These details help me figure out that there is a lot to learn at Camel School. Practice the Skill Have children tell details that show that Cam was not as good as other students at drinking water. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Imagine everyone at Camel School gets an award at the end of the year. Write about the award you think Cam should get. 4 Lesson 14:

5 Read directions to children. English Language Learners Cultural Support Some children may not know much about the desert environment. Explain that deserts are hot and full of sand and that cactus plants grow in the desert and have branches with thorns instead of leaves. Point out that every living thing must work hard to find enough water to stay alive. 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 lesson does Mr. Camel teach first? Speaker 2: running Speaker 1: What does Cam try to eat? Speaker 2: cactus Speaker 1: Who saves Mr. Camel in the pond? Speaker 2: Cam Speaker 1: How good is Cam at the running lesson? Speaker 2: She comes in last. Speaker 1: What do camels need to do in a sandstorm? Speaker 2: They need to call for help. Speaker 1: What happens when Mr. Camel falls in the pond? Speaker 2: He yells for help because he can t swim. Cam jumps into the water and pulls him out. Name Lesson 14 BLACKLINE MASTER 14.8 Write the word that completes each sentence. 1. Cam was worried that she could not do anything right. wrong first right 2. Cam found out she was good at swimming. walking swimming calling Making Connections Think about what you do best. Draw a picture of what you do. Label your picture.. All rights reserved. 10, Unit 3: Nature Near and Far 5 Lesson 14:

6 Name Date Imagine everyone at Camel School gets an award at the end of the year. Write about the award you think Cam should get. 6 Lesson 14:

7 Name Lesson 14 BLACKLINE MASTER 14.8 Write the word that completes each sentence. 1. Cam was worried that she could not do anything wrong first right. 2. Cam found out she was good at. walking swimming calling Making Connections Think about what you do best. Draw a picture of what you do. Label your picture. 7 Lesson 14:

8 Student Date Lesson 14 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 7 Mr. Camel said, Now we will learn to find food. Camels have to eat what we can find. Cam took a bite of cactus! She tried to chew, but the thorns stuck in her mouth. She thought, Will I ever do anything right? 8 Next, the class went to the pond. Mr. Camel said, A camel must drink 25 gallons of water on a hot day. Please take a drink. I ll watch and see what you can do. Comments: Accuracy Rate (# words read correctly/77 x 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 14: