Fountas-Pinnell Level H Realistic Fiction. by Pauline Cartwright

Transcription

1 LESSON 1 TEACHER S GUIDE by Pauline Cartwright Fountas-Pinnell Level H Realistic Fiction Selection Summary At the pet shop, Lucy chooses a parakeet for her birthday. She names him Billy, and vows to teach him to talk. Lucy works at it every day, saying, My name is Billy. Lucy s brother Thomas wants to help, but whenever Thomas talks to the parakeet, Lucy says, Don t do that! Instead of his name, Billy learns to say Don t do that! Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative Organized chronologically Content Mild sibling rivalry Training a pet Themes and Ideas Training a pet takes great patience. Life has a way of surprising us. Language and Simple conversational language among family members Literary Features Dialogue, all assigned Third-person narrator Sentence Complexity Mostly simple sentences A mix of short and longer, more complex sentences Dialogue repeated like a refrain: My name is Billy. Don t do that! Vocabulary Descriptive adjectives: curly, straight, fl oppy Target vocabulary words highlighted in text Words Mostly one- and two-syllable words Use of pet as both a noun and a verb Illustrations Cheerful cartoon-like illustrations Illustrations support the text Book and Print Features Twelve pages of text; illustrations on every page Two to six lines of text per page Captions and labels on photos that clarify text Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Number of Words: 371 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 Pauline Cartwright Build Background Help children think about things that animals can learn, and how people can teach them. Ask questions such as: What kinds of animals can do jobs, or perform tricks, or talk? Have you ever tried to teach a pet to do something? Read the title and author and talk about the cover. Tell children that this story is realistic fiction, so the characters will act like real people. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: pet shop, beak, bird seed, excited. 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. Call their attention to any important labels. Here are some suggestions: Page 3: Explain that this story is about a girl name Lucy. Lucy wants a pet for her birthday, and her family goes to a pet shop to fi nd one. Suggested language: Turn to page 3. The labels on the picture identify Lucy, her brother, Thomas, and her mom and dad. Let s read the fi rst sentence to fi nd out what kind of pet Lucy wants: Lucy wanted a pet bird. How do you think Lucy will choose from among all those birds sitting in a row, or line? Page 4: Direct attention to the picture, and explain that Lucy picked a little bird called a parakeet. Cultural Support: Explain that what makes parakeets special is that they can be taught to say a few words. Read the caption. The bird Lucy liked had straight green feathers and a curly yellow beak. Look at the label in the picture. It shows you the bird s curly beak. The words straight and curly have to do with shape. Is Lucy s hair straight or curly? Page 8: Direct attention to the illustration. Lucy named her bird Billy. Do you think Lucy is taking good care of Billy? She liked to talk to him and pet his fl oppy head. What does a fl oppy head look like? Show me. Now turn back to the beginning of the story and read to fi nd out what Lucy and her brother teach Billy, the bird, to do. Target Vocabulary collars leather, metal, or plastic bands that are put around the necks of animals, p. 4 curly something with curves or twists, p. 4 drooled watered at the mouth, p. 4 floppy hanging down loosely, p. 8 row n. a number of people or things arranged in a line, p. 3 stood to be a certain height when standing, p. 11 straight something with no curves, turns, or bends, p. 4 weighed something placed on a scale, p. 6 2 Lesson 1:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind students to use the Infer/Predict strategy text to figure out more about story parts. and use clues in the Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: How do you think Lucy felt when she heard the first words Billy spoke? What was she probably thinking? 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 Lucy wants to teach her new pet parakeet how to talk, all by herself. She does not realize the parakeet may repeat anything he hears a lot. Lucy is surprised because Billy learns to talk, but he does not say the words she tried to teach him. Training a pet takes a lot of hard work and patience. Sometimes what you plan is not what happens. When people want to help you, you should let them Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Some of the language is like the refrain of a song, because it is repeated over and over without any changes ( My name is Billy. Don t do that! ) The dialogue that expresses disagreement between the brother and sister sounds very realistic. The ending is a surprise because we expect Billy to say his name, since Lucy has tried so hard to teach him. Choices for Further Support Fluency Invite children to choose a passage from the text to act out. Tell them to think about how Lucy and Thomas might feel as they talk to each other. Remind them to use expression to make the children s conversation sound realistic. 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 to change a word to mean more than one of something, add an s. For example, beak/beaks; brother/brothers. Ask children to make a list of singular and plural nouns used in the story. Have them make the singular nouns plural by adding s and the plural nouns singular by taking away the s. 3 Lesson 1:

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 ension Skill Sequence of Events Remind children that it is important to pay attention to the order in which things happen. Knowing the order of events will help them understand the story. Model the skill, using a Think Aloud like the one below: Think Aloud To understand the story, I need to think about what happens first, what happens next, and what happens last. When I look at the chart on page 15, I see that First has been filled in with Lucy talked to Billy every day. When I think about what happened Next, I think that Lucy told Thomas, Don t do that. That s because she wanted him to stop talking when she tried to teach Billy to talk. And what happened last? That s what goes in the bottom box. Practice the Skill Have pairs of children choose a favorite story and work together to tell what happens first, next, and last in the story. 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 story. Assessment Prompts Look at this sentence: One bird drooled. What does the word drooled mean in this sentence? What words on page 4 help you to fi gure out that meaning? What did Lucy learn about parakeets? 4 Lesson 1:

5 Read directions to children. English Language Development Reading Support Pair advanced and intermediate readers to read aloud a few paragraphs of the story. Remind them to make their voices sound as if Lucy and Thomas are really talking. Or have children use the audio or online recordings. Cultural Support Parakeets, like Billy, are small, colorful birds from warm parts of the world. In Australia, they form large flocks. They became popular as caged birds because of their ability to mimic sounds and therefore, they seem to talk. 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 the girl in the story? Speaker 2: Lucy Speaker 1: What does Lucy get at the pet store? Speaker 2: a bird Speaker 1: What does Lucy want the bird to do? Speaker 2: talk Speaker 1: Why does Lucy say My name is Billy every day? Speaker 2: She thinks Billy will copy her words. Speaker 1: What does Billy learn to say? Speaker 2: Don t do that! Speaker 1: How does Billy learn to say Don t do that? Speaker 2: He hears Lucy say it to Thomas a lot. Speaker 1: How would you teach Billy a new sentence? Speaker 2: Possible response: I would say the sentence over and over and use a lot of expression. Name Read and answer the questions. 1. What kind of pet does Lucy get? Date Lesson 1 BLACKLINE MASTER What does Lucy try to teach Billy? 3. What are the first words Billy learns to say? Making Connections What kind of pet would you like to get? What would you teach your pet? Write your answer in your Reader s Notebook., Unit 1: Neighborhood Visit 5 Lesson 1:

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one paragraph. Billy learns to talk, but his words are a big surprise to Lucy. Why do you think he learns to say Don t do that! instead of My name is Billy? Do you think the way Lucy said these two things made a difference? 6 Lesson 1:

7 Name Read and answer the questions. 1. What kind of pet does Lucy get? Date Lesson 1 BLACKLINE MASTER What does Lucy try to teach Billy? 3. What are the first words Billy learns to say? Making Connections What kind of pet would you like to get? What would you teach your pet? Write your answer in your Reader s Notebook. 7 Lesson 1:

8 Student Date Lesson 1 BLACKLINE MASTER 1.14 LEVEL H Running Record Form page Selection Text Errors Self-Corrections 3 Lucy wanted a pet bird. So Lucy went to the pet shop with Mom and Dad and Thomas. Thomas was Lucy s little brother. The birds are sitting in a row, said Thomas. 4 Lucy looked at the birds. One bird drooled. It was all wet. Two birds had collars on their necks. Then Lucy found the best bird. The bird had green feathers that were long and straight. The bird had a curly yellow beak. 5 Lucy picked a name for the pet bird. She called him Billy. Comments: Accuracy Rate (# words read correctly/86 100) % 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 1: