Fountas-Pinnell Level J Realistic Fiction

Transcription

1 LESSON 3 TEACHER S GUIDE by Frankie Bruno Fountas-Pinnell Level J Realistic Fiction Selection Summary Miguel, Lana, and their father enjoy going to the park every day. When the children hear about plans to build a parking garage on top of the park land, they set about saving the park. They raise money, buy art supplies, and make posters to spread the news. At a big meeting with the mayor, a solution is found and the park is saved, resulting in a new name: Lana Miguel Park. Number of Words: 381 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative Organized chronologically Problem presented in the beginning Content Family enjoys spending time in the park City plans to turn park into a parking garage Children plan campaign to save the park Themes and Ideas Kids can infl uence public policy. People are community-minded. Determination and hard work pay off. Language and Conversational language Literary Features Full sentence captions give additional information. Sentence Complexity Mostly simple declarative and exclamatory sentences A few complex sentences. Example: If other people fi nd out what s going on, they will want to help save the park, too. Vocabulary Many civic terms: mayor, reporter, evening news, garage Words Many multisyllable words such as terrible, fi gure, supplies, customers, spreading Illustrations Realistic illustrations support the text, showing all of the action Some pages have multiple snapshot-like illustrations Book and Print Features Nine pages of text; illustrations on every page All illustrations have explanatory captions and some have word labels as well 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 Frankie Bruno Build Background Help students think about community spaces they enjoy. Build interest by asking questions such as the following: Do you like to play in a park or swim in a pool in your neighborhood? What special places are there in your community? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fiction, so the characters are going to 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 1: Explain that this is a story about a brother and sister, Miguel and Lana, and their father, who like to visit the park every day. Suggested language: Turn to page 2. Look at the picture and notice the labels. Point to Lana and to Miguel. Who else is in the picture? Now read the caption that tells about the picture: Miguel and Lana played ball in the park. Why do you think this family likes going to the park? Page 3: Read the caption with me: Miguel and Lana heard about plans to build a garage on the park. How do you think the children feel about this news? They need to figure out what to do. They need a plan to solve their problem. Pages 4-5: Explain that Lana and Miguel want to save the park. Lana and Miguel decide to make posters to let people know what is happening. First they need to fi nd a way to collect or raise money for art supplies. Look at the picture on page 5. Were they able to raise some money? Page 7: Explain that the woman at the desk is the mayor, an elected offi cial. Draw attention to the poster. Look at the red circle with the line through it. Have you seen this symbol before? What do you think it means? Now turn back to the beginning of the story and read to fi nd out what happens to the park. Target Vocabulary afford to be able to pay for something block the section of a street between two other streets contacted got in touch with customers people who buy things at a store, p. 5 earn to get money, praise, or respect from others as a result of efforts or actions figure to decide or to solve, p. 3 raise a way to collect money, p. 4 spreading something that is stretching out or expanding, p Lesson 3:

3 Read As students read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind students to use the Analyze/Evaluate Strategy opinion about what they read. and to form an Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: What do you think about the way Lana and Miguel solved the problem about the garage on the park? Do you think this could happen in real life? Why or why or not? 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 Lana and Miguel want to save the park from being turned into a garage. The children share their concern with other people around the city. The park is saved when someone offers land for the garage. The park is renamed after the two children. People even children can work together to help their community. Working for something you care about helps others and is personally rewarding, too Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The children s speech in the story sounds very realistic. The illustrations have captions and look like snapshots, making the story seem realistic. The children help to solve an important problem, and do so in a way that children really could by making posters. The author believes that parks are important. Choices For Further Support Fluency Invite students to choose a passage from the text to act out. Remind them to place stress on words to show what the characters mean and how they feel, and to sound as if Lana and Miguel are really speaking. 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 the ending ed added to an action word means the action happened in the past. For example, the words asked and wanted on page 5 are changed from the words ask and want with the ending ed added to show the actions have already happened. 3 Lesson 3:

4 Writing about Reading Have students complete the questions on BLM 3.7. Responding Have students 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 on Skill Understanding Characters Remind students that they can understand a story character by noting what the character does and what the character says in the story. Model the skill, using a Think Aloud like the one below: Think Aloud Lana and Miguel have a big problem. They do not want to lose the park where they play. So what do they do about this problem? They try to figure out a way to save their park. They work hard and they tell lots of adults about saving the park. I know that s not easy to do. I think they are very determined! Practice the Skill Have students think of a character in another story they have read. Ask them to write two sentences telling what they learned about the character from what he or she does in the story. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts In paragraph 3 on page 4, fi nd the word that means almost the same as collect. Tell one word that best describes Miguel or Lana. Use details from the story to support your answer. Find the sentence on page 10 that shows how Lana and Miguel feel after the park is saved. 4 Lesson 3:

5 Read directions to students. English Language Development Reading Support Check regularly on students oral reading to determine accuracy, fluency, and comprehension. Idioms Explain the meaning of the expressions figure out (page 3); raise the money on p. 4; and showed up on page 9. 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: Where do Lana and Miguel like to play? Speaker 2: They like to play at the park. Speaker 1: Who goes to the park with Lana and Miguel? Speaker 2: their father Speaker 1: Where do some people want to build a garage? Speaker 2: They want to build it on top of the park. Speaker 1: What do Lana and Miguel want to do? Speaker 2: They want to save the park. Speaker 1: What do the children do to save the park? Speaker 2: They make posters and go to a meeting. Speaker 1: Why do Lana and Miguel make posters? Speaker 2: They want to get more people interested in saving the park. Speaker 1: What does the mayor do when she sees the posters? Speaker 2: The mayor calls a meeting. Then she renames the park to show that Lana and Miguel helped to save it. Name Date Lesson 3 BLACKLINE MASTER 3.7 Read and answer the questions. 1. Think within the text Why did Miguel and Lana need to raise money for art supplies? They wanted to make posters to help save the park. 2. Think within the text What did people do when they saw the posters? They started talking about ways to save the park. 3. Think about the text Do you think posters are a good way to spread a message? Explain your answer. Possible response: Yes. Students in our school used posters during class elections, and everyone paid attention to what the posters said. 4. Think beyond the text Why do you think people in the story wanted to save the park? Possible response: They enjoyed having a green area where they could relax and have fun. Making Connections What message would you like to share with people in your community? Plan a poster. Use words and drawings to make your point. Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 1: Good Citizens 5 Lesson 3:

6 Name Date Thinking About the Text Think about the questions below. Then write your answer in one or two paragraphs. At the end of the story, the mayor gives the park a new name. Why do you think the author has her do this? Do you think it is good name for the park? Why or why not? 6 Lesson 3:

7 Name Read and answer the questions. Date Lesson 3 BLACKLINE MASTER Think within the text Why did Miguel and Lana need to raise money for art supplies? 2. Think within the text What did people do when they saw the posters? 3. Think about the text Do you think posters are a good way to spread a message? Explain your answer. 4. Think beyond the text Why do you think people in the story wanted to save the park? Making Connections What message would you like to share with people in your community? Plan a poster. Use words and drawings to make your point. Write your answer in your Reader s Notebook. 7 Lesson 3:

8 Student Date LEVEL J Lesson 3 BLACKLINE MASTER 3.11 Lana and Miguel s Park Running Record Form page Selection Text Errors Self-Corrections 6 The kids were able to raise enough money to buy art supplies. They made lots of posters. Their parents helped them put the posters up all around the city. 7 Soon after the posters went up, the whole city knew the news. Everyone was talking about the park. No one wanted to see a garage go up in its place. The mayor called a big meeting. 8 Miguel and Lana s father called the TV news. He told a reporter about the meeting with the mayor. The reporter said she would go to the meeting. She would tell about it on the evening news. Comments: Accuracy Rate (# words read correctly/ ) % 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 3: