Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative with a clear sequence of events Content

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1 LESSON 23 TEACHER S GUIDE by Cass Hollander Fountas-Pinnell Level E Realistic Fiction Selection Summary Amy only wanted one thing an airplane from the toy store. Her parents said they couldn t buy it for her, so her older sister shows her how to make an airplane out of paper. Number of Words: 147 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative with a clear sequence of events Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Older sister teaches younger sister Paper airplanes Family interactions Achieving a goal is important. It s good to keep trying. Making things by hand is satisfying. Engaging characters Simple dialogue with speaker assigned Simple sequences of events Simple sentences, some with compound predicates Commas to set words apart ( I m sorry, Amy, said her father.) Ellipses and exclamations Most vocabulary familiar to children Word meaning illustrated by pictures, including airplane, paper, fold Mostly one to two syllable words with decodable spelling patterns Simple plurals, possessives and contractions (dolls, Amy s, Let s) Lively realistic drawings support the text. Nine pages of text with illustrations on every page Print in large, plain font 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 Cass Hollander Build Background Read the title to children and talk with them about what the girl is doing in the cover illustration. Ask them what they think they will learn about the little girl in this story. Encourage them to use their knowledge of toy airplanes to think about the story. Ask questions such as the following: Which toy would you like in this toy store? Would you like to play with a toy airplane? Why or why not? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, including the repetition of many sentence patterns, such as We can t buy an airplane and Amy nodded, that tell readers what happens to Amy. Here are some suggestions: Page 2: Explain that this story is about a little girl, Amy, who wants a toy airplane. Suggested language: Turn to page 2. Here is Amy at the toy store. What do you see on the shelves of the store? Yes, there are lots of dolls and toys. Amy did not want dolls. She did not want toys. Say the word want. What sound do you hear fi rst in the word want? Look at the picture. How can you tell what Amy wants? Page 3: Explain that Amy learned about airplanes. She even dreamed about airplanes. What is Amy doing in this picture? Yes, she is acting like an airplane. Page 5: Turn to page 5. Who is in the picture? Amy s father says: We can t buy an airplane. Amy s father is sorry he can t buy the plane for Amy. What do you think Amy will do now? Now turn back to the beginning and read to fi nd out if Amy ever gets an airplane to fl y. Words to Know about again buy father sorry want 2 Lesson 23:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the story. Begin by asking what they liked best about the story or what they found most interesting. Suggested language: What do you think about the way Amy finally gets the airplane she wanted? Have you every made a paper airplane? Tell about how you made it. 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 Amy wanted an airplane. Amy s parents said that they couldn t buy an airplane. Amy s older sister, Jayla, shows her how to make a paper airplane. It s fun to do a project with your sister or brother. If you keep trying, you will learn how to do something new. It feels good to make something by hand. The pictures help readers understand the story. The writer uses the same language throughout the story. The writer includes details that make this story fun to read Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a page to read aloud. Point out that the story includes many sentences with exclamation points, which means they should read these sentences with strong feeling. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in words from the book (about, airplanes, sorry, buy, smiles, sister, paper, tried, fold, again). Have them clap on each syllable: a-bout; air-planes, sor-ry; buy; smiles; sis-ter; pa-per; tried; fold; a-gain). Build Sentences Materials: Magnetic letters. Divide children into teams. Give each team a box of magnetic letters. Ask children to use the magnetic letters to build words. After fi ve minutes, ask teams to read aloud the words they have made. 3 Lesson 23:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 23.7 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 Cause and Effect Tell children that the effect tells what happens in a story. The cause tells why it happened. Model how to think about cause and effect: Think Aloud In this story I read that Amy really wanted an airplane a lot. So her older sister shows her how to make an airplane from paper. Making a paper airplane was something that happened in the story. Amy wanting an airplane was why this happened. Practice the Skill Have children share an example of cause and effect in another story they have read. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of Amy flying her new airplane with her sister. Write about where the airplane flew. 4 Lesson 23:

5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children know the meanings of the following verbs from the story: acted (p. 3), dreamed (p. 3), nodded (p. 4), fold (p. 7), tried (p. 8). 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: Point to Amy. Speaker 2: [Points to Amy] Speaker 1: What does Amy want? Speaker 2: an airplane Speaker 1: What do Amy s mother and father tell her? Speaker 2: They can t buy an airplane. Speaker 1: What does Jayla tell Amy they can do together? Speaker 2: They can make an airplane. Speaker 1: How does Amy finally get an airplane? Speaker 2: She learns how to make an airplane by folding paper. Name Lesson 23 BLACKLINE MASTER 23.7 Write an answer to the question. Responses may vary. 1. Why does Amy make a paper airplane? Amy s parents said they cannot buy her an airplane. Amy s sister shows her how to make one. Making Connections Think about a time someone helped you make something. Write some sentences about what you made.. All rights reserved. 9, Unit 5: Watch us Grow 5 Lesson 23:

6 Name Date Draw a picture of Amy flying her new airplane with her sister. Write about where the airplane flew. 6 Lesson 23:

7 Name Lesson 23 BLACKLINE MASTER 23.7 Write an answer to the question. 1. Why does Amy make a paper airplane? Making Connections Think about a time someone helped you make something. Write some sentences about what you made. 7 Lesson 23:

8 Student Date Lesson 23 BLACKLINE MASTER LEVEL E Running Record Form page Selection Text Errors Self-Corrections 2 Amy only wanted one thing. She did not want dolls. She did not want toys. She wanted an airplane. 3 Amy learned about airplanes and dreamed about airplanes. She even acted like an airplane! Comments: Accuracy Rate (# words read correctly/33 100) % 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 23: