Characteristics of the Text Genre Nonfi ction Text Structure

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1 LESSON 3 TEACHER S GUIDE Fountas-Pinnell Level B Nonfiction Selection Summary Children tell about the different things they like to do at school. Number of Words: 50 Characteristics of the Text Genre Nonfi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person narrative with multiple narrators, using We New idea on each page Things children like School activities Everyone likes to do different things at school. It is fun to do things together. Activities familiar to children Predictable language pattern on most pages Simple repeated sentence pattern: We can. Words related to school: paint, write, books Word meanings supported by photos Highlighted high-frequency words: do, fi nd, funny, sing, no, they Some one-syllable words (climb, sing), some two-syllable words (pictures, stories) Plurals (books, ropes, snacks) Photos add information about what children do at school. Illustration of Curious George on each page Nine pages, with two or three lines of text on each page Print in same place on each page Initial capital letters and end periods 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 publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion 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 publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.

2 Build Background Read the title to children and talk with them about the cover photo. Ask: What do you think the children in the photo like to do at school? Encourage children to talk about what they do at school. Then ask: What do you think you might read about in this book? Introduce the Text Guide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions: Page 2: Explain that in this book the children tell about things they can do at school. Suggested language: Turn to page 2. What do you see in the picture? Yes, the children are painting. So they say: We can paint pictures. Now say the word we. What letter would you expect to see fi rst in the word we? Find the word We and put your fi nger under it. And you can see that We starts with uppercase W because it comes at the beginning. Page 3: Remind children that they can use the information in the photos to help them read. Look at the photo on this page. Now what are the children doing at school? They say: We can read funny books. Say the word funny. What letter would you expect to see fi rst in funny? Find the word funny and put your fi nger under it. Do you like funny books? Why or why not? Page 6: What do the children do on this page? They take out their snacks. So they say: We can eat snacks. They are good. Find the word They and put your fi nger under it. Why does it start with uppercase T? Page 10: Look at this picture. What do the children do on this page? They say: We can sing. Do you sing? Say yes or no. Say the word sing. What letter would you expect to see fi rst in sing? Find sing and put your fi nger under it. Do the children look like they enjoy singing songs? How can you tell? Do you? Now go back to the beginning and read to fi nd out what the children can do at school. Have children turn to the at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read. do find funny no sing they 2 Lesson 3:

3 Read Now have children read softly while pointing under each word. Observe children as they read. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Which things in the book do you like to do at school? 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 Children can read books, write stories, paint pictures, and do many things at school. Everyone likes to do different things at school. School activities can be eduional and fun. The writer uses the same language pattern on many pages. The photos show what the children can do at school Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as reading from left to right and loing the first and last letters of each word on a page. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Rhyming Words Say the word can and have children repeat it. Ask them to name rhyming words for can (fan, man, pan). Follow the same procedure with these words: book (look, cook, hook); eat (seat, meat, feet); play (day, say, may). Sorting Letters Materials: lower case magnetic or cardboard letters or letter cards. Have children sort the letters according to their features: tall or short; with or without sticks; with or without circles; with or without tails. 3 Lesson 3:

4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM 3.1. Responding Have children complete the vocabulary activities on page 11. Building Vocabulary School Words Build on the action words in. Suggested language: Let s think about all the things we can do at school. What are some other things you can do at school? Can you draw at school? As children suggest names of activities, write their words and sentences on the board or on chart paper. Begin the list with the words We can. (Possible suggestions: run, play, listen, draw, write, paint, perform, read, learn, climb) After children have made their suggestions, read the list aloud together, pointing to each word. Then say: These are all things we can do at school! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture. Show one thing you like to do at school. Write about why you like to do it. 4 Lesson 3:

5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children know the meanings of the following words: school, paint, read, snacks, climb, ropes, and kick. Also, you may need to explain about the character Curious George who appears outside the frame of each picture. Cultural Support Support Spanish speakers by pointing out cognates in the text. Explain that some words are similar in Spanish and English, such as escuela and school. 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 the children. Speaker 2: [Points to children.] Speaker 1: [Point to the picture on page 3.] What do the children do here? Speaker 2: read books Speaker 1: What can the children do at school? Speaker 2: Possible answers: read funny books, paint pictures, eat snacks, kick a ball, feed the pet, play games, write stories, climb ropes, sing songs Speaker 1: What do the children kick? Speaker 2: They can kick a ball. Speaker 1: What do the children eat for snack? Speaker 2: They eat fruit. Speaker 1: What do the children climb? Speaker 2: They can climb ropes. Name Lesson 3 BLACKLINE MASTER 3.1 Read the question. Write the answer in the blank. Use words from the word bank. Word Bank do funny no find sing they Q: What may happen if you look for a lost item? A: I may find it. Q: What do singers do? A: They sing songs. Q: What answer does not mean yes? A: No does not mean yes. Q: What kind of play makes you giggle? A: A fu n n y play makes me giggle.. All rights reserved. 3, Unit 1: Around the Neighborhood 5 Lesson 3:

6 Name Date Draw a picture. Show one thing you like to do at school. Write about why you like to do it. 6 Lesson 3:

7 Name Lesson 3 BLACKLINE MASTER 3.1 Read the question. Write the answer in the blank. Use words from the word bank. Word Bank do funny no fi n d sing they Q: What may happen if you look for a lost item? A: I may it. Q: What do singers do? A: They songs. Q: What answer does not mean yes? A: does not mean yes. Q: What kind of play makes you giggle? A: A play makes me giggle. 7 Lesson 3:

8 Student Date Lesson 3 BLackline master 3.23 level b Running Record Form page Selection Text Errors Self-Corrections 2 3 We can paint pictures. We can read funny books We can play games. We can write stories. We can eat snacks. They are good. Comments: Accuracy Rate (# words read correctly/24 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T Lesson 3: