Characteristics of the Text Genre Mystery Text Structure

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1 LESSON 29 TEACHER S GUIDE by Elliot Nestor Fountas-Pinnell Level F Mystery Selection Summary Candy the kangaroo finds out that her baseball glove is missing. She goes back to the places she visited that morning, but her glove isn t there. Looking for a tissue in her pouch, Candy finds her glove. At the end of the story, Candy s hat is missing. Number of Words: 212 Characteristics of the Text Genre Mystery Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Problem stated on fi rst page: I know, said Candy. But my glove is missing! Baseball Missing objects (baseball glove, hat) Keep looking when something is lost. Talking animals Some repetition: Candy looked in the closet. She looked under the bed. She looked in the oven! Many simple sentences Some sentences with prepositional phrases: We ll be late for our baseball game! Split dialogue, all assigned: Let s ask Sam, said Candy. I went to his house this morning. Character names: Candy, Luke, Sam, Uncle Skip Baseball words: glove, bat, game, ball Variety of words to assign dialogue: yelled, said, asked, cried, shouted One- and two-syllable words Many high-frequency words Page 3 illustration gives clue to missing hat mentioned on last page of story. Consistent layout, with illustrations above and text below on every page Picture labels 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 Elliot Nestor Build Background Read the title and use the title page to explain the type of glove that is missing. Talk about the cover illustration, asking: What is the kangaroo doing? Build interest by asking questions such as the following: Have you ever had something missing? What did you do? Tell children that this story is a mystery, or a story about a character who solves a puzzle. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that this story is about a kangaroo named Candy, who tries to fi nd her missing baseball glove. Suggested language: Turn to page 2. Here is Candy, the kangaroo, and Luke, the koala. Look at the picture. What things does Luke have for a baseball game? What does Candy have? Find the word glove on the page. Page 3: Explain that some pictures in the book have labels to name things. Look at the picture. Candy is looking for her missing glove. She has looked under the bed and in the closet. Now where is Candy looking for her glove? Say the word oven. Find the label with the word oven and put your fi nger under it. What other labels do you see on this page? Page 8: Have children point to the highlighted word gone. What happens to something if it is gone? How can you tell that Candy feels sad? Now point to the label with the word pouch. A kangaroo has a pouch. A pouch is like a pocket. Now go back to the beginning and read to fi nd out if Candy fi nds her missing glove. Words to Know gone here maybe my play under 2 Lesson 29:

3 Read As 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 interesting. Suggested language: How do you think Candy feels at the end of the story? 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 Candy can t find her baseball glove. She looks in her house, at Sam s house, and at Uncle Skip s cave. Candy finds her glove in her pouch, but then her hat is missing. Keep looking when something is lost. It s important to keep track of your belongings. Labels name objects in the illustrations. The story ends with another mystery to solve. The illustration on the cover and on page 3 shows the reader where Candy s missing hat is Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a page or two to reread and act out. Point out that the story contains many exclamations, sentences that should be read with strong feeling. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Say a set of three words from the story: Luke, my, late. Ask children to name the two words that begin with the same sound. Continue with these word sets: Candy, cave, Sam; went, game, gone; bed, here, ball; hurry, house, next; ran, tea, time. Put Word Parts Together Have children listen to these word parts and then say the whole word: /r/ an, ran. Continue with these word parts: /b/ ed, /s/ am, /t/ ea, /k/ ave, /f/ ace, /p/ ouch, /h/ at. Write CVCe Words Materials: whiteboards, markers. One at a time, dictate the following story words with long vowels and have children write them on their whiteboards: late, Luke, game, cave, face, time. Point out the CVCe pattern in each word. 3 Lesson 29:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 29.7 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 one thing in a story often makes another thing happen. The cause tells why something happened. The effect tells what happened. Model how to identify cause and effect. Think Aloud I think about what happens in the story. One thing that happens is Candy cries. That is the effect. Why does Candy cry? She is sad because her glove is gone. That is the cause. That is why Candy cries. Practice the Skill Choose a book children have read that has strong examples of cause and effect. Guide children to identify cause and effect. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. At the end of the story, Candy s hat is missing. Draw a picture. Show what Candy can do to find her hat. Write about how Candy can find her hat. 4 Lesson 29:

5 Read directions to children. English Language Learners Cultural Support Although children may be familiar with the game of baseball, be sure they learn the English words for the equipment mentioned in the story: glove, bat, ball. Use the illustrations to support meaning. Children can pantomime how the equipment is used. 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 Candy. Speaker 2: [Points to Candy.] Speaker 1: Where is Candy s glove? Speaker 2: [Points to glove.] Speaker 1: What game do Luke and Candy want to play? Speaker 2: baseball Speaker 1: Name one place where Candy looks for her glove. Speaker 2: Possible answers: in the closet, under the bed, in the oven, at Sam s house, at Uncle Skip s cave Speaker 1: Where does Candy find her glove? Speaker 2: She finds her glove in her pouch. Speaker 1: What is in Candy s pouch? Speaker 2: a yo-yo, a ball, and her glove Speaker 1: What is Candy missing at the end of the story? Speaker 2: She is missing her hat. Name Lesson 29 BLACKLINE MASTER 29.7 Write an answer to the question. Responses may vary. 1. Why couldn t Candy find her baseball glove? It was in her pouch. Making Connections Think about something you have lost. Write some sentences to tell how you found it.. All rights reserved. 9, Unit 6: Three Cheers for Us! 5 Lesson 29:

6 Name Date At the end of the story, Candy s hat is missing. Draw a picture. Show what Candy can do to find her hat. Write about how Candy can find her hat. 6 Lesson 29:

7 Name Lesson 29 BLACKLINE MASTER 29.7 Write an answer to the question. 1. Why couldn t Candy find her baseball glove? Making Connections Think about something you have lost. Write some sentences to tell how you found it. 7 Lesson 29:

8 Student Date Lesson 29 BLACKLINE MASTER LEVEL F Running Record Form page Selection Text Errors Self-Corrections 6 Where did you go next? asked Luke. I went to Uncle Skip s cave, said Candy. Maybe my glove is there! 7 They ran to the cave. Your glove isn t here, said Uncle Skip. We baked bread. Then you hopped away. 8 My glove is gone! Candy cried. Comments: Accuracy Rate (# words read correctly/45 100) % 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 29: