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 Ben chooses a kitten at the pet store. He names her Sooty and puts a basket next to his bed for her to sleep in. One morning Sooty isn t in her basket, so Mom, Dad, and Ben look for her. Finally Mom finds her in the laundry basket, sleeping on some sweaters. Ben puts an old sweater in Sooty s own basket, and she sleeps there all night. Number of Words: 152 Characteristics of the Text Genre Realistic fi ction Text Structure Narrative with clear beginning, middle, and end Third person narrator Minimal dialogue Organized chronologically Content Getting a pet and caring for it Themes and Ideas Caring for a pet is an important responsibility. Pets have individual needs, preferences, and personalities. Language and Third-person narrator tells most of the story. Literary Features Minimal conversational language with very short sentences (statements, questions, exclamations) Sentence Complexity Mostly simple sentences, some with prepositional phrases: Sooty was sleeping on top of some sweaters. One compound sentence: Ben called Sooty, but she didn t come. Vocabulary Words describing pets, a few of which might not be familiar. Examples: fur, fl oppy, straight Words Mostly one-syllable words; some familiar two-syllable words A limited number of more challenging two-syllable words such as basket, sweater Illustrations Cheerful, realistic illustrations of a family Illustrations support the text Book and Print Features Twelve pages of text, illustrations on every page One to fi ve lines of text per page 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 Pauline Cartwright Build Background Draw on children s love of animals by asking questions such as: What kind of pet would you like to have? How would you care for your pet? Tell some things you would do. Read the title and author and talk about the cover illustration. Tell children that this story is realistic fiction, so the characters will act like real people. Introduce the Text Guide children 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 3: Explain that this is a story about a boy named Ben. Ben would like to have a kitten of his very own. Suggested language: Turn to page 3 of this book. Here is a picture of Ben and his father. There are some other children in the picture, too. Where do you think they are? The fi rst sentence reads: The children stood in a row at the pet store. If the children sat, they couldn t see the kittens, could they? Page 5: Ben is pointing to a kitten with straight, black fur. What does straight fur look like? What is the opposite of straight? Page 7: Look at the illustration on page 7. What is happening in this picture? Where is Ben? Why did Ben put a basket right next to his bed? Page 9: Let s look at Ben and his mom in this illustration. What are they doing? What do you think has happened? How do you think Ben feels? How can you tell? Page 14: Now turn back to the beginning of the story and read to fi nd out what happens to Ben and his new kitten, Sooty. Target Vocabulary collars leather, metal, or plastic bands that are put around the necks of animals curly something with curves or twists drooled watered at the mouth floppy hanging down loosely, p. 13 row a number of people or things arranged in a line, p. 3 stood supported oneself on the feet in an erect position, p. 3 straight something with no curves, turns, or bends, p. 5 weighed something being placed on a scale 2 Lesson 1:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Infer/Predict Strategy figure out more about story parts. and use clues to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: How do you think Ben felt when Sooty was missing? How would you feel? 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 Ben is happy to be able to choose a kitten of his own. He takes good care of Sooty. He is worried when Sooty is not in her basket, and gets help looking for her. Sooty likes to lie on soft sweaters, so Ben puts one in her basket. Taking care of a pet is challenging. You should get to know what your pet likes so you can take better care of it Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The story is very true to life. Finding Sooty in the laundry basket is a good surprise. The ending is a good one because Ben gets what he wants (to have Sooty sleep by his bed), and Sooty gets what she wants (a sweater to sleep on). Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to the punctuation such as question marks and exclamation marks and to say the conversations with feeling. 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 they can change words by adding or taking away the endings -ed and -ing. For example, Ben picked a kitten. He called his kitten Sooty. Have children fi nd verbs in the book to practice adding, changing, and taking away the -ed and -ing endings. 3 Lesson 1:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM 1.7. 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 paying attention to the order in which things happen will help them understand the story. Model the skill, using a Think Aloud like the one below: Think Aloud When I look at the chart on page 15, I see that the first thing that happens at the beginning of the story is that Ben gets a kitten. That s right. Then, if I think about what happened next, that s when Ben couldn t find Sooty. So that s what I would write after Next. So, let s see, what happens last? Of course! Ben finds his kitten. These things happen in order. Practice the Skill Ask children to think of a book the class has read recently. Have them write three sentences telling what happens first, next, and last. Writing Prompt: Thinking About the Text Have children write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the story. They notice what the author did, and why it is special or unusual. Assessment Prompts How does Ben feel when Sooty is missing? Look at this sentence again: Ben rubbed Sooty s fl oppy ears. What does the word fl oppy mean in this sentence? 4 Lesson 1:

5 English Language Development Reading Support Help children prepare and rehearse something they can share about the text. Have them recreate the scene in which Sooty is lost. Vocabulary Explain that Ben named his kitten Sooty because her fur is black. Ask children to picture smoke from a burning fire. The smoke is dark because it is full of soot. Soot is made when you burn wood or other things. 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 Sooty? Speaker 2: a kitten Speaker 1: Who brings Sooty home? Speaker 2: Ben Speaker 1: Where does Sooty sleep? Speaker 2: in a basket Speaker 1: How does Ben take care of Sooty? Speaker 2: He feeds her and plays with her. He gets her a basket for a bed. Speaker 1: Where does Mom find Sooty? Speaker 2: She finds her in a basket of clothes. Speaker 1: How does Ben feel about Sooty? How can you tell? Speaker 2: He loves Sooty. He takes good care of her. He looks for her when she is missing. He gives her a sweater. Lesson 1 BLACKLINE MASTER 1.7 Name Date Read and answer the questions. 1. What does Ben do before he chooses Sooty? 2. What happens after Dad helps Ben look for Sooty? 3. In the story, Sooty sleeps in her basket every night. Where do you think Sooty will probably sleep in the future? Making Connections The stories and Henry and Mudge are both about pets. What pet would you like to get? Why? Write your answer in your Reader s Notebook. Read directions to children., 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: Does Ben seem like a real boy? Does Sooty act like a real kitten? Discuss the story,, and tell if the author made it sound as if it could be true. Give reasons for your opinion. 6 Lesson 1:

7 Name Read and answer the questions. Date Lesson 1 BLACKLINE MASTER What does Ben do before he chooses Sooty? 2. What happens after Dad helps Ben look for Sooty? 3. In the story, Sooty sleeps in her basket every night. Where do you think Sooty will probably sleep in the future? Making Connections The stories and Henry and Mudge are both about pets. What pet would you like to get? Why? Write your answer in your Reader s Notebook. 7 Lesson 1:

8 Student Date Lesson 1 BLACKLINE MASTER 1.11 LEVEL H Running Record Form page Selection Text Errors Self-Corrections 4 Ben wanted a kitten. Which kitten would Ben like most? 5 Ben picked a kitten with straight, black fur. He called his kitten Sooty. 6 Ben gave Sooty food. He played games with her. 7 Sooty slept in her basket at night. She slept near Ben. 8 Ben woke up one morning. Sooty wasn t there! Ben called Sooty, but she didn t come. Comments: Accuracy Rate (# words read correctly/58 100) % 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: