Characteristics of the Text Genre Realistic fi ction Text Structure

Transcription

1 LESSON 3 TEACHER S GUIDE by Jo Bydlowski Fountas-Pinnell Level A Realistic Fiction Selection Summary A young boy tells all the things his cat likes to do. Number of Words: 32 Characteristics of the Text Genre Realistic fi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features First-person narrative describes fi ve things the cat likes to do. Surprise ending: The cat is hiding at the top of a shelf. cat behavior caring for pets It is fun to have a cat. First-person narrator Meaning provided through integration of pictures with text. Sentence pattern repeats, changing only one word on each page. One-syllable words with meaning supported by illustrations: play, eat, climb, hide, sleep High-frequency words: My, likes, to Realistic drawings support the text. Five pages of text, illustrations on every page One line of text, with extra space between each word Some things in pictures are labeled 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. K_302546_ELL_LRTG_L03_Cat.indd 1 11/20/09 1:12:41 AM

2 by Jo Bydlowski Build Background Read the title to children and talk with them about what the cat is doing in the cover illustration. Encourage children to use their knowledge of cats and pets to think about the story. Anticipate the text with a question like: What kinds of things do cats like to do? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: cat, boy, eat, climb, hide, sleep. Introduce the Text Guide children through the text, noting important details and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the phrase My cat likes to, that tell readers that the boy in the pictures is telling the story. Call attention to the labels. Here are some suggestions: Page 2: In this story the boy tells all the things his cat likes to do. Suggested language: Turn to page 2. Read the labels. Who is in the picture? The labels say: boy and cat. What is the cat doing? The boy says: My cat likes to play. Say the word My. What letter would you expect to see see fi rst in my? Find the word my and put your fi nger under it. Page 3: Turn to page 3. Read the label. What will the boy say his cat likes to do now? He says: My cat likes to eat. Say the word likes. What letter would you expect to see fi rst in likes? Find the word likes and put your fi nger under it. Page 4: Read the labels. What is the cat doing now? Now what will the boy say? The boy says: My cat likes to climb. Page 5: Read the labels. They say: bowl and tail. Where is the cat now? The cat is in the bowl. Can you see its tail? Now what will the boy say? Now go back to the beginning and read the whole story to fi nd out what the cat likes to do. Words to Know my likes play to 2 Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 2 7/27/09 10:50:31 AM

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 story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: Do you think this boy likes his cat? How can you tell? 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 The cat likes to do many things. The cat likes to play, eat, climb, hide, and sleep. It s fun to have a pet. It s fun to watch animals do things. On pages 5 and 6, the reader can see where the cat is hiding, but the boy can t see the cat. That makes the story fun. The writer uses the same language on each page 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 pointing under each word, and reading from left to right. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, emphasizing the beginning consonant sound, for example: mat and mother; mat and cat, cat and cup, cat and dog, boy and ball, etc. Matching Letters Materials: upper and lowercase magnetic or cardboard letters or letter cards. Have children choose letters and match them with their upper or lowercase form. 3 Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 3 11/20/09 1:12:09 AM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 3.5 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 Story Structure Tell children that a story has many parts. Explain that stories can take place in many different places. They can take place in a playground or a school classroom or a pet store or almost anywhere. Model how to think about where this story takes place. Think Aloud The setting of a story is the place where the story happens. I can see a rug on the floor. I can see a bookcase and a plant. Where do you think the boy is in this story? Practice the Skill Have children share examples of the places in other stories they have read. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think of a pet you have or would like to have. Draw a picture of that pet. Write about what the pet likes to do. 4 Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 4 11/3/09 4:34:10 PM

5 English Language Learners Cultural Support Pet Ownership: Some cultures such as China do not keep animals in the home as pets. Explain that the boy keeps the cat at his house and takes care of it. The cat is a kind of animal friend for the boy. Also, you may wish to have children use the audio or online recording. 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 boy in the story. Speaker 2: [Points to the boy.] Speaker 1: Where is the cat? Speaker 2: [Points to the cat.] Speaker 1: What is the cat doing here? Speaker 2: eating Speaker 1: Where is the cat? Speaker 2: Here is the cat. Speaker 1: What is the cat doing? Speaker 2: The cat is eating. Speaker 1: What does the cat like to do? Speaker 2: The cat likes to play. (or eat, climb, hide, etc.) Speaker 1: Where is the cat hiding? Speaker 2: The cat is hiding on the bookshelf. Name Date Lesson 3 BLACKLINE MASTER 3.5 Children look at the pictures and circle the one that answers the question. 1. Where does the cat like to hide? Children draw a picture of how they would help take care of a cat. 2. Read directions to children.. All rights reserved. 7, Unit 1: Friendly Faces 5 Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 5 7/27/09 10:50:33 AM

6 Name Date Think of a pet you have or would like to have. Draw a picture of the pet. Write about what the pet likes to do. 6 Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 6 7/27/09 10:50:34 AM

7 Name Date Lesson 3 BLACKLINE MASTER 3.5 Children look at the pictures and circle the one that answers the question. 1. Where does the cat like to hide? Children draw a picture of how they would help take care of a cat Lesson 3: K_302546_ELL_LRTG_L03_Cat.indd 7 7/27/09 10:50:35 AM

8 Student LEVEL A Date Lesson 3 BLACKLINE MASTER 3.9 Running Record Form page Selection Text Errors Self-Corrections My cat likes to play. My cat likes to eat. My cat likes to climb. My cat likes to hide. My cat likes to sleep. Comments: Accuracy Rate (# words read correctly/25 100) % 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 3: K_302546_ELL_LRTG_L03_Cat.indd 8 12/4/09 9:47:38 PM