Characteristics of the Text Genre Nonfi ction Text Structure Descriptive Content Foods that can be grown in gardens Themes and Ideas
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1 LESSON 18 TEACHER S GUIDE by Al Woodsen Fountas-Pinnell Level D Nonfiction Selection Summary Many favorite foods can be grown in a garden, including tomatoes, carrots, beans, corn, and various kinds of fruit. Number of Words: 95 Characteristics of the Text Genre Nonfi ction Text Structure Descriptive Content Foods that can be grown in gardens Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Many favorite foods can be grown in gardens. Foods grow on many different kinds of plants. Simple language with some repetition: These are and This is and They grow. Many simple sentences: These are berries. Words relating to food: garden, tomatoes, carrots, beans, corn, apples, cherries, berries Highlighted high-frequency words: fi rst, food, ground, right, sometimes, these, under, your Photos support each page of text. Nine pages of text, photographs on every page; some labels Two to four lines of text on a page; large print 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 by Al Woodsen Build Background Read the title to children and talk with them about the cover photo. Help children use their knowledge of gardens and food to think about the book. Build interest with questions such as these: What does the girl have in her hands? Where is she standing? Have you ever grown food in a garden? 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 a girl is telling about the favorite foods she grows in her garden. Suggested language: Turn to page 2. What do you see? This girl is in her garden. She says: This is my garden. What kind of food might she grow in her garden? Say the word food. What letter would you expect to see fi rst in the word food? Find the word food and put your fi nger under it. Page 3: Explain that the pictures in the book have labels to name things. What do you see in this picture? The label says: tomatoes. The girl says: These are tomatoes. Find the word These and put your fi nger under it. Page 4: Remind children that they can use information in the pictures to help them read. What is this vegetable? How can you tell from the pictures that carrots grow under the ground? Now turn back to the beginning and read to fi nd out about favorite foods that can grow in gardens. 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. first ground sometimes under food right these your 2 Lesson 18:
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 book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: What would you like to grow in a garden? Why? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Tomatoes, carrots, beans, corn, apples, cherries, and berries all can be grown in a garden. Many favorite foods can be grown in gardens. Foods grow on many different kinds of plants. The writer repeats the same language on many of the pages: Many sentences start with: They grow or These are. The photos show the way different foods grow Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children match one spoken to one written word while reading. Have them point under each word as they read. 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 rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Say pairs of words, for example: grow/snow; food/farm; ground/round, etc. Finding Letters Have children recognize letters by name and loe them quickly in words. Use letters from the words in the fi rst two pages of the book, including: this, is, my, garden, some, of, favorite, food, grows, here, these, are, tomatoes, they, on, a, and vine. 3 Lesson 18:
4 Writing About Reading Vocabulary Practice Read the directions and have children complete the Vocabulary questions on BLM Responding Have children complete the vocabulary activities on page 11. Building Vocabulary Food Words Build on the words that tell how foods grow in gardens in. Help children think about different fruits and vegetables and how they grow. Suggested language: Carrots grow under the ground. What other foods grow under the ground? As children suggest foods, such as potatoes and onions, make a list with the children, using the sentence pattern, grow under the ground. Continue the activity by asking questions such as What foods grow on plants? (with the sentence pattern _ grow on plants.) and What foods grow on trees? (with the sentence pattern _ grow on trees.) After children have made their suggestions, read the lists aloud together, pointing to each word. Look at all the different ways food can grow! Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Which food in this book is your favorite? Draw a picture of it. Write about why you like it. 4 Lesson 18:
5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children know the meanings of garden, favorite, vine, plant, fruit, and bushes. Cultural Support Make sure children are familiar with all the different foods described in the book. Invite children to describe different foods they have seen growing. 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 tomatoes. Speaker 2: [Child points to the tomatoes.] Speaker 1:Where is the corn? Speaker 2: [Child points to the corn.] Speaker 1: What do apples grow on? Speaker 2: tree Speaker 1: Where do carrots grow? Speaker 2: under the ground Speaker 1: Name a fruit. Speaker 2: apples (or cherries or berries) Speaker 1: Where does corn grow? Speaker 2: It grows on a very tall plant. Speaker 1: What kind of fruit grows on trees? Speaker 2: Apples and cherries grow on trees. Name Lesson 18 BLACKLINE MASTER 18.1 Write a word from the word bank that means the opposite. Word Bank first ground sometimes under food right these your 1. all the time sometimes 2. last 3. a drink 4. those first food these 5. over 6. my 7. sky under your ground. All rights reserved. 3, Unit 4: Exploring Together 5 Lesson 18:
6 Name Which food in this book is your favorite? Draw a picture of it. Date Write about why you like it. 6 Lesson 18:
7 Name Lesson 18 BLACKLINE MASTER 18.1 Write a word from the word bank that means the opposite. Word Bank fi rs t ground sometimes under food right these your 1. all the time 5. over 2. last 6. my 3. a drink 7. sky 4. those 7 Lesson 18:
8 Student Date Lesson 18 BLackline master level d Running Record Form page Selection Text Errors Self-Corrections 2 This is my garden. Some of my favorite food grows here. 3 These are tomatoes. They grow on a vine. 4 These are carrots. They grow under the ground. 5 These are beans. They grow on a plant. Comments: Accuracy Rate (# words read correctly/35 100) % 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 18:
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