Characteristics of the Text Genre Informational text Text Structure

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1 LESSON 15 TEACHER S GUIDE by Celeste Albright Fountas-Pinnell Level D Informational Text Selection Summary Clouds grow bigger and darker, showing that a big storm is coming. The storm arrives with heavy rain and lightning. People try to stay dry under umbrellas. Then the sun comes out, the sky turns blue, and children can go out and play. Number of Words: 71 Characteristics of the Text Genre Informational text Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Imperative sentences followed by statements Second-person introduced on last page Rainstorms What people do during and after a rainstorm Urban and rural scenes A big rainstorm has a beginning, a middle, and an end. Heavy rains and lightning happen during a rainstorm. Children can play safely after the storm ends. Repetition of words and phrases Meaning provided though integration of photos with text. Repeated sentence patterns: Look at the ; is coming Present tense with helping verbs: is coming, is going Sentences of six words or fewer Storm-related words and phrases: clouds, big storm, lightning, come down, umbrellas High-frequency words, many repeated: look, the, is, come, down, and Mainly one-syllable words; several two-syllable words; three-syllable word umbrellas Plurals Vivid color photos support text. Photo above text on each of nine pages Each sentence begins on a new line, broken before a phrase One- and two-line sentences, extra space between words 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_299990_AL_LRTG_L15_TheStorm.indd 1 11/3/09 6:45:59 PM

2 by Celeste Albright Build Background Read the title to children, and have them tell what a rainstorm is. Have them point out the heavy clouds in the cover photo. Show them the rain falling in the far distance. Ask them to think about what the book might show about a real-life storm. Ask: How do people know that a storm is coming? Have you ever seen lightning in the sky during a storm? What did you do? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Point out the repeated sentence pattern Look at the. Here are some suggestions: Page 2: Tell children that this book shows how a storm comes, what happens when the storm is here, and what happens when the storm goes away. Suggested language: Turn to page 2. What do you see in the photo? The author says: Look at the sky. A storm is coming. Say storm. What two letters would you expect to see at the beginning of storm? How can you tell that a storm is coming? Page 4: Turn to page 4. Remember that you can use the information in the photos to help you read. What do you see in this photo? How can you tell that a big storm is here? Would you want to be outside near these trees during the storm? Page 5: Turn to page 5. The author says: Look at the lightning! How would you feel if you saw lightning like this? Why is it important to stay inside during a lightning storm? Now turn back to the beginning and read to fi nd out what happens in a big rain storm. Learn More Words lightning storm 2 Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 2 7/27/09 9:49:54 AM

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: The next time it is raining, what is something you could look for that you saw in this book? 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 Rain falls from dark clouds. Lightning may happen in a storm. People try to stay dry under umbrellas. When the sun comes out, children can go out and play. A storm has a beginning, a middle, and an end. The sky goes through changes, depending on the weather. It is exciting to see a storm. The author wants to make us feel that we are seeing a real storm. The author tells us what to look at on every page. The last page is different the children are talking. Photos show that the storm is real Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Direct children to the first sentence on page 8. Point out the comma and the exclamation point, and explain the purpose of each mark: The comma tells readers to take a short pause, and the exclamation point tells readers to say the sentence with feeling. Model reading the sentence aloud, and have children echo read. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blend Sounds Say words from sound by sound, and have children say the whole word. Words to use: sun, big, rain, sky. Clapping Syllables Say a word from, and then repeat it syllable by syllable, and have children clap the syllables with you. Words to use: com-ing, go-ing, clouds, storm, a-way, um-brel-las, light-ning, blue, play. High-Frequency Words Display these words from the book for children to read and use in oral sentences. Words to use: look, the, a, is, come, down, and, all, we, go, out, play. 3 Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 3 11/3/09 6:49:17 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 15.4 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 ension Skill Sequence of Events Tell children that they can remember a book by thinking about what happens in the beginning, the middle, and the end. Model thinking about the sequence of events: Think Aloud In the beginning of this book, the clouds grow heavy and dark. In the middle, the rain pours down, and lightning flashes. At the end, the sky turns blue, and children go out to play. Practice the Skill Ask children to think about another science book and to tell what happens at the beginning and the end. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw two pictures of the sky. Show what the sky looks like before and during a storm. Write about the sky in your pictures. 4 Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 4 11/3/09 6:46:23 PM

5 English Language Learners Front-Load Vocabulary Preview the photos to help children understand the words storm, clouds, lightning, umbrellas, and the phrases come down, coming out, going away, and go out. 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: Where are the clouds? Speaker 2: in the sky Speaker 1: What is coming down here? Speaker 2: rain Speaker 1: What is coming out here? Speaker 2: the sun Speaker 1: What is in the sky here? Speaker 2: Lightning is in the sky. Speaker 1: How are the people staying dry in the rain? Speaker 2: They have umbrellas. Speaker 1: How can people tell that a storm is coming? Speaker 2: Dark clouds are in the sky. Speaker 1: How can people tell that a storm is going away? Speaker 2: The sun starts to come out through the clouds. Name Date Lesson 15 BLACKLINE MASTER 15.4 Children look at the pictures and circle the one that answers the question. 1. What happens first in the story? Children draw a picture of how they feel during a thunderstorm and label it. 2. Read directions to children.. All rights reserved. 6, Unit 3: Outside My Door 5 Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 5 7/27/09 9:49:55 AM

6 Name Date Draw two pictures of the sky. Show what the sky looks like before and during a storm. Write about the sky in your pictures. 6 Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 6 7/27/09 9:49:56 AM

7 Name Date Lesson 15 BLACKLINE MASTER 15.4 Children look at the pictures and circle the one that answers the question. 1. What happens first in the story? Children draw a picture of how they feel during a thunderstorm and label it Lesson 15: K_299990_AL_LRTG_L15_TheStorm.indd 7 7/27/09 9:49:58 AM

8 Student LEVEL D Date Lesson 15 BLACKLINE MASTER 15.8 Running Record Form page Selection Text Errors Self-Corrections 2 Look at the sky. A storm is coming. 3 Look at the clouds. A big storm is coming. 4 Look at the trees. The big storm is here. 5 6 Look at the lightning! Look at the rain come down. 7 And look at all the umbrellas! Comments: Accuracy Rate (# words read correctly/42 x 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 15: K_299990_AL_LRTG_L15_TheStorm.indd 8 12/4/09 11:12:46 PM