Characteristics of the Text Genre Mystery Text Structure

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1 LESSON 29 TEACHER S GUIDE by Brandon Marsh Fountas-Pinnell Level L Mystery Selection Summary At the school lunch table, Cow finds her lunchbox empty. As she thinks about what she did that morning on the way to school, she remembers that she gave her food to others. Cow s school friends, Pig and Sheep, share their food with her. Number of Words: 363 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: Where is your lunch? asked Pig. Animal names Lunch Thinking about a missing thing can help you remember what happened to it. Kindness and sharing can bring joy to daily life. Flashbacks Story told through dialogue Many long, complex sentences Nouns in series, divided by commas: There wasn t a sandwich, or an apple, or even any juice. Some sentences with introductory clauses: When Cow was walking to school, a squirrel ran by. Food words: sandwich, apple, juice One- and two-syllable words Many words with infl ectional endings: opened, asked, happened, walking, looking Thought balloon that reviews main character s fl ashbacks Nine pages of text, illustrations on every page Sentences carrying over two to three lines 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 Brandon Marsh Build Background Read the title and talk about what is happening in the cover illustration. Build interest by asking a question such as the following: Cow s lunch is missing. What do you suppose happened? 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 in this story, Cow tries to fi gure out where her missing lunch is. Because this story is make believe, the animals can act like people. Suggested language: Turn to page 2. Here are Cow and her friends, Sheep and Pig. What do Sheep and Pig have for lunch? What does Cow have? How do you think Cow feels when she fi nds out that her lunchbox is empty? Page 3: Remind children that they can use information in the pictures to help them read. Cow is thinking about what happened to her that morning, and the wavy edges around the picture show that she s remembering something that happened earlier. Earlier in the day, when Cow saw the squirrel, she said: Hello. What are you looking for? What might the squirrel be looking for? Page 4: Turn to page 4. What do you think Cow is doing now? Why might she be doing this? Pages 5 6: What do you see on page 5? Cow sees a man sitting on a log. Why might be wrong with the man? On page 6, Cow tells the man that she has an idea. Say the word idea. What letter would you expect to see fi rst in the word idea? Find the word idea and put your fi nger under it. What do you think Cow s idea might be? Now go back to the beginning and read to fi nd out what happened to Cow s lunch. Words to Know almost behind happened idea any gone hello leaves 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 Cow feels when she remembers what happened to her lunch? Why do you think that? 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 When Cow opens her lunchbox at lunchtime, it is empty. She remembers that she gave her sandwich to a squirrel, her apple to a man, and her juice to a bird. Sheep and Pig share their food with Cow. If you think about something that is missing, you may remember what happened to it. Someone who is kind shares what he or she has with others. The author starts the story at lunchtime, and then has Cow think back to the morning s events that happened on her way to school. Thought balloons show who Cow helped on her way to school Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a page to read aloud to a partner. Partners can take turns reading pages. Remind children to make their voice go down at the end of telling sentences and go up at the end of questions. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Say the Syllables Say the word lunchbox. Ask children to clap and say the syllables they hear in lunchbox: lunch/box. Repeat with these words: empty (emp/ty), sandwich (sand/wich), apple (ap/ple), market (mar/ket), yellow (yel/low), hidden (hid/den), morning (morn/ing). Double Vowel Patterns Materials: chalkboard, chalk. Write these story words on the board: school, tree, looking, feel, took, sweet, food, three. Call on individuals to read each word and circle the letters that spell the vowel sound. 3 Lesson 29:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 29.8 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 can think about what happens in this story. Cow s lunch is missing. That is the effect. Why is Cow s lunch missing? Cow gave her sandwich to the squirrel, her apple to the man, and her juice to the bird. That is the cause. That is why Cow s lunch is missing. Practice the Skill Recall with children a book they have read that has examples of cause and effect. Ask them to name the cause(s) and the effect(s). Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Why do you think Cow gave away all her lunch? What does that tell you about her? Write a paragraph. Tell what you learned about Cow. Use details from the book in your answer. 4 Lesson 29:

5 Read directions to children. English Language Learners Front-Load Vocabulary Familiarize children with the lunch food in the story, both in the text and in the illustrations: sandwich, apple, juice, grapes, cookies, carrot. 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 Cow. Speaker 2: [Points to Cow.] Speaker 1: [Point to the sandwich.] What is this? Speaker 2: sandwich Speaker 1: [Point to the apple.] What is this? Speaker 2: apple Speaker 1: What did Cow have in her lunchbox? Speaker 2: She had a sandwich, an apple, and juice. Speaker 1: Who did Cow give her sandwich to? Speaker 2: She gave her sandwich to the squirrel. Speaker 1: Who did Cow give her apple to? Speaker 2: She gave her apple to the man. Speaker 1: Why is Cow s lunchbox empty at the lunch table? Speaker 2: She gave away the food that morning. Speaker 1: What do Sheep and Pig do at the end of the story? Speaker 2: They share their food with Cow. Name Lesson 29 BLACKLINE MASTER 29.8 Write an answer to the question. Responses may vary. 1. How are Cow s friends like Cow? They share their lunch with someone in need. Making Connections Think about something you have shared with someone. Write some sentences about what you shared and how you felt.. All rights reserved. 10, Unit 6: Three Cheers for Us! 5 Lesson 29:

6 Name Date Why do you think Cow gave away all her lunch? What does that tell you about her? Write a paragraph. Tell what you learned about Cow. Use details from the book in your answer. 6 Lesson 29:

7 Name Lesson 29 BLACKLINE MASTER 29.8 Write an answer to the question. 1. How are Cow s friends like Cow? Making Connections Think about something you have shared with someone. Write some sentences about what you shared and how you felt. 7 Lesson 29:

8 Student Date Lesson 29 BLACKLINE MASTER LEVEL L Running Record Form page Selection Text Errors Self-Corrections 2 Cow sat down at the lunch table. She opened her lunchbox, but it was empty! There wasn t a sandwich, or an apple, or even any juice. Where is your lunch? asked Pig. 3 Cow thought and thought. She remembered what happened that morning. When Cow was walking to school, a squirrel ran by. The squirrel stopped near a tree and started to dig. Comments: Accuracy Rate (# words read correctly/62 100) % 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: