Characteristics of the Text Genre Realistic fi ction Text Structure

Transcription

1 LESSON 26 TEACHER S GUIDE by Charla Rincon Fountas-Pinnell Level F Realistic Fiction Selection Summary Mr. Vega, an art teacher, asks his students to make a picture of something they like about their school. The students use different media to make their pictures. Number of Words: 182 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 Third-person narrative Three examples of different media used to make pictures Art Favorite things about school People enjoy different things about school. People enjoy using different media when they make pictures. Simple, clear language, with some dialogue Simple dialogue and some split dialogue Many simple sentences: Marta got her crayons. Some longer sentences: I want you to make a picture that shows something you like about our school. Words relating to art: art, picture, crayons, drew, paint, cut, glue, scraps Words relating to school activities: read, books, play, slide, swings, school Many high frequency words: teacher, blue, green, paper, pictures Some multi-syllable words: something, crayons, reading, painted, children Pictures support each page of text Nine pages of text, illustrations on every page Two to six lines of text on a page Some pictures are labeled with 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.

2 by Charla Rincon Build Background Read the title to children and ask them what they think the character on the cover teaches. Encourage children to use their knowledge of school and art to think about the story. Anticipate the text with a question such as: If you were asked to make a picture of something you like about our school, what would you make? 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 2: Explain that in this story, a new teacher asks his students to make pictures that show what they like about the school. Tell children that some pictures in the book have labels to name things. Suggested language: Turn to page 2. You can see Mr. Vega, the new art teacher. You can also see the label in the picture that says: teacher. Say the word teacher. What letter would you expect to see fi rst in the word teacher? Find the word teacher and put your fi nger under it. Page 3: Turn to page 3. What is Marta using to make her picture? Point to the label that says: crayons. Pages 4 5: Remind children that they can use information in the pictures to help them read. On pages 4 and 5, what do you think Devon likes to do at school? How can you tell? The book says: I like to play, said Devon. So Devon painted the place where he played. Where does he like to play? Where do you like to play at school? Page 7: Turn to page 7. How is Sue using paper? The book says: Sue glued the scraps to her paper. Say the word paper. What sound do you hear fi rst in the word paper? Put your fi nger under the word paper. Now go back to the beginning and read to fi nd out what the children like about their school. Words to Know blue new paper play pictures teacher 2 Lesson 26:

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 story. Begin by asking what they liked best about the story, or what they found most interesting. Suggested language: Would you like to go to this school? Why or why not? 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 Mr. Vega, the new art teacher, asks his students to make a picture that shows something they like about their school. Students use crayons to show children reading, paints to show children playing, and cut paper to show the school building. Mr. Vega hangs the pictures up on a wall. Students enjoy different things about school. People enjoy using different media when they make pictures. The author uses details to show different choices children make. Some words are labeled in the illustrations Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to use rising and falling tones related to meaning and punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in words from the book: teacher, picture, something, blue, crayons, green, children, paper, etc. Have them clap on each syllable: teach-er, pic-ture, some-thing, blue, cra-yons, green, chil-dren, etc. Word Parts Provide practice as needed with words and word parts, using examples from the story. Remind children that a base word with the ending -ed is used to tell about the past. Have them name and spell the base word in these words from the story: glued, looked, painted, showed. Point out that some words show the past without the ending -ed. Say these irregular past-tense words from the text, and help children to name the present-tense form: got, cut, made, read, drew, put, said. 3 Lesson 26:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 26.7 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 Compare and Contrast Remind children that when they compare and contrast they tell how two things are alike or not. Model how to think about this skill: Think Aloud Many things are alike about the work Marta and Sue do. Both girls make pictures of things they like about their school. But the pictures are different, too. Marta s picture is about reading and Sue s picture shows the school building. Marta uses crayons to make her picture and Sue uses scraps of cut paper. Practice the Skill Have children compare and contrast the work Devon and Sue do. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. How is the school in the story like your school? How is it different? Write a paragraph. Use details from the story to support what you say. 4 Lesson 26:

5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children recognize the words crayons, scraps, and glue. 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 art teacher. Speaker 2: [points to Mr. Vega] Speaker 1:Where is the glue? Speaker 2: [points to the glue] Speaker 1: What do the children make? Speaker 2: pictures Speaker 1: What does Marta like to do? Speaker 2: She likes to read. Speaker 1: Where does Mr. Vega put all the pictures? Speaker 2: on the wall Speaker 1: What does Mr. Vega ask the children to do? Speaker 2: He asks them to make a picture that shows what they like about the school. Speaker 1: What does Sue do to make her picture? Speaker 2: She cuts paper scraps and glues the scraps on her paper to make a picture of the school. Name Lesson 26 BLACKLINE MASTER 26.7 Write an answer to the question. Responses may vary. 1. How is Sue s picture different from Marta s and Devon s pictures? Sue makes her picture from paper scraps instead of drawing or painting. Making Connections Think about what you like about your school. Write some sentences that tell what you like.. All rights reserved. 9, Unit 6: Three Cheers for Us! 5 Lesson 26:

6 Name Date How is the school in the story like your school? How is it different? Write a paragraph. Use details from the story to support what you say. 6 Lesson 26:

7 Name Lesson 26 BLACKLINE MASTER 26.7 Write an answer to the question. 1. How is Sue s picture different from Marta s and Devon s pictures? Making Connections Think about what you like about your school. Write some sentences that tell what you like. 7 Lesson 26:

8 Student Date Lesson 26 BLACKLINE MASTER LEVEL F Running Record Form page Selection Text Errors Self-Corrections 6 I like the way our school looks, said Sue. Sue got some paper. She cut and cut. 7 Sue glued the scraps to her paper. She made a picture of the school. 8 Mr. Vega showed the pictures to the class. 9 The pictures show all the things you like about our school. Comments: Accuracy Rate (# words read correctly/50 100) % 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 26: