Drawing. Characteristics of the Text Genre Informational Text Text Structure. Fountas-Pinnell Level B Informational Text.

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1 LESSON 9 TEACHER S GUIDE by Isabel Garza Fountas-Pinnell Level B Informational Text Selection Summary A young boy talks about the different animals he can draw. He can draw a picture of himself, too. Number of Words: 48 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 First person narrative describes the different things the boy can draw. Each two-page spread focuses on a different animal. Surprise ending: The boy can draw a picture of himself too. Familiar animals All concepts supported by picture information It s fun to draw different animals. It s fun to draw self-portraits. Repeating language pattern Exclamation for emphasis. Sentence patterns repeat, changing only one word on each page: Look at the. I can draw the. Simple sentence patterns with no embedded phrases or clauses One syllable words with meaning of nouns reinforced by photos and captions Important content words: cat, dog, bird, fi sh Repeated use of high frequency words: Look, at, the, I, can, draw Colorful, realistic drawings and photos support each page of text. Full-page drawings repeated on facing page Five pages of text, illustrations on every page; labels for photos Consistent layouts of illustrations and print Two lines of text, with extra space between each word 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 Isabel Garza Build Background Read the title to the children and talk with them about what the boy is doing in the cover illustration. Ask them what they think they will lean about drawing from this book. Encourage children to use their knowledge of drawing animals to think about the book. Ask questions such the following: What is one animal that you enjoy drawing? Why do you like to draw this animal? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the sentence patterns Look at the. I can draw that tell what the boy is doing. Here are some suggestions: Pages 2 3: Explain that in this book a boy can draw pictures of lots of things. Point out that the boy is telling the story. Suggested language: Turn to page 2. Here is a cat. The boy says: Look at the cat. I can draw the cat. Say draw. What letter would you see fi rst in draw? Find draw and put your fi nger under it. On page 3, what is the boy doing? Can you fi nd the picture of the cat that the boy drew? Does it look like the real cat on page 2? Page 4: Point to the label in the photo and read it. Explain that the photographs in the book have labels to name the animals the boy can draw. The boy says: Look at the dog. Say look. What sound do you hear fi rst in look? Find the word look, say it, and put your fi nger under it. Page 5. Ask children what the boy is doing in the picture. What color is the boy using to draw the dog? Now go back to the beginning and read to fi nd out what the boy likes to draw. Words to Know boy draw I look me the 2 Lesson 9:

3 Read Now have children read softly while pointing under each word. Observe children as they read. Respond to the Text Personal Response Invite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: Which of these animals would you like to draw? Why? 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 boy can draw animals. The boy can draw himself. is fun. animals makes you remember how they look. You can draw a picture of yourself if you look in a mirror or at a photo. The writer uses the same language on each page, but changes the name of the animals. You can compare photos of each animal with the boy s drawings. The last page is a little different because the boy likes to draw himself Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Have children match one spoken word to one written word while reading the book. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Matching Letters Materials: upper and lower case magnetic or cardboard letter or letter cards. Have children choose letters and match them with their upper or lower case forms. Listening Game Materials: pairs of words. Have children listen for words that rhyme. Have them raise hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Says pairs of words, for example: look, book; draw, sit; me, bee; at, cat. 3 Lesson 9:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 9.6 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 on Skill Text and Graphic Features Tell children that words and pictures work together in a book to help readers better understand the story. Model how to think about the way that words and pictures work together. Think Aloud In this book a boy makes drawings of different animals. Each time the boy draws a different animals, we see a photo of that animal. Next to the photo is the name of the animal. Then, on the next page we see the boy s drawing of the animal. It s fun to see what the photo of the animal and the boy s drawing look like. The pictures help me understand the story. Practice the Skill Have children share examples of pictures in other books that helped them understand the story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of another animal the boy could draw. Write about the animal. 4 Lesson 9:

5 Read directions to children. English Language Learners Cognates Point out that the English word cat is similar to the Spanish word for cat, gato. 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. Speaker 2: [Points to the boy] Speaker 1: Point to the dog. Speaker 2: [Points to the dog] Speaker 1: Point to the boy s drawing of the dog. Speaker 2: [Points to boy s drawing of dog] Speaker 1: Who is telling this story? Speaker 2: the boy Speaker 1: What is the boy doing in each picture? Speaker 2: drawing Speaker 1: How is the last page of the book different from the other pages? Speaker 2: The boy draws a picture of himself. Name Lesson 9 BLACKLINE MASTER 9.6 Write the word that completes each sentence. 1. The boy draws a dog after he draws the cat. mouse bug dog 2. The boy thinks of himself for his last picture. himself you us Making Connections Think of what you can draw. Then draw your picture and label it.. All rights reserved. 8, Unit 2: Sharing Time 5 Lesson 9:

6 Name Date Draw a picture of another animal the boy could draw. Write about the animal. 6 Lesson 9:

7 Name Lesson 9 BLACKLINE MASTER 9.6 Write the word that completes each sentence. 1. The boy draws a after he draws the cat. mouse bug dog 2. The boy thinks of for his last picture. himself you us Making Connections Think of what you can draw. Then draw your picture and label it. 7 Lesson 9:

8 Student LEVEL B Date Lesson 9 BLACKLINE MASTER 9.10 Running Record Form page Selection Text Errors Self-Corrections 2 Look at the cat. I can draw the cat. 4 Look at the dog. I can draw the dog. 6 Look at the bird. I can draw the bird. 8 Look at the fish. I can draw the fish. 10 Look at the boy. I can draw me! Comments: Accuracy Rate (# words read correctly/44 100) % 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 9: