Characteristics of the Text Genre Informational Text Text Structure Description Content

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1 LESSON 27 TEACHER S GUIDE by Gloria Ríos Fountas-Pinnell Level K Informational Text Selection Summary Readers are introduced to the idea that learning is a life long adventure and can take place at every age. Number of Words: 392 Characteristics of the Text Genre Informational Text Text Structure Description Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Learning different things at different ages Learning by oneself or from others People at any age can learn new things. People learn things in different ways. Straightforward language Many examples Some simple sentences: People are always learning. Some longer sentences: She also knows how to add and subtract in her head to be sure she gets the right change at stores. Words relating to growing up: babies, older, children, parents, teachers, teens, adults, grandparents Words relating to learning: exploring, studies, puzzles, teach, homework, taught, master, help High frequency words: always, different, enough, happy, high, near, once, stories Some more challenging words: bicycle, subtract, master Word in all capital letters for emphasis: ALWAYS! Pictures support each page of text. Nine pages of text, illustrations on every page Seven to nine lines of text on a page Three and four-line sentences, some starting mid-line 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 Gloria Ríos Build Background Read the title to children and ask them what the characters are doing on the front cover. Encourage children to use their knowledge of learning and growing up to think about the book. Anticipate the text with questions such as these: How do you learn? How do babies learn? What can older people learn? 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: Pages 2 3: Explain that this book tells about people learning different things at different ages. Suggested language: Look at the pictures on pages 2 and 3. The book says: Babies learn by exploring. What is the baby in these pictures learning about? Page 5: Remind children that they can use information in the pictures to help them read. What is this boy learning to do? Have you learned how to ride a bicycle? How did it feel once you were riding the bicycle on your own? Page 6: Have children look at the picture and then fi nd the word subtract on the page. Do you know how to add and subtract? When you buy something in a store, why is it important to know how to add and subtract? Page 9: On page 9, you can see this man reading about his computer. He wants to master his new machine. What new skill do you want to learn really well? Now go back to the beginning and read to fi nd out how people of all ages are always learning. Learn More Words bicycle master subtract 2 Lesson 27:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. 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 most interesting. Suggested language: What did you learn about learning that you didn t know before? 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 People start learning when they are babies, exploring their world. Children learn by playing; they also need help to learn some things, such as reading, writing, and bike riding. Adults know how to do many things, but they can keep learning, all their lives. People at any age can learn new things. People learn things in different ways. People can be good teachers at many different ages. The author uses details to tell about learning at different ages. A family is used to show how people learn at different ages 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 children to use rising and falling tones in a way that is related to text meaning and punctuation. Model how to read sentences ending with exclamation points with enthusiasm. Phonics 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: people, baby, puzzles, bicycle, subtract, homework, computer, etc. Have them clap on each syllable: peo-ple, ba-by, puz-zles, bi-cy-cle, sub-tract, home-work, com-pu-ter, etc. Possessives Have children fi nd possessives, such as Lisa s mother and Hector s big sister in. Remind them that s is added to words to show that something belongs to someone or something else. Help them fi nd or make other possessive phrases from the book, such as Ana s mother or Grandpa s computer. 3 Lesson 27:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 27.9 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 Remind children to think about how words work with art. Model how to think about this skill: Think Aloud When I look at the picture on page 5, I can see an older girl helping a boy ride his bicycle. I know from the picture that this page is going to be about a boy learning to ride a bike. An older girl is helping him. Knowing this makes it easier for me to read the words on this page and understand them. Practice the Skill Have children choose another picture in the book and tell how it helps them understand the words on the page. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. In this book, people of all ages are learning things. What is one thing that you would like to learn? Write a paragraph. Tell what you want to learn and why. 4 Lesson 27:

5 Read directions to children. English Language Learners Front-Load Vocabulary Make sure children know the meaning of exploring, puzzles, change, and machine. 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: What does Hector learn to ride? Speaker 2: bicycle Speaker 1: How do teens earn money? Speaker 2: jobs Speaker 1:What is Grandpa trying to learn? Speaker 2: to use a computer Speaker 1: When do people start learning? Speaker 2: when they are babies Speaker 1: What does Ana s mother learn from her dad? Speaker 2: how to fix things Speaker 1: How do babies learn? Speaker 2: Babies learn by exploring and they learn from their families. Speaker 1: What does Grandpa do when he doesn t know something about his computer? Speaker 2: He asks someone in his family for help. Name Lesson 27 BLACKLINE MASTER 27.9 Write an answer to the question. Responses may vary. 1. What helps people of all ages learn? People learn from other people, both older and younger. People learn by trying new things. Making Connections Think about something you learned from someone in your family. Write some sentences that tell what you learned and from whom.. All rights reserved. 11, Unit 6: Three Cheers for Us! 5 Lesson 27:

6 Name Date In this book, people of all ages are learning things. What is one thing that you would like to learn? Write a paragraph. Tell what you want to learn and why. 6 Lesson 27:

7 Name Lesson 27 BLACKLINE MASTER 27.9 Write an answer to the question. 1. What helps people of all ages learn? Making Connections Think about something you learned from someone in your family. Write some sentences that tell what you learned and from whom. 7 Lesson 27:

8 Student Date Lesson 27 BLACKLINE MASTER LEVEL K Running Record Form page Selection Text Errors Self-Corrections 4 Older children learn in many different ways. Children can learn by playing. They learn how to do puzzles and how to play games. They learn to run and jump and climb. Hector has learned to use his arms and legs to climb up high. 5 Children need help to learn some things. Comments: Accuracy Rate (# words read correctly/51 100) % 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 27: