Characteristics of the Text Genre Fiction Text Structure

Transcription

1 LESSON 22 TEACHER S GUIDE by Hadley Ruddock Fountas-Pinnell Level D Fiction Selection Summary Sam wants to read, but first his mother asks him to clean his room. Then his father asks him to play with the baby. Once finished with his jobs, Sam can finally read his book. But he s too tired so he falls asleep instead. Number of Words: 108 Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Surprise ending Helping Family life Helping in a family is rewarding, but sometimes it keeps you from doing what you want to do. Clear, straightforward language Some dialogue, all assigned, some split Some short sentences: Yes, Sam said. Some longer sentences: Mama Bear said, Can you please clean your room? Words relating to family and helping: Mama, Papa, clean, room, baby, job Many high-frequency words: said, you, I, my, he, and, now, play, with, all More challenging words: faces, sounds Illustrations that support and add to the text Nine pages, with two to four lines of text and one illustration on each page Large print and good spacing between words Uppercase letter Z representing the sound of sleep shown in illustration on last page: ZZZZ 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_300092_AL_LRTG_L22_Sam.indd 1 11/3/09 9:16:46 PM

2 by Hadley Ruddock Build Background Read the title to children and talk with them about what the character is doing in the cover illustration. Ask children why Sam might be told, Good job! Then ask: When do people say, Good job! to you? 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 this story is about a bear named Sam, who really wants to read a book: however, his parents have different plans for him. Suggested language: Turn to page 2. You can see Mama Bear is looking into Sam s room. What does Sam s room look like? So Mama Bear says: Can you please clean your room? Page 4: Remind children that they can use information in the pictures to help them read. In the picture, you can see Sam cleaning his room. What are some things he has to do to make his room clean? Page 5: Turn to page 5. What do you think Mama is saying to Sam? She says: Good job, Sam! Look at what s under his arm. What do you think Sam wants to do now? Page 8: Turn to page 8. What is Sam doing here? He is making funny faces and silly sounds with his baby sister. Say the word sounds. What letter would you expect to see fi rst in the word sounds? Find the word sounds and put your fi nger under it. Do you think the baby likes playing like this? Why or why not? Now go back to the beginning and read to fi nd out if Sam ever gets to read his book. Learn More Words faces sounds 2 Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 2 11/3/09 9:16:57 PM

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 book, or what they found most interesting. Suggested language: Were you surprised by the ending? Why or why not? 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 Sam wants to read his book, but his mother wants him to clean his room, so he does. Sam wants to read his book, but his father wants him to play with the baby, so he does. Sam wants to read his book, but he falls asleep. Helping in a family is rewarding, but sometimes it keeps you from doing what you want to do. Family members need to share the responsibilities in their home. The writer uses exclamation marks to show how Mama and Papa Bear thank Sam for his help. The author s attitude is that family members should help each other Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children understand that a sentence is a group of words with ending punctuation. Point out that the ending punctuation in includes periods, exclamation points, and question marks. Model how to read sentences ending with an exclamation point or a question mark. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Say pairs of words, for example: bear and pair, clean and climb, room and zoom, faces and spaces, toy and top, sounds and grounds, etc. Clapping Syllables Have children hear and say syllables in words from the book. Have them clap on each syllable: Ma-ma, clean, Pa-pa, ba-by, fun-ny, fa-ces, now, etc. Finding Letters Have children recognize letters by name and locate them quickly in words. Use letters from the words in the fi rst two pages of the story, including: Mama, Bear, said, can, you, please, clean, room, yes, Sam, I, my, etc. 3 Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 3 11/3/09 9:17:23 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 22.8 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 Story Structure Tell children that a story is made up of many parts. Stories have settings, characters, and events. Model how to think about the structure of this story. Think Aloud This story takes place in a house. The characters are Mama and Papa Bear, Sam, and the baby. This is what happens in the story: Sam is reading a book when Mama asks him to clean his room. He does a good job and is ready to go back to his book, when Papa asks him to play with the baby. He does a good job and gets ready to read his book, but falls asleep instead. Practice the Skill Have children tell about the settings, characters, and events in another story they have read. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Do you think Sam was happy to clean his room and play with the baby? Why or why not? Write about what you think. Explain your answer. 4 Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 4 11/3/09 9:17:36 PM

5 English Language Learners Front-Load Vocabulary Make sure children know the meanings of clean, room, picked, clothes, toys, read, book, baby, funny, faces, and sounds. 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 Sam. Speaker 2: [Child points to Sam.] Speaker 1: What does Mama Bear want Sam to do? Speaker 2: clean Speaker 1: What does Sam want to do? Speaker 2: read Speaker 1: What does Papa Bear want Sam to do? Speaker 2: play with the baby Speaker 1: What does Papa Bear say to Sam? Speaker 2: Good job, Sam! Speaker 1: What does Sam do with the baby? Speaker 2: He makes funny faces and silly sounds. Speaker 1: Why didn t Sam read his book? Speaker 2: He cleaned his room, played with the baby, and fell asleep. Name Date Lesson 22 BLACKLINE MASTER 22.8 Children listen and circle the words that answer the question. 1. How does Sam help his father in the story? He plays with the baby. He plays with his toys. Children draw a picture of how they help their family and label it. 2. Read directions to children.. All rights reserved. 10, Unit 5: Growing and Changing 5 Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 5 7/27/09 9:25:21 AM

6 Name Date Do you think Sam was happy to clean his room and play with the baby? Why or why not? Write about what you think. Explain your answer. 6 Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 6 7/27/09 9:25:22 AM

7 Name Date Lesson 22 BLACKLINE MASTER 22.8 Children listen and circle the words that answer the question. 1. How does Sam help his father in the story? He plays with the baby. He plays with his toys. Children draw a picture of how they help their family and label it Lesson 22: K_300092_AL_LRTG_L22_Sam.indd 7 7/27/09 9:25:23 AM

8 Student Date Lesson 22 BLACKLINE MASTER LEVEL D Running Record Form page Selection Text Errors Self-Corrections 2 Mama Bear said, Can you please clean your room? 3 Yes, Sam said. I can clean my room. 4 So Sam made his bed. He picked up his clothes and his toys, too. 5 Good job, Sam! said Mama Bear. Thanks, Sam said. Now I can read my book. Comments: Accuracy Rate (# words read correctly/46 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 22: K_300092_AL_LRTG_L22_Sam.indd 8 12/4/09 11:36:28 PM