Characteristics of the Text Genre Fantasy Text Structure

Transcription

1 LESSON 14 TEACHER S GUIDE by Delilah Sampson Fountas-Pinnell Level I Fantasy Selection Summary Three animal friends set out to find treasure in the desert with the aid of a treasure map. They learn that treasures are not always made of gold. Number of Words: 306 Characteristics of the Text Genre Fantasy Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Story told by third-person narrator and by characters dialogue Surprising ending with a moral Friends playing and working together A treasure hunt in a desert setting Treasures are not always made of gold. Story told by third-person narrator and by characters dialogue Told in contemporary, not traditional fairy tale or fable language. Some complex sentences, one with an introductory phrase: That day, the three friends learned that treasures are not always made of gold! Words and phrases for a treasure hunt: treasure, map, marks, big black X, gold coins, clues, dig, chest Words describing the desert: sun, hot, sand, desert, cactus Words with only one or two syllables Words with infl ectional endings: playing, hopped, cried, stopped Many high-frequency words, including: one, two, three, four, fi ve Illustrations closely linked to text on all pages Humorous pictures of contemporarily-dressed very lively animals Nine pages of text; illustrations on every page 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 Delilah Sampson Build Background Read the title to the children and talk with them about what the three animal friends are doing in the cover illustration. Ask them how the friends might be feeling. Encourage children to imagine what it would be like to find a treasure map. Ask questions such as: What would you do if you found a treasure map? What kinds of treasure would you like to find? 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 three animal friends named Jack, Ned, and Liz fi nd a treasure map. Suggested language: Turn to page 2. Jack the rabbit is playing hopscotch. Jack says: One, two, three, four, five! What letter do you expect to see at the beginning of the words four and fi ve? Find the words on the page. Page 3: Explain that Jack has found a paper in the sand. Turn to page 3. Ned says: It looks very old. Liz says: It s a map! What kind of map do you think this is? Page 4: Remind children that they can use information in the pictures to help them read. Now on page 4, what do you see on the map? What do you think the big black X means on a treasure map? Liz says: An X always marks the spot where the treasure is. What do you think Jack and his friends will do with this treasure map? Now turn back to the beginning of the book and read to fi nd out if Jack and his friends fi nd the treasure. Words to Know five four old paper three two where 2 Lesson 14:

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 Invite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Do you think the friends really liked their treasures? 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 Jack and his friends find a treasure map, and they hope to find gold. The friends find a small cactus plant, a rock, and a twig. They see that these simple things are treasures. Treasures are not always made of gold. Some of the story is told through dialogue. The characters are animals, but they act the way people do 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 act out. Remind them to pay attention to the punctuation, especially the exclamation marks, to help them read with expression. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Materials: pairs of words. Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, for example, hot and hopped, saw and sand, map and marks, looked and walked, gold and rock. Identify Long Vowels Write the following words on the board: fi ve, three, hole, paper. Ask children to fi nd, read, and spell the word that has a long i sound (fi ve). Then ask them to fi nd the word that has a long e sound, and so on, continuing the same way with the other words. 3 Lesson 14:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 14.7 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 Conclusions Tell children that as they read they can use details to figure out more about the text. Model how to think about conclusions: Think Aloud Jack, Ned, and Liz seem like good friends. What details show me that? They play hopscotch together. They work together to hunt for treasure. They help each other see the value of the small treasures they find. All these things tell me that they are friends. Practice the Skill Have children tell details that show that the things the animals find in the box are treasures. Writing Prompt: Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think about making a treasure box for your friends to find. Draw a picture of the treasure box. Write about the treasure you would put in the box. 4 Lesson 14:

5 Read directions to children. English Language Learners Cultural Support Some children may not know much about the desert environment. Explain that days in the desert are hot, that deserts are full of sand, and that cactus plants grow in the desert and have water inside. Oral Language Development Check 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 paper does Jack find in the sand? Speaker 2: a map Speaker 1: What do Jack and his friends want to find? Speaker 2: gold, treasure Speaker 1: What is a treasure for Liz? Speaker 2: a warm rock Speaker 1: What happens after Jack finds a map in the sand? Speaker 2: Jack and his friends look for treasure. Speaker 1: What kind of treasures do the friends find? Speaker 2: They find a small cactus plant, a twig, and a rock. Speaker 1: What do the friends do with their treasures? Speaker 2: Jack eats the twig for dinner. Ned drinks water from the cactus. Liz uses the rock to keep warm. Name Lesson 14 BLACKLINE MASTER 14.9 Listen to the ideas about the book. Write the word that completes each sentence. 1. The friends hoped the map would lead them to a treasure. game treasure cactus 2. The friends found out that not all treasures are made of gold. gold rock sand Making Connections Think about what you think a treasure is made of. Draw a picture of your treasure. Label your picture.. All rights reserved. 9, Unit 3: Nature Near and Far 5 Lesson 14:

6 Name Date Think about making a treasure box for your friends to find. Draw a picture of the treasure box. Write about the treasure you would put in the box. 6 Lesson 14:

7 Name Lesson 14 BLACKLINE MASTER 14.9 Listen to the ideas about the book. Write the word that completes each sentence. 1. The friends hoped the map would lead them to a game treasure cactus 2. The friends found out that not all treasures are made of. gold rock sand. Making Connections Think about what you think a treasure is made of. Draw a picture of your treasure. Label your picture. 7 Lesson 14:

8 Student Date Lesson 14 BLACKLINE MASTER LEVEL I Running Record Form page Selection Text Errors Self-Corrections 2 The sun was hot. Jack and his friends were playing hopscotch. It was Jack s turn. One, two, three, four, five! Jack counted as he hopped. He saw a paper in the sand. 3 What is this? said Jack. He dug up the paper and showed it to his friends. It looks very old, said Ned. Liz looked at the paper. It s a map! she cried. Comments: Accuracy Rate (# words read correctly/64 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 14: