Characteristics of the Text Genre Informational Text Text Structure

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1 LESSON 1 TEACHER S GUIDE by Tracy Gallo Fountas-Pinnell Level C Informational Text Selection Summary A boy and his friend, Jan, like to do some of the same things. They share food, toys, and books. Number of Words: 118 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 One category of information with four episodes Friends Ways friends share Good friends share. Sharing can be fun. Repeated natural language patterns Familiar settings Simple, predictable sentences with a variety of patterns: Jan and I like to. Jan has a. I want to, too. Subject-verb in same position in all sentences Names of objects labeled in illustrations: apple, bike, ball, book Action words supported by illustrations: eat, ride, play, read Some target vocabulary highlighted in text One-syllable words with a few two-syllable words: apple, apples Many easy high-frequency words: I, and, like, to, want Simple plurals: apples, bikes Realistic illustrations showing one activity per page Illustrations match text very closely. Nine pages of text, illustrations on every page One to four lines of text on each page Some objects in pictures are labeled 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 Tracy Gallo Build Background Read the title to children and discuss what the boy and girl are sharing in the cover illustration. Ask children what they think this book will be about. Encourage them to talk about sharing with friends, prompting them with the following question: What kinds of things do you share with your friends? Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: eat, apples, ride, bikes, play, ball, read, books. 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. Call their attention to any labels. Explain important text features, such as the repetition of the phrase Jan and I like to. Here are some suggestions: Page 2: Explain that the pictures in this book have labels to name things. Point out the label, apple, in the illustration. Explain that in this book, a boy and his friend, Jan, share different things, such as apples. Suggested language: Turn to page 2. Here is the boy who is telling the story and his friend Jan. What does Jan have? Yes, she has an apple. The boy says: Jan and I like to eat apples. And has three letters and it starts with the letter a. Can you fi nd and and put your fi nger under it? You will fi nd and on lots of pages in this book. Page 4: Call attention to the illustration and read the label. What else do the boy and Jan like to do? They like to ride bikes. So the boy says: Jan and I like to ride bikes. How do you think they will share the bike? Page 6: Remind children that they can use information in the pictures to help them read. Turn to page 6. Now what will the boy say? The boy says: Jan and I like to play ball. Say the word play. What letter would you expect to see fi rst in play? Find the word play and put your finger under it. How will they play so they can share the ball? Now go back to the beginning and read to fi nd out all the things the two friends can share. Words to Know and I like play to want 2 Lesson 1:

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 Ask 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: What do you share with your friends that the two friends in the story share? 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 and Jan like to do the same things. They like to eat apples, ride bikes, play ball, and read books. The boy and Jan share an apple, a bike, a ball, and a book. Good friends share what they have. Sharing makes people feel connected to each other. The sentence patterns make the text predictable and easier to read. The ideas in the book are all about ways to share. The pictures show how different things are shared Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors such as understanding that a reader says one word for one group of letters and understanding the concept of sentence as a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Beginning Sounds Say each of the following words one at a time: Jan, like, want, can, ride, bike. Have children repeat each word, and then say the beginning sound. Listening Game Read a sentence from the book, without showing the text: Jan eats the apple. Have children say the sentence with you slowly and hold up one fi nger for each word they hear. Ask: How many words are in the sentence? Continue with other sentences. Write Words Materials: whiteboard, marker. Have children write the name Jan on the whiteboard. Ask them to erase the letter J and write the letter c. Have them read the new word. (can) Continue by having children replace the initial letter with f, r, t, v, and p, reading each new word. 3 Lesson 1:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 1.9 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 Skill Main Idea Tell children that every book has a main idea. The main idea is what the book is mostly about. Important details tell more about the main idea. Model how to identify the main idea. Think Aloud I can think about what happens in the book. Jan has an apple, a bike, a ball, and a book. She shares each of these things with the boy. This book is mostly about sharing. So I think the main idea is sharing. Practice the Skill Have children think of another book they have read. Ask them to tell the main idea of the book. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think of something else the two friends in the story can share. Draw a picture showing how they share it. Write about how the two friends can share. 4 Lesson 1:

5 Read directions to children. English Language Learners Cultural Support Talk with children about different kinds of ball games. Ask children what kinds of ball games they like to play and, using the illustrations on pages 6 and 7, have the children talk about what game the children in the story might be playing. You may have to explain that the phrase play ball means to have a game with the ball. Also, you may want to have children use the audio or online recordings. 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 in the book. Speaker 2: [Points to the boy.] Speaker 1: Point to the girl in the book. Speaker 2: [Points to the girl.] Speaker 1: What is the girl s name? Speaker 2: Jan Speaker 1: Who has an apple? Speaker 2: Jan has an apple. Speaker 1: What do the boy and Jan like to ride? Speaker 2: They like to ride a bike. Speaker 1: What food do the boy and Jan share? Speaker 2: They share an apple. Speaker 1: How do the boy and Jan share the book? Speaker 2: They take turns reading the book. Name Lesson 1 BLACKLINE MASTER 1.9 Write the word that completes each sentence. 1. I ride the bike after Jan rides the bike. before after while 2. Jan and I kick the ball together. roll throw kick Making Connections Think about what you share with a friend. Draw a picture that shows what you share. Label your picture.. All rights reserved. 11, Unit 1: Around the Neighborhood 5 Lesson 1:

6 Name Date Think of something else the two friends in the story can share. Draw a picture showing how they share it. Write about how the two friends can share. 6 Lesson 1:

7 Name Lesson 1 BLACKLINE MASTER 1.9 Write the word that completes each sentence. 1. I ride the bike Jan rides the bike. before after while 2. Jan and I the ball together. roll throw kick Making Connections Think about what you share with a friend. Draw a picture that shows what you share. Label your picture. 7 Lesson 1:

8 Student Date Lesson 1 BLACKLINE MASTER 1.14 LEVEL C Running Record Form page Selection Text Errors Self-Corrections 2 Jan and I like to eat apples. Jan has an apple to eat. I want to eat the apple, too. 3 Jan eats the apple. I can eat the apple, too! 4 Jan and I like to ride bikes. Jan has a bike to ride. I want to ride the bike, too. 5 Jan rides the bike. I can ride the bike, too! 6 Jan and I like to play ball. Jan wants to play ball. I want to play ball, too. Comments: Accuracy Rate (# words read correctly/78 100) % 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 1: