How To Read The Mystery On Maple Street

Transcription

1 LESSON 1 TEACHER S GUIDE The Mystery on Maple Street by Joanne Mattern Fountas-Pinnell Level Q Realistic Fiction Selection Summary As part of a school community service project, best friends Maria and Carla are paired to help a local neighbor, Mrs. Quevedo, tend her yard. Carla worries about Mrs. Quevedo s secrecy. The girls day at Mrs. Quevedo s house does uncover a secret but not what Carla had feared. Number of Words: 1,153 Characteristics of the Text Genre Realistic fi ction Text Structure Single third-person chronological narrative without chapter breaks Content Community service Interests and hobbies, such as cameras and photography; raking leaves and yardwork Themes and Ideas It is a mistake to jump to conclusions. Unexpected encounters can lead to new friendships. Misunderstandings can turn into learning experiences. Language and Narrative told mostly through dialogue. Literary Features Direct language, requires little inference Main characters exaggerate circumstances: Haven t you heard the stories? Basements scare me anyway Figurative language used sparingly: like a beautiful rug of green Sentence Complexity Many multisyllable words: community, scientifi c, continued, elderly Mostly simple sentences Many examples of contractions and informal conversation Vocabulary Words associated with photography: fi lm lab, darkroom, dim Words Many two- and three-syllable words Many high-frequency words; more advanced words can be defi ned using context or by looking at illustrations Illustrations Illustrations on most pages to support narrative Book and Print Features Twelve pages of text, with illustrations on most pages Generous white space on text-only pages 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. 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 1 11/4/09 10:56:25 PM

2 The Mystery on Maple Street by Joanne Mattern Build Background Help students use their knowledge about community service projects to visualize the story. Build interest by asking questions such as the following: Have you ever done community service? How can working in the community be a learning experience? Read the title and author and talk about the cover illustration. Explain that the story is realistic fiction, so it could take place in real life. Introduce the Text Guide students 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 4: Explain that this story is about two best friends, Maria and Carla, who are assigned to complete a community service project together doing work for a local elder, Mrs. Quevedo. Suggested language: On page 4, Carla says that Mrs. Quevedo is peculiar, like a mad scientist or something. Ask: What is another word for peculiar? Maria says she s positive Mrs. Quevedo is not a mad scientist. What does Maria mean by saying positive? Page 8: The text says when the girls started raking leaves, Carla worked only half-heartedly. What does the author mean? Have students look at the illustration on page 8 of Maria pointing to the basement window. Ask: What do you think the problem of this story will be? Now go back to the beginning and read to see what happens when Carla and Maria complete their community service project. Target Vocabulary advanced very good at something, p. 10 comfort to help a person feel better, p. 4 consisted made up of, p. 12 intends plans, p. 6 mention speak about something, p. 10 mood the way a person is feeling, p. 6 peculiar something odd or unusual, p. 4 positive completely sure, p. 4 properly the right way, p. 14 talent a special skill, p Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 2 7/28/09 4:16:04 PM

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Summarize Strategy learn about Mrs. Quevedo in their own words. and to put what they Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Do you think that Carla was afraid of Mrs. Quevedo, or just shy? Why? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Maria and Carla are assigned to help a neighbor, Mrs. Quevedo, for a community service project. Carla is worried because she has heard some rumors about the strange equipment in Mrs. Quevedo s basement. The girls learn that Mrs. Quevedo is a photographer and keeps her equipment in the basement. People need to understand a situation fully or else they might jump to conclusions. Community service projects can benefit both the volunteers and the recipients Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Carla s suspicion of Mrs. Quevedo and the story s title create some suspense. The conversation between characters is realistic, the way ten-year-olds talk. The illustrations show expression on the characters faces and support the text. Choices for Further Support Fluency Invite students to work with partners to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to use the verbs provided in speaker tags (Carla whispered; Carla mumbled; she called) to vary the stress in their reading. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Have students identify the four-syllable word on page 5 (seriously). Ask a volunteer to identify the infl ectional ending used in this word (-ly) and what part of speech it denotes (adverb). Other examples of adverbs from the story include slowly, brightly, elderly, and furiously. 3 Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 3 11/4/09 10:56:29 PM

4 Writing about Reading Have students complete the questions on BLM 1.8. Responding Have students complete the activities at the back of the book, using their Reader s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Story Structure Remind students that they can identify the plot, settings, and characters in a story to help them understand story structure. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud At the beginning of the story, Carla and Maria are talking on Maria s front steps. Later in the story, Mrs. Quevedo shows the girls her basement darkroom. These are two settings used in the story. Practice the Skill Have students share examples of other settings in the story. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts Why do you think the author begins the story with a conversation between Carla and Maria? What is the meaning of consisted on page 12? What can the reader conclude about Carla based on the end of the story? 4 Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 4 11/4/09 10:56:34 PM

5 English Language Development Reading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that it turns out the reason Mrs. Queveda s basement windows are covered is because she has a darkroom for her photography. Cultural Support The story includes some references that might be unfamiliar to English learners. Point out the word recycling on page 9. Explain that in many communities, there are special waste disposal services for yard waste such as leaves and grass. The girls are separating this from more common garbage so it can be disposed of properly. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who are the two main characters? Speaker 2: Carla and Maria Speaker 1: Who do they help in the story? Speaker 2: Mrs. Quevedo Speaker 1: How do they help Mrs. Quevedo? Speaker 2: They rake leaves. Speaker 1: Why do Carla and Maria help Mrs. Quevedo? Speaker 2: They help as part of a school community service project. Speaker 1: What does Maria learn about Mrs. Quevedo? Speaker 2: Mrs. Quevedo is a photographer. Speaker 1: Why is Carla afraid of Mrs. Quevedo? Speaker 2: She has heard that Mrs. Quevedo has equipment in her basement, like a mad scientist. She does not want to go to the house. Speaker 1: How does Carla show she isn t afraid of Mrs. Quevedo anymore? Speaker 2: She poses for a picture with Maria. Name Date Lesson 1 BLACKLINE MASTER 1.8 Read and answer the questions. Possible responses shown. The Mystery on Maple Street 1. Think within the text Why do the girls need to help Mrs. Quevedo? They need to do a community service project. 2. Think within the text What does Mrs. Quevedo do in her basement? Mrs. Quevedo develops film in her basement darkroom. 3. Think beyond the text What characteristics of Maria and Carla does the author focus on in this story? Maria is brave and tends to think the best of people. Carla is scared and worries more than Maria. 4. Think about the text The story is called The Mystery on Maple Street, but it is not a mystery story. What is the mystery that the title refers to? The mystery in the title is what Mrs. Quevedo really does in her basement. Making Connections Mrs. Quevedo is not as scary as Carla thought. Describe a time when you realized a situation was not what it seemed. Write your answer in your Reader s Notebook.. All rights reserved. 10, Unit 1: Reaching Out 5 Lesson 1: The Mystery on Maple Street 10_4_246253RTXEAN_L01_FR.indd 10 3/22/09 9:45:10 PM 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 5 7/28/09 4:16:05 PM

6 Name Date The Mystery on Maple Street Thinking Beyond the Text Think about the questions below. Then write your answer in two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. Maria and Carla help Mrs. Quevedo as part of a community service project. What do you think are the benefits of community service projects? How does this story show those benefits? 6 Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 6 7/28/09 4:16:07 PM

7 Name Date Lesson 1 BLACKLINE MASTER 1.8 Read and answer the questions. The Mystery on Maple Street 1. Think within the text Why do the girls need to help Mrs. Quevedo? 2. Think within the text What does Mrs. Quevedo do in her basement? 3. Think beyond the text What characteristics of Maria and Carla does the author focus on in this story? 4. Think about the text The story is called The Mystery on Maple Street, but it is not a mystery story. What is the mystery that the title refers to? Making Connections Mrs. Quevedo is not as scary as Carla thought. Describe a time when you realized a situation was not what it seemed. Write your answer in your Reader s Notebook. 7 Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 7 7/28/09 4:16:08 PM

8 Student Date The Mystery on Maple Street LEVEL Q Lesson 1 BLACKLINE MASTER 1.12 The Mystery on Maple Street Running Record Form page Selection Text Errors Self-Corrections 9 Together the girls filled a large recycling bag with leaves. Then, Carla helped Maria fill another bag, and another. The pile of bags kept growing and growing. Within an hour, the yard was raked clean. It looked like a beautiful rug of green with not a leaf in sight. The girls stood back to admire their work. Hey, look at that! Maria said suddenly. She pointed to one of the basement windows. Why is it all covered up? I knew it! Carla said. She covered the window so no one could see her experiments! Don t be ridiculous, Carla, Maria said. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections 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 0 Insertion the 1 Word told T 1 cat Lesson 1: The Mystery on Maple Street 4_306704_OL_LRTG_L01_MysteryOnMapleST.indd 8 7/28/09 4:16:08 PM