Characteristics of the Text Genre Informational Text Text Structure

Transcription

1 LESSON 29 TEACHER S GUIDE by Chuck Woods Fountas-Pinnell Level C Informational Text Selection Summary A young girl has many people to help her at home and in her community. She is a helper, too. Number of Words: 92 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 Focused on a single topic People who are helpers: parents, grandparent, teacher, bus driver, crossing guard Ways to help people Many people help us each day in many ways. We can help other people. Meaning provided through integration of pictures with text. Simple straightforward language Repetitive sentence patterns, changing the subject or the ending on each page ( is a helper. She/He helps me.) Sentences with embedded phrases (She helps me put on my boots.) Words for people who help: Mom, grandmother, bus driver, crossing guard, teacher, dad Nouns pictured on each page: boots, bus, street, backpack, book, room Mostly words with one or two syllables; one three-syllable word (grandmother) Two compound words (backpack, grandmother) Easy high-frequency words repeated: a, he, I, is, me, my, off, she, the, to Illustrations closely linked to text on all pages Nine pages of text; illustrations on every page One exclamation Good spacing between words 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_300368_AL_LRTG_L29_LotsofHelpers.indd 1 11/3/09 10:21:04 PM

2 by Chuck Woods Build Background Read the title to the children and talk with them about what the woman and the girl in the cover illustration are doing. Ask questions such as: Who do you think is helping this girl? How is the woman helping her? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Point out the repetition of the words is my helper /is a helper and She/He helps me in many sentences. Here are some suggestions: Page 2: Explain that in this book, children will see many people who are helpers. On each page a different person helps the girl. Point out that the girl is talking to the reader. Suggested language: Turn to page 2. Who do you think is helping this girl? How is she helping? The girl says: My mom is my helper. Say helper. What letter would you expect to see fi rst in helper? Find the word helper in the fi rst sentence. What smaller word do you see in helper? How does that help you fi gure out the word? Page 4: Remind children that they can use information in the pictures to help them read. Turn to page 4. Look at the picture. What helper do you see? How does the bus driver help the girl? Page 5: Turn to page 5. What helper does this picture show? The girl says: The crossing guard is a helper. Say guard. What letter sound do you hear fi rst in guard? Find the word guard in the fi rst sentence. What is the guard doing to help the girl? Now turn back to the beginning of the book. Read to fi nd out many ways that people are helpers. Learn More Words guard helper 2 Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 2 11/3/09 10:21:12 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 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: Think about the people who help you every day. Which helpers in the book are the same kinds of people? 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 A girl is helped by her mom, her grandmother, a bus driver, a crossing guard, a teacher, and her dad. The girl is a helper for her little brother. Many people help us in many ways. It feels good to help other people. The pictures show different kinds of helpers and the ways they help a child. The ending is a surprise because the girl who is helped can also be a helper Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children identify the two main features of a sentence. Have them point to the uppercase letter of the first word, and the period or exclamation point at the end. Phonemic Awareness 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 (helper, driver, crossing, backpack, teacher, little, brother, grandmother). Have them clap on each syllable: help-er, driv-er, cross-ing, etc. Word Wall Materials: words on word wall, index cards. Have children choose fi ve words from the word wall and read them. Then have children write the words on cards. Have partners build sentences using some of their words, and adding other words. Build Sentences Materials: books, index cards, sentence strips. Have children fi nd pictures of words in books and write each word on an index card. Then have them write sentences using the words. 3 Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 3 11/3/09 10:21:22 PM

4 Writing About Reading Critical Thinking Read the directions for children on BLM 29.8 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 Main Idea and Details Tell children that most books have a main idea. The main idea is what the book is mostly about. Details tell more about the main idea. Model how to identify the main idea: Think Aloud What is the main idea of this book? On most pages, someone is helping someone else. The details are mostly about people who are helpers and how they help. The main idea is that many people help us in many ways. Practice the Skill Have children think of another book they have read. Guide them in identifying the main idea. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think of the different ways children can help other children. Draw a picture that shows how you can help another child. Write about how you are helping. 4 Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 4 11/3/09 10:21:41 PM

5 English Language Learners Cultural Support Different families may have different customs about who helps whom at home and what kind of help they give. Discuss with children what parents, grandparents, aunts, uncles, and other family members and friends do to help each other. 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: Who helps the girl at home? Speaker 2: her mom and dad Speaker 1: Who helps the girl get on the bus? Speaker 2: her grandmother Speaker 1: Who helps the girl cross the street? Speaker 2: the crossing guard Speaker 1: How does the girl s dad help her? Speaker 2: He helps her pick up her room. Speaker 1: How is the girl a helper? Speaker 2: She helps her little brother. Speaker 1: In what two ways does the girl s teacher help her? Speaker 2: The teacher helps her take off her backpack and helps her read a book. Speaker 1: Why does the girl say that she is a helper too? Speaker 2: because she helps her little brother put on his shoes Name Date Lesson 29 BLACKLINE MASTER 29.8 Children listen to the sentences and circle the one that answers the question. 1. How does the girl help her little brother? She cleans his room. She ties his shoes. She takes off his backpack. Children draw a picture of someone helping them and label it. 2. Read directions to children.. All rights reserved. 10, Unit 6: Look at Us 5 Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 5 1/10/10 1:16:08 AM

6 Name Date Think of the different ways children can help other children. Draw a picture that shows how you can help another child. Write about how you are helping. 6 Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 6 7/27/09 8:47:47 AM

7 Name Date Lesson 29 BLACKLINE MASTER 29.8 Children listen to the sentences and circle the one that answers the question. 1. How does the girl help her little brother? She cleans his room. She ties his shoes. She takes off his backpack. Children draw a picture of someone helping them and label it Lesson 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 7 7/27/09 8:47:48 AM

8 Student LEVEL C Date Lesson 29 BLACKLINE MASTER Running Record Form page Selection Text Errors Self-Corrections 2 My mom is my helper. She helps me put on my boots. 3 My grandmother is my helper. She helps me get on the bus. 4 The bus driver is a helper. He drives the bus and takes me to school. 5 The crossing guard is a helper. Comments: Accuracy Rate (# words read correctly/45 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 29: K_300368_AL_LRTG_L29_LotsofHelpers.indd 8 OVER MATTER 12/4/09 11:56:36 PM