Characteristics of the Text Genre Informational Text Text Structure

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1 LESSON 7 TEACHER S GUIDE by Samantha Ronson Fountas-Pinnell Level J Informational Text Selection Summary Dogs tell us things with their bodies, not words. For example, a dog wags its tail to show it is friendly, and drops its tail to show it is afraid. Watch dogs ears, tails, hair, and stance. Listen to dogs sounds. Then you will understand how dogs talk. Number of Words: 324 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 Two to three paragraphs per page Each page highlights a different dog behavior or posture and tells what it means How dogs communicate with body language How ears, tails, hair, stance, and sounds convey meaning Dogs have moods and feelings that they communicate with their bodies. If you watch and listen to dogs, you can understand what they are saying. Third-person narrator; text directed to reader: Now you can understand how dogs talk! Questions directed to readers work to focus readers attention Photos well integrated with text A mix of simple and compound and complex sentences: If you watch and listen, you can know what dogs are saying. That is just the way that young dogs play. Repeated question: How can you tell? Present-tense verbs: watch, listen, wag, hurt, growl, worry, protect, understand; progressive tense verbs: smiling, hiding, showing, fi ghting, saying One- and two-syllable words; one three-syllable word: understand Homophone: its tail; it s friendly Color photos support the text. Photo above text on each of nine pages Indented paragraphs 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 Samantha Ronson Build Background Read the title with children and talk with them about the dog in the cover photo. Encourage children to use their knowledge of dogs and communication to think about the book. Anticipate the text with questions such as these: What are some ways you can talk without using words? How do you think dogs can talk? 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: Tell children that in this book, they will learn how dogs use their bodies to show how they feel. Suggested language: Turn to page 2. Look at the photo. Is the boy happy? How can you tell? Is the dog happy? How can you tell? The last sentence says: If you watch and listen, you can know what dogs are saying. What do you think you should watch and listen for? Page 3: Why does this dog wag its tail? Look at the photo. How do you think the dog is feeling? What might it be saying? Page 9: Look at this photo. Why is the dog pulling its leash? Can you guess what the dog sees? The sentence says: Dogs need to know how to protect themselves from other animals. Find the word protect. What is the beginning sound of protect? How might a dog protect itself from danger? Page 10: Find the word understand in the last sentence. What does the author want you to understand about dogs? Now turn back to the beginning of the book and read to fi nd out what dogs are really saying. Learn More Words protect understand 2 Lesson 7:

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: What was most interesting about how dogs talk? What was most surprising? 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 Dogs use their bodies to say things and show how they are feeling. You can tell if a dog is friendly, happy, afraid, or angry by watching and listening to it. Dogs have feelings about people and events. In some ways, dogs are like people. It is good to understand how dogs talk. The writer uses questions to get the reader s attention. The photos give visual information that helps to explain the text. The writer believes people should try to understand animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a page from the text and read it as if they are narrating a video about dogs. Remind them to pause when they see commas and periods, to raise their voices when they see question marks, and to use appropriate speed, phrasing, and expression. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Homophones Remind children that some words sound the same but look different and have different meanings. These words are called homophones. Point out the words know (p. 2), tail (p. 3), and roll (p. 8) and have children say, spell, and defi ne words that sound the same but have different meanings and spellings: no, tale, role. Base Words and Inflected Endings Review base words and how they can change when -ing or -ed is added. Help children add -ing and -ed to words. Discuss any spelling changes (i.e., drop fi nal e, double fi nal consonant). Provide practice with these story words: saying, having, smiling, scared, trying, fi ghting. 3 Lesson 7:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 7.8 and guide them in answering questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Details Remind children that noting the details an author writes about a topic can help them understand the topic. Model how to think about details: Think Aloud The author includes a lot of details about how young dogs often behave when they are playing together. They roll around in the grass. They growl at each other. They even bite each other. These details help me understand how the dogs play. They help me see that the dogs may look like they are fighting, but they are just playing. Practice the Skill Have children share two more details from the text that help them understand the topic. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Write about what a dog would do if you gave it a treat. How would it move its body? How would its ears and tail look? 4 Lesson 7:

5 Read directions to children. English Language Learners Cultural Support Dog Ownership: Children from some cultures may not be familiar with keeping dogs as pets in the home. Explain that the dogs in the book are all pets. They live with people, and the people feed them and take care of them. Many people think dogs are good friends to people. 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: How do dogs talk? Speaker 2: They move their bodies. Speaker 1: What parts of a dog s body tell how it is feeling? Speaker 2: tail and ears Speaker 1: When a dog wags its tail, how does it feel? Speaker 2: happy Speaker 1: How can you understand what a dog is saying? Speaker 2: You watch the dog and listen to it. Speaker 1: When do dogs growl? Speaker 2: They growl when they are angry. They growl when they are playing. Speaker 1: What are some ways that a dog may show it is afraid? Speaker 2: It may hide or put its tail between its legs. It may bark or make its ears flat. Speaker 1: Tell two ways that playing is good for young dogs. Speaker 2: Playing is fun, and it helps the dogs learn to fight and protect themselves. Name Lesson 7 BLACKLINE MASTER 7.8 Write the word that completes each sentence. 1. A dog wags its tail when it feels friendly. angry friendly afraid 2. Young dogs play to learn about fighting. barking growling fighting Making Connections Think of another pet that talks without words. Draw a picture of what the pet does to talk. Label your picture.. All rights reserved. 10, Unit 2: Sharing Time 5 Lesson 7:

6 Name Date Write about what a dog would do if you gave it a treat. How would it move its body? How would its ears and tail look? 6 Lesson 7:

7 Name Lesson 7 BLACKLINE MASTER 7.8 Write the word that completes each sentence. 1. A dog wags its tail when it feels. angry friendly afraid 2. Young dogs play to learn about. barking growling fighting Making Connections Think of another pet that talks without words. Draw a picture of what the pet does to talk. Label your picture. 7 Lesson 7:

8 Student Date Lesson 7 BLACKLINE MASTER 7.13 LEVEL J Running Record Form page Selection Text Errors Self-Corrections 4 This dog is having fun. How can you tell? The dog s tail is in the air. Its ears are up. It seems to be smiling. 5 This dog is scared. How can you tell? It is hiding. It is saying, I feel afraid. You should never pet a dog that is scared. A scared dog might think you are trying to hurt it. 6 Some dogs use other ways to show they are scared. They may drop their tail between their legs. They may make their ears flat. They may bark. These dogs are also saying, I feel afraid. Comments: Accuracy Rate (# words read correctly/97 100) % 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 7: