Characteristics of the Text Genre Fiction Text Structure

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Characteristics of the Text Genre Fiction Text Structure"

Transcription

1 LESSON 24 TEACHER S GUIDE The Girl Who Helped the Wolf by Katrina Van Horn Fountas-Pinnell Level N Fiction Selection Summary Villagers living below a mountain have driven all the wolves away but one. When that wolf howls, the people decide to kill it. One girl saves the wolf by leading it down the mountain and across a bay, to a valley full of wolves. The wolf joins the pack with a joyful howl and the girl goes home. Number of Words: 999 Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Setting described on fi rst page Organized chronologically Problem introduced near the beginning of the story Wolf behavior Following one s beliefs Do what you believe is right Trust is an important part of any relationship. Compassion can help bridge disparate worlds. Written in traditional folktale style Figurative language: The howls rippled through the tree branches like waves. A mix of short and longer, more complex sentences Some split dialogue, all assigned Precise verbs for ways of speaking: whispered, cried, called Words for emotions: scared, afraid, angry, lonely, sad, calm, quiet, joy Names for places: mountain, village, bay, shore, woods, valley Target vocabulary highlighted in text Multisyllabic words that might not be familiar to English language learners: understand, protected, volcano s, easier, suddenly Illustrations communicate sense of traditional story. Illustrations carry emotion of story: loneliness of wolf, anger of townspeople. Thirteen pages of text; illustrations on every page Captions and labels that provide additional information and clarify text 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 The Girl Who Helped the Wolf by Katrina Van Horn Build Background Help students think about wolves. Build interest by asking a question such as the following: What do you know about wolves, both story wolves and real wolves? Read the title and author and talk about the cover illustration. Point out that the story is fiction with the feel of a traditional tale. Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: alone, howl, trusted, follow, still, silent. Introduce the Text Guide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions: Page 2: Explain that this is a story about a girl who wants to save a wolf. Suggested language: Turn to page 2 of this book. Read the fi rst sentence: Once there was a wolf who lived alone on a mountain. Page 4: Call attention to the illustration. The village people met to talk about the wolf. Why might the villagers be afraid? Page 5: Draw attention to the illustration of the young girl. Not everyone is afraid of the wolf. What can you tell about her from the look on her face? Page 7: The girl climbed up the mountain to fi nd the wolf. It s night, and the young girl is guided up the path by the light of the moon. Then she calls out to the wolf to let it know about her arrival. Pages 8 9: The girl spotted the wolf, and the wolf saw her too. What might happen when the girl and the wolf meet? What can you predict from the picture? Now turn back to the beginning of the story and read to fi nd out what happens to the girl and the wolf she tries to help. Target Vocabulary aboard to be on or inside a vehicle, such as a boat or a train, p. 11 anchor a heavy metal object that keeps a ship in place, p. 11 arrival getting to a place, p. 7 bay a sheltered part of the sea that cuts into land, p. 11 guided showed the way, p. 7 lava melted rock that flows from a volcano, p. 8 rippled moved by forming tiny waves, p. 3 spotted saw, p. 8 twisted wound together, p. 3 voyage a long trip, often across water, p. 12 2

3 Read Have students read The Girl Who Helped the Wolf silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Question Strategy out more about the selection. to use clues to figure Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: What do you think of the girl s decision to rescue the wolf? Why do you think that? 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 Villagers want to kill a wolf, but a girl decides to save it. The girl trusts the wolf; the wolf trusts the girl enough to follow her to safety. In the end, the wolf has joined a pack of wolves and howls with joy. Compassion can make a person act bravely. Trust can repay trust. Sometimes you have to go against the crowd to do what you believe is right Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The story is told with some traditional storytelling language. Vivid details of night scenes add to the dreamlike story. The author s purpose was to tell a traditional tale about courage, compassion, and trust. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to phrasing to capture the mood of the story. 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. Guide students to work fl exibly with base words, making new words by changing letters and adding prefi xes, suffi xes, and infl ected endings. Use the example of the different forms of howl in the story: howl, howled, howls, howling. Have students choose a word from the story and see how many different new words they can create; for example: trust-trusted-trusts-distrust-trusting-trustful. 3

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Author s Purpose Remind students that they can use text details to tell why an author writes a book. Model the skill, using this Think Aloud: Think Aloud The author s purpose in writing this story was to entertain readers. The setting is mysterious. The girl is brave and trusting. And the wolf is trusting, too. The ending of the book is perfect. The wolf is safe and the girl can go home. The story was very entertaining. Practice the Skill Have students tell about another story they have read that was meant to entertain readers. 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 Find a sentence on pages 7 8 that shows the girl s courage. In paragraph 2 on page 12, fi nd the word that means almost the same as journey. Complete this sentence in your own words: The reader can tell that the girl was caring because she. 4

5 English Language Development Reading Support Give English learners a preview of the text by holding a brief small-group discussion with them before reading the text with the entire group. Or have students use the audio or online recordings. Figurative Language Help students understand the figurative language used in the story, such as howls rippled through the tree branches like waves (p. 3), wolf s eyes, glowing red like a volcano s lava (p. 8), moonlight made a path across the bay (p. 12), and shining as bright as the sun (p. 13). 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: Where does the lone wolf live? Speaker 2: on a mountain Speaker 1: What does the wolf do that scares the villagers? Speaker 2: It howls. Speaker 1: Who rescues the wolf? Speaker 2: a young girl Speaker 1: What do the villagers want to do to the wolf? Speaker 2: They want to kill it. Speaker 1: How does the girl get the wolf across the bay? Speaker 2: They go in a boat. Speaker 1: How does the girl find her way up the mountain? Speaker 2: She follows a path in the moonlight. Speaker 1: What does the wolf do when it sees the other wolves? Speaker 2: It joins the circle of wolves and howls. Name Date The mayor wants to kill the wolf and the girl wants to save it. Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf Read and answer the questions. 1. Think within the text How are the girl and the mayor different? 2. Think within the text How does the girl find the valley? She follows the sound of the wolves. 3. Think beyond the text How do you think the author feels about wolves? Possible response: She feels wolves should be saved. 4. Think about the text What does the author mean when she writes the boat s oars were wet, as if the boat had just lifted its anchor and rowed itself to the water s edge? The boat looked as if it were waiting for the girl and wolf to use. Making Connections Think of a story about another animal that scares people. What was the story about? Write your answer in your Reader s Notebook. Read directions to students. 12. All rights reserved., Unit 5: Going Places 5

6 Name Date The Girl Who Helped the Wolf Thinking Beyond the Text Read the following paragraph. Then write your letter below. Imagine you are the girl in the story. Write a letter to the mayor of the town. Tell why you think the wolf should be allowed to live in peace. Use details from the story to support your reasons. 6

7 Name Read and answer the questions. Date Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf 1. Think within the text How are the girl and the mayor different? 2. Think within the text How does the girl find the valley? 3. Think beyond the text How do you think the author feels about wolves? 4. Think about the text What does the author mean when she writes the boat s oars were wet, as if the boat had just lifted its anchor and rowed itself to the water s edge? Making Connections Think of a story about another animal that scares people. What was the story about? Write your answer in your Reader s Notebook. 7

8 Student Date The Girl Who Helped the Wolf LEVEL N Lesson 24 BLACKLINE MASTER The Girl Who Helped the Wolf Running Record Form page Selection Text Errors Self-Corrections 3 When the wolf howled, it howled loudly and for a long time. The howls rippled through the tree branches like waves. The howls twisted and turned down the rocky paths. The howls went down into the village and into the ears of the people. The children kept sleeping, but their parents felt afraid. The people were sure the wolf was angry and wanted to hurt them. 4 The people in the village never thought about how lonely the wolf was. The people were too afraid of the wolf to try to understand it. One night there was a meeting in the village. 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

Fountas-Pinnell Level M Informational Text

Fountas-Pinnell Level M Informational Text LESSON 30 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level M Informational Text Selection Summary Printing a newspaper in the 1700s involved hard work. Type was hand set. The letters were inked and

More information

Fountas-Pinnell Level L Nonfiction

Fountas-Pinnell Level L Nonfiction LESSON 12 TEACHER S GUIDE by Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and describes a variety of projects they might do for

More information

Fountas-Pinnell Level K Realistic Fiction

Fountas-Pinnell Level K Realistic Fiction LESSON 16 TEACHER S GUIDE by Olive Porter Fountas-Pinnell Level K Realistic Fiction Selection Summary A class plans a bake sale to raise money for a field trip to a museum. First, they invite a baker to

More information

Fountas-Pinnell Level G Informational Text. by Frances Solomon

Fountas-Pinnell Level G Informational Text. by Frances Solomon LESSON 8 TEACHER S GUIDE by Frances Solomon Fountas-Pinnell Level G Informational Text Selection Summary Snowstorms cause a lot of trouble and damage. They can make a lot of work. But if you are dressed

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 2 TEACHER S GUIDE by Rita Cruz Fountas-Pinnell Level J Realistic Fiction Selection Summary Nora goes to a Mexican festival with Alma and her family. Each time Nora thinks she has seen the best part

More information

Fountas-Pinnell Level K Nonfiction

Fountas-Pinnell Level K Nonfiction LESSON 16 TEACHER S GUIDE Recycle, Reuse, and Reduce by Sarah Hughes Fountas-Pinnell Level K Nonfiction Selection Summary There are many projects to do to clean up your community and keep Earth green.

More information

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content LESSON 15 TEACHER S GUIDE by Lucy Fukushima Fountas-Pinnell Level A Informational Text Selection Summary A boy and his grandfather look up to see a butterfly, a bird, a balloon, a kite, and an airplane.

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure 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

More information

Fountas-Pinnell Level J Fable. by Emily Kavicky

Fountas-Pinnell Level J Fable. by Emily Kavicky LESSON 24 TEACHER S GUIDE by Emily Kavicky Fountas-Pinnell Level J Fable Selection Summary In this book, three fables teach important lessons. In The Lion and the Mouse, a big lion finds out that a little

More information

Fountas-Pinnell Level L Informational Text

Fountas-Pinnell Level L Informational Text LESSON 20 TEACHER S GUIDE by Bo Grayson Fountas-Pinnell Level L Informational Text Selection Summary Polar bears bodies are built to help them survive in their cold Arctic home. They are protected from

More information

Fountas-Pinnell Level O Humorous Fiction

Fountas-Pinnell Level O Humorous Fiction LESSON 1 TEACHER S GUIDE Ms. F Goes Back to School by Blaise Terrapin Fountas-Pinnell Level O Humorous Fiction Selection Summary Ms. F, a principal, takes evening classes at a local college, and shares

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 17 TEACHER S GUIDE by Barbara Roenz Fountas-Pinnell Level R Narrative Nonfiction Selection Summary Rural vets must be prepared for a variety of situations with large farm animals. This book takes

More information

Fountas-Pinnell Level P Informational Text. by Rufus Albermarle

Fountas-Pinnell Level P Informational Text. by Rufus Albermarle LESSON 22 TEACHER S GUIDE by Rufus Albermarle Fountas-Pinnell Level P Informational Text Selection Summary Some kinds of fish migrate in order to find plentiful food sources or places to breed. Migrating

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. 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

More information

Characteristics of the Text Genre Nonfi ction Text Structure

Characteristics of the Text Genre Nonfi ction Text Structure LESSON 23 TEACHER S GUIDE by Ashlyn Adams Fountas-Pinnell Level F Nonfiction Selection Summary We use different sounds to say what we feel. There are many ways to tell people something, from crying to

More information

Fountas-Pinnell Level J Nonfiction. by Stephanie Cohen

Fountas-Pinnell Level J Nonfiction. by Stephanie Cohen LESSON 20 TEACHER S GUIDE by Stephanie Cohen Fountas-Pinnell Level J Nonfiction Selection Summary Emperor penguins are the largest penguins. Emperor penguin parents raise their chicks cooperatively. While

More information

Fountas-Pinnell Level M Historical Fiction

Fountas-Pinnell Level M Historical Fiction LESSON 4 TEACHER S GUIDE by Alexandra Behr Fountas-Pinnell Level M Historical Fiction Selection Summary Helen s father works on the construction crew building the Hoover Dam. When Helen s dog Champ barks

More information

Fountas-Pinnell Level Z Myth

Fountas-Pinnell Level Z Myth LESSON 18 TEACHER S GUIDE by Johanna Knowles Fountas-Pinnell Level Z Myth Selection Summary The adventures of Odysseus have entertained people since the days of the Ancient Greeks. The adventures that

More information

Fountas-Pinnell Level Q Nonfiction. by Sarah Jane Brian

Fountas-Pinnell Level Q Nonfiction. by Sarah Jane Brian LESSON 7 TEACHER S GUIDE by Sarah Jane Brian Fountas-Pinnell Level Q Nonfiction Selection Summary Black bears are not always black. Surprisingly, they come in white, brown, cinnamon, and even blue-gray.

More information

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. LESSON 16 TEACHER S GUIDE by Nancy Wu Fountas-Pinnell Level U Nonfiction Selection Summary The age of the Vikings began in the late 700s and lasted about 300 years. They lived in what is now Norway, Sweden,

More information

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise

HOUGHTON MIFFLIN. by Olive Porter illustrated by Sarah Beise HOUGHTON MIFFLIN by Olive Porter illustrated by Sarah Beise by Olive Porter illustrated by Sarah Beise Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work

More information

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings

Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings Ellis Island Level L /24 Social Studies Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Content Vocabulary Immigrants feelings Grammar/Word Study Suffixes -tion, -ion

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

The First 20 Days of Reading: Intermediate Description of Lessons

The First 20 Days of Reading: Intermediate Description of Lessons Day 1 The First 20 Days of Reading: Intermediate Description of Lessons Read Aloud & Independent Reading Read Aloud: Reading is Thinking! Teacher will model how they think as they read. Teacher will think

More information

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy Lesson Plan About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220 Book Summary Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition.

More information

About This Lesson: Figurative Language and Imagery

About This Lesson: Figurative Language and Imagery About This Lesson: Figurative Language and Imagery Common Core State Standards Grade 6 Grade 7 Grade 8 RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and

More information

Fry Instant Word List

Fry Instant Word List First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

More information

Superstars Building Fry List Fluency

Superstars Building Fry List Fluency Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still trying

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

More information

RUNNING RECORDS ASSESSMENT

RUNNING RECORDS ASSESSMENT RUNNING RECORDS ASSESSMENT When a text is too hard, students begin to struggle and use less appropriate learning strategies. They learn much more from reading a text that is instructional or easy. Running

More information

The Legend of the Blue Bonnets

The Legend of the Blue Bonnets Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Legend Reading Skill: Understand Plot The Legend of the Blue Bonnets Retold by Alan Trussell-Cullen Illustrated by Malcolm Stokes When

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

(MIRP) Monitoring Independent Reading Practice

(MIRP) Monitoring Independent Reading Practice (MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050

More information

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education

Fry Phrases Set 1. TeacherHelpForParents.com help for all areas of your child s education Set 1 The people Write it down By the water Who will make it? You and I What will they do? He called me. We had their dog. What did they say? When would you go? No way A number of people One or two How

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Bebop Books Page 1 Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Fiction/Fantasy Guided Reading : D DRA: 4 Reading Recovery : 6 24 pages, 119 words Focus: using

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Fry Instant Phrases. Give them to me. Then we will go.

Fry Instant Phrases. Give them to me. Then we will go. Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words

More information

Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes )

Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes ) Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is

More information

Text Title: We the Kids: The Preamble to the Constitution

Text Title: We the Kids: The Preamble to the Constitution Text Title: We the Kids: The Preamble to the Constitution Author: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Book Description: You definitely don t have to be a grown

More information

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Rubrics Retellings for Assessment Text Leveling In theory,

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify

More information

Grade 4 Reading Curriculum Map

Grade 4 Reading Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

More information

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you.

THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. THANK YOU for downloading Unlock Unfamiliar Words that I created FREE for you. In return, I ask that you (1) Have fun! (2) Give me credit for my work if you share. (3) Refer others to my websites www.liketoread.com,

More information

Away We Go! Features of This Text. Focus for Instruction

Away We Go! Features of This Text. Focus for Instruction TM Celebration Press Reading DRA2 Level 34 Guided Reading Level O Genre: Nonfiction Informational Reading Skill: Use Nonfiction Features Away We Go! By Nat Gabriel Since the late 1700s, people have used

More information

Integration Guide. Harcourt School Publishers Storytown New York and Houghton Mifflin Harcourt Social Studies New York City

Integration Guide. Harcourt School Publishers Storytown New York and Houghton Mifflin Harcourt Social Studies New York City Integration Guide Harcourt School Publishers Storytown New York and Houghton Mifflin Harcourt Social Studies New York City GRADE 5 Copyright Houghton Mifflin Harcourt Company. All rights reserved. No part

More information

Character Traits. Teacher Talk

Character Traits. Teacher Talk Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,

More information

Weekly Lesson Plan for Shared Reading Kindergarten

Weekly Lesson Plan for Shared Reading Kindergarten Weekly Lesson Plan for Shared Reading Kindergarten Level: Emergent Week of: Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail

More information

What does compassion look like?

What does compassion look like? Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to

More information

MAGIC TREE HOUSE BOOK CLUB BOOK #2 KNIGHTS AT DAWN CHAPTER REVIEW QUESTIONS. Chapter 1 "The Dark Woods" Pages 1-9

MAGIC TREE HOUSE BOOK CLUB BOOK #2 KNIGHTS AT DAWN CHAPTER REVIEW QUESTIONS. Chapter 1 The Dark Woods Pages 1-9 MAGIC TREE HOUSE BOOK CLUB BOOK #2 KNIGHTS AT DAWN CHAPTER REVIEW QUESTIONS Chapter 1 "The Dark Woods" Pages 1-9 1. Why was Jack having trouble sleeping? 2. Sequence the following events in the correct

More information

BCCC Tutoring Center 1 Reading Comprehension Strategies

BCCC Tutoring Center 1 Reading Comprehension Strategies BCCC Tutoring Center 1 Reading Comprehension Strategies Before Reading 1. Take note of the title, author, and any headings in the text. Title Author 2. Based on the title, author, and headings, what might

More information

ENGLISH LESSON PLANS

ENGLISH LESSON PLANS ENGLISH LESSON PLANS Overview In these four lessons the children work together to develop a class story with a beginning, middle and end. They identify key features of a story based on their experience

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Discovering the Titanic

Discovering the Titanic TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Nonfiction Narrative Reading Skill: Discovering the Titanic By Cindy Trumbore The Titanic, the largest ship ever at the time, set

More information

King Midas & the Golden Touch

King Midas & the Golden Touch TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Fiction Traditional Tale Reading Skill: Analyze Theme King Midas & the Golden Touch Retold by Alan Trussell-Cullen Illustrated by

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

More information

Scarcity and Choices Grade One

Scarcity and Choices Grade One Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources

More information

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9 GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

More information

2-3: Narrative Wall Blackline Masters

2-3: Narrative Wall Blackline Masters 2-3: Narrative Wall Blackline Masters Focus Story Author s Name wrote a Genre entitled. Title of the Story. The purpose of the story is to. Entertain, Inform, Describe, Explain, or Persuade Focus Skill:

More information

ADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE

ADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE Assignment #1: THE FOLK TALE To tell a folk tale that is entertaining and enjoyable for a specific age group. To use vivid imagery and voice to enhance the tale. TIME : 7 to 9 minutes : The purpose of

More information

Guided Reading Observations Level A Observations

Guided Reading Observations Level A Observations Level A Understands familiar concepts in stories and illustrations Differentiates print from pictures Holds book and turns pages from left to right Begins to match word-byword pointing with 1 finger under

More information

(ii) Differentiation of content, process, and/or product (may be accommodations and/or modifications)

(ii) Differentiation of content, process, and/or product (may be accommodations and/or modifications) DIRECT INSTRUCTION PLANNING FORMAT SAMPLE 1 1. Lesson Plan Information Subject/Course: Language Name: Adapted from M. Parr Grade Level: 1/2 (Reading Level J) Date: January 21 Topic: Guided Reading: Group

More information

Determining Importance

Determining Importance Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question.

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question. Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell,

More information

Using Leveled Text to Teach and Support Reading Strategies

Using Leveled Text to Teach and Support Reading Strategies Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7

IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7 Guided Reading with IN THE MOUNTAINS Guided Reading: E DRA: 6 Intervention: 7 written by Mary Cappellini illustrated by Cheryl Nathan Overview: A young Latina girl and her mother go on a nature hike through

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

Shared Reading. An Instructional Strategy for Teachers Grades K 3

Shared Reading. An Instructional Strategy for Teachers Grades K 3 Shared Reading An Instructional Strategy for Teachers Grades K 3 The ideas expressed in this work are generalizations and adaptations based on the shared book method developed by Don Holdaway using big

More information

Reading Assessment Checklist Behaviors to Notice, Teach and Support

Reading Assessment Checklist Behaviors to Notice, Teach and Support Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Enduring Understanding/ Essential Questions

Enduring Understanding/ Essential Questions Unit 5: Reading to Achieve Goals and Support Challenges Grade Level: 3 Timeframe: 5 Weeks Unit Overview: Through selections from Journeys Common Core 3, readers are given the opportunity to read a variety

More information

Visual Literacy: Using Images to

Visual Literacy: Using Images to Visual Literacy: Using Images to Increase Comprehension Deepens children s understanding of texts Children live in a very visual world Builds on children s experiences Students need visual images to help

More information

Research-Based Lesson Planning and Delivery Guide

Research-Based Lesson Planning and Delivery Guide Research-Based Lesson Planning and Delivery Guide Mini-Lesson Planning for Inferences Benchmark(s)/Standard(s): What is the next benchmark(s) on my course curriculum guide or FCIM calendar? LA.3.1.7.3;

More information

Comprehension Intervention Strategy Click or Clunk?

Comprehension Intervention Strategy Click or Clunk? Comprehension Intervention Strategy Click or Clunk? For: Any student in Grades 2 and up who is below benchmark/target on the AIMSweb Oral Reading Fluency CBM or MAZE and/or who exhibits comprehension issues

More information

Using sentence fragments

Using sentence fragments Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many

More information

Close Reading Read Aloud

Close Reading Read Aloud Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The

More information

Fostering Deep Comprehension in the Classroom

Fostering Deep Comprehension in the Classroom Fostering Deep Comprehension in In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. Critical

More information

Grade 4: Module 1B: Unit 2: Lesson 4 Reading, Writing, and Emotion: Love That Dog, Pages 68 72

Grade 4: Module 1B: Unit 2: Lesson 4 Reading, Writing, and Emotion: Love That Dog, Pages 68 72 Grade 4: Module 1B: Unit 2: Lesson 4 Love That Dog, Pages 68 72 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

Close Reading & Text-Dependent Questions. Fall River Public Schools Educators Conference

Close Reading & Text-Dependent Questions. Fall River Public Schools Educators Conference Close Reading & Text-Dependent Questions Fall River Public Schools Educators Conference The Common Core Requires Three Shifts in Literacy 1. Building knowledge through content-rich nonfiction 2. Reading,

More information

where you, the writer, has the right to say whatever you want about your own personal experiences!

where you, the writer, has the right to say whatever you want about your own personal experiences! Personal Narrative Essay where you, the writer, has the right to say whatever you want about your own personal experiences! Very Little Mystery There is no perfect topic for a personal narrative essay

More information

FIRST 25 DAYS OF READING WORKSHOP (Kinder 3 rd grade)

FIRST 25 DAYS OF READING WORKSHOP (Kinder 3 rd grade) Why Reading Workshop? The purpose of reading workshop is to give students opportunities to read during the school day and to provide targeted and appropriate instruction. Reader s workshop allows for classrooms

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Communication Arts: 1.2 A. In group communication, Communication techniques

Communication Arts: 1.2 A. In group communication, Communication techniques Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Guided Reading: Constructivism in Action. Donna Kester Phillips, Niagara University. Abstract

Guided Reading: Constructivism in Action. Donna Kester Phillips, Niagara University. Abstract Guided Reading: Constructivism in Action Donna Kester Phillips, Niagara University Abstract Guided Reading is currently considered one of the most important components of balanced literacy instruction.

More information

Monitoring for Meaning

Monitoring for Meaning Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information:

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information: III. Mystery Clue Game for second grade Social Studies Susan Wilson 1. Important Background Information: Activity Title: Mystery Clue Game for Barter and Money Economies Bibliography: Mitgutsch, A. (1985).

More information

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure

More information

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States Making Reading Content Comprehensible for Intermediate Language Learners Colin Dalton University of Houston-Downtown, United States 0135 The European Conference on Language Learning 2013 Official Conference

More information

Protecting our Tomorrows: A Teacher s Role in Promoting Child Safety and Animal Welfare

Protecting our Tomorrows: A Teacher s Role in Promoting Child Safety and Animal Welfare Protecting our Tomorrows: A Teacher s Role in Promoting Child Safety and Animal Welfare Lesson Plans for Teachers Lesson Idea 1: Animal Care for a Day Objective: Students will be able to identify appropriate

More information

Young Learners English

Young Learners English University of Cambridge ESOL Examinations Young Learners English Movers Information for Candidates Information for candidates YLE Movers Dear Parent Thank you for encouraging your child to learn English

More information