LESSON 5 TEACHER S GUIDE by Stephanie Richardson Fountas-Pinnell Level A Fantasy Selection Summary The narrator s dog pulls an increasing number of children Each load of passengers sleds down. Finally, the four children pull the dog up the hill, and all, including the dog, sled down. Number of Words: 58 Characteristics of the Text Genre Fantasy Text Structure Simple fi rst-person narrative, with story carried by pictures Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Winter sports (sledding) Human relationships (with family, friends, pets) It is important and rewarding to do things with family and friends. Pets make good companions and playmates. Text with familiar settings close to children s experience Two repeating sentence patterns with a one word change in one of the patterns Unnamed characters Repetitive sentence patterns are used on spreads. Two text structures used: My dog pulls We sled down. Relationship words: sister, friend, brother Easy high-frequency words, many repeated: my, pulls, me, up, the, friend, we, down A few simple, one-syllable words (dog, up, hill, sled) Whimsical illustrations strongly support the text. On each of nine pages, one illustration at top and one or two lines of text below Illustrations with labels for people, animals, and objects mentioned in text (dog, sled, sister, friend, brother) 2006. 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 32819. Printed in the U.S.A. 978-0-547-30098-6 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 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.
by Stephanie Richardson Build Background Read the title to children and talk about what the boy and dog are doing on the cover. Explain sledding as needed. To prepare for reading, have children think about using sleds. Ask: How do you get a sled up a snowy hill? What happens when it goes down? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of these phrases: My dog pulls up the hill and We sled down the hill. Here are some suggestions: Page 2: Explain that in this book a dog is pulling children up a hill on a sled. The boy in the pictures is telling the story. Suggested language: Turn to page 2 and look at the picture. What do you see? Yes, a dog is pulling a boy on a sled up a hill. The boy says: My dog pulls me up the hill. Say the word pulls. What letter would you expect to see fi rst in pulls? Find the word pulls and put your fi nger under it. Page 3: Remind children that they can use information in the pictures to help them read. Look at the boy and the dog. What are they doing now? What will the boy say? He says: We sled down the hill. Say the word down. What letter would you expect to see fi rst in down? Find the word down and put your fi nger under it. Page 4: Explain that some pictures have labels to name people, animals, or objects. Point to the label and read it. Turn to page 4. Now the boy says: My dog pulls my sister How many children are getting pulled up the hill now? Pages 6 7: Turn to page 6 and look at the picture. How many kids can you see on the sled now? The boy says: My dog pulls my friend Say the word friend. What letter would you expect to see fi rst in friend? Find the word friend and put your fi nger under it. On page 7, how do the children feel about the ride? How can you tell? Now go back to the beginning and read to fi nd out who else sleds down the hill. Words to Know brother down friend me my pulls 2 Lesson 5:
Read Now have children read softly while pointing under each word. Observe children as they read. 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: Would you like to go sledding with these children? Why or why not? 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 dog keeps pulling more and more children Each time, as the children sled down, the dog runs down beside the sled. In the end, the children pull the dog Everyone sleds down. It is fun to do things with your family and friends. Pets are good friends and playmates. Outdoor activities can be fun in winter. One of the characters tells the story. The pictures show that the dog has to pull harder each time because more children are on the sled. Labels in the pictures tell the names of people, an animal, and a thing. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Have children practice identifying the first and last words in the sentence on the first two pages. Then have them identify the first and last letters in some of the words. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Blending Words Have children blend words with two or three sounds. Ask: What word is /u/ /p/? Children s response: /u/ /p/ is up. Other words from the story to use: my, me, dog, hill, down. Finding the Letter Display some children s names with d in the fi rst or last name, pointing out any d s as you say each name. Afterward, have children point to some d s in the displayed names. Ask them to open their books to pages 6 and 7. Have them follow along as you slowly read the sentence on each page and stop you by raising their hands when you get to a word that has a d in it somewhere (dog, friend, sled, down). Follow a similar procedure for the letter l (pulls, hill, sled, hill), using different displayed names and the same book pages. 3 Lesson 5:
Writing About Reading Critical Thinking Read the directions for children on BLM 5.6, 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 Story Structure Tell children that stories can take place in many different places. Model how to think about where this story takes place: Think Aloud The setting of a story is where the story takes place. On page 2, I can see a snowy hill and snow coming down. I can see trees in the background. The boy and his dog are on a hill on a snowy winter day. That s where this story takes place. Practice the Skill Have children pick a familiar book and use the pictures and text to identify where the story takes place. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. What do you like to do outside in the winter? Draw a picture of one way you have fun in the winter. Write about why you are having fun. 4 Lesson 5:
Read directions to children. English Language Learners Cultural Support Children unfamiliar with snowy winters will need further explanation of the setting. Use the illustrations for support as you explain how snowy winter weather feels and looks, what kinds of clothing is worn, and what kinds of activities can be done. 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: On page 2, point to the sled. Speaker 2: [Points to sled.] Speaker 1: Point to the dog. Speaker 2: [Points to dog.] Speaker 1: What is this? [Point to snow.] Speaker 2: snow Speaker 1: What does everyone ride up and down the hill? Speaker 2: a sled Speaker 1: At the beginning of the story, who pulls the sled up the hill? Speaker 2: the dog Speaker 1: Where does the dog pull the sled? Speaker 2:The dog pulls the sled Speaker 1: What is different about page 9? Who gets pulled up the hill? Speaker 2: The dog gets pulled up the hill. Name Lesson 5 BLACKLINE MASTER 5.6 Write the word that completes each sentence. 1. My brother is pulled up the hill after my friend. sister brother friend 2. My dog gets tired of pulling. running pulling sledding Making Connections Think about another story about a dog. Draw a picture of the dog and what it does. Label your picture.. All rights reserved. 8, Unit 1: Around the Neighborhood 5 Lesson 5:
Name Date What do you like to do outside in the winter? Draw a picture of one way you have fun in the winter. Write about why you are having fun. 6 Lesson 5:
Name Lesson 5 BLACKLINE MASTER 5.6 Write the word that completes each sentence. 1. My is pulled up the hill after my friend. sister brother friend 2. My dog gets tired of. running pulling sledding Making Connections Think about another story about a dog. Draw a picture of the dog and what it does. Label your picture. 7 Lesson 5:
Student LEVEL A Date Lesson 5 BLACKLINE MASTER 5.10 Running Record Form page Selection Text Errors Self-Corrections 2 My dog pulls me 3 4 We sled down the hill. My dog pulls my sister 5 6 We sled down the hill. My dog pulls my friend 7 8 We sled down the hill. My dog pulls my brother 9 We pull my dog Comments: Accuracy Rate (# words read correctly/53 100) % 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 0 1413414 8 Lesson 5: