Fountas-Pinnell Level S Realistic Fiction

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LESSON 16 TEACHER S GUIDE by Jack Lennox Fountas-Pinnell Level S Realistic Fiction Selection Summary Ava Madera s father has a prized comic book collection.

1 LESSON 16 TEACHER S GUIDE by Jack Lennox Fountas-Pinnell Level S Realistic Fiction Selection Summary Ava Madera s father has a prized comic book collection. When he discovers that his favorite edition is missing, Ava tries to find a replacement copy for him. In the process of her search, she learns a lot about the comic book business and avoids being duped by a lessthan-honest dealer. Number of Words: 2,619 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative Details that support author s purpose Content Comics superheroes Collectables Internet searches Honesty Themes and Ideas Be an informed consumer. Some people are dishonest. Energy and persistence can help people achieve goals. Language and Conversational language; some fi gurative language Literary Features Moral lesson: ethics of selling fakes Sentence Complexity Dashes, ellipses, and exclamations A mix of short and complex sentences Some direct quotes embedded in sentences Vocabulary Computer terms: online, website, icon Names of comic series such as, The Brick, Rubberneck, Octopus Eye Words Multisyllable words that may be challenging: infi ltrate, glassine, futuristic Hyphenated adjectives: square-jawed, round-faced, long-faced Illustrations Realistic illustrations support story; comics illustrations exemplify comics Book and Print Features Sentences that carry over to the next page 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 Jack Lennox Build Background Help students use their knowledge about comic books to visualize the text. Build interest by asking a question such as the following: What makes comic books different from other books? Read the title and author. Explain that incognito means in disguise. Discuss the cover illustration. Tell students that this text is a realistic fiction, so the characters will probably act like real people. 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: Pages 2 3: Explain that this story is about Ava Madera and her father, who has a prized comic book collection. Suggested language: Look at the picture on page 3. Ava s dad is showing her some of his favorite comic books. The text says he was always excited about the launch of a new comic book series. What does it mean to launch something? Pages 4 5: One comic featured her dad s favorite character. He thumbed through the folders of comic books. What does it mean to thumb through a book or magazine? What does a person look like when doing it? Page 7: Look at the illustration and read the text about garage sales. Most comic books at garage sales are not in good shape. Ask: Have you ever been to a garage sale? What kinds of things do people sell at garage sales? Page 9: Examine the illustration. What do you notice about the prices for the comic books? What do the descriptions like very fi ne and near mint mean? Now turn back to the beginning of the story and read to fi nd out what happens when one of Ava s dad s most valuable comics is missing. Target Vocabulary assuming supposing or accepting that something is true, p. 6 developed came into being or became complete, p. 6 episodes separate parts of a series or events, p. 4 feature to give something special importance, p. 4 incredibly occurring is a way that is amazing or hard to believe, p. 6 launch to officially start something, p. 2 mental happening in the mind, p. 8 record the most remarkable, or best, achievement in a category, p. 6 thumbed turned pages and looked at them quickly, p. 5 villains characters who oppose heroes, p. 4 2 Lesson 16:

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 Monitor/Clarify Strategy to figure out the parts that are confusing. and to find ways Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Which character in this story did you find most interesting Ava, Ava s dad, Peter, or the clerk? 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 Ava attempts to find her father s missing comic book. Ava searches on the Internet as well as in a comic book store. A clerk at the store tries to sell her a fake edition, but Ava catches on. Not everyone is honest. Consumers must be informed and protect themselves from fraud. Ava was like a superhero because she continued to work to solve a seemingly impossible problem Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The simple, cartoon-like illustrations complement the text. The story flows without chapter breaks or headings. Illustration on page 9 adds details to the story. Choices for Further Support Fluency Invite students to choose a scene from the story to act out in a readers theater. When they are reading passages of dialogue, remind them to vary the tone, pitch, and volume of their voice as people do when they are speaking to one another. 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 that have double consonant spelling patterns. Use examples in the text such as issues, collectors, address, glassine, grinning, and stunned. 3 Lesson 16:

4 Writing about Reading Have students complete the questions on BLM 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 Author s Purpose Remind students that authors can have different purposes for writing. They write to inform, entertain, persuade, express, or describe. Read the purpose in the chart and discuss that it expresses the author s belief that energy and persistence can help people achieve goals. Model how to add details to the Graphic Organizer using a Think Aloud like the one below: Think Aloud The author s purpose is to show that energy and persistence can help people achieve goals. One detail that supports that purpose is that Ava put energy into finding her father s missing issue. She developed a plan. Add that detail to the chart. Another supporting detail is that Ava didn t give up. She searched the Internet, comic book stores, and a garage sale. Add that detail to the chart as well to support the author s purpose. Practice the Skill Have students identify a variety of authors purposes in other selections they have read. 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 What is the meaning of assuming on page 6? Which sentences on page 10 support the idea that children are not the only fans of comic books? What is an important message in this story? 4 Lesson 16:

5 English Language Development Reading Support Pair English-speaking and English language learners so that they can check their understanding with each other. Remind them that Ava encounters a dishonest clerk when trying to buy a rare comic for her father. Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of expressions such as I m sure it will turn up (p. 6) and He could sometimes be a pain (p. 6). 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: What did Ava s father lose? Speaker 2: a comic book Speaker 1: The clerk gave Ava a fake comic book. What was the first thing that Ava noticed about it? Speaker 2: some pages were missing Speaker 1: Where did Ava find her dad s comic book? Speaker 2: at her Grandma s house Speaker 1: Why was the superhero named? Speaker 2: He could change the way he looked. Speaker 1: What two things did Ava notice about the fake comic book in the Comix store? Speaker 2: Some pages were missing and the paper on the cover was wrong. Speaker 1: Why was the clerk at the Comix store so annoyed at the girls? Speaker 2: He had probably spent a lot of time making the fake copy. He was upset that the girls realized it was a fake and weren t going to buy it. Name Date Lesson 16 BLACKLINE MASTER 16.8 Read and answer the questions. Possible responses shown. 1. Think within the text Describe the relationship Ava has with her father. How can you tell how she feels about him? They have a good relationship. She cares for him very much because she takes an interest in his comic books even though she prefers mysteries. She shows her love for him by searching for something that is important to him. 2. Think within the text Where does Ava finally find the missing issue? her grandmother s attic 3. Think beyond the text Ava says Peter is usually not as helpful as he is during her search for the missing comic. Why might someone in Peter s position be more helpful? People like to be asked for help in subjects they enjoy or know a lot about. 4. Think about the text Do you think Ava enjoyed searching for the missing issue? How does this relate to the theme? Even though the search became difficult, I think Ava didn t mind because she was motivated by kindness. It seemed to become like a treasure hunt, which can be fun. I think pleasing her father made it all worthwhile to her. Making Connections Ava goes to a lot of trouble for her father. Write about a time when you went to a lot of trouble to do something for someone you cared about. What did you do? Why did you do it? Write your answer in your Reader s Notebook.. All rights reserved. 10, Unit 4: What s Your Story? 5 Lesson 16:

6 Name Date 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. Think about the superhero,. Using what you learned about from the story, imagine that the superhero had seen the clerk trying to sell Ava a fake comic book. What would have done? What would he have looked like? Use details from the story to support your ideas. 6 Lesson 16:

7 Name Date Lesson 16 BLACKLINE MASTER 16.8 Read and answer the questions. 1. Think within the text Describe the relationship Ava has with her father. How can you tell how she feels about him? 2. Think within the text Where does Ava finally find the missing issue? 3. Think beyond the text Ava says Peter is usually not as helpful as he is during her search for the missing comic. Why might someone in Peter s position be more helpful? 4. Think about the text Do you think Ava enjoyed searching for the missing issue? How does this relate to the theme? Making Connections Ava goes to a lot of trouble for her father. Write about a time when you went to a lot of trouble to do something for someone you cared about. What did you do? Why did you do it? Write your answer in your Reader s Notebook. 7 Lesson 16:

8 Student Date Lesson 16 BLACKLINE MASTER LEVEL S Running Record Form page Selection Text Errors Self-Corrections 4 could make himself look older or younger, male or female, almost instantly. This meant he could go anywhere without being recognized that was the source of his name,. could infiltrate any organization, and if anyone identified him, he could change into someone else. He always defeated the villains. Ava looked over at her father fondly. When he talked about comics, especially his favorite episodes, his face glowed. Ava didn t really share his enthusiasm for comic books; she preferred mystery novels. Still, she loved listening to her dad s stories, so she sat down beside him as he brought the folder to the couch. 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 16:

Fountas-Pinnell Level S Realistic Fiction

LESSON 16 TEACHER S GUIDE by Jack Lennox Fountas-Pinnell Level S Realistic Fiction Selection Summary When Ava s father discovers that an edition of his favorite comic book is missing, Ava tries to find