Fountas-Pinnell Level S Realistic Fiction

Transcription

1 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 a replacement copy. Number of Words: 2,655 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person narrative Content Comics superheroes; collectables Internet searches Themes and Ideas Be an informed consumer. Some people are dishonest. Persistence can be rewarding. Language and Conversational language; some fi gurative language Literary Features Questions and exclamations in dialogue Sentence Complexity Dashes, ellipses, and exclamation points A mix of short and complex sentences Some direct quotes embedded in sentences Vocabulary Computer terms that many not be familiar to English language learners, such as online, website, icon. Cultural references such as garage sale (p. 7) Words Multisyllable target vocabulary: assuming, developed, episodes, incredibly Names of comic series such as Superbat, The Brick, Rubberneck, Millidigit, Octopus Eye, Bole the Barbarian, Prototype, Chrysalizzy Illustrations Realistic illustrations, comics illustrations all with captions Book and Print Features Seventeen pages of text, several pages of full text Main character s thoughts in italicized sentences 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 of comic books to visualize the selection. Build interest by asking questions such as the following: What makes comic books different from other books? How are comic book characters often different from characters in other kinds of books? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fiction. Ask students what kinds of features they can expect to find in a story like this. Frontload Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: issue, icon, website, clerk, fake, crook, attic. 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. Here are some suggestions: Pages 2 3: Look at the picture on page 3. Explain that Ava s dad is showing her some of his favorite comic books. Suggested language: Ava s dad explains that when he was young, he was always excited about the launch, or start, of a new comic book series. Pages 4 5: Read the caption on page 5. One comic featured her dad s favorite character. She thumbed through the folders of comic books. Ask: What does it mean to thumb through a book or magazine? Page 7: Read the sentence: Most comic books at garage sales are not in good shape. Ask: Have you ever been to a garage sale? Cultural Support: Explain the concept of garage sales and point out that garage sales are also called yard sales. Page 11: Read the caption: The store clerk talks to Ava. Ask: Where do clerks work? What do they do? Explain that the clerk is telling Ava about the comic book she is looking for. Now read from the beginning to learn what Ava discovers about the lost comic book. Target Vocabulary assuming supposing 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 in a way that is hard to believe, p. 6 launch to start something, p. 2 mental happening in the mind, p. 8 record the 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 details that support main ideas as they read. and to look for 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. Many comic book characters are superheroes with unusual powers Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The stylistic illustrations complement the text. The story flows without chapter breaks or headings. Captions help to explain what is happening in the story. Choices for Further Support Fluency Invite students to choose a passage from the text to use for a readers theater. When they are reading passages of dialogue, remind them to vary the tone, pitch, and volume of their voices as people do in a conversation. 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. Many languages do not use double consonants, so students learning English may fi nd these challenging to spell. Use examples in the text such as issues, collection, blurry, villains, accuse, 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 Ava put energy into achieving her goal of 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. Both of these details support the author s purpose to show that hard work helps people achieve their goals. Practice the Skill Have students share examples of a variety of authors purposes in other texts 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 villain on page 4? What can you conclude about the comics store clerk s honesty? What was the effect of Ava s deciding to look for the comic at her Grandma s house? 4 Lesson 16:

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. Vocabulary Point out the names of the following comic book characters on page 8: Rubberneck, Superbat, The Brick, and Octopus Eye. Discuss how these character names provide clues to each superhero s special power and ability. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency. 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: What did the clerk try to sell Ava? Speaker 2: a fake comic book Speaker 1: Where did Ava find her dad s comic book? Speaker 2: in her Grandma s attic Speaker 1: Why was the superhero named Incognito? 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: There was a break in the story. 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 Read and answer the questions. Possible responses shown. 1. Think within the text What is the name of Ava s dad s favorite comic? Incognito 2. Think within the text Who does Ava go to for help in finding the comic book? Marcy s older brother Peter 3. Think beyond the text Why do people collect comic books? The comic books they collect may hold special memories for them. They may want to collect them because they will increase in value. They may like the story or artwork. 4. Think about the text Why does the author show Ava going to so much trouble to find the comic book for her father? to show that Ava knows how much the issue means to him Making Connections Comic books, like Incognito, often focus on characters with special powers. If you could have special powers, what powers would you want? How would you use your powers? Would you be a hero or a villain? Explain your answers. Write your answer in your Reader s Notebook.. All rights reserved. 12, 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 one or two paragraphs. Remember that when you think beyond the text, you use your personal knowledge to reach new understandings. Think about the superhero Incognito, who is described on pages 4 and 5 of the story as being able to change his face in order not to be recognized. Imagine that Incognito had seen the clerk trying to sell Ava a fake comic book. What would Incognito have done? How would he have done it? Use story details to support your writing. 6 Lesson 16:

7 Name Date Lesson 16 BLACKLINE MASTER Read and answer the questions. 1. Think within the text What is the name of Ava s dad s favorite comic? 2. Think within the text Who does Ava go to for help in finding the comic book? 3. Think beyond the text Why do people collect comic books? 4. Think about the text Why does the author show Ava going to so much trouble to find the comic book for her father? Making Connections Comic books, like Incognito, often focus on characters with special powers. If you could have special powers, what powers would you want? How would you use your powers? Would you be a hero or a villain? Explain your answers. 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 10 Ava stayed on the computer for another hour. Her brain became blurry. She finally stopped and went to bed. She dreamed about superheroes flying around her room. Every day, Ava went back on the computer. She checked every website she found. She found several Incognito #1s for sale. All these sold for about $50. Ava also found several #5s. But she could not find one #3 for sale. Ava felt discouraged. On Saturday, she called Marcy. Peter was there, too. Peter said that he would take Ava and Marcy to his favorite comic book store. That afternoon, the three friends went to the comic book store. 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: