Characteristics of the Text Genre Informational text Text Structure

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LESSON 23 TEACHER S GUIDE by Lulu Monroe Fountas-Pinnell Level M Informational Text Selection Summary Thick, warm wool can be turned into fabric for many purposes, such as clothing, blankets, and

1 LESSON 23 TEACHER S GUIDE by Lulu Monroe Fountas-Pinnell Level M Informational Text Selection Summary Thick, warm wool can be turned into fabric for many purposes, such as clothing, blankets, and other items. Although most wool comes from sheep, other sources include goats, rabbits, and alpacas. The process of turning wool into fabric involves cutting the fleece, cleaning it, spinning it into yarn, and weaving or knitting the yarn. Number of Words: 660 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 Twelve sections with one-word headings Each section is a different category of information about wool. Many facts about wool and the process of turning it into fabric Facts about wool-producing animals People learned to turn animal fur into yarn and fabric thousands of years ago. Animals are not harmed when their wool is taken. Description, but no fi gurative use of language Clear language and straightforward presentation Longer, more complex sentence structures Both dependent and independent clauses Multiple adjectives: very long, silky, and curly hair Exclamations Some content-specifi c words not defi ned in text: fl eece, paddles, spinning wheel, fabric, knitting Place names: Spain, France, England, Turkey, Africa, Peru Words formed from base words: woolen, chilly, sharpening, softness Many two- and three-syllable words, some of them challenging, such as special, separates, factories, angora Compound words: springtime, undercoat Photos that are closely linked to the text Thirteen pages of text; headings on most pages Section headings indicate content 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 Lulu Monroe Build Background Help children use their knowledge of wool to visualize the book. Build interest by asking questions such as the following: Where does wool come from? Do you know any other animals that produce wool? Read the title and author and talk about the cover illustration. Tell children that this book is informational text, so the words and photos will give factual information about the wooly animals. 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: Explain that this book tells how wool from sheep and other animals is made into fabric. Have children turn to page 2 and study the photo. Suggested language: Headings tell what information the section will contain. Read the heading. What do you think the girl s scarf and hat are made of? Pages 4-5: Remind children that headings can work with photos to help them understand the text. Page 4 shows a man cutting the wool off an animal. How can you tell what this animal is? Look at the heading: Sheep. The heading answers the question. The heading on page 5 is Combing. This is one of the steps in turning wool into fabric. How does the photo help you understand what combing is? Page 6: Spinning is another step in turning wool into fabric. What do you do when you spin a top? Spinning wool also involves turning something around and twisting it. Spinning wool turns it into long strands. Then the thin strands can be used to make fabric. Page 11: Explain that wool does not just come from sheep. What is this animal? Did you know you can get wool from rabbits? What do you think the wool from this rabbit would feel like? Now turn back to the beginning of the book and read to fi nd out about wool. Target Vocabulary delicious having great flavor, pleasing, p. 11 duplicated made an exact copy of, p. 10 dye a liquid that is used to change the color of cloth or other material, p. 7 sharpening making an edge of something very pointed or thin, p. 4 spinning twisting together pieces of material to make yarn or thread, p. 6 strands thin pieces of thread, string, or hair, p. 6 weave to make an item by crossing materials over one another or braiding them together, p. 7 yarn any spun thread, p. 4 2 Lesson 23:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Summarize Strategy important ideas as they read., and to stop to tell Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: What was the most interesting information you learned from reading this book? Why did you find that information interesting? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text People have been using wool to make fabric for thousands of years. The process of turning wool into fabric involves many steps. Most wool comes from sheep, but goats, rabbits, and alpacas are also sources of wool. For thousands of years, people have been using animal fur to create fabric. Animal fur can be cut off and used without harming the animal. The fur of wool-producing animals regrows and can be cut off many times Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The photos help the reader understand what the text describes. The section headings give a good idea of what information will be covered. The author s purpose is informing readers about animals that provide wool and how that wool is turned into fabric. Choices for Further Support Fluency Invite children to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to slow down for more diffi cult text and to read more quickly when the text is easier. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Remind children that longer words are often formed from shorter, familiar words. For example, the word springtime on page 4 is a compound word combining the words spring and time. Recognizing shorter words can sometimes help with the meaning of longer words. 3 Lesson 23:

4 Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM Responding Have children 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 Conclusions Remind children that they can draw conclusions about a text by looking for key details. Model the skill, using a Think Aloud like the one below: Think Aloud The conclusion in the chart on page 15 says: comes from many animals. To fill in the chart, I have to look for details that support this conclusion. I know from reading page 8 that most wool comes from sheep. That s the first detail to add to the chart. When I turn to page 10, I read that some wool comes from goats. That s the second detail. As I read on, I will look for another detail to support the conclusion. Practice the Skill Have children find other details in the text that support the conclusion that wool comes from many animals. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts What is the author s purpose for writing this selection? What does the word spinning mean in this sentence: Many people still spin by hand, or with a spinning wheel? 4 Lesson 23:

5 English Language Development Reading Support Check regularly on children s oral reading to determine accuracy, fluency, and comprehension. Vocabulary Provide assistance with challenging words that are not defined directly in text, such as fleece (page 4), smoothes (page 5), knitting (page 7), and undercoat (page 10). Oral Language Development Check 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: What is the title of the book? Speaker 2: Speaker 1: What is the girl on the cover wearing around her neck? Speaker 2: a scarf Speaker 1: Where does most wool come from? Speaker 2: Most wool comes from sheep. Speaker 1: What other animals have wool? Speaker 2: Some kinds of goats, rabbits, and alpacas have wool. Speaker 1: When did people learn to make fabric from wool? Speaker 2: People learned to make fabric from wool thousands of years ago. Speaker 1: How has making fabric from wool changed? Speaker 2: Fabric was first made by hand. Later, machines were invented to do the work. Name Read and answer the questions. 1. Why is wool made around the world? Date Lesson 23 BLACKLINE MASTER How do you use wool? 3. When do you think most people use wool? Why? Making Connections Why do you think some people like things that are made by hand instead of by machines? Write your answer in your Reader s Notebook. Read directions to children., Unit 5: Changes, Changes Everywhere 5 Lesson 23:

The girls in the photos on pages 2 and 3 are wearing hats, scarves, and sweaters

6 Name Date Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs. The girls in the photos on pages 2 and 3 are wearing hats, scarves, and sweaters made out of wool. Why do you think they chose woolen clothes to wear? Do you like to wear woolen clothes? Why or why not? 6 Lesson 23:

7 Name Read and answer the questions. 1. Why is wool made around the world? Date Lesson 23 BLACKLINE MASTER How do you use wool? 3. When do you think most people use wool? Why? Making Connections Why do you think some people like things that are made by hand instead of by machines? Write your answer in your Reader s Notebook. 7 Lesson 23:

8 Student Date Lesson 23 BLACKLINE MASTER LEVEL M Running Record Form page Selection Text Errors Self-Corrections 2 People began using wool long ago. It is used to make clothing, blankets, and other items. is thick and strong and keeps people warm in cold weather. Some people like to wear woolen scarves. When the wind is blowing and the air is chilly, a woolen scarf feels soft and warm. 3 There are many ways to wear wool. Some people wear woolen sweaters. Other people wear woolen socks or woolen hats. You can even wear a coat or pants made of wool! People have made clothes from wool for a very long time. Comments: Accuracy Rate (# words read correctly/94 100) % 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 Insertion the ˆcat 1 Word told T 1 cat Lesson 23:

Characteristics of the Text Genre Informational text Text Structure

Characteristics of the Text Genre Informational text Text Structure LESSON 23 TEACHER S GUIDE by Elizabeth Wells Fountas-Pinnell Level M Informational Text Selection Summary Thick, warm wool can be turned into fabric for many purposes, such as clothing, blankets, and other