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Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative with repetitive elements• Events lead to predictable “surprise” ending.

Content • Birthday with friendsThemes and Ideas • Friends do nice things for each other.

• Birthdays are special, happy events.• Readers can fi gure out something that a story character doesn’t know.

Language and Literary Features

• Light humor• Simple dialogue• Simple sequence of events

Sentence Complexity • Sentences of seven words or fewer• Repeated sentence patterns: Toad hopped to ___’s house. “Hello, ___!” said Toad.

“Hello,” said ___.• Dialogue with direct address: “Happy birthday, Toad!” said Turtle and Spider.

Vocabulary • Words likely to be known through oral language and supported by illustrations• Birthday words: cake, hat, balloons, happy birthday• Some target vocabulary highlighted in text

Words • One- and two-syllable words• Possessive nouns, such as Frog’s• Words with endings -ed and -ing

Illustrations • Illustrations convey playfulness.Book and Print Features • Humorous illustration above text on each of nine pages

• Each sentence begins on a new line; some two-line sentences.• Some objects in pictures are labeled.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Number of Words: 144

L E S S O N 1 0 T E A C H E R ’ S G U I D E

Happy Birthday, Toadby Elena Rufino

Fountas-Pinnell Level EInformational TextSelection SummaryOn her birthday, Toad visits her friends Frog, Turtle, and Spider, and fi nds that each is preparing something she likes. When Toad comes to the pond, the friends are ready with their prepared items—cake, hats, and balloons—for Toad’s birthday party.

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eat friend happy house like want

Words to Know

Happy Birthday, Toad by Elena Rufino

Build BackgroundRead the title to children and have them point out details in the cover illustration that show a birthday party. Ask them to identify Toad and tell what she seems to be doing. Anticipate the text with questions like these: How do you think Toad might feel about her birthday? What are some things that friends do to celebrate a birthday?

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: birthday, friends, hopped, making, eat, blowing, balloons, pond.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any labels. Point out sentence patterns that are repeated throughout the story. Here are some suggestions:

: Tell children that the story takes place on Toad’s birthday. Explain that some of the pictures in this book have labels to name things. Suggested language: Turn to page 2. Look at the labels in the picture. One label says Toad. Look at the bubbles coming from Toad’s head. This shows what Toad is thinking about. The bubbles are labeled with the word friends. Toad wants to see her friends. Her friends are Spider, Frog, and Turtle. Why might Toad be thinking about her friends?

Page 4: Explain that Toad is visiting Frog at his house. Frog says: “I am making a cake.” You can see the cake in the picture. It is labeled, too. Toad says: “I like to eat cake.” Say eat. The word eat begins with the letter e. Find the word eat and put your fi nger under it. What might Toad be hoping for?

Page 6: Remind children that they can use information in the pictures to help them read. Look at the picture on page 6. Read the label. What is Turtle making? Toad says: “I like hats.” What kinds of hats is Turtle making? Who do you think the hats are for? Cultural Support: Explain the concept of a “surprise party” to children who may be unfamiliar with that tradition.

Now turn back to the beginning of the story and read to fi nd out more about Toad’s friends and her birthday.

2 Lesson 10: Happy Birthday, ToadGrade 1© Houghton Mifflin Harcourt Publishing Company

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ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting.Suggested language: How do you think Toad feels at the end of the story? Have you ever felt that way?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Toad visits Frog, Turtle, and Spider.

• Each friend is making something for Toad’s birthday party.

• Toad’s friends bring their cake, hats, and balloons to her birthday party.

• Surprise parties can be confusing at fi rst for the birthday person.

• Birthdays are happy times for friends to share.

• The writer has the characters say almost the same thing each time Toad visits another friend.

• The pictures show how Toad feels and what she seems to be thinking.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for SupportFluencyInvite children to choose two pages that show Toad visiting one friend. Have them read the text aloud. Remind them to pay attention to quotation marks to sound like the character who is speaking.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Clapping Syllables Say each of these words from the book, and have children clap once or twice as they say the syllable or syllables: birth/day, Toad, bal/loons, Spi/der, Frog, cake, Tur/tle, hap/py.

• Adding –ing Write these base words for children: make, blow. Have children fi nd and write the word in the story that is made of the base word and the ending -ing (making, page 6; blowing, page 8). Help children practice adding –ing to other base words from the story, including want, hop, and like.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 10.9 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillStory Structure

Target Comprehension Skill Tell children that they can think about a story by

answering the questions Who? Where? and What happens? Model how to think about the structure of a story:

Think Aloud

Who is the story about? Toad is the main character. Where does the story take place? It takes place in the homes of Toad’s friends and at the pond. What happens? Toad visits Frog, Turtle, and Spider. Each of them is making something that Toad likes. At the end, they bring their things to her birthday party.

Practice the SkillHave children answer the questions Who? and Where? about another story they know.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

At the end of the story, Toad’s friends say, “Happy Birthday.” What might Toad do and say next? Draw a picture that could be on the next page of the story.

Write a sentence to tell what Toad does or what she says.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Turtle makes hats for Toad’s birthday.

hats balloons kites

2. Toad feels happy with her friends at the

pond.

upset sad happy

Making Connections Think of how Toad feels

when she first goes to the pond and then how

she feels after she gets there. Draw a picture of

Toad’s face before and after. Label your picture.

11 Grade 1, Unit 2: Sharing Time

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 10B L A C K L I N E M A S T E R 1 0 . 9

Happy Birthday, ToadThink About It

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English Language LearnersCultural Support: Birthdays Children may not be familiar with birthday party traditions, such as the cake with candles, balloons and hats. Provide any needed explanations.

Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Where is Toad?

Speaker 2: [points to Toad]

Speaker 1: What is Frog making?

Speaker 2: a cake

Speaker 1: Who is making hats?

Speaker 2: Turtle is making hats.

Speaker 1: What does Toad say about balloons?

Speaker 2: She says she likes them.

Speaker 1: Who are Toad’s friends?

Speaker 2: Toad’s friends are Frog, Turtle, and Spider.

Speaker 1: What do they bring to Toad’s party?

Speaker 2: They bring a cake, hats, and balloons.



Name Date

Happy Birthday, ToadAt the end of the story, Toad’s friends say, “Happy Birthday.” What might Toad do and say next? Draw a picture that could be on the next page of the story.

Write a sentence to tell what Toad does or what she says.



Think About ItWrite the word that completes each

sentence.

1. Turtle makes for Toad’s birthday.

hats balloons kites

2. Toad feels with her friends at the

pond.

upset sad happy

Making Connections Think of how Toad feels

when she first goes to the pond and then how

she feels after she gets there. Draw a picture of

Toad’s face before and after. Label your picture.

Name Lesson 10

B L A C K L I N E M A S T E R 1 0 . 9

Happy Birthday, ToadThink About It



1413384

Student Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 1 4

Happy Birthday, ToadRunning Record Form

Happy Birthday, Toad • LEVEL E

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

4

“Today is my birthday,”

said Toad.

“I want to see my

friends.”

Toad hopped

to Frog’s house.

“Hello,Frog!” said Toad.

“Hello,” said Frog.

“I am making a cake,”

said Frog.

“I like to eat cake,”

said Toad.

“I like cake, too,” said Frog.

Comments: Accuracy Rate (# words read

correctly/44 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:


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