133 level p - heinemann

GoalsCOMPREHENSIONe Notice when a writer of a nonfiction text uses comparison.

e Understand the genre of biography.

e Infer the larger messages of a biography.

e Interpret a term with multiple meanings.

WORD STUDY/VOCABULARYe Use a glossary to check understanding of a word.

e Recognize and use high-frequency words.

FLUENCYe Read aloud with appropriate word stress.

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SYSTEM RedNEW BOOK Bren Bataclan, Smile Artist GENRE Nonfiction/Biography

133 PLESSON LEVEL

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NEW BOOKBren Bataclan, Smile Artist,Level P

• Bren Bataclan, Smile Artist,Level P

• Spit, Level N• words (see Appendix A)• magnetic letters

You Will Need

Analysis of New Book Characteristics Bren Bataclan, Smile Artist, Level P

HOW THE BOOK WORKS Bren Bataclan creates and gives away colorful, happy art. This book takes thereader from Bren’s childhood in the Philippines to the present time and describes the events that led him tothe career that changed his life. An interview with the artist is included.

GENRE/FORMe Nonfictione Biographye Series book

TEXT STRUCTUREe Chronological order from childhood to

presente Descriptione Cause/effecte Question/answer

CONTENTe Street arte Graphic designe Culture shock

THEMES AND IDEASe Doing something nice for others can be

the best way to feel good about yourself

LANGUAGE AND LITERARY FEATURESe Subject’s character traits revealed by

what he says and does and what otherssay about him

e Descriptive language important tounderstanding (brighten someone else’sday, least amount of detail with themaximum amount of personality)

SENTENCE COMPLEXITYe Variety in sentence length, with some

longer, more complex sentences e Questions and answers in interview e Sentences with verbs or adjectives in a

series, divided by commas (The colorscheme is bright, vibrant, and festive.)

VOCABULARYe New vocabulary defined in text (tarsier)e Some word meanings can be derived

from context (tropical, vibrant, optimistic,stalker)

e New vocabulary largely unexplained intext (graffiti, fluorescent, primate)

WORDSe Multisyllable words that may be

challenging to decode (appreciate,optimistic, interpretation)

e Compound words (skyscrapers,notebook)

e Hyphenated adjectives (two-way,cartoon-inspired)

e Proper nouns that may be challenging todecode (Bataclan, Philippines, Filipino,Eiffel Tower, Niagara Falls, Antarctica)

ILLUSTRATIONSe Photographs that support and extend

understanding e Copy of Bren’s note

BOOK AND PRINT FEATURESe Table of contents e Headingse Captions e Sidebars with important informatione World maps e Bulleted information in sidebar e Direct quotes set in bluee Ellipses to show missing dialogue e Dashes to indicate clarifying information

to follow (Finding the painting felt like asign to keep the store open—so she did.)

e All capitals to show emphasis (Shethought I was NUTS!)

e Reproduction of e-maile Website reference

REREADINGSpit, Level N

Visit fountasandpinnell.com/resources to downloadtechnological resources to support this lesson, including:

• Lotto Game

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e Invite students to share their thinking about Spit. Some key understandings they mayexpress:

Comprehension Analyze

Let’s look back at your reading from yesterday to talk about your thinking.

e Close Reading Read the first three lines on page 4 of Spit and then let’s talk about howthe writer helped you understand what a gland is. [Students read and respond.]

e Confirm Thinking You noticed that the writer used comparison. CJ Nassett compared agland to a small sack.

e Read the first two paragraphs on page 6 to find more about how the writer usescomparisons. [Students read.] You noticed that the writer compared the amount of spityour mouth makes each day with the amount of liquid in a soda can and the amount ofspit your mouth will make in your whole life to the amount of water in a swimming pool.When you write an informational book, you may want to use comparison to help readersunderstand the information.

Vocabulary Use a Glossary: digest, digested

Let’s look back at your reading from yesterday to think together about word meaning.

e Read page 10 of Spit and think about the meaning of these three related words: digest,digested, digestion. [Students read.] Write the three words on the whiteboard.

e Have students share what they think the word digest means based on the context.Then ask them to check their understanding by looking up digest in the glossary.

e Sometimes, even when you think you know the meaning of a word, the glossary can helpyou check or understand the word more precisely.

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

MESSAGES Activities that people take for granted such as eating, speaking, tasting food, and shoutingwould not be possible without the help of saliva. Parts and elements of the body serve a function thatprotect health.

e Saliva is often called spit.

e Saliva has many uses in thehuman body.

e Saliva helps people digestfood.

e Saliva helps people whenthey are sick.

e Saliva helps people usetheir voices in many ways.

e Scientists are studying thehealing properties of salivabecause of the potential forhealing.

e Many things that people doare made possible by saliva.

e The writer used aquestion/answer structureto help prepare the readerfor the information in eachsection.

e The last sentence in mostanswers led to the nextquestion. This helped thereader know what wascoming in the next section.

Discussion of

Yesterday’sNew Book

PROMPTING GUIDE, PART 2

Refer to pages 35and 36 as needed

RevisitingYesterday’sNew BookOptions andSuggestedLanguage

Choose one:ComprehensionVocabularyFluency

✓




Fluency Echo Reading: Word Stress

Let’s look back at your reading from yesterday to think about how your reading sounds.

e Read page 12 of Spit with appropriate stress on words. Ask the students to talk aboutwhy you emphasized certain words. Then have them read the page after you.

e Have the students practice reading the page to a partner using appropriate word stress.

Principle Some words appear frequently in reading and writing.

Words to Know

e Show the following words: every, always, school, because, know. Build each word withmulticolored plastic magnetic letters if you have them. As you show each word, use itin a sentence and ask the students what they notice about the word and what theywant to remember about it.

e Remove the words one at a time and dictate them while students write the words inthe word study section of their Literacy Notebooks.

e Give the students the Lotto Game to play in class or at home.

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Phonics/Word StudyHigh-FrequencyWords


Refer to page 18as needed

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GENRE FOCUS This biography, part of the Art for All Series, gives details about the life of Bren Bataclan. It tellshow and why he began giving away his art and explains the result of his unusual decision.

Introducing the Text e Your new book today is in the Art for All Series. It is a biography of Bren Bataclan called

Bren Bataclan, Smile Artist.

e That’s the artist, Bren Bataclan, on the cover. One of his goals is to make people smilemore. You’ll be reading about how he does it. Have students read the back cover of thebook and share what they are thinking.

e Look at page 3 and you’ll see how he makes people smile. If you saw the painting andnote, would you take the painting? Why or why not? [Students respond.]

e Look at page 4 and read the last paragraph. Why does Bren give away the paintings?[Students read and respond.] His idea is that one way to make yourself happy is to be kindto others. What do you think of that idea? [Students respond.]

e Point out the word random on page 5 and clarify the meaning if needed. Havestudents read the sidebar on the page and talk about what it means.

e Look at page 6. Bren was born in the Philippines, which is a country in SoutheastAsia. It is a tropical country that is made up of over 7,000 islands. Look at the brightcolors in the picture.

e Listen to a quote from Bren about his home country. Read aloud the quote on page 7. Apalette is the board on which an artist mixes colors. It can also mean “a group of colors.”So, when Bren talks about a palette of colors, he means the colors he uses in his paintings.

e You’ll find out from the sidebar that Bren watched lots of Japanese cartoons on TV whenhe was growing up and that he enjoyed doodling.

e Bren’s family moved to California when he was twelve. After graduating from college witha degree in graphic design, he worked on special effects in Hollywood.

e Then he moved to Boston, a place that was very different from the Philipines andCalifornia. Look at page 8. Bren was normally a cheerful and optimistic person. Thatmeans he was upbeat—always smiling. But he lost his job, and he was afraid he waslosing his smile. You’ll find out what he did to change direction.

e Bren has given away paintings all over the world. At the end of the book, you will see aninterview with Bren, so you will learn more about him in his own words.

e As you read, think about how Bren’s smile project is making a difference for people andalso what it does for him.

Reading the Texte Students read the text silently.

e Sample oral reading and prompt, as needed, for solving words and reading withintonation that reflects understanding. Use Prompting Guide, Part 1 for preciselanguage.

Reading aNew BookOptions andSuggestedLanguage

NEW BOOK

Bren Bataclan, Smile Artist,Level P


Refer to pages 12and 19 as needed


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Discussing and Revisiting the Text e Invite students to talk about what they learned from reading Bren Bataclan, Smile

Artist.

e Do you think Bren’s paintings are making a difference for people? What makes you thinkso? [Students respond.] Ask for specific evidence from the text.

e What are some of the other projects that Bren started as a result of his painting project?[Students respond.]

e Look through the book and see if one of Bren’s characters is especially appealing to you.Choose one and tell why. [Students respond.]

e Continue the discussion, guiding students toward the key understandings and themain message of the text. Some key understandings students may express:

Teaching Points e Based on your observations, use Prompting Guide, Part 1 or Prompting Guide, Part 2

to select a teaching point that will be most helpful to the readers. You may also use thesuggestion below.

e Read the heading on page 4 and then let’s talk about what the heading means. [Students

read and respond.]

e The writer could have meant several different things when she described Bren as a “smileartist.” She could have meant that Bren paints characters with smiles or that his paintingsare humorous. Or the heading could mean that Bren’s real art is making people smile.What do you think? [Students respond.]

e I’m thinking that the writer wanted the heading to have several meanings for the reader.Headings like this can make you think about the big ideas in a book.

MESSAGE Doing something nice for others can be the best way to feel good about yourself.

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

e Bren Bataclan is an artistwho was born in thePhilippines.

e He paints cartoonlikecharacters.

e He decided to give awayhis paintings to people whoagreed to smile at randompeople more often.

e Today he gives awaypaintings all over the world.

e Bren felt sad and lonely butthe paintings helped himfeel happy.

e When Bren started givingaway his paintings, he hadno idea it would lead toearning money.

e Some of the children hehas inspired may find otherways to make people smile.

e Examples of Bren’s arthelped the readerunderstand how hiscolorful characters couldmake people smile.

e The interview with Brengave authenticity to thenarrative.

e Bren’s website was includedso the reader can learnmore about Bren’s work.


Refer to pages51–53 as needed

PROMPTING GUIDE, PART 1 Refer to pages as needed or

PROMPTING GUIDE, PART 2Refer to page 39 as needed


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e ask if students noticed how the author usedcomparisons in writing the text. Go back to the textas necessary to support a discussion here.

e check how students use the glossary as a nonfictiontext feature to support and extend theirunderstanding as they read independently.

e be explicit about characteristics of a biography.

e monitor for understanding of descriptive language(e.g., brighten someone else’s day, least amount ofdetail with the maximum amount of personality).

e encourage students to ask about unfamiliarvocabulary words as they read.

Supporting English Language Learners

Professional Development Links

Observe to find evidence that readers can:

Assessing Reading and Writing Behaviors

Classroom and Homework

e Play the Lotto Game to review high-frequency words.

To support English Language Learners, you can:

Professional Development DVD and Tutorial DVD, Red SystemView “Instructional Procedures for Comprehension” on the Professional Development DVD.

When Readers Struggle, Levels L–Z: Teaching That Works (in press)Select and read sections of Chapter 2, “How the Brain Works in Learning to Read.”

Leveled Literacy Intervention System Guide, Red SystemRead “Instructional Procedures for Comprehension” in Section 5.

e notice and discuss when a writer of a nonfiction textuses comparison.

e understand and talk about characteristics of thegenre of biography.

e infer and state the larger messages of a biography.

e interpret a term with multiple meanings.

e use a glossary to check understanding of a word.

e recognize and use high-frequency words.

e read aloud with appropriate word stress.


GoalsCOMPREHENSIONe Use quotes to infer characteristics of the subject of a biography.

e Critique the use of language from the subject of a biography.

e Use definitions in sidebars to help understand a concept.

e Notice characteristics that make a horse remarkable and unusual.

e Understand what it means to overcome obstacles (Against All Odds Series).

e Infer the writer’s purpose for a nonfiction text.

WORD STUDY/VOCABULARYe Derive the meaning of a word from contextual information.

e Recognize and understand homophones.

FLUENCYe Read with appropriate pausing at punctuation.

WRITING ABOUT READINGe Identify important information and make a personal connection to it.

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NEW BOOK

Dan Patch, Level N

• Dan Patch, Level N• Bren Bataclan, Smile Artist,

Level P• words (see Appendix A)

You Will Need

Analysis of New Book Characteristics Dan Patch, Level N

HOW THE BOOK WORKS Dan Patch’s story is told in third-person narrative and chronological order from hisbirth in 1896 to his death twenty years later. Details of his championship races and world records are included.

GENRE/FORMe Nonfictione Narrativee Series book

TEXT STRUCTUREe Narrativee Descriptione Chronological sequence

CONTENTe Horse and harness racinge Late nineteenth- and early twentieth-

century setting

THEMES AND IDEASe Physical limitations don’t preclude one

from being a champion

LANGUAGE AND LITERARY FEATURESe Character whose good-natured spirit and

love of racing are evident in his actionse Descriptive and figurative language (made

Dan’s heart sink, heart of a champion)e Time setting important to the narrative

SENTENCE COMPLEXITYe Variety in sentence length with some

longer, complex sentences e Questions and answers in texte Direct quotes embedded in narrative

(His driver said later, “I never taught himto do that.”)

VOCABULARYe Content-specific vocabulary explained

in text and photographs (pacer, harness,sulky)

WORDSe Hyphenated adjectives (natural-born,

super-fast, front-page)

e Many compound words (shopkeeper,stopwatch, grandstand)

e Multisyllable words that may bechallenging to take apart (ambulances,souvenir, celebrity)

ILLUSTRATIONSe Original photographs and a painting that

support and extend understanding

BOOK AND PRINT FEATURESe Table of contents e Headingse Captionse Sidebars with important information e Diagrams with labels e Ellipsis indicating a pause (And then he

walked . . . without a single wobble onhis crooked leg.)

e Dashes indicating more information tofollow (The last owner used Patch tomarket his company’s products—petfood and sleds and other items.)

REREADING


Visit fountasandpinnell.com/resources to downloadtechnological resources to support this lesson, including:

• Recording Form• Pick-a-Pair Game

SYSTEM RedNEW BOOK Dan PatchGENRE Nonfiction/Narrative Nonfiction

F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM 69

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Comprehension Infer and Critique

Let’s look back at your reading from yesterday to talk about your thinking.

e Close Reading The writer used quite a few quotes from Bren Bataclan. They stand out inblue type. You will each read a quote and then take the group to the page and tell whatthis quote tells you about Bren as a person.

e I am going to read the quote on page 22 to demonstrate the process. Read the quote. Tome this means that Bren likes people to be able to have different ideas about hischaracters. They may look different to different people, and he likes that.

e Assign each student a quote to read, using pages 7, 9, and 19. You can read the quotesilently and think about it. Then you can share your thinking with the group. [Students

read and respond.]

e Confirm Thinking You inferred that Bren likes bright colors because he loves his homecountry. He likes his paintings to have a lot of personality but at the same time be verysimple. He likes people to feel they own the paintings; he wants the people to name thecharacters and relate to them in their own ways. He’s the type of person who cares aboutothers and loves helping them feel happy. Do you think it was a good idea to include all ofthis language from Bren? [Students respond.]

Vocabulary Learn from Context: optimistic

Let’s look back at your reading from yesterday to think together about word meaning.

e Find the word optimistic on page 8 and say the word as you run your finger under it.[Students respond.] This word, optimistic, perfectly describes Bren. Read the lastparagraph on the page and think about the meaning of optimistic. Make a noteabout the word in the word study section of your Literacy Notebook. [Students read

and respond.]

e Now work with your partner to share your thinking and write a brief definition. Thestudents can write their definitions in their notebooks.

e Have students share their definitions with the group. Students can make changes totheir definitions if needed.

e Optimistic is an adjective that describes a person who is cheerful and always thinks thereis going to be a good outcome. Write optimist and optimum on the whiteboard.Optimist is a noun; it means “a person who is optimistic.” Optimum means “the best.”

Fluency Echo Reading: Pausing

Let’s look back at your reading from yesterday to think about how your reading sounds.

e Read the quote in blue on page 22 with appropriate pausing at the punctuation.

e Have the students read the quote after you.

e Remind them to read the punctuation carefully so they will understand the quote.



RevisitingYesterday’sNew BookOptions andSuggestedLanguage

Choose one:ComprehensionVocabularyFluency

✓

REREADING



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e Rereading for a Purpose Reread pages 2 to 7 in Bren Bataclan, Smile Artist and thinkabout why the writer chose to write a biography of Bren and what you can learn fromhim.

e Assessment While other students read for a purpose, listen to one student read thesection identified in Bren Bataclan, Smile Artist. Code the reading behavior on theRecording Form. Engage the student in a brief comprehension conversation, givescores for fluency and comprehension, and select a brief teaching point that will bemost helpful to the reader. Analyze the record later.

Independent Writing Short Write

e Talk with students about why the writer chose to write a biography of Bren and whatthey learned from reading about him.

e Write a paragraph in the writing section of your Literacy Notebook explaining what youthink is the most important thing to learn from Bren’s life. Tell what his life makes youthink about your life.

Rereadingand Assessment SuggestedLanguage

WritingAboutReadingSuggestedLanguage

PROMPTING GUIDE, PART 1 Refer to pages as needed or

PROMPTING GUIDE, PART 2Refer to page 40 as needed


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Principle Some words sound the same but are spelled differently and have different meanings.

Match Pairs

e Show the following word pairs, using each word in a sentence: seller/cellar,peddle/pedal, aloud/allowed, principal/principle, morning/mourning, symbol/cymbal.

e How are these pairs of words alike? How are they different? [Students respond.]

e Give partners one of the following word pairs: ant/aunt, blue/blew, made/maid,see/sea. Have the students write in the word study section of their Literacy Notebooksone sentence that includes both words (e.g., Carol could see the beautiful blue seafrom her window.).

e Summarize the lesson by restating the principle.

e Give the students the Pick-a-Pair Game to play in class or at home.

Phonics/Word StudyMultisyllableHomophones


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GENRE FOCUS This is the true story of a remarkable horse, Dan Patch, who was born with a crooked leg butgrew up to be one of the greatest harness racers of all time. This book is part of the Against All Odds Series.

Introducing the Text e Today you have another true story in the Against All Odds Series. This time, the subject is

a horse named Dan Patch, and that’s the title of the book. Have students read the backcover of the book and look at the front cover.

e Turn to page 5. The story starts when Dan Patch was born. His owner was Dan Messner.Dan had a horse named Zelica, and she was going to have a colt. He wanted a handsomenew horse to pull his wagon, but the colt was born with a wrinkled brown coat and a bentback leg. Have students locate the word bent if needed. Should he get rid of the colt?[Students respond.]

e At first, Dan Messner had to lift the colt up to nurse. Turn to page 6. Soon the colt heavedhimself up on his long, wobbly legs. Locate and clarify the meaning of the word heavedif needed. Then Dan Patch walked without a wobble. What do you think that showedabout Dan Patch even when he was just a colt? [Students respond.]

e Dan Patch became a great racehorse. There are a couple of sidebars that will help youunderstand what kind of racehorse he was.

e Turn to page 9. Dan Patch was a pacer. A pacer moves both legs on one side of its bodyand then both legs on the other side. You can see it in the picture. Look carefully at thearrows. Most horses have to be trained to pace with special equipment, but Dan Patchwas a natural pacer.

e Look at the sidebar and picture on page 11. This picture and the text tell you about aharness horse that pulls a cart called a sulky. There are labels on the picture. Whatinformation do you get from the picture? [Students respond.]

e You remember that Dan Patch was a natural-born pacer, meaning he didn’t even have tobe taught. He had a natural talent for harness racing.

e As you read, be thinking about what was so unusual about Dan Patch that he becamethe most famous racehorse of his time. There may be more than one reason that hebecame a champion.

Reading the Texte Students begin reading the text silently if there is time.

e Sample oral reading and prompt, as needed, to search for and use information fromreaders’ tools. Use Prompting Guide, Part 2 for precise language.

Reading aNew BookOptions andSuggestedLanguage



NEW BOOK

Dan Patch, Level N


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e be explicit in teaching how to recognize andunderstand homophones; use simpler examples asneeded (e.g., see/sea, hi/high, for/four, ate/eight,be/bee, weak/week, two/to).

e have students repeat figurative language—madeDan’s heart sink, heart of a champion—and discussthe meaning.

e use pictures to introduce vocabulary: ambulances,colt, harness, sulky, souvenir, celebrity.

e model how to derive the meaning of a word fromcontext-specific vocabulary explained in text andphotographs.

e be sure students use sidebars to understand the text as they read.

Supporting English Language Learners

Professional Development Links

Observe to find evidence that readers can:

Assessing Reading and Writing Behaviors

Classroom and Homework

e Finish reading Dan Patch.

e Play the Pick-a-Pair Game for practice withmultisyllable homophones (optional).

To support English Language Learners, you can:

Professional Development DVD and Tutorial DVD, Red SystemView the Professional Development DVD as needed.

Genre Study: Teaching with Fiction and Nonfiction BooksRead Chapter 12, “Reading Across Genres: A Close Study of Hybrid Texts, Graphica, and Multigenre Text Sets.”

Leveled Literacy Intervention System Guide, Red SystemRead “Series Books” in Section 1.

e use quotes to infer and discuss characteristics of thesubject of a biography.

e critique the use of language from the subject of abiography.

e use definitions in sidebars to help understand aconcept.

e notice and describe characteristics that make a horseremarkable and unusual.

e understand and discuss what it means to overcomeobstacles.

e infer the writer’s purpose for writing a nonfiction text.

e identify and write about important information andmake a personal connection to it.

e derive the meaning of a word from context.

e recognize and understand homophones.

e read orally with appropriate pausing at punctuation.


133 level p - heinemann

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