LESSON 14 TEACHER S GUIDE by Karen J. Rothbardt Fountas-Pinnell Level J Nonfiction Selection Summary Children with special needs use a variety of special tools to help them see and hear. This simply written text introduces readers to these aides, such as guide dogs, closed captions, and Braille. The simple narrative is very informative, and color photos reinforce the content. Characteristics of the Text Genre Nonfi ction Text Structure Three to eight lines of text in the same position on each page Number of Words: 266 No paragraph indentation Text organized by topic Content Blindness, deafness Use of special canes, guide dogs, and Braille Use of hearing aids and closed captions Themes and Ideas There are many effective ways of dealing with vision and hearing loss. People can learn to help themselves. Language and Easy-to-read text with simple sentence patterns Literary Features Description, but no fi gurative language Some repetition of phrases and patterns: He/she uses to stay safe. Sentence Complexity A mix of short simple and compound declarative sentences with descriptive phrases Some short complex sentences: When the cars stop, the girl can cross the street. Vocabulary Most vocabulary words known to readers Content specifi c word, Braille, explained in text. Words Primarily one or two syllable words Some compound words: crosswalk, cannot Illustrations Color photo on each page reinforces content. Book and Print Features Nine pages of text with a photo on each page No section headings or captions 2006. 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 publiion in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding dupliion of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30474-8 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 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 publiion in print format does not entitle users to convert this publiion, or any portion of it, into electronic format.
by Karen J. Rothbardt Build Background Help children use their knowledge of people who have special physical needs to visualize the text. Build interest by asking questions such as the following: Have you ever seen a blind person cross a street? What special tools or helping aides did that person use? Read the title and author and talk about the cover photo. Introduce the Text Guide children through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Pages 2-3: Explain that this book tells about the special tools that people can use to help them hear or see. Suggested language: Turn to page 2. The girl in this picture cannot hear. How is she communiing with her friends? Sometimes an illness or sickness can hurt our ears or eyes. What is happening in the picture on page 3? Pages 4-5: Turn to pages 4 and 5. When the boy in the picture hears the motion of cars, he stops at a curb. How do you think the cane and dog help the children in these pictures stay safe? Pages 6 7: Draw attention to these photos. This part of the book explains how some blind people can read by using a system of raised dots, called Braille. The boy in the picture feels the special dots and uses his knowledge to read them as letters and words. What can you learn about Braille from looking at the pictures? Page 8: Sometimes people who cannot hear talk with their hands. The girl in the photo on page 8 imitates how other people talk with their hands. She learns new words by copying the movements. Have you ever learned how to do something by trying to imitate someone else? Now turn back to the beginning and read to fi nd out about the special tools that blind and deaf people use to help them see and hear. behavior a person s way of acting, p. 5 curious very interested in learning or finding out things, p. 9 darkness without light, p. 10 illness feeling sick, p. 3 imitated copied something, p. 8 knowledge an understanding of facts and information about something, p. 6 motion action or movement, p. 4 silence lack of sound, p. 10 2 Lesson 14:
Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability. Remind children to use the Summarize Strategy ideas in their own words as they read., and tell important Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the text. Suggested language: What was the most interesting information you learned as you read? 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 Blind people use special canes and guide dogs to stay safe. Blind people use Braille to read. Deaf people use sign language to speak and closed captions to watch TV. Physical difficulties do not limit people s lives. It s important to give people the tools to improve their lives. 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photos contain important visual information that expands the text. Simply written text provides important information to readers. The author s attitude is that special tools allow people with physical disabilities to lead full and active lives. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud to the class. Encourage them to group words into phrases that refl ect meaning. 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. Help children add the infl ectional endings ing and ed to the following words: help (p. 2); cross (p. 4); stop (p. 5); talk (p. 8). 3 Lesson 14:
Writing about Reading Vocabulary Practice Have children complete the Vocabulary questions on BLM 14.1. Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: curious) Reading Nonfiction Nonfiction Features: Photos Remind children that nonfiction has many features to help readers find and understand important information. Photographs are one of these nonfiction features. Explain that photos are an important source of information. They help readers see what the author is writing about in the book. Sometimes photos add important information that is not found in the text. Have children look at the photo on page 4. Ask them to describe the information they learn from the photo. (how the boy uses a special cane to cross the street safely) Then help children loe the words on page 12 that describe what they see in the photo. Now ask children to choose another photo in the book and explain what information they learn from it. Encourage them to find the words on the page that the photograph illustrates. Writing Prompt: Thinking About the Text Have children write a response to the prompt on page 6. Assessment Prompts Which words on page 3 help the reader understand the meaning of the word illness? Look at the last sentence on page 8. What does the word imitates mean in this sentence? 4 Lesson 14:
Read directions to children. English Language Development Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help children understand the concepts and ideas in the text. Don t ask children to read any text they will not understand. Cultural Support Point out the similarity between the English word silence and the Spanish word silencio. 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 one special tool a blind person uses to cross the street? Speaker 2: a special cane Speaker 1: What is one special tool a deaf person uses to talk? Speaker 2: her hands Speaker 1: What do blind people use to read Braille letters? Speaker 2: their fingers Speaker 1: What does a blind person listen for before crossing a street? Speaker 2: the motions of the cars Speaker 1: How do deaf people know what people say on TV? Speaker 2: They read the words on the screen. Speaker 1: How do blind people and deaf people see and hear? Speaker 2: Special tools help them to see and hear. Name Date Lesson 14 BLACKLINE MASTER 14.1 Read the phrases below. Choose a word that best matches each phrase. Write it on the line. 1. when you can t hear anything: silence 2. when you can t see anything: darkness 3. the way you act: behavior Vocabulary behavior curious darkness illness imitated knowledge motion silence 4. a movement: motion 5. what you have when you feel sick: illness 6. what you have when you know a lot about a subject: knowledge 7. a person who asks many questions: curious 8. a person who tried to act just like you: imitated. All rights reserved. 3, Unit 3: Tell Me About It 5 Lesson 14:
Name Date Thinking About the Text Think about the question below. Then write your answer in one paragraph. In this book, there is a color photo on every page. How do these photos help you better understand what you read? Use details from the book to help explain your answer. 6 Lesson 14:
Name Date Lesson 14 BLACKLINE MASTER 14.1 Read the phrases below. Choose a word that best matches each phrase. Write it on the line. 1. when you can t hear anything: 2. when you can t see anything: 3. the way you act: Vocabulary behavior curious darkness illness imitated knowledge motion silence 4. a movement: 5. what you have when you feel sick: 6. what you have when you know a lot about a subject: 7. a person who asks many questions: 8. a person who tried to act just like you: 7 Lesson 14:
Student Date Lesson 14 BLackline master 14.23 level j Running Record Form page Selection Text Errors Self-Corrections 2 Some people need help to see and hear. It may be hard for them to hear or hard for them to see. But special tools help them. 3 Some people are born deaf or blind. Other people may get sick, and the illness hurts their eyes or ears. 4 This boy cannot see, so he uses a special cane. He hears the motion of the cars, so he stops. When the cars stop, the boy can cross the street. He uses the cane to stay safe. 5 This girl cannot see, so she uses a special dog. The dog stops at the crosswalk. Comments: Accuracy Rate (# words read correctly/100 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Correction) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission 0 0 1 Behavior Code Error Substitution cut 1 Self-corrects Insertion Word told cut sc 0 the ˆ 1 T 1 1413859 8 Lesson 14: