Apples. Characteristics of the Text Genre Informational Text Text Structure Descriptive, with some comparisons Content

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1 LESSON 18 TEACHER S GUIDE by Lisa Panka Fountas-Pinnell Level D Informational Text Selection Summary come in different colors and have different flavors. Readers learn that you can go to a farm and pick them from trees. It helps to use a ladder and a basket when you pick apples. Number of Words: 100 Characteristics of the Text Genre Informational Text Text Structure Descriptive, with some comparisons Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features How to pick apples All apples aren t the same, but they are good to eat. Picking apples isn t always easy, but it s worth the effort. Simple, clear language, with some repetition: Some apples are. Writer talks directly to reader (second person) Many simple sentences: Some apples are red. Some longer sentences: You can go to the farm to get more apples. Words relating to apples: apples, sweet, red, green, trees, basket, ladder, pick Many high frequency words: some, are, eat, far, help, lot Some two-syllable words: apple, ladder, basket Pictures support each page of text Nine pages of text, illustrations on every page One to four lines of text on a page Some pictures are labeled with words 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 Lisa Panka Build Background Read the title to children and talk with them about the cover illustration. Encourage children to use their knowledge of apples to think about the book. Anticipate the text with questions such as these: What do you know about apples? What do they taste like? How do they grow? 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: Pages 2 3: Explain that this book tells all about apples. Suggested language: Turn to page 2 and look at the pictures on both pages. The book says: Some apples are red. Say the word some. What letter would you expect to see fi rst in the word some? Find the word some and put your fi nger under it. And you can see that Some starts with uppercase S because it comes at the beginning. What other colors can some apples be? Page 4: Remind children that they can use information in the pictures to help them read. Do you think the man and the boy like to eat apples? Why or why not? How can you tell from the picture? The book says: are good to eat. Page 5: Turn to page 5. Find the sign in the picture. It says: Apple Farm U-Pick. What does the sign mean? What do you think the boy and the man are going to do now? Do you think they will have fun? Why or why not? Page 7: Explain that some pictures in the book have labels to name things. Point to the label in the illustration and read it. Why does the boy use a ladder to help him pick the apples? Say the word help. What letter would you expect to see fi rst in the word help? Find the word help and put your fi nger under it. Now go back to the beginning and read to fi nd out all about apples and how to pick them. Words to Know are eat far help lot some 2 Lesson 18:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: What did you learn about apples that you didn t know before? Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text can be red or green, sweet or not very sweet, but they taste good. You pick apples from trees, using ladders and baskets. All apples aren t the same, but they are good to eat. Picking apples isn t always easy, but it s worth the effort. The writer uses the same language on many of the pages: Many sentences start with Some apples are. Other sentences start with You can. On page 6, the picture shows the people looking up in the trees. This shows that apples grow far up in trees. Some words are labeled in the illustrations Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Help children recognize the concept of a sentence, a group of words with ending punctuation. Explain that a reader comes to a full stop at periods, with the voice going down. Have children practice reading sentences from the book. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Have children hear and say syllables in words from the book: apples, ladder, basket. Have them clap on each syllable: ap-ple, lad-der, bas-ket. Build Sentences Materials: index cards. Write the high frequency words from on index cards: some, are, eat, far, help, lot. Then write the content words on index cards: apples, sweet, red, green, trees, basket, ladder, pick. Have children build sentences using the word cards. Have them read the sentences and illustrate them if they wish. 3 Lesson 18:

4 Writing About Reading Critical Thinking Read the directions for children on BLM 18.7 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Author s Purpose Explain to children that they can think about the author s purpose by finding details in a book that show why the author writes a book. Model how to think about author s purpose: Think Aloud What is the author s purpose in writing this book? Some details in this book are about the color and taste of apples. Other details tell that apples grow on trees and can be picked, sometimes with the help of a ladder. I think the author wrote this book so readers could learn all about apples. Practice the Skill Have children choose another book and use details to tell about the author s purpose for writing it. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Would you like to go apple-picking? Why or why not? Write a paragraph. Use details from the book to tell what you would like or not like about it. 4 Lesson 18:

5 Read directions to children. English Language Learners Cultural Support don t grow everywhere. Talk about apples, where they grow, and how they are harvested. Children may want to compare apples with the fruits that are grown in their country of origin. Oral Language Development Check the 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: How do apples taste? Speaker 2: good Speaker 1:What do apples grow on? Speaker 2: trees Speaker 1: How can you pick apples that grow high up in a tree? Speaker 2: a ladder Speaker 1: Where can you put apples when you pick them? Speaker 2: in a basket Speaker 1: What colors can apples be? Speaker 2: red or green Speaker 1: What can you do if you want to pick a lot of apples? Speaker 2: You can go to a farm and pick apples from trees. Speaker 1: Why do you need a ladder to pick apples? Speaker 2: Some apples are far up in the trees. Name Lesson 18 BLACKLINE MASTER 18.7 Write an answer to the question. Responses may vary. 1. How are apples the same? How are they different? are good to eat. They grow on trees. Some are red. Some are green. Some are sweet. Some are not. Making Connections Think about a fruit you like. Write some sentences about the fruit.. All rights reserved. 9, Unit 4: Exploring Together 5 Lesson 18:

6 Name Date Would you like to go apple-picking? Why or why not? Write a paragraph. Use details from the book to tell what you would like or not like about it. 6 Lesson 18:

7 Name Lesson 18 BLACKLINE MASTER 18.7 Write an answer to the question. 1. How are apples the same? How are they different? Making Connections Think about a fruit you like. Write some sentences about the fruit. 7 Lesson 18:

8 Student Date Lesson 18 BLACKLINE MASTER LEVEL D Running Record Form page Selection Text Errors Self-Corrections 4 Some apples are sweet. Some apples are not. are good to eat. 5 You can go to the farm to get more apples. You can pick them from the trees. 6 Some apples are easy to get. Some apples are far up in trees. Comments: Accuracy Rate (# words read correctly/43 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: 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 18:

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