Fountas-Pinnell Level J Fantasy. by Rob Arego

Transcription

1 LESSON 2 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level J Fantasy Selection Summary Cat Carson has just moved to town, and Kitty Katz is shocked to learn that he loves catnapping. She mistakenly reports that he has catnapped Puss N. Boots. At Cat Carson s trial, Puss shows up, and the yawning Cat is free to go home, as soon as he finishes another catnap. Number of Words: 398 Characteristics of the Text Genre Fantasy Text Structure Narrative organized chronologically Details in text, captions, and art help readers draw conclusions and make predictions. Content Crime of catnapping (stealing cats) and courtroom trial Dual meaning of the word catnapping Themes and Ideas It is easy to jump to a mistaken conclusion. A false rumor can spread quickly. Words can have more than one meaning. Language and Third person narrator Literary Features Cat-related, playful proper names: Chief Calico, Littertown, Shorty Hair Characters names are puns or allusions: Kitty Katz, Puss N. Boots, Cat Carson Sentence Complexity Dialogue, all assigned Some sentences with compound and complex elements One sentence with a dash and ellipses: But Puss didn t answer the phone not in the morning... or the afternoon... or the evening. Vocabulary Illustration and text explain crime-related meaning of catnapping and catnapper; familiar meaning of catnap implied Justice-related terms: arrested, trial, courtroom, judge, jury, case is closed Words Mostly one- and two-syllable words Compound words, including Friskyfritters, catnapping, courtroom Illustrations Drawings convey playfulness. Book and Print Features Humorous, captioned illustration on each of nine text pages 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 Rob Arego Build Background Have students tell what it means to misunderstand something and give an example of a misunderstanding. Build interest by asking a question such as the following: How might a misunderstanding lead to trouble? Read the title and author, and talk about the cover illustration. Remind students that animals that dress and act like people are in the kind of story called a fantasy. Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2:Tell students that the names in this story show that the author likes to play with words. Suggested language: Turn to page 2 of this book. The two characters shown are Kitty Katz and Puss N. Boots, who has a name like a famous folktale character, Puss in Boots. The name of the town is Friskyfritters. Puss N. Boots s cousin is Cat Carson, who has a name like a famous person from American history, Kit Carson. Why do you think the author used silly names? Page 3: Point out that this illustration is the same as the one on the cover. Puss has just told Kitty that his cousin, Cat Carson, loves catnapping. What does Kitty think that catnapping is? How might her idea be a problem in this story? Page 6: Explain that this illustration shows that the police chief is arresting Cat Carson. Cat Carson will be put on trial. What is the purpose of a trial? Page 8: Draw attention to this picture. Readers can see the judge in the illustration, but not the jury. The members of the jury are listening to Cat s answers. Why does a jury have to listen carefully? Page 9: Have students read the caption. How is everyone reacting when Puss walks into the courtroom? Now turn back to the beginning of the story and read to fi nd out about the arrest and trial of a catnapper. Target Vocabulary convinced someone agreed to do something, p. 6 guilty did something wrong honest truthful jury the group of people who make the decision in a trial, p. 8 murmur the sound of people speaking very softly pointed used a finger or other object to show where something was, p. 2 stand the place where a witness in a trial sits while being questioned trial a meeting in court to decide if someone has broken the law, p. 6 2 Lesson 2:

3 Read As students read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind students to use the Infer/Predict strategy about the story as they read. and figure out more Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Why do you think that Kitty made the mistake that she did? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Kitty thinks that Cat Carson is a catnapper who steals cats. When Puss N. Boots disappears, Kitty is sure that he has been catnapped. Puss shows up at the trial of sleepy Cat Carson, who takes a catnap. Jumping to conclusions can cause trouble. Words with more than one meaning, like catnap, can be confusing Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Silly names add humor to the story. The author has Kitty say things that show how quickly she jumps to conclusions. Choices For Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to pay attention to question marks and exclamation points as they try to sound like the character who is speaking. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that a compound word is made of two words put together. Point out that the word catnap is made of cat and nap, and that the usual meaning of catnap is a short nap like one a cat takes. You may also want to explain that the meaning in the story is based on the word kidnap, in which nap means to steal. Have students fi nd three other compound words in the text and name the smaller words in each. 3 Lesson 2:

4 Writing about Reading Have students complete the questions on BLM 2.7. Responding Have students 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 Tell students that they can put together details in the story to figure out ideas that the author doesn t tell them directly. Model the skill, using this Think Aloud : Think Aloud On page 4, Kitty Katz calls all her neighbors to tell them that a catstealing catnapper has moved to their street. On page 5, she tells the police that Puss N. Boots has been catnapped. On page 7, she says that Cat Carson sure looks like a catnapper to me! I can use those details to draw this conclusion: Kitty Katz makes decisions quickly and doesn t take the time to find out the truth. Practice the Skill Have students find and read aloud details in the text that show why Cat Carson is called a catnapper. Writing Prompt: Thinking Beyond the Text Have students 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 the characters do and why they act as they do. Assessment Prompts On page 3, fi nd the sentence that shows how Kitty feels when she hears about catnapping. Tell one word that best describes Kitty Katz. Complete this sentence with your own words: At the end of the story, the reader can tell that. 4 Lesson 2:

5 Read directions to students. English Language Development Reading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help students understand the concepts and ideas in the text. Don t ask students to read any text they will not understand. Vocabulary Explain that the story is based on two meanings for catnap: the usual one ( a short nap ) and an unusual one ( to steal a cat ). Discuss both meanings of each of these related words: catnapper, catnapping, catnapped. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What animals are in this story? Speaker 2: cats Speaker 1: What is catnapping? Speaker 2: taking short naps or stealing cats Speaker 1: Who is the new cat who moves onto the street? Speaker 2: Cat Carson Speaker 1: Why does Kitty Katz call the police? Speaker 2: She thinks that Puss N. Boots has been catnapped. Speaker 1: What happens when Puss comes to the courtroom? Speaker 2: People learn he was not catnapped. Speaker 1: What mistake does Kitty Katz make? Speaker 2: She thinks that catnapping means stealing cats, but it really means taking short naps. Name Date Lesson 2 BLACKLINE MASTER 2.7 Read and answer the questions. 1. Think within the text Why is Kitty Katz shocked when she hears that Cat Carson loves catnapping? She thinks that Cat Carson steals cats. 2. Think within the text Why does Chief Calico arrest Cat Carson? Chief Calico is convinced that Cat Carson catnapped Puss N. Boots. 3. Think beyond the text How do you think Kitty Katz feels when she realizes that Cat has not catnapped Puss? Explain your answer. Possible response: She is probably embarrassed for misunderstanding catnapping and jumping to conclusions. 4. Think about the text Why do you think the author uses names such as Kitty Katz, Cat Carson, and Puss N. Boots in this story? Possible response: The author uses names that are connected to cats to add to the humor of the story, because all the characters are cats. Making Connections In, a misunderstanding causes big problems. Think of another story you have read or an experience you have had in which a misunderstanding caused problems. What was the problem and how was it solved? Write your answer in your Reader s Notebook.. All rights reserved. 9, Unit 1: Good Citizens 5 Lesson 2:

6 Name Date Thinking Beyond the Text Read the following paragraph. Then write the news article below. Imagine you are a news reporter at the trial of Cat Carson. Write an article about what happens at the trial. Use details from the story in your article. 6 Lesson 2:

7 Name Read and answer the questions. Date Lesson 2 BLACKLINE MASTER Think within the text Why is Kitty Katz shocked when she hears that Cat Carson loves catnapping? 2. Think within the text Why does Chief Calico arrest Cat Carson? 3. Think beyond the text How do you think Kitty Katz feels when she realizes that Cat has not catnapped Puss? Explain your answer. 4. Think about the text Why do you think the author uses names such as Kitty Katz, Cat Carson, and Puss N. Boots in this story? Making Connections In, a misunderstanding causes big problems. Think of another story you have read or an experience you have had in which a misunderstanding caused problems. What was the problem and how was it solved? Write your answer in your Reader s Notebook. 7 Lesson 2:

8 Student LEVEL J Date Lesson 2 BLACKLINE MASTER 2.11 Running Record Form page Selection Text Errors Self-Corrections 7 Everyone gasped as Cat sat in the chair next to the judge. Kitty whispered to her friend Shorty Hair, He sure looks like a catnapper to me! 8 What have you done with Puss? the judge asked. I didn t do anything with Puss! I haven t even seen him! Cat told the jury. But, boy, am I tired. 9 Cat yawned. Suddenly, the door of the courtroom opened. In walked Puss N. Boots! Where have you been, Puss? the judge asked. I ve been at my sister s in Littertown, Puss said. Cat Carson didn t catnap you? asked the judge. Of course not! said Puss. Comments: Accuracy Rate (# words read correctly/ ) % 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 2: