7 Artists All Around You - Houghton Mifflin Harcourt

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Number of Words: 858

Characteristics of the Text Genre • Informational text

Text Structure • Introduction with a heading that asks the question “What Is an Artist?”• Organized into fi ve categories of artist

Content • Categories of artists who are not traditional painters• Descriptions of the work of each type of artist

Themes and Ideas • Many kinds of artists are working in different fi elds of art.• The work of artists is all around us.

Language and Literary Features

• Clear language with conversational tone• Writer talks directly to the reader: You know that a person who paints is an artist.

Sentence Complexity • Variety in sentence length, with some long (more than 15 words) and complex sentences• Direct questions: Have you ever seen a big picture on the side of a building?• Phrases set off by dashes

Vocabulary • Content-specifi c words: architect, display artist, muralist, illustrates, designer, model, projector, tracing paper

Words • Words formed from base words: build/building/builders/built, design/designer, mural/muralist

• Words used as adjectives in a way that may be unfamiliar: detailed plans, building tools, projected image, tracing paper

Illustrations • Photographs that are closely linked to the text; some full-page photos• Photographs inset on other photos

Book and Print Features • Section titles indicate content• Captions for every photo

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

L E S S O N 7 T E A C H E R ’ S G U I D E

Artists All Around Youby Stanford Makishi

Fountas-Pinnell Level MInformational TextSelection SummaryThe work of different kinds of artists can be seen almost everywhere. Costume designers, architects, display artists, face painters, and muralists are examples of artists whose work can be seen outside the walls of museums.

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illustrate - to make pictures of something, p. 2

imagine - to see a picture in your mind, p. 9

research - to search for and study information about a topic, p. 4

scribbles - drawings or doodles, drawn in a quick or careless way, p. 7

sketches - quick, simple drawings, p. 4

textures - different ways that surfaces look and feel, p. 10

tools - things people use to help them do a job, p. 8

tracing - copying the outline or shape of something, p. 12

Target Vocabulary

Artists All Around You by Stanford Makishi

Build BackgroundHelp students use their knowledge of artists to anticipate the text. Build interest by asking questions such as the following: Are people who paint pictures the only kind of artist? What other kinds of artwork might artists create? Read the title and author and talk about the cover illustration. Have students try to guess why the book is titled Artists All Around You. Tell students that this book is informational text, so the words and photos will give factual information about artists.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

: Explain that this book is about the work of artists whom students might not know about.Suggested language: Turn to page 2 of this book. Look at the section head, “What Is an Artist?” How would you answer this question? What do you think an artist is?

Pages 4–5: Read the heading and ask students to study the photo and the inset sketch. Explain that doing research—looking at books or doing a web search to learn about a subject—is part of a costume designer’s job. What kind of research do you think was needed to design the clothes the actress is wearing?

Pages 6-7: Help students with the pronunciation of architect. An architect designs buildings. Have you ever thought about how buildings are designed? What makes an architect a kind of artist?

Page 8: Have students read the section head, “Display Artist.” What do you notice about the heading of each section of this book? How do the headings help you to predict what information you will read in the section? Read the photo caption on page 8: A display artist also uses building tools. What kinds of tools do you see in the photo? How might a display artist use tools like hammers and wrenches?

Now turn back to the beginning of the book and read to fi nd out about different kinds of artists.

2Grade 3© Houghton Mifflin Harcourt Publishing Company

Lesson 7: Artists All Around You

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ReadHave students read Artists All Around You silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy and to think about what they read, then form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: What kind of artist would you like to be? Why?

Ways of ThinkingAs you discuss the text, help students understand these points:

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

• There are many different kinds of artists.

• You can see works of art all around you.

• Artists in different fi elds use some of the same tools and go through some of the same steps to create their work.

• Some things that we may not think of as art are really works of art.

• If you look closely and think about what you see, you will notice different kinds of art everywhere.

• Artists have a choice of many different jobs to use their talents.

• The photographs and text work together to help readers understand the work that different kinds of artists do.

• The section headings help readers know what they will learn from each text section.

• The author proves his point that you can fi nd art everywhere you look.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text and demonstrate phrased

fl uent reading. Remind them to read word groups instead of single words.

• 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 some words can be used as different parts of speech. For example, sketch can be used as a verb meaning “draw roughly” and as a noun meaning “a rough, quickly done drawing.” Help students fi nd other examples in the book, such as paint (verb and noun) and tracing (verb, noun, and adjective).




Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 7.8.

RespondingHave 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 SkillText and Graphic Features

Target Comprehension Skill Remind students that paying attention to how

words and photos work together can help them understand what they are reading. Model the skill, using a “Think Aloud” like the one below.

Think Aloud

When I read, I think about why the author included headings, text, photos, and captions. As I read, I look at all of these features that give a lot of information. The photo on page 11 is an example. It shows an artist painting on someone’s face. The purpose of the photo is to show that face painting is art too!

Practice the SkillHave students fi nd two other examples in which they used the photographs and illustrations in the book to help them understand what they were reading.

Writing Prompt: Thinking About the TextHave students respond to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• Which words from the second paragraph on page 4 help the reader know the meaning

of costume?

• What is the last paragraph on page 10 mainly about?

• Find the section in the story that shows what a display artist needs to know about tools.




English Language DevelopmentReading Support In Introduce the Text (p.2) include as much practice as needed to help students become familiar with the language structures of the book.

Vocabulary The book contains many nouns that have been created by adding suffi xes, such as artist, designer, painter, muralist, and projector. Help students understand that the endings –er, –or, and –ist add the meaning “person or thing that ___” to other words; for example, an artist is a person who makes art.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/Advanced

Speaker 1: Point to the paintings on the cover. Who made these paintings?

Speaker 2: artists

Speaker 1: What kind of place do you think this is?

Speaker 2: a museum

Speaker 1: What is a painting on the side of a building called?

Speaker 2: It is a mural.

Speaker 1: What is the artist who creates clothes for movies called?

Speaker 2: The artist is a costume designer.

Speaker 1: What steps does an architect go through in designing a building?

Speaker 2: An architect answers questions about what the building is being used for and its size. Then the architect makes sketches, a model of the building, and detailed plans.

Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text Where might you see the work

of a display artist? An architect? A face painter?

in a store window, as a downtown building, at a school fair

2. Think within the text What are two other types of

artists mentioned in the text, besides display artist,

architect, and face painter?

costume designer, mural artist

3. Think beyond the text If you could be one of the

artists mentioned in the text, which would you want to

be? Explain your answer.

Responses will vary.

4. Think about the text Why do you think the author

gave his book the title Artists All Around You? Is it a

good title? Why or why not?

The text explains that art is not just paintings. Artists All Around You is a

good title, reminding me of art in everyday life.

Making Connections You can see artists and their artwork in many places. Think of a type of art you have read about or seen that is not mentioned in the book. What kind of artist makes this art? What does the art look like? Where can you see it?

Write your answer in your Reader’s Notebook.

Possible responses shown.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 3, Unit 2: Express Yourself

Name Date

10

Lesson 7B L A C K L I N E M A S T E R 7 . 8

Artists All Around You

Critical Thinking

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Name Date

Artists All Around YouThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

This book is divided into categories according to the type of artist being described. The headings name the kind of artist. Think about why the author organized the book in this way. What is your opinion about the way in which this book is organized? Is it helpful or not? Which section interested you most? Why?




Critical ThinkingRead and answer the questions.

1. Think within the text Where might you see the work

of a display artist? An architect? A face painter?

2. Think within the text What are two other types of

artists mentioned in the text, besides display artist,

architect, and face painter?

3. Think beyond the text If you could be one of the

artists mentioned in the text, which would you want to

be? Explain your answer.

4. Think about the text Why do you think the author

gave his book the title Artists All Around You? Is it a good

title? Why or why not?

Making Connections You can see artists and their artwork in many places. Think of a type of art you have read about or seen that is not mentioned in the book. What kind of artist makes this art? What does the art look like? Where can you see it?

Write your answer in your Reader’s Notebook.

Name Date

Lesson 7B L A C K L I N E M A S T E R 7 . 8

Artists All Around You

Critical Thinking

7 Lesson 7: Artists All Around YouGrade 3© Houghton Mifflin Harcourt Publishing Company


1414

041Behavior 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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

4 Think about your favorite movie. Were the actors wearing

clothes of the past? Were they wearing clothes of the future?

Or were they wearing clothes from another land?

The artist who designs, or creates, the clothes that actors wear

is called a costume designer. A costume is what an actor

wears in a play or a movie.

First, the costume designer might have to do research. That

way the designer can be sure that the costumes are right for

the time and place of the movie. After that, the designer makes

sketches and drawings of the costumes.

Comments: Accuracy Rate (# words read

correctly/97 × 100)

%

Total Self- Corrections

Student Date Lesson 7

B L A C K L I N E M A S T E R 7 . 1 2

Artists All Around YouRunning Record Form

Artists All Around You • LEVEL M

8 Lesson 7: Artists All Around YouGrade 3© Houghton Mifflin Harcourt Publishing Company


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