8 Dress Up · rabbit, wings, bird, caps, kids Words • High-frequency words: I, put, a, bird, we...

Characteristics of the Text Genre • Realistic Fiction

Text Structure • First person narrative with repetitive elements• Surprise ending: The children dress up as themselves.

Content • Dressing up and pretending to be kings, clowns, and animals • Sister and brother having fun together

Themes and Ideas • Clothing can change the way you appear.• It’s fun to imagine being someone or something different.• It’s good to be yourself, too.

Language and Literary Features

• First person narrator• Repetition• Unassigned dialogue

Sentence Complexity • Sentence pattern repeats: I put on a __. I am a ___.• Very simple sentence structure

Vocabulary • One-syllable words with meaning supported by illustrations: crown, kings, hat, clown, tail, rabbit, wings, bird, caps, kids

Words • High-frequency words: I, put, a, bird, weIllustrations • Illustrations support the text.

• Full page illustrations show what children are pretending to be in a mirror.• A pet cat appears in each spread.

Book and Print Features • Pages with two lines of text alternate with full page illustrations.• Each sentence begins on a new line.• One-word labels on illustrations

© 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 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 Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30106-8 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 Miffl in 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.

Number of Words: 49

L E S S O N 8 T E A C H E R ’ S G U I D E

Dress Upby Linda Parker

Fountas-Pinnell Level BRealistic FictionSelection SummaryA boy and a girl take turns playing dress-up. They put on costumes and pretend to be a clown, a rabbit, and a bird. Finally, they put on baseball caps and become themselves again.

1_301068_BL_LRTG_L08_DressUp.indd 1 11/3/09 6:46:33 PM

a bird I put we

Words to Know

Dress Up by Linda Parker

Build BackgroundRead the title to children and talk with them about what the girl is doing in the cover illustration. Encourage them to use their knowledge of games involving imagination, role-playing, and pretending to think about the story. Anticipate the text with questions like these: What is the girl on the cover wearing? Why do you think she has dressed up this way? What might she be thinking or imagining?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Point out the sentence patterns that are repeated. Here are some suggestions:

: Explain that in this story a boy and a girl put on fun clothes and pretend to be a special person or animal. Suggested language: Turn to page 2. What is the boy wearing on his head? The boy says: I put on a crown. Now say put. What letter would you expect to see fi rst in the word put? Find the word put, put your fi nger under it, and say it.

Page 3: Look at the illustration. What is the boy pretending to be? Yes, in the mirror he looks like a king. In his imagination, he feels like a real king when he puts on a crown.

Pages 8–9: Point to the label on page 9 and read it. Explain that the pictures in the book have labels to name what the boy and girl want to be in their costumes. The girl says: I am a bird. What did the girl put on to look like a bird? Point to the label on page 8. The labels also tell what the children put on.

Now turn back to the beginning of the story and read to fi nd out how the children dress up and what they pretend to be.

2 Lesson 8: Dress UpGrade 1© Houghton Mifflin Harcourt Publishing Company

1_301068_BL_LRTG_L08_DressUp.indd 21_301068_BL_LRTG_L08_DressUp.indd 2 7/28/09 12:38:51 PM7/28/09 12:38:51 PM

ReadNow have children read Dress Up softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting.Suggested language: Which way of dressing up did you like best? Why?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

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

• A boy and girl tell about putting on hats, wings, and tails.

• Each time they put on something new, they pretend to be someone different.

• They put on their own caps and go out to play ball.

• It is fun to pretend to be someone different.

• Clothes can make people look and feel different.

• It is best to be yourself.

• The same sentences repeat with just one word changed.

• The characters talk directly to the reader.

• The mirror illustrations show what the children are pretending to be.

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

Choices for SupportConcepts of PrintPractice early reading behaviors such as understanding the concepts of letter, word, and sentence.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Ending Sounds Have children listen for words that end in s. Say each of these words, and have children raise their hands if they hear an /s/ sound at the end: wings, king, caps, bird, kids.

• Word Wall Materials: words on word wall, index cards. Have children choose three words from the word wall and read them. Then have children write the words on cards. Have partners say sentences using some of their words, and adding others.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 8.6 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillSequence of Events

Target Comprehension Skill Remind children that events in stories happen in

order. They should pay attention to the order in which things happen. This can help them understand the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Let’s see, what does the boy put on fi rst? First, he puts on a crown. What does the boy put on next? Next, he puts on a tail. What does he put on last? Oh, yes, he puts on a cap!

Practice the SkillHave children tell what happens fi rst, next, and last in another story they know.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Draw a picture showing one way the boy or girl dressed up.

Write about the costume.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. The girl put on a hat and became

a clown.

hat crown cap

2. The boy put on a tail and was a rabbit .

bird king rabbit

Making Connections Think of what you would

be if you played dress up. Draw a picture of

what you would be. Label your picture.

8 Grade 1, Unit 2: Sharing Time

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 8B L A C K L I N E M A S T E R 8 . 6

Dress UpThink About It

1_246215RTXEAN_U2LR_TAI.indd 8.6 2/6/09 1:38:50 PM

English Language LearnersFront-Load Vocabulary Point out that hat, cap, and crown are all things worn on the head, and that wings and tail are parts of animals’ bodies.

Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Point to the crown.

Speaker 2: [Points to crown]

Speaker 1: Point to the wings.

Speaker 2: [Points to wings]

Speaker 1: Point to the caps.

Speaker 2: [Points to caps]

Speaker 1: What does the boy put on to be a rabbit?

Speaker 2: He puts on a tail.

Speaker 1: What do the kids put on at the end?

Speaker 2: They put on caps.

Speaker 1: Why do the children put on different things?

Speaker 2: They put on things to play a dress-up game. It is fun to pretend to be someone different.



Name Date

Dress UpDraw a picture showing one way the boy or girl dressed up.

Write about the costume.



Think About ItWrite the word that completes each

sentence.

1. The girl put on a and became

a clown.

hat crown cap

2. The boy put on a tail and was a .

bird king rabbit

Making Connections Think of what you would

be if you played dress up. Draw a picture of

what you would be. Label your picture.

Name Lesson 8

B L A C K L I N E M A S T E R 8 . 6

Dress UpThink About It



1413417

Student Date

Dress UpRunning Record Form

Lesson 8B L A C K L I N E M A S T E R 8 . 1 1

Dress Up • LEVEL B

Behavior 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

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

4

6

8

10

I put on a crown.

I am a king.

I put on a hat.

I am a clown.

I put on a tail.

I am a rabbit.

I put on wings.

I am a bird.

We put on caps.

We are kids.

Comments: Accuracy Rate (# words read

correctly/42 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



8 Dress Up · rabbit, wings, bird, caps, kids Words • High-frequency words: I, put, a, bird, we...

Documents

Transcript of 8 Dress Up · rabbit, wings, bird, caps, kids Words • High-frequency words: I, put, a, bird, we...