LESSON 15 TEACHER’S GUIDE A Father’s Garden · LESSON 15 TEACHER’S GUIDE A Father’s Garden...

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L E S S O N 1 5 T E A C H E R ’ S G U I D E

A Father’s Gardenby Ana María Alvarado

Fountas-Pinnell Level PRealistic FictionSelection SummaryDavid’s love is basketball; his father’s is plants. His father’s efforts to interest David in greenhouse work compete, however, with David’s devotion to basketball. When David’s play is affected by these competing demands, one of David’s homework assignments brings the two together in an unexpected way.

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Characteristics of the Text Genre • Realistic Fiction

Text Structure • Third-person narrative with dialogue • Narrative structure includes multiple episodes related to a single plot• Detailed episodes show how main characters evolve and resolve their differences

Content • How to tend to plants that require extensive care • A boy who loves to play basketball• Detailed information provided about benefi ts of plants

Themes and Ideas • The environment benefi ts from plant cultivation.• Differences can be overcome by considering others’ points of view.

Language and Literary Features

• Assigned dialogue prevalent in fi rst half of story• Characters exhibit traits that change over course of story

Sentence Complexity • Some complex sentences containing embedded clauses and phrases • Some questions posed within dialogue

Vocabulary • Many pastime terms, some of which might not be familiar to English language learners, such as greenhouse, concentrate, and required. Cultural references such as DDT banned in the United States (p. 11).

Words • Multisyllable target vocabulary: directly, habitats, organisms, radiation, variety Illustrations • Lively, cartoon-like drawings support the story.

Book and Print Features • Fourteen pages of text, illustrations on every page, with captions beneath• Some print wraps around illustration

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

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Target Vocabulary

affect – cause a change in something, p. 6

banned – against the rules or against the law, p. 11

directly – happening right away, and with nothing or no one in between, p. 3

habitats – natural areas where certain kinds of plants and animals live and grow, p. 9

organisms – living things, such as plants or animals, p. 3

radiation – the invisible transfer of energy by waves through empty, p. 11

species – a group of organisms that produces organisms of the same kind, p. 9

traces – signs, clues, or evidence that something was there, p. 7

variety – several, or more than one, p. 10

vast – large in amount, size, or area, p. 8

A Father’s Garden by Ana María Alvarado

Build BackgroundHelp students use their knowledge of gardening and plants to visualize the story. Build interest by asking a question such as the following: Have you ever helped someone plant a garden or water plants? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction, so it could take place in real life.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: greenhouse, practice, homework, apologize, admit, recently, fl ower, absorbing, basketball court

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

Pages 2–3: Have student look at the illustrations and read the caption for each one. Explain that David’s father works in a greenhouse.

Page 4: Tell students that David becomes upset when he can’t visit his dad. His basketball practice prevents it. Read the sentence: After practice, David was going to come right home because he had a lot of homework to do tonight. Ask: What does practice refer to? What is homework? How are these two things alike?

Pages 9–10: David’s father worked at a greenhouse that sells a variety of species, or many kinds of plants. The greenhouse tries to imitate the habitats where the plants grow. Ask: What is a habitat?

Page 11: Cultural Support: Explain that DDT is a dangerous pesticide–or chemical used to kills insects–that was banned in the United States.

Now turn back to the beginning of the story to learn how David and his father found common ground.

2 Lesson 15: A Father’s Garden Grade 4© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the story as needed.

Remind students to use the Monitor/Clarify Strategy and to notice what is confusing and to fi nd ways to understand as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Do you think David was wrong not to visit his father? Why or why not?

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

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

• David’s father loves plants and wants to teach David to care for them.

• David loves basketball and has a hard time balancing practice with helping at his dad’s greenhouse.

• David and his father realize that they can combine their interests.

• Caring for plants benefi ts the environment and is something that people across generations can enjoy.

• Parents and children can share interests that ultimately bring them closer together.

• The author incorporates important aspects of both plants and basketball to teach and appeal to readers.

• Dialogue makes the narrative realistic for readers.

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

Choices for Further Support• Fluency Invite students to work in partners and choose a passage from the text to

demonstrate phrased fl uent reading. Remind them to use vary their tone and stress when reading passages of dialogue spoken by multiple characters.

• 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 longer words can be broken into separate parts to make them easier to read. For example, the word disappointment on page 7 is contains the suffi x –ment. Ask students to identify the base word (disappoint).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 15.10.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillMain Ideas and Details

Target Comprehension Skill Remind students that they can name key ideas

and supporting details contained in the text. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The main idea in this graphic organizer states that being kind to family members is important. On page 7, David’s mother suggests that he admit his mistake to his father. Recall that David follows her advice, and the results help both David and his father. David’s mother made a kind suggestion that proved to be important.

Practice the SkillHave students share an example of another text in which they identifi ed details that helped to support the main idea.

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

Assessment Prompts• Which words in the fi rst two paragraphs on page 5 help readers understand what

concentrate means?

• Which sentence(s) from page 10 show that David’s father is a helpful person?

• Complete this sentence in your own words: This story was most likely written to

________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text Read the third paragraph on page 10.

What is the main idea of this paragraph?

2. Think within the text Who tells David not to be afraid to

admit a mistake?

3. Think beyond the text Do you think David will behave

differently in the future? Why or why not?

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

all the information about fl owers and plants in the story?

Making Connections Think about a mistake you have made or a rule you have broken. Did you admit it, or did you hide it? How did you feel afterwards?

Write your answer in your Reader’s Notebook.

A Father’s GardenCritical Thinking

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

Grade 4, Unit 3: Natural Encounters

12

Lesson 15B L A C K L I N E M A S T E R 1 5 . 1 0

Name Date

Flowers are important.

David’s mother

I think David will be more considerate of his family members in the future because

he disappointed his dad when he played basketball instead of visiting him.

I think the author wants the reader to appreciate how beautiful, delicate, and

important fl owers and plants are.

Possible responses shown.

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English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.

Idioms The story includes idioms that might be familiar. Explain the meaning of expressions such as missed a shot (page 12) and made a basket (page 14).

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: Who is telling the story?

Speaker 2: a narrator

Speaker 1: What does David’s father do?

Speaker 2: takes care of plants

Speaker 1: Where sport does David play?

Speaker 2: basketball

Speaker 1: How does David’s mother help David?

Speaker 2: She suggests that David admit his mistake to his father.

Speaker 1: Why does David’s father laugh about his books?

Speaker 2: He realizes that David’s lesson relates to his job, and that he can help David.

Speaker 1: What does David learn about fl owers?

Speaker 2: David learns that fl owers create oxygen. He learned that fl owers can make a park or garden look pretty. His father taught David that certain fl owers require special care.


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Name Date

A Father’s Garden Thinking About the Text

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

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

On pages 9 and 10, the author chooses the family home to have David’s father teach him about flowers. How does this setting affect what and how David learns? Would the greenhouse have been a more interesting setting? Why or why not? Explain your answers, giving examples from the story.



Critical ThinkingRead and answer the questions.

1. Think within the text Read the third paragraph on page 10.

What is the main idea of this paragraph?

2. Think within the text Who tells David not to be afraid to

admit a mistake?

3. Think beyond the text Do you think David will behave

differently in the future? Why or why not?

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

all the information about fl owers and plants in the story?

Making Connections Think about a mistake you have made or a rule you have broken. Did you admit it, or did you hide it? How did you feel afterwards?

Write your answer in your Reader’s Notebook.

A Father’s GardenCritical Thinking


Name Date



1414

014

Student Date

A Father’s Garden

Running Record Form


A Father’s Garden • LEVEL P


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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

6 After practice, David thought about how he did not go see his

dad on the way home from school.

The feeling of sadness affected how David played. Because he

felt sad, he did not play well. It would have been better to go

see his dad, but now it was too late because he had to do his

homework.

David walked slowly. He didn’t want to get home. When his

dad arrived, David was going to tell him that he went to play

basketball instead of visiting him.

David knew he had done something wrong. He decided to

apologize to his dad.

Comments: Accuracy Rate (# words read correctly/102 ×

100)

%

Total Self- Corrections


LESSON 15 TEACHER’S GUIDE A Father’s Garden · LESSON 15 TEACHER’S GUIDE A Father’s Garden...

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