1 teacher’s guide ben and sooty · pdf filelesson 1 teacher’s guide ben and sooty...

Number of Words: 152

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

Ben and Sootyby Pauline Cartwright

Fountas-Pinnell Level HRealistic FictionSelection SummaryBen chooses a kitten at the pet store. He names her Sooty and puts a basket next to his bed for her to sleep in. One morning Sooty isn’t in her basket, so Mom, Dad, and Ben look for her. Finally Mom fi nds her in the laundry basket, sleeping on some sweaters. Ben puts an old sweater in Sooty’s own basket, and she sleeps there all night.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Narrative with clear beginning, middle, and end • Third person narrator• Minimal dialogue• Organized chronologically

Content • Getting a pet and caring for itThemes and Ideas • Caring for a pet is an important responsibility.

• Pets have individual needs, preferences, and personalities.Language and

Literary Features• Third-person narrator tells most of the story.• Minimal conversational language with very short sentences (statements, questions,

exclamations)Sentence Complexity • Mostly simple sentences, some with prepositional phrases: Sooty was sleeping on top of

some sweaters.• One compound sentence: Ben called Sooty, but she didn’t come.

Vocabulary • Words describing pets, a few of which might not be familiar. Examples: fur, fl oppy, straight

Words • Mostly one-syllable words; some familiar two-syllable words• A limited number of more challenging two-syllable words such as basket, sweater

Illustrations • Cheerful, realistic illustrations of a family• Illustrations support the text

Book and Print Features • Twelve pages of text, illustrations on every page • One to fi ve lines of text per page

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

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Target Vocabulary

collars – leather, metal, or plastic bands that are put around the necks of animals

curly – something with curves or twists

drooled – watered at the mouthfl oppy – hanging down loosely,

p. 13row – a number of people or

things arranged in a line, p. 3

stood – supported oneself on the feet in an erect position, p. 3

straight – something with no curves, turns, or bends, p. 5

weighed – something being placed on a scale

Ben and Sooty by Pauline Cartwright

Build BackgroundDraw on children’s love of animals by asking questions such as: What kind of pet would you like to have? How would you care for your pet? Tell some things you would do. Read the title and author and talk about the cover illustration. Tell children that this story is realistic fi ction, so the characters will act like real people.

Introduce the TextGuide 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:

Page 3: Explain that this is a story about a boy named Ben. Ben would like to have a kitten of his very own.

Suggested language: Turn to page 3 of this book. Here is a picture of Ben and his father. There are some other children in the picture, too. Where do you think they are? The fi rst sentence reads: The children stood in a row at the pet store. If the children sat, they couldn’t see the kittens, could they?

Page 5: Ben is pointing to a kitten with straight, black fur. What does straight fur look like? What is the opposite of straight?

Page 7: Look at the illustration on page 7. What is happening in this picture? Where is Ben? Why did Ben put a basket right next to his bed?

Page 9: Let’s look at Ben and his mom in this illustration. What are they doing? What do you think has happened? How do you think Ben feels? How can you tell?

Page 14: Now turn back to the beginning of the story and read to fi nd out what happens to Ben and his new kitten, Sooty.

2 Lesson 1: Ben and SootyGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Remind children to use the Infer/Predict Strategy and use clues to fi gure out more about story parts.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: How do you think Ben felt when Sooty was missing? How would you feel?

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

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

• Ben is happy to be able to choose a kitten of his own.

• He takes good care of Sooty.

• He is worried when Sooty is not in her basket, and gets help looking for her.

• Sooty likes to lie on soft sweaters, so Ben puts one in her basket.

• Taking care of a pet is challenging.

• You should get to know what your pet likes so you can take better care of it.

• The story is very true to life.

• Finding Sooty in the laundry basket is a good surprise.

• The ending is a good one because Ben gets what he wants (to have Sooty sleep by his bed), and Sooty gets what she wants (a sweater to sleep on).

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

Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them

to pay attention to the punctuation such as question marks and exclamation marks and to say the conversations with feeling.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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 children that they can change words by adding or taking away the endings -ed and -ing. For example, Ben picked a kitten. He called his kitten Sooty. Have children fi nd verbs in the book to practice adding, changing, and taking away the -ed and -ing endings.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 1.7.

RespondingHave children 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 SkillSequence of Events

Target Comprehension Skill Remind children that paying attention to the order in

which things happen will help them understand the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

When I look at the chart on page 15, I see that the fi rst thing that happens at the beginning of the story is that Ben gets a kitten. That’s right. Then, if I think about what happened next, that’s when Ben couldn’t fi nd Sooty. So that’s what I would write after Next. So, let’s see, what happens last? Of course! Ben fi nds his kitten. These things happen in order.

Practice the SkillAsk children to think of a book the class has read recently. Have them write three sentences telling what happens fi rst, next, and last.

Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the story. They notice what the author did, and why it is special or unusual.

Assessment Prompts• How does Ben feel when Sooty is missing?

• Look at this sentence again: Ben rubbed Sooty’s fl oppy ears. What does the word fl oppy mean in this sentence?



English Language DevelopmentReading Support Help children prepare and rehearse something they can share about the text. Have them recreate the scene in which Sooty is lost.

Vocabulary Explain that Ben named his kitten Sooty because her fur is black. Ask children to picture smoke from a burning fi re. The smoke is dark because it is full of soot. Soot is made when you burn wood or other things.

Oral Language DevelopmentCheck 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: Who is Sooty?

Speaker 2: a kitten

Speaker 1: Who brings Sooty home?

Speaker 2: Ben

Speaker 1: Where does Sooty sleep?

Speaker 2: in a basket

Speaker 1: How does Ben take care of Sooty?

Speaker 2: He feeds her and plays with her. He gets her a basket for a bed.

Speaker 1: Where does Mom fi nd Sooty?

Speaker 2: She fi nds her in a basket of clothes.

Speaker 1: How does Ben feel about Sooty? How can you tell?

Speaker 2: He loves Sooty. He takes good care of her. He looks for her when she is missing. He gives her a sweater.

Read directions to children.

Think About It Read and answer the questions.

1. What does Ben do before he chooses Sooty?

2. What happens after Dad helps Ben look for Sooty?

3. In the story, Sooty sleeps in her basket every night.

Where do you think Sooty will probably sleep in the

future?

Making Connections The stories Ben and Sooty and Henry and Mudge are both about pets. What pet would you like to get? Why?

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 1: Neighborhood Visit

Ben and SootyThink About It

Think About It

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



Name Date

Ben and SootyThinking Beyond the Text

Think about the questions below, Then write your answer in one paragraph:

Does Ben seem like a real boy? Does Sooty act like a real kitten? Discuss the story, Ben and Sooty, and tell if the author made it sound as if it could be true. Give reasons for your opinion.



Think About It Read and answer the questions.

1. What does Ben do before he chooses Sooty?

2. What happens after Dad helps Ben look for Sooty?

3. In the story, Sooty sleeps in her basket every night.

Where do you think Sooty will probably sleep in the

future?

Making Connections The stories Ben and Sooty and Henry and Mudge are both about pets. What pet would you like to get? Why?

Write your answer in your Reader’s Notebook.

Name Date

Ben and SootyThink About It

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



1413364

Student Date

Ben and SootyRunning Record Form

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

Ben and Sooty • LEVEL H

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

4

5

6

7

8

Ben wanted a kitten.

Which kitten would Ben like most?

Ben picked a kitten with straight,

black fur.

He called his kitten Sooty.

Ben gave Sooty food.

He played games with her.

Sooty slept in her basket at night.

She slept near Ben.

Ben woke up one morning.

Sooty wasn’t there!

Ben called Sooty, but she didn’t

come.

Comments: Accuracy Rate (# words read

correctly/58 × 100)

%

Self-Correction Rate

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

1:



1 teacher’s guide ben and sooty · pdf filelesson 1 teacher’s guide ben and sooty...

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