13 in the fall - forms.hmhco.com

Characteristics of the Text Genre • Informational Text

Text Structure • Information is presented by description • Many examples describe changes in the fall season

Content • Weather changes in fall• Animal preparation for winter• Changes to some trees in fall

Themes and Ideas • The fall season brings many changes.• Changes in the seasons affect many parts of nature.

Language and Literary Features

• Conversational language • Writer talks directly to the reader.

Sentence Complexity • Complex sentences, one with an introductory clause: When we walk on dry leaves, we hear the dry leaves under our feet.

• Many sentences with an introductory phrase: In the fall, the sun goes down early.Vocabulary • Words about autumn: season, leaves, rake, needles, fall, winter, colors, dry, cool, rain,

early, red, orange, drop, jump.• Some target vocabulary highlighted in text

Words • Only one word with three syllables: animals• Many plurals: colors, leaves, animals, trees, needles• Many words with ea, ee spelling pattern: leaves, feel, sleep, trees, needles, green, asleep

Illustrations • Photographs closely linked to text on all pagesBook and Print Features • Nine pages of text

• One photo inset with label• Some objects in pictures are labeled.

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

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Number of Words: 286

L E S S O N 1 3 T E A C H E R ’ S G U I D E

In the Fallby Adrian Powers

Fountas-Pinnell Level HInformational TextSelection SummaryFall brings many changes. Days seem shorter. The air may get cool, or it may rain a lot. Leaves on many trees change color, dry out, and fall. By the end of fall, many tree branches are empty. Many animals are asleep.

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down

fall

first

goes

green

grow

new

yellow

Words to Know

In the Fall by Adrian Powers

Build BackgroundHelp children use their knowledge of the fall season. Build interest by asking questions such as the following: How do you know when summer changes to fall? What kind of clothes do you wear in the fall? Read the title and author’s name and talk about the cover photograph.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: walk, feel, hear, colors, early, cool, drop, rake, dark, winter, spring.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any labels. Here are some suggestions:

: Explain that this is a book about changes in the fall season. Call attention to the illustrations and point out that the labels in the photos name things. Suggested language: Turn to page 2. Here is a picture of children playing in the fall. Say the word fall. What sound do you hear at the start of the word? What sound do you hear at the end of the word fall? Find the word fall in the fi rst sentence. What signs of fall do you see in the photograph? The labels will help you think of some signs. Cultural Support: Remind children that fall is different in different parts of the country. Invite children to describe the fall in their area.

Page 3: In the fall, the sun goes down early. Say the word goes. What letter would you expect to see at the beginning of the word goes? Point to goes on page 3. Now say the word down. What sound do you hear fi rst in the word down? Find down in the fi rst sentence. What happens when the sun goes down?

Page 5: Remind children to look at the photos to help them understand what they read. Help them read the labels, too. Look at the photo on page 5. What color leaves do you see on these trees? Leaves change colors in the fall, from green to yellow, red, and orange. Say green. What letter would you expect to see fi rst in green? Read the label green and then fi nd the word green on the page. The word yellow starts with the letter y. Can you fi nd the label yellow? Now fi nd the word yellow in the second sentence.

Now turn back to the beginning of the book and read about changes in the fall season for both people and animals.

2 Lesson 13: In the FallGrade 1© 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.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: What fall changes do 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

• The weather changes in the fall.

• The leaves of many trees change color and drop in the fall.

• Some trees keep their green needles all year.

• Animals do special things in the fall to get ready for winter.

• The fall season brings many changes.

• Nature is beautiful.

• Each fall season brings the same changes.

• The photos show different kinds of changes in the fall season.

• The author includes lots of details about the fall season.

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

Choices for SupportFluencyHave children choose a page to read aloud. Remind them to read at a steady speed—not so fast that their words don’t make sense and not so slowly that their reading loses meaning.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:• Clapping Syllables Have children listen to words from the book and say the syllables:

winter, under, animals, orange, needles, because, asleep. Have them clap on each syllable: win-ter, un-der, or-ange, nee-dles, be-cause, a-sleep.

• Double Vowel Patterns Materials: chalkboard, chalk. Write these story words on the board: tree, feel, feet, cool, look, food, sleep. Call on individuals to read each word and circle the letters that spell the vowel sound.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 13.9 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 SkillCause and Effect

Target Comprehension Skill Tell children that as they read they can think about what

happens and why it happens. Model how to think about cause and effect:

Think Aloud

In the fall, some animals get food for the winter. They look for a place to sleep. Why would they do that? The weather is getting cooler in the fall and then winter will come. It will be cold and there might not be much food. The animals need to keep warm when they sleep in winter.

Practice the SkillHave children tell what happens to many tree branches by the end of fall and tell why that happens.

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

Fall brings many changes. Draw a picture of trees on a fall day.

Write about the way the trees look.



Read directions to children.

Think About ItListen to the ideas about the book. Write the

word that completes each sentence.

1. Trees that stay green in fall have

needles for leaves.

leaves needles animals

2. After fall comes winter .

winter spring summer

Making Connections Think about what you

like about fall. Draw a picture of what you like.

Label your picture.

11 Grade 1, Unit 3: Nature Near and Far

Name

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

In the FallThink About It

Lesson 13B L A C K L I N E M A S T E R 1 3 . 9

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English Language LearnersReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group. You may also want to have children use the audio or online recordings.

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: How does the air feel in the fall?

Speaker 2: cool

Speaker 1: What can change colors in the fall?

Speaker 2: leaves

Speaker 1: What happens to the leaves on some trees in the fall?

Speaker 2: The leaves are yellow, red, and orange.

Speaker 1: Why do the days feel shorter in the fall?

Speaker 2: The sun goes down early.

Speaker 1: Why do some trees stay green in the fall?

Speaker 2: Some trees have needles instead of leaves. The needles stay green all year. They don’t drop to the ground.



Name Date

In the FallFall brings many changes. Draw a picture of trees on a fall day.

Write about the way the trees look.


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Think About ItListen to the ideas about the book. Write the

word that completes each sentence.

1. Trees that stay green in fall have

for leaves.

leaves needles animals

2. After fall comes .

winter spring summer

Making Connections Think about what you

like about fall. Draw a picture of what you like.

Label your picture.

Name

In the FallThink About It

Lesson 13B L A C K L I N E M A S T E R 1 3 . 9



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Student Date Lesson 13

B L A C K L I N E M A S T E R 1 3 . 1 4

In the FallRunning Record Form

In the Fall • 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

2

3

First it is fall. Then it is

winter. In the fall, we see

leaves with many colors.

When we walk on dry leaves,

we hear the dry leaves under

our feet.

In the fall, we feel cool air.

In the fall, the sun goes

down early. In the fall, it gets

dark out early.

In the fall, it can be cool.

In the fall, it can rain a lot.

Comments: Accuracy Rate (# words read

correctly/69 × 100)

%

Self-Correction Rate

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

1:


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