19 teacher’s guide finding the party · 2012-08-16 · number of words: 613 lesson 19 teacher’s...

Number of Words: 613

L E S S O N 1 9 T E A C H E R ’ S G U I D E

Finding the Partyby Jessica Quilty

Fountas-Pinnell Level KHumorous FictionSelection SummaryLuisa sets off for a party and stops at Max’s house. Max’s sister Sam claims she knows where the party is. More friends join them. Everyone is confused about the directions to the party—everyone but Sam. Is it on Maple Street or Maple Road? Sam knows because she sees the party house while everyone else is busy with the maps.

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Characteristics of the Text Genre • Humorous fi ction

Text Structure • Third-person narrative• The problem is presented on fi rst page.

Content • A group of friends use a map to get to a party, but get lost. • The party house is shown on every spread, but the children, except for the little sister, are

too busy with the map to notice it.• Humorous surprise ending

Themes and Ideas • A group can work together to solve a problem.• It’s important to pay attention to everyone’s ideas.• Maps can help people fi nd places—sometimes.

Language and Literary Features

• Variety of dialogue • Amusing, engaging characters• Interjection: “Arrrghhh!”

Sentence Complexity • Mix of short and complex sentences• Some sentences contain words in either italic or all uppercase letters to show emphasis.

Vocabulary • Direction-related terms. Examples: directions, map, road, street, signs, left, rightWords • Challenging multisyllable words: assistant, decorations, mystery

Illustrations • Humorous, cartoonish illustrations support the text.• Some illustrations are used to show route taken by characters• Handmade map on fi nal page

Book and Print Features • Thirteen pages of text, illustrations on each page© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

agreed – had the same opinion or idea as someone, p. 3

assistant – a person who helps someone else, p. 3

cleared – made something easy to understand, p. 13

failed – did not succeed, p. 4polite – having good manners,

p. 9tearing – pulling or ripping, p. 14

trouble – a problem that makes something diffi cult, p. 14

wisdom – knowledge or understanding, p. 13

Finding the Party by Jessica Quilty

Build BackgroundHelp children think about getting lost. Build interest by asking questions such as the following: How can a map help you fi nd your way? What could happen if the map isn’t helpful? Read the title and author and talk about the cover illustration. Tell children that this story is humorous fi ction, so it will contain funny parts.

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

: Explain that this is a story about a girl, Luisa, who hurries to her friend’s party. As more friends join her along the way, they get lost. They hope a map will help them fi nd their way.Suggested language: Turn to page 2. Here is a picture of Luisa and her dad. Read the fi rst two sentences: It was almost time for Phil’s party! Luisa was so excited. How can you tell what kind of party Luisa is going to?

Page 3: Here’s Luisa with her friend Max and his little sister Sam. Sam says: “I’m Max’s assistant.” What’s another word for assistant? What does an assistant do to help? Max thinks he knows the way to go. Luisa agreed with him. Does Luisa think Max is right?

Page 5: Explain that now another friend has joined the group. He has directions to the party. How can directions help you fi nd the way to somewhere you have never been?

Pages 6-7: Point out that the characters are confused about how to get to the party. The children don’t know if they are looking for Maple Road or Maple Street. If two streets had the same name, why would you be confused about where to go?

Now turn back to the beginning of the story and read to fi nd out if the children ever fi nd their way to the birthday party.

2 Lesson 19: Finding the Party Grade 2© Houghton Mifflin Harcourt Publishing Company

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

Remind children to use the Question Strategy from the last page of the book and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: How do you think the children felt when they got lost? How would you feel?

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

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

• At the beginning of the story, Sam claims she knows where the party is.

• The children rely on the map to help them fi nd their way.

• The map confuses the children, and they become lost.

• At the end, we learn Sam really does know where the party is because she has been observant.

• A group can work together to solve the problem of being lost.

• It’s important to pay attention and listen to everyone’s ideas.

• Maps can help people fi nd places—sometimes.

• The dialogue in the story sounds very realistic, the way children really sound.

• The author made the ending a funny surprise because we discover Sam was right, even though the other characters didn’t listen to her.

• The map makes some confusing things clearer.

© 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 act out or present.

Remind them to pay attention to the punctuation and to stress words in a way that refl ect the author’s meaning.

• 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 words can be changed when endings are added. For example, cleared contains the word clear and the ending -ed. Jumping contains the word jump and the ending -ing.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 19.8.

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 SkillText and Graphic Features

Target Comprehension Skill Remind children that text and graphic features

like pictures and maps can help them understand the story better. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I think I will turn the pages to see where the yellow party house is shown in the art. Here it is on page 5. I’ll write that in the chart. The older children are looking at the map again, just like on page 3, so I’ll write that in the middle box. They look confused because the only one who sees the party house is Sam. I’ll write Confused in the last box.

Practice the SkillHave children write one or two sentences about how the map on page 14 helped them understand the story.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their personal knowledge to think about what happens in the story.

Assessment Prompts• Which words on page 4 help you understand the meaning of the phrase “won’t fail us” ?

• The funniest part of this story is__________________________________________.



Read directions to children.

Think About ItRead and answer the questions.

1. What are the children trying to find?

2. Why do you think the other children ignore Sam

when she says she knows where to go?

3. Do you think Finding the Party is a good title for this

story? What other title might you use?

Making Connections Have you ever been ignored? How did you feel? What did you do?

Write about it in your Reader’s Notebook.

Grade 2, Unit 4: Heroes and Helpers

Name Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 8

Finding the PartyThink About It

Think About It

English Language DevelopmentReading Support Check regularly on children’s oral reading to determine accuracy, fl uency, and comprehension. Help children understand the meaning of the whole story, including why the map was not helpful.

Cultural Support Explain typical birthday parties and the games, food, and decorations that are often involved. Discuss the birthday party’s importance in the story.

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: Look at the cover. What are Luisa and Max looking at?

Speaker 2: a map

Speaker 1: What does the map show?

Speaker 2: the way to a party

Speaker 1: What are Luisa and Max doing with the map?

Speaker 2: They are trying to use it to fi nd the way to Phil’s party.

Speaker 1: Why does everyone get lost?

Speaker 2: They aren’t sure if the party is on Maple Street or Maple Road.

Speaker 1: How do the most of the characters feel about being lost? How does Sam feel?

Speaker 2: The older children are confused because they can’t fi nd the party with the map. Sam is frustrated because she can see where the party house is but no one will listen to her.



Name Date

Finding the PartyThinking Beyond the Text

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

By the end of the story, you learn Sam really does know where the party is. What would have happened if the older children had listened to Sam? Why is it important to pay attention to everyone’s ideas?



Think About ItRead and answer the questions.

1. What are the children trying to fi nd?

2. Why do you think the other children ignore Sam

when she says she knows where to go?

3. Do you think Finding the Party is a good title for this

story? What other title might you use?

Making Connections Have you ever been ignored? How did you feel? What did you do?

Write about it in your Reader’s Notebook.

Name Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 8

Finding the PartyThink About It



1413798

Student Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 1 2

Finding the PartyRunning Record Form

Finding the Party • LEVEL K

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

It was almost time for Phil’s party! Luisa was

so excited.

Phil was the new kid in her class. He had

invited everyone to his birthday party.

Luisa grabbed her gift and headed for the

door. “Come on, Dad!” she cried. “We don’t

want to be late for the party!”

Luisa ran next door and rang the bell. Out

came her friend Max. His little sister, Sam, was

with him.

“I’m Max’s assistant!” Sam said.

Max was looking at a map. “Phil gave us

directions to his house. I think it’s this way.”

Comments: Accuracy Rate (# words read

correctly/94 × 100)

%

Self-Correction Rate

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

1:



19 teacher’s guide finding the party · 2012-08-16 · number of words: 613 lesson 19 teacher’s...

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