2 who is in your family?

Number of Words: 229

L E S S O N 2 T E A C H E R ’ S G U I D E

Who Is in Your Family?by Mary Reid

Fountas-Pinnell Level FNonfictionSelection SummaryThis selection explores the varied confi gurations and characteristics of a family, providing examples and prompting readers to think about their own families: Who is in your family (including extended family members)? What does your family like to do? What does your family like to eat? Where does your family like to spend time?

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Expository text in third-person with each page or set of pages addressing a different aspect of families (e.g., size/confi guation, favorite activities, favorite foods)

• No paragraphs or paragraph indents; each sentence beginning on a new line with only a few lines turning over.

Content • Nature of the family—possible family members, types of family activitiesThemes and Ideas • Families and extended families benefi t from doing a variety of things together.

• Every family is unique but there are common experiences and relationships.• Readers are encouraged to think about the nature of their own families.

Language and Literary Features

• The last sentence on every page addresses the reader.• Sentences are written in the present tense.• Much of the vocabulary is repeated and recycled (e.g., family, visit, spend time).

Sentence Complexity • Some sentences with clauses; several with phrases, and some with compound subjects or predicates

• Commas in a series: This boy lives with his mom, his dad, and his two sisters. • Sentence types include statements, questions, and an exclamation (p. 9)

Vocabulary • Family words should be familiar: dad, mom, sisters, brothers, aunts, uncles, cousins.• Possibly unfamiliar words: piano, hike, porch, photos

Words • Mostly 1- and 2-syllable words; some 3-syllable (family, piano, together, remember)• Words with –s ending (e.g., plays, uncles, photos) and one –es (families)• Possible decoding challenges: people, piano, aunt, cousins, photo, remember

Illustrations • Color photographs, designed to look like album photos, support text and vocabulary.Book and Print Features • Nine pages, all a mix of text and photos

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

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Target Vocabulary

cousin — the son or daughter of your aunt or uncle, p. 9

crown — a head covering that looks like it is made of gold or silver and jewels, p. 3

piano — a large musical instrument played by pressing keys on a keyboard, p. 3

porch — a room or area attached to the outside of a house, p. 8

remember — recall, p. 10

spend — to use time or energy to do something, p. 6

stuck — held in place and unable to move, p.9

visit — to go to see a person or place, p.6

Who Is in Your Family? by Mary Reid

Build BackgroundBegin by noting that the cover photo has holders at each corner, like ones that keep photos in place in an album. Use children’s knowledge of families and family photos to build interest, using a question like this: Why are family photos fun to look at? Now read the title and author, and discuss what is shown in this family photo.

Introduce the TextGuide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

: Explain that this book is about the different relationships people in families have with each other and the things people in families like to do together. Suggested language: This selection is about different kinds of families and family activities. Look at the photo. Who can you see in this family? How do you think they are feeling? How can you tell?

Page 3: Turn to page 3. Families like to do things together, like play or listen to music. This girl is playing a piano. She has gotten all dressed up. She’s even wearing a crown on her head! What does this photo tell you about this little girl?

Page 6: Turn to page 6. Families like to visit places and spend time together. This family likes to visit the beach. What kinds of things can you do when you spend time at the beach?

Page 8: This family is getting together on a porch. Why is a porch a good place to get together?

Now turn back to the beginning and read to learn about all kinds of families and what they like to do together.

2 Lesson 2: Who Is in Your Family?Grade 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 Question Strategy , asking themselves questions about what they are reading.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: Did any of the families in this book remind you of your family? Why or why not?

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

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

• Families come in different sizes and with different family members.

• Families like to do things together, like hiking, going to the beach, eating, and getting together with aunts, uncles, and cousins.

• Photos help families remember their times together.

• Every family is different but they all have the same kinds of feelings.

• Experiences together bond families.

• Family members — aunts, uncles, and cousins — should take the time to visit and get to know one another.

• The author ends each page with a question to you, the reader, to get you to think about your own family.

• The sentences are in the present tense, as if the author is telling you right now what is happening in a photograph.

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

Choices for Further Support• Fluency Have children echo-read as you read the text on a particular page, sentence

by sentence. Remind children to listen to how you read a sentence and to imitate you as they read.

• 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 a letter in a word to make a new word. Demonstrate with these words from the text: like and hike, showing children how changing the letter l at the beginning of like to h makes a new word, hike. Have children practice changing these words from the text into new words by changing their fi rst letter (possibilities are in parentheses): big (pig, dig, rig, wig), dad (bad, had, lad, mad, sad), sand (band, hand, land), and beach (peach, reach, teach).



Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 2.1.

RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: crown)

Reading Nonfi ctionNonfiction Features: Photographs Remind children that nonfi ction books often have photographs instead of illustrations. Point out that nonfi ction books give readers facts and information about real people, events, and things. The photographs show what the text is describing.

Read the text on page 3: This girl lives with her mom. She wears a crown while she plays the piano. Have children point out in the picture specifi c things mentioned in the text: the girl, the crown, the piano. Assign pairs of children other photos in the selection. Have each pair fi nd and read aloud a sentence on that page that tells about what is happening in the photo.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.

Assessment Prompts• What word tells what this selection is mainly about?

• What word on page 10 means nearly the same as the word recall?



Read directions to children.

Target VocabularyWrite the Target Vocabulary word that best goes with each group of words below.

crowncousinpianoporch

rememberedspendstuckvisit

Vocabulary

1. money, vacation, time spend

2. uncle, aunt, son, daughter cousin

3. sit, outside, house, steps porch

4. mud, spider web, hole, ditch stuck

5. instrument, keys, pedals, music piano

6. city, farm, park, museum visit

7. king, queen, head, jewels crown

8. memory, fact, name, face remembered

Name Date

Grade 2, Unit 1: Neighborhood Visit3

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

Who Is in Your Family?Target Vocabulary

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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First Pass

English Language DevelopmentReading Support Make sure the text matches the child’s reading level. Language and content should be accessible with regular teaching support.

Idioms/Expressions Explain these phrases involving the word time that may puzzle children: spend time (pp. 6, 8), and remember their time together (p. 10).

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: In a family, a boy and a girl are called what?

Speaker 2: brother and sister

Speaker 1: What is a sandy place that a family can visit to spend time together?

Speaker 2: a beach

Speaker 1: What can families look at to remember their time together?

Speaker 2: photos

Speaker 1: Name some family members you read about.

Speaker 2: (Answers will vary but will include mom, dad, brothers, sisters, aunts, uncles, and cousins.)

Speaker 1: Why does the selection say that family photos are good for families?

Speaker 2: Photos help families remember their time together.

Speaker 1: Name things you learned from the selection that families like to do together.

Speaker 2: They like to play together, hike together, go to the beach together, eat together, visit with each other, and look at family photos.



Name Date

Who Is in Your Family?Thinking Beyond the Text

Think about the question below. Then write your answer in one paragraph.

Why do you think photos are so important to families? Use details from the book in your answer.


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Target VocabularyWrite the Target Vocabulary word that best goes with each group of words below.

crowncousinpianoporch

rememberedspendstuckvisit

Vocabulary

1. money, vacation, time

2. uncle, aunt, son, daughter

3. sit, outside, house, steps

4. mud, spider web, hole, ditch

5. instrument, keys, pedals, music

6. city, farm, park, museum

7. king, queen, head, jewels

8. memory, fact, name, face

Name Date Lesson 2

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

Who Is in Your Family?Target Vocabulary



1413763

Student Date Lesson 2

B L a c k L i n e m a s t e r 2 . 2 3

Who Is in Your Family?Running Record Form

Who Is in Your Family? • level f

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

2

3

4

5

6

Many people are in a family. This dad plays with his family.

Who is in your family?

This girl lives with her mom. She wears a crown while she

plays the piano. What does your family do?

This boy lives with his mom, his dad, and his two sisters. They

like to hike outside. What does your family like to do?

This family has three people in it. They like to eat together.

What does your family like to eat?

This family likes to visit the beach. They spend time on the

sand. Where does your family like to go?

Comments: Accuracy Rate (# words read

correctly/100 × 100)

%

Self-Correction Rate

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

1:



2 who is in your family?

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