9 reading together - houghton mifflin harcourt on the verb read in reading together. ... let’s...

Characteristics of the Text Genre • Nonfi ction

Text Structure • First-person narrative with multiple narrators focuses on one idea• Surprise ending: One child reads to her toy bears

Content • Children can read with adults, siblings, and pets.Themes and Ideas • It’s fun to read to someone else.

• Books are very important in our lives.Language and

Literary Features• Repeating language pattern• Word meaning illustrated by photos• One or two sentences on each page

Sentence Complexity • Short, predictable sentences close to oral language• Subject precedes verb• Simple sentences (subject and predicate)

Vocabulary • Familiar content words supported by photos: dad, mom, grandma, grandpa, sister, brother, dog, cat, bears

• Nouns, verbs, pronouns, prepositionsWords • Highlighted high-frequency words: after, draw, pictures, read, was, write

Illustrations • Color photos support the text.Book and Print Features • Nine pages of text, one or two lines of text on every page, photo on every page

• Print in large, plain font© 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: 62

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

Reading Togetherby Amira Hossain

Fountas-Pinnell Level CNonfictionSelection SummaryVarious children read to family members, including to mom, dad, sister, brother—even to toy bears!

1_301020_BL_VRTG_L09_ReadngTgthr.indd 1 1/13/10 3:55:25 PM

after draw pictures read was write

Words to Know

Reading Together by Amira Hossain

Build BackgroundRead the title to the children and talk with them about what the boy is doing in the cover photo. Ask them what they think they will learn about reading from this book. Encourage children to use their knowledge of reading to think about the book. Ask questions such as the following: Who do you like to read to? Who do you like to read to you?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain the repetition of the sentence pattern I read to my that tells what the child in each photo is doing.

: Explain to children that in this book, different children tell who they like to read to. Suggested language: Turn to page 2. What are these people doing? The girl in the picture says: I read to my mom. I read after school. Now say read. Find read and put your fi nger under it. What letter do you see fi rst in read? Have you ever read a story to your mom? What did you read to her?

Page 3: Turn to page 3. Can you guess who this boy is reading to? He says: I read to my dad. Do you think the boy and his dad like reading together? How can you tell?

Page 4: Turn to page 4. What does this boy tell us he does? He says: I read to my grandma. I write stories, too. Say write. The word write begins with the letters wr. Find write and put your fi nger under it.

Page 5: Look at the photo. Who is the girl reading to? The girl says: I read to my grandpa. I draw pictures, too. Say pictures. What letter would you see fi rst in the word pictures? Find the word pictures and point to it.

Now turn back to the beginning and read to fi nd out who each child reads to.

Words to KnowHave children turn to the Words to Know at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read.

2 Lesson 9: Reading TogetherGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadNow have children read Reading Together softly while pointing under each word. Observe children as they read.

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: Do you think the children in the book like to read? 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

• A child can read to dad, mom, grandma, grandpa, sister, brother, dog, and cat.

• A child can read to toy bears.

• It’s fun to read together with people and pets you love.

• You can even read to a toy that you love.

• Reading at home is important.

• The photos show who children can read to.

• The four same words appear in the fi rst sentence on each page.

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

Choices for SupportConcepts of PrintPractice early reading behaviors such as locating the fi rst and last letters of words in continuous text.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Clapping Game Point to different photos in the book as you say the following words: mom, dad, brother, dog, sister, grandma, cat, bears, grandpa. Then ask children to clap the number of syllables they hear after you say the words together.

• Match Pictures and Sounds Materials: Photos of a bike, girl, mom, dad, grandma, grandpa, brother, sister, dog, cat, cake, sun, toy bear. Call on children to select a photo from a box and say the word aloud. Help children sort the photos in piles based on the initial sound in each word. Then have children read the names in each group of photos and identify the initial sound in each group (boy, bike, bear; grandpa, grandma; dad, dog; cat, cake; sister, sun).



Writing About ReadingVocabulary PracticeRead the directions and have children complete the Vocabulary questions on BLM 9.1.

RespondingHave children complete the vocabulary activities on page 11.

Building VocabularyAction Words/Family WordsBuild on the verb read in Reading Together. Suggested language: Let’s think about the things we enjoy doing with our family at home. What are some things you do with your mom? Your dad? Your grandma? Your grandpa? Your sister? Your brother? As children suggest activities, write their words and sentences on the board or on a large strip of paper. Begin the list with the words: I like to ____ with my _______.

(Possible suggestions: draw with my sister; play ball with my brother; cook with my dad; walk with my grandma; paint with my grandpa; play with my uncle.)

After children have made their suggestions, read the list aloud together, pointing to each word. Look at all the things we like to do with our family at home.

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

Draw a picture of a boy or girl reading a book to someone special.

Now write about your picture. Tell the name of the book.



Read directions to children.3

Words to KnowDraw lines to show the words that rhyme.

after pictures was

draw read write

Word Bank

1. after mixtures

2. saw read

3. pictures rafter

4. kite does

5. was write

6. bead draw

Words to Know© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 1, Unit 2: Sharing Time

Name

Reading TogetherWords to Know

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

1_246215RTXEAN_U2WtK.indd 93 2/6/09 8:37:10 AM

English Language DevelopmentCultural Support Children all over the world have pet names for their grandparents. Have children share what they call their grandparents at home.

Oral Language DevelopmentCheck the 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: Point to a boy in the book.

Speaker 2: [Points to a boy]

Speaker 1: Point to a girl in the book.

Speaker 2: [Points to a girl]

Speaker 1: Point to something one of the children is holding.

Speaker 2: [Points to book]

Speaker 1: Who is one person we can read to?

Speaker 2: Possible answers: mom, dad, brother, sister, etc.

Speaker 1: Who else can we read to who is not in our family?

Speaker 2: pets, toys

Speaker 1: How is the last page of the book different from the other pages?

Speaker 2: The girl reads to her toy bears, not someone in her family or a pet.



Name Date

Reading TogetherDraw a picture of a boy or girl reading a book to someone special.

Now write about your picture. Tell the name of the book.



Words to KnowDraw lines to show the words that rhyme.

after pictures was

draw read write

Word Bank

1. after mixtures

2. saw read

3. pictures rafter

4. kite does

5. was write

6. bead draw

Name

Reading TogetherWords to Know

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



1413424

Student Date Lesson 9

B L a c k L i n e m a s t e r 9 . 2 2

Reading TogetherRunning Record Form

Reading Together • level c

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

7

I read to my mom.

I read after school.

I read to my dad.

I read to my grandma.

I write stories, too.

I read to my grandpa.

I draw pictures, too.

I read to my sister.

I read to my brother.

Comments: Accuracy Rate (# words read

correctly/42 × 100)

%

Self-Correction Rate

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

1:



9 reading together - houghton mifflin harcourt on the verb read in reading together. ... let’s...

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