1 TEACHER’S GUIDE Billy, the Pet Bird - hmhco.comforms.hmhco.com/assets/pdf/journeys/grade/L01_Billy_the_Pet_Bird_H.pdfLESSON 1 TEACHER’S GUIDE Billy, the Pet Bird ... Vocabulary

Number of Words: 371

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

Billy, the Pet Birdby Pauline Cartwright

Fountas-Pinnell Level HRealistic Fiction Selection SummaryAt the pet shop, Lucy chooses a parakeet for her birthday. She names him Billy, and vows to teach him to talk. Lucy works at it every day, saying, “My name is Billy.” Lucy’s brother Thomas wants to help, but whenever Thomas talks to the parakeet, Lucy says, “Don’t do that!” Instead of his name, Billy learns to say “Don’t do that!”

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative• Organized chronologically

Content • Mild sibling rivalry• Training a pet

Themes and Ideas • Training a pet takes great patience.• Life has a way of surprising us.

Language and Literary Features

• Simple conversational language among family members• Dialogue, all assigned• Third-person narrator

Sentence Complexity • Mostly simple sentences• A mix of short and longer, more complex sentences• Dialogue repeated like a refrain: My name is Billy. Don’t do that!

Vocabulary • Descriptive adjectives: curly, straight, fl oppy• Target vocabulary words highlighted in text

Words • Mostly one- and two-syllable words• Use of pet as both a noun and a verb

Illustrations • Cheerful cartoon-like illustrations• Illustrations support the text

Book and Print Features • Twelve pages of text; illustrations on every page • Two to six lines of text per page• Captions and labels on photos that clarify text

© 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, p. 4

curly – something with curves or twists, p. 4

drooled – watered at the mouth, p. 4

fl oppy – hanging down loosely, p. 8

row – n. a number of people or things arranged in a line, p. 3

stood – to be a certain height when standing, p. 11

straight – something with no curves, turns, or bends, p. 4

weighed – something placed on a scale, p. 6

Billy, the Pet Bird by Pauline Cartwright

Build BackgroundHelp children think about things that animals can learn, and how people can teach them. Ask questions such as: What kinds of animals can do jobs, or perform tricks, or talk? Have you ever tried to teach a pet to do something? Read the title and author and talk about the cover. Tell children that this story is realistic fi ction, so the characters will act like real people.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: pet shop, beak, bird seed, excited.

Introduce the TextGuide students 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 important labels. Here are some suggestions:

Page 3: Explain that this story is about a girl name Lucy. Lucy wants a pet for her birthday, and her family goes to a pet shop to fi nd one.Suggested language: Turn to page 3. The labels on the picture identify Lucy, her brother, Thomas, and her mom and dad. Let’s read the fi rst sentence to fi nd out what kind of pet Lucy wants: Lucy wanted a pet bird. How do you think Lucy will choose from among all those birds sitting in a row, or line?

Page 4: Direct attention to the picture, and explain that Lucy picked a little bird called a parakeet. Cultural Support: Explain that what makes parakeets special is that they can be taught to say a few words. Read the caption. The bird Lucy liked had straight green feathers and a curly yellow beak. Look at the label in the picture. It shows you the bird’s curly beak. The words straight and curly have to do with shape. Is Lucy’s hair straight or curly?

Page 8: Direct attention to the illustration. Lucy named her bird Billy. Do you think Lucy is taking good care of Billy? She liked to talk to him and pet his fl oppy head. What does a fl oppy head look like? Show me.

Now turn back to the beginning of the story and read to fi nd out what Lucy and her brother teach Billy, the bird, to do.

2 Lesson 1: Billy, the Pet Bird Grade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Billy, the Pet Bird silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind students to use the Infer/Predict strategy and use clues in the text to fi gure out more about story parts.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: How do you think Lucy felt when she heard the fi rst words Billy spoke? What was she probably thinking?

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

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

• Lucy wants to teach her new pet parakeet how to talk, all by herself.

• She does not realize the parakeet may repeat anything he hears a lot.

• Lucy is surprised because Billy learns to talk, but he does not say the words she tried to teach him.

• Training a pet takes a lot of hard work and patience.

• Sometimes what you plan is not what happens.

• When people want to help you, you should let them.

• Some of the language is like the refrain of a song, because it is repeated over and over without any changes (“My name is Billy.” “Don’t do that!”)

• The dialogue that expresses disagreement between the brother and sister sounds very realistic.

• The ending is a surprise because we expect Billy to say his name, since Lucy has tried so hard to teach him.

© 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. Tell them to think

about how Lucy and Thomas might feel as they talk to each other. Remind them to use expression to make the children’s conversation sound realistic.

• 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 to change a word to mean more than one of something, add an s. For example, beak/beaks; brother/brothers. Ask children to make a list of singular and plural nouns used in the story. Have them make the singular nouns plural by adding s and the plural nouns singular by taking away the s.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 1.10.

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 it is important to pay attention

to the order in which things happen. Knowing the order of events will help them understand the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

To understand the story, I need to think about what happens fi rst, what happens next, and what happens last. When I look at the chart on page 15, I see that First has been fi lled in with Lucy talked to Billy every day. When I think about what happened Next, I think that Lucy told Thomas, “Don’t do that.” That’s because she wanted him to stop talking when she tried to teach Billy to talk. And what happened last? That’s what goes in the bottom box.

Practice the SkillHave pairs of children choose a favorite story and work together to tell what happens fi rst, next, and last in 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 own experience to think about what happens in the story.

Assessment Prompts• Look at this sentence: One bird drooled. What does the word drooled mean in this

sentence? What words on page 4 help you to fi gure out that meaning?

• What did Lucy learn about parakeets?



Read directions to children.

Think About It Read and answer the questions.

1. What kind of pet does Lucy get?

2. What does Lucy try to teach Billy?

3. What are the first words Billy learns to say?

Making Connections What kind of pet would you like to get? What would you teach your pet?

Write your answer in your Reader’s Notebook.

Grade 2, Unit 1: Neighborhood Visit

Name Date

Think About It

Lesson 1B L A C K L I N E M A S T E R 1 . 1 0

Billy, the Pet BirdThink About It

English Language DevelopmentReading Support Pair advanced and intermediate readers to read aloud a few paragraphs of the story. Remind them to make their voices sound as if Lucy and Thomas are really talking. Or have children use the audio or online recordings.

Cultural Support Parakeets, like Billy, are small, colorful birds from warm parts of the world. In Australia, they form large fl ocks. They became popular as caged birds because of their ability to mimic sounds and therefore, they seem to talk.

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 the girl in the story?

Speaker 2: Lucy

Speaker 1: What does Lucy get at the pet store?

Speaker 2: a bird

Speaker 1: What does Lucy want the bird to do?

Speaker 2: talk

Speaker 1: Why does Lucy say “My name is Billy” every day?

Speaker 2: She thinks Billy will copy her words.

Speaker 1: What does Billy learn to say?

Speaker 2: Don’t do that!

Speaker 1: How does Billy learn to say “Don’t do that”?

Speaker 2: He hears Lucy say it to Thomas a lot.

Speaker 1: How would you teach Billy a new sentence?

Speaker 2: Possible response: I would say the sentence over and over and use a lot of expression.



Name Date

Billy, the Pet BirdThinking Beyond the Text

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

Billy learns to talk, but his words are a big surprise to Lucy. Why do you think he learns to say “Don’t do that!” instead of “My name is Billy”? Do you think the way Lucy said these two things made a difference?



Think About It Read and answer the questions.

1. What kind of pet does Lucy get?

2. What does Lucy try to teach Billy?

3. What are the fi rst words Billy learns to say?

Making Connections What kind of pet would you like to get? What would you teach your pet?

Write your answer in your Reader’s Notebook.

Name Date Lesson 1

B L A C K L I N E M A S T E R 1 . 1 0

Billy, the Pet BirdThink About It



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Student Date Lesson 1

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

Billy, the Pet BirdRunning Record Form

Billy, the Pet Bird • 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

3

4

5

Lucy wanted a pet bird. So Lucy went to

the pet shop with Mom and Dad and Thomas.

Thomas was Lucy’s little brother.

“The birds are sitting in a row,” said

Thomas.

Lucy looked at the birds. One bird drooled.

It was all wet. Two birds had collars on their

necks.

Then Lucy found the best bird. The bird

had green feathers that were long and straight.

The bird had a curly yellow beak.

Lucy picked a name for the pet bird. She

called him Billy.

Comments: Accuracy Rate (# words read

correctly/86 × 100)

%

Self-Correction Rate

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

1:



Documents

1 TEACHER’S GUIDE Billy, the Pet Bird - hmhco.comforms.hmhco.com/assets/pdf/journeys/grade/L01_Billy_the_Pet_Bird_H.pdfLESSON 1 TEACHER’S GUIDE Billy, the Pet Bird ... Vocabulary