20 The Weather - Houghton Mifflin Harcourt · LESSON 20 TEACHER’S GUIDE The Weather by Ryan Hensley Fountas-Pinnell Level E Nonfiction Selection Summary Weather changes all the

Characteristics of the Text Genre • Nonfi ction

Text Structure • First-person narrativeContent • Different kinds of weather

• Effects of changes in the weather• A child’s weather-related activities

Themes and Ideas • Weather changes all the time.• Weather affects our lives.

Language and Literary Features

• Simple language • Repeating sentence pattern: I want to ____.

Sentence Complexity • Short, simple sentences• Sentences with prepositional phrases

Vocabulary • Content words related to weather likely to be familiar to children: weather, wind, blows, rain, sun

Words • One and two syllable words: one three-syllable word: umbrella• Highlighted high-frequency words: door, more, mother, old, try, use, want, wash

Illustrations • Color photos support text.Book and Print Features • Eight pages of text with a 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: 81

L E S S O N 2 0 T E A C H E R ’ S G U I D E

The Weatherby Ryan Hensley

Fountas-Pinnell Level ENonfiction Selection SummaryWeather changes all the time. The wind blows; the rain falls; the sun shines. And the active narrator of this book tries to play outside in all kinds of weather.

1_301365_BL_VRTG_L20_Weather.indd 1 1/13/10 7:26:33 PM

door mother try want

more old use wash

Words to Know

The Weather by Ryan Hensley

Build BackgroundRead the title to the children and talk with them about what they see in the cover photo. Encourage children to use their knowledge of weather to think about the book. Ask questions such as the following: What kind of weather do you like best? What do you do in that kind of weather?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the photos that show what the words talk about on each page.

Page 2: Explain that this book is about weather. It is narrated by a boy who wants to play outside in all kinds of weather. Suggested language: Turn to page 2. This boy is telling readers about how he likes to play outside in all kinds of weather. He says: I want to go out to play. I try to play in all kinds of weather. Say the word want. What letter would you expect to see fi rst in the word want? Find the word want and put your fi nger under it. Now say the word try. Find the word try and put your fi nger under it. Do you try to play outside in all kinds of weather? Why or why not?

Page 4: Turn to page 4. What kind of weather do you see in this photo? The second sentence says: The wind blows more and more. Say the word more. What letter would you expect to see fi rst in the word more? Find the word more and put your fi nger under it. Do you think the narrator wants to play outside in this weather? Would you?

Page 7: Turn to page 7. What do you see in this photo? The boy is jumping in puddles. He says: I want to wash my old boots in the rain. Does that look like fun? Why or why not? What letter would you expect to see fi rst in the word wash? Find the word wash and put your fi nger under it.

Now turn back to the beginning and read to fi nd out more about the boy and the weather.

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 20: The WeatherGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadAs the 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: Which kind of weather did you like reading about the most? Would you want to read this book again? 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

• Weather changes all the time.

• The wind blows; rain falls; the sun shines.

• The young narrator likes to play outside in all kinds of weather.

• We can do different things in different kinds of weather.

• It’s fun to see what happens when the weather changes.

• Some weather is exciting to watch.

• The photos show what happens when the weather changes.

• The simple language talks about different kinds of weather.

• The author wrote this book to tell readers about different kinds of weather.

© 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 matching one spoken to one written word while reading and writing.

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

• Read Compounds Materials: index cards, box. Write the following compound words on index cards: sometimes, outside, playground, classroom. Put the cards in a box. Ask children to chose a card and read the index card aloud. Ask children to point to the two small words in each compound word.

• Make New Words Materials: index cards, box. Write the following words on index cards: can, big, sun, dog. Put the words in a box. Ask children to choose a card and read the word aloud. Work with children to make new words by changing the fi rst and last letters (can, man, mat; big, dig, did; sun, run, rub).


1_301365_BL_VRTG_L20_Weather.indd 3 12/24/09 12:08:58 AM

Writing About ReadingVocabulary PracticeRead the directions and have children complete the Vocabulary questions on BLM 20.1.

RespondingHave children complete the vocabulary activities on page 11.

Building VocabularyWeather WordsBuild on the weather words in The Weather. Have children look at the picture on page 4 and talk about the weather they see. Suggested language: Now let’s think about the different kinds of weather in our community and how the weather changes here. What kind of weather do we see in the summer? Winter? Spring? Fall? Today? Last week? As children suggest weather words, write their words and sentences on the board or on a large strip of paper. Begin the list with the words Sometimes ______ ________.

(Possible suggestions: Sometimes snow falls; sometimes thunder booms; sometimes lightning strikes)

After children have suggested weather words, read the list aloud together, pointing to each word as you read. Look at the different kinds of weather we have in our community.

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

Draw a picture of yourself outside in one kind of weather. Make sure you are wearing the right clothes!

Write a sentence that tells about this kind of weather.



Read directions to children.3

Words to KnowFill in the blank to finish each sentence.

Use the words from the word bank.


more old use wash

Word Bank

1. Wash your hands before dinner.

2. Her old shoes did not fit.

3. Do you want more eggs?

4. I told you what I want for my birthday.

5. Did you shut the door ?

6. The mother cat takes care of her kittens.

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

Grade 1, Unit 4: Exploring Together

Name Lesson 20

B L A C K L I N E M A S T E R 2 0 . 1

WeatherWords to Know

1_246215RTXEAN_U4WtK.indd 203 2/6/09 8:56:56 AM

English Language LearnersFront-Load Vocabulary Make sure children know the meaning of weather, changes, wind, blows, strong, sky, and puddles. Use the photos to reinforce the meanings.

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 photo of the wind blowing in the book.

Speaker 2: [Points to wind blowing]

Speaker 1: Point to a photo of the rain falling.

Speaker 2: [Point to rain falling]

Speaker 1: Point to a photo of the sun shining.

Speaker 2: [Point to sun shining]

Speaker 1: What does the boy want to do?

Speaker 2: He wants to play outside.

Speaker 1: What happens after rain falls?

Speaker 2: It makes puddles. Then the sun comes out.

Speaker 1: What are some kinds of weather you read about in this book?

Speaker 2: I read about the wind, the rain, and the sun.

Speaker 1: When does the boy not want to play outside?

Speaker 2: in the strong wind(on page 4 )



Name Date

The WeatherDraw a picture of yourself outside in one kind of weather. Make sure you are wearing the right clothes!

Write a sentence that tells about this kind of weather.

© Houghton Mifflin Harcourt Publishing Company

6 Lesson 20: The WeatherGrade 1


Words to KnowFill in the blank to finish each sentence.

Use the words from the word bank.


more old use wash

Word Bank

1. your hands before dinner.

2. Her shoes did not fit.

3. Do you want eggs?

4. I told you what I for my birthday.

5. Did you shut the ?

6. The cat takes care of her kittens.

Name Lesson 20

B L A C K L I N E M A S T E R 2 0 . 1

WeatherWords to Know




1413455

Student Date Lesson 20

B L a c k L i n e m a s t e r 2 0 . 2 5

The WeatherRunning Record Form

The Weather • level e

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

I want to go out

to play.

I try to play

in all kinds of weather.

I want to play

in the wind.

I do not want to play

in this wind.

The wind blows

more and more.

I want to play

in the rain.

Comments: Accuracy Rate (# words read

correctly/45 × 100)

%

Self-Correction Rate

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

1:




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20 The Weather - Houghton Mifflin Harcourt · LESSON 20 TEACHER’S GUIDE The Weather by Ryan Hensley Fountas-Pinnell Level E Nonfiction Selection Summary Weather changes all the