22 TEACHER’S GUIDE The Kite Contest - hmhco.com

Number of Words: 346

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

The Kite Contestby Claire Daniel

Fountas-Pinnell Level IRealistic FictionSelection SummaryTwo young girls each make a kite for a kite contest at the beach. When their kites collide in midair, they salvage the unbroken parts and make one new kite from the two broken ones. Their new kite fl ies highest and wins the contest.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Narrative structure with a simple plot• Organized chronologically

Content • Making and fl ying kites• Making new friends

Themes and Ideas • Some problems can be solved in clever ways.• Collaborating on a project is fun.• New friends can be made in surprising ways.

Language and Literary Features

• Conversational language • Repetitive phrases: It fl ew up. It fl ew higher and higher. It fl ew above all the other kites.

Sentence Complexity • Split dialogue• Mostly simple sentences with some compound sentences. Example: School was out for

the summer, and Sarah was bored.• Sentences with relative clauses: “We can make a new kite that will be even better!”

Vocabulary • Terms specifi c to kites: kite, dragon, wind, tail, higher, raced, sailed, sticks, paperWords • Mostly one- and two-syllable words

• Some three-syllable words: excited, heavily, terrifi c, together, fi nally, idea• Some words with infl ectional endings, such as answered, guessed, heavily, planning

Illustrations • Illustrations that are closely linked to the text; one half-page illustration on most pagesBook and Print Features • Nine pages of text

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

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Target Vocabulary

answered – replied to a question, p. 6

copy – to do or make something exactly like another thing

guessed – formed an idea without knowing all the facts, p. 10

heavily – in a slow, clumsy, or laborious way, p. 6

knot – a lump or knob made by passing one end of a string or rope through a loop and pulling it

lonely – feeling sad to be alone planning – deciding what you

want to do before you actually do it, p. 7

seriously – acting or speaking in a sincere and not joking way

The Kite Contest by Claire Daniel

Build BackgroundHelp children think about kites and share what they know. Build interest by asking questions such as the following: Have you ever fl own a kite? What are the different parts of a kite? Read the title and author’s name and talk about the cover illustration. Tell children that this book is realistic fi ction, a story that could happen in real life.

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

Pages 2–3: Explain that this is a book about two girls who enter a kite contest. Suggested language: Turn to page 2 of this book. Here is a picture of a girl and her mom. What do you think they are doing? Read the label on the picture to fi nd out the girl’s name. Now turn to page 3. What did Sarah make?

Page 4: Have children look at the illustration and read the label to fi nd this girl’s name. Lena made a kite, too. What animal does her kite look like?

Page 5: Have children look at the illustration. What is Lena doing? How do you think she feels about fl ying her kite? How can you tell?

Page 6: Have children look at the illustration. Explain that Sarah and Lena’s kites bumped together in the air. Read the second sentence: They fell heavily to the ground. What happened to the kites after they fell heavily to the ground? What happens to you when you fall that way?

Page 7: Tell children that the girls are trying to fi gure out what to do with the broken pieces of their kites. Lena has an idea. She is planning to do something with the pieces. I wonder what kind of plan she has for these sticks and paper.

Now turn back to the beginning of the book and read to fi nd out what happened at the kite contest.

2 Lesson 22: The Kite ContestGrade 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 Summarize Strategy and to stop to tell important events as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: How do you think Lena and Sarah felt at the end of the story?

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

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

• Lena and Sarah each build a kite to fl y in a contest.

• When the kites hit each other and fall, the girls use the pieces to make one new kite.

• The girls win the contest and have a new kite and a new friendship to share.

• Some problems can be solved in clever ways.

• Friends can be made in surprising ways.

• It’s fun to collaborate on a project.

• Knowing how to make things from simple materials is a good skill.

• The author shows characters fi nding a clever way to solve their problem.

• The labels help describe what is shown in the pictures.

• The ending is happy for two reasons.

© 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 page from the text and demonstrate phrased

fl uent reading. Remind them to group words into phrases that show 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. Have children change words to add simple infl ectional endings (-ed, -ly, -ing). Remind children that the fi nal consonant has to be doubled to add –ing to one-syllable words with the CCVC pattern (plan, planning). Point out that words ending in –y change the y to i before adding –ly (heavy, heavily).



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 22.7.

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 SkillUnderstanding Characters

Target Comprehension Skill Remind children that it is important to

understand what characters do. Model the skill, using a “Think Aloud” like the one below.

Think Aloud

How will I fi ll out the chart on page 11? What details can I add about Sarah’s kite? I can read page 2 and look at the art on page 3 to fi nd out. It is shaped like a box. It is big. It has a red tail. I read on page 8 that the girls make a kite together. What color is the new kite? I see on page 9 that part is red and part is blue.

Practice the SkillHave children write a sentence telling what they learned about the two main characters when the girls made a kite together.

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• Which words in the second sentence on page 3 help the reader understand the

meaning of the word fl ew?

• Why are the girls happy at the end of the story?



Read directions to children.

Think About ItRead and answer the questions.

1. What things did Lena and Sarah use to make

their kites?

2. As you read, beaches are good places to fly kites.

What are some other good places to fly kites?

3. What do you think might have happened if Sarah

and Lena’s kites had not bumped into each other?

Why?

Making Connections Have you ever entered a contest? What was it? Did you have fun? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 5: Changes, Changes Everywhere

Lesson 22B L A C K L I N E M A S T E R 2 2 . 7

The Kite ContestThink About It

Think About It

English Language DevelopmentReading Support Check regularly on children’s oral reading to determine accuracy, fl uency, and comprehension.

Vocabulary Discuss the meaning of the word ideas (page 10) and talk about the two good ideas that Lena had.

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: What does Lena make with her mom?

Speaker 2: a kite

Speaker 1: Where is the kite contest?

Speaker 2: at the beach

Speaker 1: What are the kites made of?

Speaker 2: sticks and paper

Speaker 1: What happens when the girls’ kites bump together?

Speaker 2: They fall to the ground and break.

Speaker 1: What is Lena’s idea about the broken kites?

Speaker 2: Lena wants to use the pieces to make one new kite.

Speaker 1: Why are the girls happy at the end of the story?

Speaker 2: They win the contest, have a new kite to share and made a new friend.



Name Date

The Kite ContestThinking Beyond the Text

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

This story shows how making things by hand can be fun and useful. Why was it a good thing that both Lena and Sarah had made their first kites instead of buying them?



Think About ItRead and answer the questions.

1. What things did Lena and Sarah use to make

their kites?

2. Beaches are good places to fl y kites. What are some

other good places to fl y kites?

3. What do you think might have happened if Sarah

and Lena’s kites had not bumped into each other?

Why?

Making Connections Have you ever entered a contest? What was it? Did you have fun? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date Lesson 22

B L A C K L I N E M A S T E R 2 2 . 7

The Kite ContestThink About It



1413659

Student Date

The Kite ContestRunning Record Form

Lesson 22B L A C K L I N E M A S T E R 2 2 . 1 1

The Kite Contest • LEVEL I

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

Sarah ran on the beach

with her kite.

The wind blew hard,

and the kite flew high up in the sky.

Sara was excited. “Maybe I will

win the contest!” she said.

Lena was bored that summer, too.

So she made a kite with her mom.

Lena’s kite looked like a big dragon.

Lena took her kite to the beach.

She ran, and the kite flew

up and up.

Lena was excited.

Comments: Accuracy Rate (# words read

correctly/72 × 100)

%

Self-Correction Rate

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

1:



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22 TEACHER’S GUIDE The Kite Contest - hmhco.com