25 TEACHER’S GUIDE Bee’s Beautiful Gardenforms.hmhco.com/assets/pdf/journeys/grade/L25_Bees_Beautiful...Number of Words: 720 LESSON 25 TEACHER’S GUIDE Bee’s Beautiful Garden

Number of Words: 720

L E S S O N 2 5 T E A C H E R ’ S G U I D E

Bee’s Beautiful Gardenby Winston White

Fountas-Pinnell Level NFantasySelection SummarySome animal friends each make a garden. Some grow fl owers, some grow vegetables, but all agree that Bee’s garden is the most beautiful. Robin, Worm, Grasshopper, and Cardinal sneak into Bee’s garden, hoping to discover Bee’s secret. Finally, Hummingbird hides in Bee’s birdhouse all night and learns the secret. Bee carries pollen from one fl ower to the next to fertilize the fl owers and make them grow.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Fantasy

Text Structure • Events told in chronological order • Third-person narrator• Problem presented on page 4

Content • Creating, caring for, and enjoying fl ower and vegetable gardens• Finding the secret to a successful garden• Trying to do something as well as someone else does

Themes and Ideas • It is worthwhile to try to learn how to do things better.• Knowledge and know-how are the keys to success.• Pollination is a natural process that plants need for blooming.

Language and Literary Features

• Natural dialogue • Setting important to plot

Sentence Complexity • Long compound and complex sentences: Robin tried to stay hidden in the trees, but Bee saw Robin fl ying up above and she stopped working in her garden until Robin fl ew away.

• Modifi ed phrases in series: It had rich soil, plenty of sun, and a supply of water.Vocabulary • Many gardening terms, some of which might not be familiar, such as meadow, petunias,

tending, sprouting, blossomed, fl ourish, pollen, pollinate, fertilizeWords • Multisyllable words, some of which may not be familiar, such as fortunate, underneath,

investigate, untangle, discover, realizedIllustrations • Colorful drawings on most pages support the text

Book and Print Features • Four pages of full text• Four full-page illustrations

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

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Expand Your Vocabulary

fertilize – to make able to grow well, p. 12

fl ourish – to grow well, p. 6

nurture – to care for and help to develop, p. 6

pollen – tiny particles in fl owers that fertilize seeds, p. 12

pollination – the act of placing pollen on a plant, p. 12

Bee’s Beautiful Garden by Winston White

Build BackgroundHelp children use their knowledge of plants to visualize the story. Build interest by asking a question such as the following: What do bees do in a garden? Why are they important? Read the title and author and talk about the cover illustration. Tell children that this story is a fantasy, so at least some parts of it could not really happen.

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 Bee and her friends live near a grassy meadow. The friends decide this is a good place to plant gardens. Suggested language: Let’s turn to page 2. Read the sentence: The animals thought they were very fortunate to live in such a nice place. Look at the picture on page 3. Why did the animals feel lucky?

Page 6: Read the fi rst sentence: The animals knew that Bee must have a secret to make her garden flourish as it did. What might make Bee’s garden fl ourish? Why do you think it grew so well? The animals want to fi nd out what Bee did to nurture her beautiful fl owers. They think that Bee does something special to care for her fl owers and help them grow.

Page 8: Explain that the animals all want to know Bee’s secret. Robin decided to investigate. What do you think Robin is trying to look at and study? What kinds of things have we investigated in class?

Now turn back to the beginning of the story and read to fi nd out the secret to Bee’s garden.

2 Lesson 25: Bee’s Beautiful GardenGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read silently Bee’s Beautiful Garden while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind children to use the Monitor/Clarify Strategy to fi nd ways to fi gure out what doesn’t make sense.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: Do you think Bee was happy that her friends discovered her secret? 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

• A group of animal friends plant gardens.

• Bee’s garden is the most beautiful, and the others try to spy on her to learn her secret.

• Hummingbird discovers that Bee pollinates her fl owers to fertilize them.

• Now everyone uses pollination and every garden is as beautiful as Bee’s.

• Nature is amazing.

• It is good to want to do or make something really well, and to do your best.

• Knowing or learning the right information can make you successful.

• The animals behave like humans, making the story a fantasy.

• The friends talk and act the way friends really would talk and act.

• The story is fi ction, but the author included a lot of details about gardens, and readers can learn some things about gardening and fl owers.

© 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 or present as

Reader’s Theater. Remind them to speak or read the animals’ dialogue with good phrasing and expression, as if the characters were actually speaking.

• 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 longer words are often formed by adding prefi xes and suffi xes to base words. For example, the word colorful, on page 2, is formed by adding the suffi x –ful (full of) to the base word color (full of color). The word harmful, on page 2, is formed by adding the suffi x –ful to the base word, harm. To form the word beautiful, on page 4, change the y in the base word beauty to i and add the suffi x –ful (beautiful).



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 25.9.

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 they can tell the order in which

things happen in a story to better understand the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

First, the animals planted gardens, just like the chart on page 15 says. Next, what happened? Bee’s garden grew the biggest and brightest fl owers. Then, the animals tried to fi nd out Bee’s secret. Let’s see, what happens after that? I can add more boxes to complete the chart.

Practice the SkillHave children write about three ways the animals tried to fi nd out Bee’s secret. Remind children to tell the events in the order they happen.

Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What does the word nurture mean?

• What happened when Cardinal fl ew into Bee’s garden?



Read directions to children.

Think About ItRead and answer the questions.

1. Why does Bee’s garden grow better than the other

animals’ gardens?

2. Why do people like to raise flowers?

3. List at least two ways in which Bee’s Beautiful Garden

is an example of a fantasy.

Making Connections Describe a garden you have seen. Tell what you saw and what you liked about it. Tell how it is like the garden in this book.

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 5: Changes, Changes Everywhere

Lesson 25B L A C K L I N E M A S T E R 2 5 . 9

Bee’s Beautiful GardenThink About It

Think About It

English Language DevelopmentReading Support In Introduce the Text (p. 2), include as much practice as needed to help children become familiar with the language structures of the book. Provide more support for children by clarifying tricky vocabulary, such as fertilize, fl ourish, nurture, pollination, blossomed, sprouting, drooping.

Spanish Cognates Point out the English/Spanish cognates fortunate/afortunado (page 2); garden/jardín (page 2); fl ower/fl or (page 2).

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 do the animals do?

Speaker 2: plant gardens

Speaker 1: Who has the best garden?

Speaker 2: Bee

Speaker 1: What does Bee put on her fl owers to help them grow?

Speaker 2: pollen

Speaker 1: Why do the animals think Bee has a secret?

Speaker 2: Her garden grows better than all the other gardens.

Speaker 1: Why do the animals sneak into Bee’s garden?

Speaker 2: They want to know her secret for growing the best garden.

Speaker 1: What is special about Bee’s garden?

Speaker 2: Her fl owers are the biggest and brightest. They are every size, shape, and color. They grow all summer long.



Name Date

Bee’s Beautiful GardenThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Bee’s Beautiful Garden is a fantasy, but the author included a lot of facts about bees. For example, real bees do pollinate flowers. How could this story be changed from fantasy to informational text? How could it be changed from fantasy to realistic fiction?



Think About ItRead and answer the questions.

1. Why does Bee’s garden grow better than the other

animals’ gardens?

2. Why do people like to raise fl owers?

3. List at least two ways in which Bee’s Beautiful Garden

is an example of a fantasy.

Making Connections Describe a garden you have seen. Tell what you saw and what you liked about it. Tell how it is like the garden in this book.

Write your answer in your Reader’s Notebook.

Name Date Lesson 25

B L A C K L I N E M A S T E R 2 5 . 9

Bee’s Beautiful GardenThink About It



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Student Date Lesson 25

B L A C K L I N E M A S T E R 2 5 . 1 3

Bee’s Beautiful GardenRunning Record Form

Bee’s Beautiful Garden • LEVEL N

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

4 All the animals spent a lot of time tending

their gardens. If the plants were drooping, the

animals gave them plenty of water. If bugs were

eating the plants, the animals shooed the harmful

pests away. If weeds were sprouting, the animals

pulled them right up.

Try as they might, though, none of the animals

could make a garden quite like Bee’s. Everyone

agreed that Bee had the most beautiful garden in

the neighborhood.

Bee grew flowers of every size, shape, and

color. Her garden had the biggest and brightest

flowers in the whole neighborhood.

Comments: Accuracy Rate (# words read

correctly/95 × 100)

%

Total Self- Corrections



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25 TEACHER’S GUIDE Bee’s Beautiful Gardenforms.hmhco.com/assets/pdf/journeys/grade/L25_Bees_Beautiful...Number of Words: 720 LESSON 25 TEACHER’S GUIDE Bee’s Beautiful Garden