LESSON 1 TEACHER’S GUIDE Check Out the Libraryforms.hmhco.com/assets/pdf/journeys/grade/L01_check_out_the... · LESSON 1 TEACHER’S GUIDE Check Out the Library ... Target Vocabulary

Number of Words: 839

L E S S O N 1 T E A C H E R S G U I D E

Check Out the Libraryby Kate Johanns

Fountas-Pinnell Level NNonfictionSelection SummaryA library is a place that is full of information. Using books, the Internet, CDs, DVDs, magazines, and newspapers, the library offers people a variety of ways to learn more about almost any subject.

Copyright by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre Nonfi ction

Text Structure Third-person narrative Glossary of terms provided

Content What to fi nd in a library How to use the library History of ways of listening to music

Themes and Ideas The library is full of information waiting to be discovered. The library is a wonderful place to visit.

Language and Literary Features

Descriptive language Conversational language

Sentence Complexity A mix of short and complex sentences Exclamations Questions

Vocabulary Some music-related terms, some of which may be unfamiliar: phonograph, cassette, record player

Words Multisyllable words, such as recording, phonograph, eventually, inventionIllustrations Full color photographs

Book and Print Features Thirteen pages of text, photographs on most pages Full-sentence captions Section headings

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

4_306179_BL_VRTG_L01_ChckOutLibrary.indd 1 11/4/09 7:45:03 AM

Target Vocabulary

advanced to be very good at something, p. 4

comfort helps a person feel less bad, p. 11

consisted made up of different parts, p. 5

intends plans, p. 8mention to speak about

something, p. 5mood the way a person feels,

p. 11

peculiar odd or unusual, p. 6positive completely sure, p. 3properly the right way, p. 4talent a special skill, p. 11

Check Out the Library by Kate JohannsBuild BackgroundHelp students use their knowledge of the library to visualize the selection. Build interest by asking a question such as the following: What do you enjoy doing at the library? Read the title and author and talk about girl in the cover photograph. Explain that every library is different, but all of them provide ways to fi nd information.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Explain that this selection tells readers what they can fi nd at a library. Tell students that captions can give clues about information in the text. Have students read the caption aloud. Ask: Have you ever looked at newspapers or magazines at a library? Have you ever checked out CDs or DVDs from the library?

Page 4: Explain to students that a librarian is a person who works at the library. Suggested language: Librarians go to college to learn advanced skills that can assist them in properly helping others. What skills do you think a librarian might need?

Page 5: Read the caption. Tell students that before the computer was used in libraries, titles of books were listed on cards in a card catalog. Suggested Language: The entry in the card catalog for a book would mention where the book was located.

Page 8: Have students look at the photo on page 8 and read the caption. Explain to students that this is the phonograph that was invented by Thomas Edison. Discuss the shape of the phonograph. Ask: In your opinion, what did Edison intend the cone shaped part to be used for?

Page 14: Have students look at the Glossary of Terms. Remind students that a glossary of terms is used to defi ne vocabulary terms that are included in the selection.

Now turn back to the beginning of the selection and read about what a library can offer.

2 Lesson 1: Check Out the LibraryGrade 4 Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Summarize Strategy and to put important parts of the selection in their own words.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: What did you learn about how music was recorded in the past? What is your favorite part of the library?

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

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

There are many different types of formats in which to fi nd information in a library.

A librarian can help people understand how to fi nd information in a library.

The way people listen to music has evolved over the years.

The library is full of information waiting to be discovered.

The library is a wonderful place to visit.

The glossary of terms is useful in helping readers understand various content-related vocabulary.

Captions help to explain the photos.

The photos contain a lot of useful information.

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

Choices for Further Support Fluency Invite students to choose a section of the text to read aloud to a partner.

Suggest that they try reading a couple of pages with an expression they would use if they were telling a new student about the school library.

Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that most past-tense verbs end in ed, such as consisted (p. 5) and contained (p. 5). Explain to students that in some cases, however, only a d is added to the end of a present-tense verb when changing it to the past, such as used (p. 7). Have students look through the book to fi nd examples of different past-tense verbs.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 1.1.

RespondingHave students use their Readers Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on p. 16. (Answer: mood)

Reading Nonfi ctionNonfiction Features: Photos and Text Clues Remind students that nonfi ction has many features to help readers fi nd and understand important information. Photos and text clues are two of these features. Explain that photos often add information that is not in the text. Have students look again at the photo on page 5. Ask what information they can learn from the photo (what a librarys computer card catalog looks like). Then have students choose another photo in the book and tell what they can learn from it.

Text clues are another important source of information. They are verbal clues that signal importance, such as To fi nd a book, At fi rst, and In addition. Have students fi nd these text clues in the book and make a classroom chart. Suggest that students add text clues to the chart from their reading throughout the year.

Writing Prompt: Thinking About the TextHave students 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 words or images in the book help the reader understand what consisted on page

5 means?

The main purpose of the selection is ______________________________________.

What can readers tell about the library after reading this selection?



Target VocabularyLook at the Four-Square Map for peculiar. Fill in one more synonym and one more non-example for peculiar. Then find synonyms, antonyms, examples, and non-examples for the rest of the Target Vocabulary words.

positiveproperlyconsistedmention

peculiarmoodintends

comforttalentadvanced

Vocabulary

Antonymordinary

Synonymstrange

Non-exampea blue car

Examplea pink car

peculiar

Target Vocabulary Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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

Grade 4, Unit 1: Reaching Out

Check Out the LibraryTarget Vocabulary

3

Name Date

Possible responses shown.

a black car

odd

03_4_246253RTXEAN_L01_FR.indd 3 3/21/09 5:38:14 PM

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly aloud, or have students listen to the audio or online recordings. Remind students that this selection shows what a fascinating place the library is.

Cognates The text includes many cognates. Explain the English word and its Spanish equivalent: advanced (avanzado), mention (mencin), positive (positivo), and talent (talento).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is this selection about?

Speaker 2: the library

Speaker 1: Who can show you how to use the library?

Speaker 2: the librarian

Speaker 1: What do you use to fi nd books at the library?

Speaker 2: You use the computer catalog to fi nd books at the library.

Speaker 1: Who invented the phonograph?

Speaker 2: Thomas Edison invented the phonograph.

Speaker 1: How has the way people listen to music changed over the years?

Speaker 2: People used to listen to music on the gramophone. Then, people listened to music on record players. After that, people used cassette tapes to listen to music. Now, CDs are available for people to listen to their favorite types of music.



Name Date

Check Out the LibraryThinking About the Text

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

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

How are the old card catalogs different from computer library catalogs? Do they have anything in common? How did the photographs and the glossary help you to understand the differences between old card catalogs and computer library catalogs?



Target VocabularyLook at the Four-Square Map for peculiar. Fill in one more synonym and one more non-example for peculiar. Then find synonyms, antonyms, examples, and non-examples for the rest of the Target Vocabulary words.

positiveproperlyconsistedmention

peculiarmoodintends

comforttalentadvanced

Vocabulary

l

Antonymordinary

Synonymstrange

Non-examplea blue car

Examplea pink car

peculiar

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

Check Out the LibraryTarget Vocabulary

Name Date



1414

002


Student Date Lesson 1

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

Check Out the LibraryRunning Record Form

Check Out the Library 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

cat1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

When you hear a new song on the radio, are you curious

to learn more about it?

You could go to the music store and buy CDs, but CDs are

expensive. You could ask a friend, but your friend might not

know.

You could search the Internet, but sometimes its hard to

be positive that the information you find online is true.

There is a place where you can find lots of information

about your favorite bandthe library. You might think that

libraries only have books, but you will actually find a lot more

when you visit one.

Comments: Accuracy Rate (# words read

correctly/99 100)

%

Total Self- Corrections


1_4_306179_BL_VRTG_L01_ChckOutLibrary_B2_4_306179_BL_VRTG_L01_ChckOutLibrary3_4_306179_BL_VRTG_L01_ChckOutLibrary_B4_4_306179_BL_VRTG_L01_ChckOutLibrary_B5_4_306179_BL_VRTG_L01_ChckOutLibrary6_4_306179_BL_VRTG_L01_ChckOutLibrary7_4_306179_BL_VRTG_L01_ChckOutLibrary8_4_306179_BL_VRTG_L01_ChckOutLibrary

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LESSON 1 TEACHER’S GUIDE Check Out the Libraryforms.hmhco.com/assets/pdf/journeys/grade/L01_check_out_the... · LESSON 1 TEACHER’S GUIDE Check Out the Library ... Target Vocabulary