LESSON 21 TEACHER’S GUIDE The Beltons’ …forms.hmhco.com/.../grade/L21_the_beltons_imagination_Q.pdfNumber of Words: 1,506 LESSON 21 TEACHER’S GUIDE The Beltons’ Imagination

Number of Words: 1,506

L E S S O N 2 1 T E A C H E R ’ S G U I D E

The Beltons’ Imagination by Jessica Lynne Rose and Anathea Chartrand

Fountas-Pinnell Level QFantasySelection SummaryUncle Vince, a world traveler, comes to town to take care of Marilou and Linda for the summer. Uncle Vince shows his nieces how to use their imaginations to turn everyday places and events into an adventure!

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative in chronological order • The action takes place over the course of a summer• No chapter headings

Content • Two girls with a working mom• Uncle Vince entertains the girls during his visit.• The girls and their mother learn to use imagination.

Themes and Ideas • Your imagination can create new adventures.• Family members can have lots of fun spending time together.• Adults can teach children valuable lessons about life.

Language and Literary Features

• Figurative language: the crowd erupted in cries of joy• Descriptive language• Use of dialogue gives the text an easy, conversational feel

Sentence Complexity •A mix of short and complex sentences, declaratives sentences• Quotations within complex sentences

Vocabulary • Words and phrases associated with travel and adventure: world traveler, fl ying carpet, safari, destination

Words • Multisyllable words, some of them challenging, such as devoured, magnifi cent, imagination, archaeologist, artifacts, scientist

Illustrations • Cartoon-like drawings support the textBook and Print Features • Thirteen pages of text, many of them illustrated

• Typographical features: dashes, exclamations, and italics• Illustrations support visualization and word identifi cation

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

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Target Vocabulary

appreciate – know what is good about something, p. 4

blaring – a loud, unpleasant noise, p. 9

combination – a mixture, p. 4effort – trying hard to do

something, p. 2

feats – diffi cult actions, p. 12introduce – present people to

each other for the fi rst time, p. 9

nocturnal – animals and people who are active mostly at night, p. 14

promptly – do something right away, p. 7

racket – a loud, bothersome noise, p. 12

suggest – put forward an idea, p. 6

The Beltons’ Imagination by Jessica Lynne Rose and Anathea Chartrand

Build BackgroundHelp students use their knowledge about imagination to visualize the story. Build interest by asking a question such as the following: Have you ever imagined doing something that seems like a fantasy? Read the title and author and talk about the illustration on the cover. Ask students to describe what kinds of features they can expect to fi nd in fantasy.

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

Page 2: Explain that this is a story about two sisters, Marilou and Linda Belton, and Uncle Vince, their favorite uncle, who is coming to spend the summer with them. Suggested language: Look at the picture on page 2. It helps introduce the characters. Now fi nd the backpack and the airplane. Notice how the picture gives us clues that suggest who the characters are and what the story is about.

Page 3: Explain that this story shows how Uncle Vince comes to town and helps Marilou and Linda have an adventurous summer. Turn to page 3. When the sisters beg and plead with their Uncle Vince to take them on an adventure, he asks them if they want to swim with Sharks in South Africa, or go on an African Safari. He says he will take them anywhere. Can you guess how he can do this?

Page 9: Read the fi rst paragraph dealing with Uncle Vince and the tiger. Explain that Uncle Vince helps to introduce the sisters to adventures in ordinary places like the zoo.

Page 13: Point out the illustration of Mrs. Belton playing soccer and read the fi rst four sentences on the page. Ask: Can you guess whether Mrs. Belton is really playing soccer or whether it is a dream that she is having?

Now go back to the beginning and read to fi nd out how the Belton sisters’ summer turns out when Uncle Vince comes to town.

2 Lesson 21: The Beltons’ Imagination Grade 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 , as they read. Tell them to think about how Uncle Vince’s visit will affect the Belton sisters’ summer.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Do you think Uncle Vince made the Beltons’ summer better? Why or why not? Does it seem natural to you that Uncle Vince is a world traveler? Why or why not?

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

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

• Uncle Vince’s visit during the summer shows the Belton sisters how to have new adventures and try new things, by using their imagination.

• The story shows what the characters are imagining. Those parts are fantasy. They describe things that could never happen in real life.

• Your imagination can help you try things you have always wanted to do. You can go wherever your imagination leads you.

• Trying new things and being adventurous can be fun.

• Illustrations help the reader understand the story’s events, both realistic and imaginary.

• The use of conversation make the pages seem friendly.

• The author includes words and phrases that show the reader the passage of time throughout Uncle Vince’s visit.

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

Choices for Further Support• Fluency Invite students to participate in choral reading. Remind them to use cues

provided by questions marks or exclamation points to make their reading more expressive and realistic. Have students increase the rate at which they speak while reading sections of text in which the action picks up or someone expresses surprise.

• 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 the word imagine on page 8 comes from the Latin root word imaginari, which means image. Other words formed from this root include imagined, imagining, imagines, and imagination.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 21.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillTheme

Target Comprehension Skill Remind students that they can look for details that will help them

determine the theme of a story. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The fi rst detail box says that Uncle Vince and Twinkles hug. Add the additional details that Marilou seems to be fl ying and Mrs. Belton seems to be playing soccer. These details contribute to the theme that when you use your imagination, anything is possible.

Practice the SkillHave students share examples of another story in which details contribute to a theme.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• How was the ending of the soccer game different from what Mrs. Belton expected?

• What will most likely happen to the Belton sisters, once Uncle Vince leaves?

• Which sentences from page 3 show that Uncle Vince is an adventurous person?



Critical ThinkingRead and answer the questions.

1. Think within the text What causes Uncle Vince to come and

stay with the Beltons for the summer?

2. Think within the text Think about the theme of the story. Then

list three things the Beltons are able to do when they use their

imagination.

3. Think beyond the text Which of the places that the kids visit

with Uncle Vince are you most interested in? Explain your answer.

4. Think about the text What details does the author give to

help build the theme of the story?

Making Connections What character that you have read about or seen in a movie reminds you of Uncle Vince? Explain how the character and Uncle Vince are similar. How are they different?

Write your answer in your Reader’s Notebook.

Lesson 21B L A C K L I N E M A S T E R 2 1 . 8

Name Date

10Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 4, Unit 5: Change Is All Around

The Beltons’ ImaginationCritical Thinking

Marilou and Linda’s mother is starting a new job. Uncle Vince comes to help take

care of them for the summer.

Marilou imagines she is � ying. Mom scores the winning goal in a soccer match.

They travel to Egypt and dig for artifacts.

I am most interested in the zoo because I love animals.

The tiger talks to them. They close their eyes and are able to be wherever they

want to be.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension. Remind students that this story is about the importance of learning to use your imagination.

Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of expressions such as …they decided to hit the ice cream truck… (page 4).

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: Who is the story about?

Speaker 2: the Belton sisters and Uncle Vince

Speaker 1: Why does Uncle Vince visit?

Speaker 2: to care for the sisters when mom starts a new job

Speaker 1: How long does Uncle Vince stay?

Speaker 2: for the summer

Speaker 1: How does Uncle Vince care for Marilou and Linda?

Speaker 2: He takes them to the park, to the zoo, and to the museum.

Speaker 1: How does Uncle Vince help Mrs. Belton use her imagination?

Speaker 2: He takes her to a soccer game and she imagines she scores a goal.

Speaker 1: How does Uncle Vince help the Belton sisters have an adventurous summer?

Speaker 2: Uncle Vince teaches the girls how to use their imaginations and to try new things that are adventurous.



Name Date

The Beltons’ ImaginationThinking Beyond the Text

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

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

How does the author show that Uncle Vince taught the Beltons to think differently and to use their imaginations? What effect do you think Uncle Vince’s visit will have on the Belton family? How do you think Uncle Vince learned how to use his imagination?


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Lesson 21B L A C K L I N E M A S T E R 2 1 . 8

Name Date

The Beltons’ ImaginationCritical Thinking


Critical ThinkingRead and answer the questions.

1. Think within the text What causes Uncle Vince to come and

stay with the Beltons for the summer?

2. Think within the text Think about the theme of the story. Then

list three things the Beltons are able to do when they use their

imagination.

3. Think beyond the text Which of the places that the kids visit

with Uncle Vince are you most interested in? Explain your answer.

4. Think about the text What details does the author give to

help build the theme of the story?

Making Connections What character that you have read about or seen in a movie reminds you of Uncle Vince? Explain how the character and Uncle Vince are similar. How are they different?

Write your answer in your Reader’s Notebook.


1413997

Student Date Lesson 21

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

The Beltons’ ImaginationRunning Record Form

The Beltons’ Imagination • LEVEL Q

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

5 Each day of that week and the next, Uncle Vince followed his

nieces to the park. He told them stories of talking tigers and

fiery dragons while they devoured their snow cones and swam

in the pool.

Uncle Vince liked the park, the pool, and all five flavors of

snow cone. It was always fun, and the girls seemed to enjoy

themselves, but he wanted to show them something different.

It was time to create some new adventures.

One day, while eating a spearmint snow cone, he asked his

nieces as politely as possible, “What else do you do for fun

during the summer?”

Comments: Accuracy Rate (# words read

correctly/104 × 100)

%

Total Self- Corrections



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LESSON 21 TEACHER’S GUIDE The Beltons’ …forms.hmhco.com/.../grade/L21_the_beltons_imagination_Q.pdfNumber of Words: 1,506 LESSON 21 TEACHER’S GUIDE The Beltons’ Imagination