F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 763
LESSON
You Will Need
• Bren Bataclan, Smile Artist,
Level P
• Spit, Level N
• words (see Appendix A)
• magnetic letters
Visit fountasandpinnell.com/resources to download
technological resources to support this lesson, including:
• Lotto Game
133
LEVEL
P
Red
NEW BOOK Bren Bataclan, Smile Artist
GENRE Nonfiction/Biography
SYSTEM
LEVEL P
Goals
NEW BOOK
Bren Bataclan, Smile Artist,
Level P
e Understand the genre of biography.
e Infer the larger messages of a biography.
e Interpret a term with multiple meanings.
LESSON 133
COMPREHENSION
e Notice when a writer of a nonfiction text uses comparison.
WORD STUDY/VOCABULARY
e Use a glossary to check understanding of a word.
e Recognize and use high-frequency words.
FLUENCY
e Read aloud with appropriate word stress.
REREADING
Spit, Level N
Analysis of New Book Characteristics
Bren Bataclan, Smile Artist, Level P
HOW THE BOOK WORKS Bren Bataclan creates and gives away colorful, happy art. This book takes the
reader from Bren’s childhood in the Philippines to the present time and describes the events that led him to
the career that changed his life. An interview with the artist is included.
GENRE/FORM
SENTENCE COMPLEXITY
ILLUSTRATIONS
e Nonfiction
e Biography
e Series book
e Variety in sentence length, with some
longer, more complex sentences
e Questions and answers in interview
e Sentences with verbs or adjectives in a
series, divided by commas (The color
scheme is bright, vibrant, and festive.)
e Photographs that support and extend
understanding
e Copy of Bren’s note
TEXT STRUCTURE
e Chronological order from childhood to
present
e Description
e Cause/effect
e Question/answer
CONTENT
e Street art
e Graphic design
e Culture shock
THEMES AND IDEAS
e Doing something nice for others can be
the best way to feel good about yourself
LANGUAGE AND LITERARY FEATURES
e Subject’s character traits revealed by
what he says and does and what others
say about him
e Descriptive language important to
understanding (brighten someone else’s
day, least amount of detail with the
maximum amount of personality)
VOCABULARY
e New vocabulary defined in text (tarsier)
e Some word meanings can be derived
from context (tropical, vibrant, optimistic,
stalker)
e New vocabulary largely unexplained in
text (graffiti, fluorescent, primate)
WORDS
e Multisyllable words that may be
challenging to decode (appreciate,
optimistic, interpretation)
e Compound words (skyscrapers,
notebook)
e Hyphenated adjectives (two-way,
cartoon-inspired)
e Proper nouns that may be challenging to
decode (Bataclan, Philippines, Filipino,
Eiffel Tower, Niagara Falls, Antarctica)
BOOK AND PRINT FEATURES
Table of contents
Headings
Captions
Sidebars with important information
World maps
Bulleted information in sidebar
Direct quotes set in blue
Ellipses to show missing dialogue
Dashes to indicate clarifying information
to follow (Finding the painting felt like a
sign to keep the store open—so she did.)
e All capitals to show emphasis (She
thought I was NUTS!)
e Reproduction of e-mail
e Website reference
e
e
e
e
e
e
e
e
e
763
F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 764
Discussion of
Yesterday’s
New Book
e Invite students to share their thinking about Spit. Some key understandings they may
express:
Thinking Within the Text
e
e
e
e
REREADING
Spit, Level N
PROMPTING
GUIDE, PART 2
Refer to pages 35
and 36 as needed
e
Saliva is often called spit.
Saliva has many uses in the
human body.
Saliva helps people digest
food.
Saliva helps people when
they are sick.
Saliva helps people use
their voices in many ways.
Thinking Beyond the Text
e
e
Scientists are studying the
healing properties of saliva
because of the potential for
healing.
Many things that people do
are made possible by saliva.
Thinking About the Text
e
e
The writer used a
question/answer structure
to help prepare the reader
for the information in each
section.
The last sentence in most
answers led to the next
question. This helped the
reader know what was
coming in the next section.
MESSAGES Activities that people take for granted such as eating, speaking, tasting food, and shouting
would not be possible without the help of saliva. Parts and elements of the body serve a function that
protect health.
Revisiting
Yesterday’s
New Book
Comprehension Analyze
Options and
Suggested
Language
e Confirm Thinking You noticed that the writer used comparison. CJ Nassett compared a
✓ Choose one:
Comprehension
Vocabulary
Fluency
Let’s look back at your reading from yesterday to talk about your thinking.
e Close Reading Read the first three lines on page 4 of Spit and then let’s talk about how
the writer helped you understand what a gland is. [Students read and respond.]
gland to a small sack.
e Read the first two paragraphs on page 6 to find more about how the writer uses
comparisons. [Students read.] You noticed that the writer compared the amount of spit
your mouth makes each day with the amount of liquid in a soda can and the amount of
spit your mouth will make in your whole life to the amount of water in a swimming pool.
When you write an informational book, you may want to use comparison to help readers
understand the information.
Vocabulary Use a Glossary: digest, digested
REREADING
Spit, Level N
Let’s look back at your reading from yesterday to think together about word meaning.
e Read page 10 of Spit and think about the meaning of these three related words: digest,
digested, digestion. [Students read.] Write the three words on the whiteboard.
e Have students share what they think the word digest means based on the context.
Then ask them to check their understanding by looking up digest in the glossary.
e Sometimes, even when you think you know the meaning of a word, the glossary can help
you check or understand the word more precisely.
764
F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 765
PROMPTING
GUIDE, PART 1
Refer to page 18
as needed
Fluency Echo Reading: Word Stress
Let’s look back at your reading from yesterday to think about how your reading sounds.
e Read page 12 of Spit with appropriate stress on words. Ask the students to talk about
why you emphasized certain words. Then have them read the page after you.
e Have the students practice reading the page to a partner using appropriate word stress.
Principle Some words appear frequently in reading and writing.
LEVEL P
Phonics/
Word Study
LESSON 133
High-Frequency
Words
Words to Know
e Show the following words: every, always, school, because, know. Build each word with
multicolored plastic magnetic letters if you have them. As you show each word, use it
in a sentence and ask the students what they notice about the word and what they
want to remember about it.
e Remove the words one at a time and dictate them while students write the words in
the word study section of their Literacy Notebooks.
e Give the students the Lotto Game to play in class or at home.
765
F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 766
Reading a
New Book
Options and
Suggested
Language
GENRE FOCUS This biography, part of the Art for All Series, gives details about the life of Bren Bataclan. It tells
how and why he began giving away his art and explains the result of his unusual decision.
Introducing the Text
e Your new book today is in the Art for All Series. It is a biography of Bren Bataclan called
Bren Bataclan, Smile Artist.
e That’s the artist, Bren Bataclan, on the cover. One of his goals is to make people smile
more. You’ll be reading about how he does it. Have students read the back cover of the
book and share what they are thinking.
e Look at page 3 and you’ll see how he makes people smile. If you saw the painting and
note, would you take the painting? Why or why not? [Students respond.]
e Look at page 4 and read the last paragraph. Why does Bren give away the paintings?
[Students read and respond.] His idea is that one way to make yourself happy is to be kind
to others. What do you think of that idea? [Students respond.]
NEW BOOK
Bren Bataclan, Smile Artist,
Level P
e Point out the word random on page 5 and clarify the meaning if needed. Have
students read the sidebar on the page and talk about what it means.
e Look at page 6. Bren was born in the Philippines, which is a country in Southeast
Asia. It is a tropical country that is made up of over 7,000 islands. Look at the bright
colors in the picture.
e Listen to a quote from Bren about his home country. Read aloud the quote on page 7. A
palette is the board on which an artist mixes colors. It can also mean “a group of colors.”
So, when Bren talks about a palette of colors, he means the colors he uses in his paintings.
e You’ll find out from the sidebar that Bren watched lots of Japanese cartoons on TV when
he was growing up and that he enjoyed doodling.
e Bren’s family moved to California when he was twelve. After graduating from college with
a degree in graphic design, he worked on special effects in Hollywood.
e Then he moved to Boston, a place that was very different from the Philipines and
California. Look at page 8. Bren was normally a cheerful and optimistic person. That
means he was upbeat—always smiling. But he lost his job, and he was afraid he was
losing his smile. You’ll find out what he did to change direction.
e Bren has given away paintings all over the world. At the end of the book, you will see an
interview with Bren, so you will learn more about him in his own words.
e As you read, think about how Bren’s smile project is making a difference for people and
also what it does for him.
PROMPTING
GUIDE, PART 1
Refer to pages 12
and 19 as needed
Reading the Text
e Students read the text silently.
e Sample oral reading and prompt, as needed, for solving words and reading with
intonation that reflects understanding. Use Prompting Guide, Part 1 for precise
language.
766
F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 767
PROMPTING
GUIDE, PART 2
Refer to pages
51–53 as needed
Discussing and Revisiting the Text
e Invite students to talk about what they learned from reading Bren Bataclan, Smile
Artist.
e Do you think Bren’s paintings are making a difference for people? What makes you think
so? [Students respond.] Ask for specific evidence from the text.
e Look through the book and see if one of Bren’s characters is especially appealing to you.
Choose one and tell why. [Students respond.]
main message of the text. Some key understandings students may express:
Thinking Within the Text
e
e
e
e
Bren Bataclan is an artist
who was born in the
Philippines.
He paints cartoonlike
characters.
He decided to give away
his paintings to people who
agreed to smile at random
people more often.
Today he gives away
paintings all over the world.
Thinking Beyond the Text
e
e
e
Bren felt sad and lonely but
the paintings helped him
feel happy.
When Bren started giving
away his paintings, he had
no idea it would lead to
earning money.
Some of the children he
has inspired may find other
ways to make people smile.
Thinking About the Text
e
e
e
Examples of Bren’s art
helped the reader
understand how his
colorful characters could
make people smile.
The interview with Bren
gave authenticity to the
narrative.
LESSON 133
e Continue the discussion, guiding students toward the key understandings and the
LEVEL P
e What are some of the other projects that Bren started as a result of his painting project?
[Students respond.]
Bren’s website was included
so the reader can learn
more about Bren’s work.
MESSAGE Doing something nice for others can be the best way to feel good about yourself.
Teaching Points
e Based on your observations, use Prompting Guide, Part 1 or Prompting Guide, Part 2
PROMPTING GUIDE, PART 1
Refer to pages as needed or
PROMPTING GUIDE, PART 2
Refer to page 39 as needed
to select a teaching point that will be most helpful to the readers. You may also use the
suggestion below.
e Read the heading on page 4 and then let’s talk about what the heading means. [Students
read and respond.]
e The writer could have meant several different things when she described Bren as a “smile
artist.” She could have meant that Bren paints characters with smiles or that his paintings
are humorous. Or the heading could mean that Bren’s real art is making people smile.
What do you think? [Students respond.]
e I’m thinking that the writer wanted the heading to have several meanings for the reader.
Headings like this can make you think about the big ideas in a book.
767
F&P_LLI_RED_121_140_Layout 1 5/24/13 12:25 PM Page 768
Classroom and Homework
e Play the Lotto Game to review high-frequency words.
Assessing Reading and Writing Behaviors
Observe to find evidence that readers can:
e notice and discuss when a writer of a nonfiction text
uses comparison.
e understand and talk about characteristics of the
genre of biography.
e
e
e
e
interpret a term with multiple meanings.
use a glossary to check understanding of a word.
recognize and use high-frequency words.
read aloud with appropriate word stress.
e infer and state the larger messages of a biography.
Supporting English Language Learners
To support English Language Learners, you can:
e ask if students noticed how the author used
comparisons in writing the text. Go back to the text
as necessary to support a discussion here.
e check how students use the glossary as a nonfiction
text feature to support and extend their
understanding as they read independently.
e monitor for understanding of descriptive language
(e.g., brighten someone else’s day, least amount of
detail with the maximum amount of personality).
e encourage students to ask about unfamiliar
vocabulary words as they read.
e be explicit about characteristics of a biography.
Professional Development Links
Professional Development DVD and Tutorial DVD, Red System
View “Instructional Procedures for Comprehension” on the
Professional Development DVD.
When Readers Struggle, Levels L–Z: Teaching That Works (in press)
Select and read sections of Chapter 2, “How the Brain Works in Learning to Read.”
Leveled Literacy Intervention System Guide, Red System
Read “Instructional Procedures for Comprehension” in Section 5.
768
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 769
LESSON
You Will Need
• Dan Patch, Level N
• Bren Bataclan, Smile Artist,
Visit fountasandpinnell.com/resources to download
technological resources to support this lesson, including:
Level P
• Recording Form
• Pick-a-Pair Game
• words (see Appendix A)
134
LEVEL
P
Red
NEW BOOK Dan Patch
GENRE Nonfiction/Narrative Nonfiction
SYSTEM
LEVEL P
Goals
NEW BOOK
Dan Patch, Level N
e
e
e
e
e
Critique the use of language from the subject of a biography.
Use definitions in sidebars to help understand a concept.
Notice characteristics that make a horse remarkable and unusual.
Understand what it means to overcome obstacles (Against All Odds Series).
LESSON 134
COMPREHENSION
e Use quotes to infer characteristics of the subject of a biography.
Infer the writer’s purpose for a nonfiction text.
WORD STUDY/VOCABULARY
e Derive the meaning of a word from contextual information.
e Recognize and understand homophones.
REREADING
Bren Bataclan, Smile Artist,
Level P
FLUENCY
e Read with appropriate pausing at punctuation.
WRITING ABOUT READING
e Identify important information and make a personal connection to it.
Analysis of New Book Characteristics
Dan Patch, Level N
HOW THE BOOK WORKS Dan Patch’s story is told in third-person narrative and chronological order from his
birth in 1896 to his death twenty years later. Details of his championship races and world records are included.
GENRE/FORM
LANGUAGE AND LITERARY FEATURES
e Nonfiction
e Narrative
e Series book
e Character whose good-natured spirit and
love of racing are evident in his actions
e Descriptive and figurative language (made
Dan’s heart sink, heart of a champion)
e Time setting important to the narrative
TEXT STRUCTURE
e Narrative
e Description
e Chronological sequence
SENTENCE COMPLEXITY
e Horse and harness racing
e Late nineteenth- and early twentiethcentury setting
e Variety in sentence length with some
longer, complex sentences
e Questions and answers in text
e Direct quotes embedded in narrative
(His driver said later, “I never taught him
to do that.”)
THEMES AND IDEAS
VOCABULARY
e Physical limitations don’t preclude one
from being a champion
e Content-specific vocabulary explained
in text and photographs (pacer, harness,
sulky)
CONTENT
WORDS
e Hyphenated adjectives (natural-born,
super-fast, front-page)
e Many compound words (shopkeeper,
stopwatch, grandstand)
e Multisyllable words that may be
challenging to take apart (ambulances,
souvenir, celebrity)
ILLUSTRATIONS
e Original photographs and a painting that
support and extend understanding
BOOK AND PRINT FEATURES
Table of contents
Headings
Captions
Sidebars with important information
Diagrams with labels
Ellipsis indicating a pause (And then he
walked . . . without a single wobble on
his crooked leg.)
e Dashes indicating more information to
follow (The last owner used Patch to
market his company’s products—pet
food and sleds and other items.)
e
e
e
e
e
e
769
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 770
Revisiting
Yesterday’s
New Book
Options and
Suggested
Language
✓ Choose one:
Comprehension
Vocabulary
Fluency
Comprehension Infer and Critique
Let’s look back at your reading from yesterday to talk about your thinking.
e Close Reading The writer used quite a few quotes from Bren Bataclan. They stand out in
blue type. You will each read a quote and then take the group to the page and tell what
this quote tells you about Bren as a person.
e I am going to read the quote on page 22 to demonstrate the process. Read the quote. To
me this means that Bren likes people to be able to have different ideas about his
characters. They may look different to different people, and he likes that.
e Assign each student a quote to read, using pages 7, 9, and 19. You can read the quote
silently and think about it. Then you can share your thinking with the group. [Students
read and respond.]
e Confirm Thinking You inferred that Bren likes bright colors because he loves his home
REREADING
Bren Bataclan, Smile Artist,
Level P
country. He likes his paintings to have a lot of personality but at the same time be very
simple. He likes people to feel they own the paintings; he wants the people to name the
characters and relate to them in their own ways. He’s the type of person who cares about
others and loves helping them feel happy. Do you think it was a good idea to include all of
this language from Bren? [Students respond.]
Vocabulary Learn from Context: optimistic
Let’s look back at your reading from yesterday to think together about word meaning.
e Find the word optimistic on page 8 and say the word as you run your finger under it.
[Students respond.] This word, optimistic, perfectly describes Bren. Read the last
paragraph on the page and think about the meaning of optimistic. Make a note
about the word in the word study section of your Literacy Notebook. [Students read
and respond.]
e Now work with your partner to share your thinking and write a brief definition. The
students can write their definitions in their notebooks.
e Have students share their definitions with the group. Students can make changes to
their definitions if needed.
e Optimistic is an adjective that describes a person who is cheerful and always thinks there
is going to be a good outcome. Write optimist and optimum on the whiteboard.
Optimist is a noun; it means “a person who is optimistic.” Optimum means “the best.”
PROMPTING
GUIDE, PART 1
Refer to page 17
as needed
Fluency Echo Reading: Pausing
Let’s look back at your reading from yesterday to think about how your reading sounds.
e Read the quote in blue on page 22 with appropriate pausing at the punctuation.
e Have the students read the quote after you.
e Remind them to read the punctuation carefully so they will understand the quote.
770
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 771
Rereading
and
Assessment
about why the writer chose to write a biography of Bren and what you can learn from
him.
e Assessment While other students read for a purpose, listen to one student read the
section identified in Bren Bataclan, Smile Artist. Code the reading behavior on the
Recording Form. Engage the student in a brief comprehension conversation, give
scores for fluency and comprehension, and select a brief teaching point that will be
most helpful to the reader. Analyze the record later.
LESSON 134
PROMPTING GUIDE, PART 1
Refer to pages as needed or
PROMPTING GUIDE, PART 2
Refer to page 40 as needed
Writing
About
Reading
Suggested
Language
LEVEL P
Suggested
Language
e Rereading for a Purpose Reread pages 2 to 7 in Bren Bataclan, Smile Artist and think
Independent Writing Short Write
e Talk with students about why the writer chose to write a biography of Bren and what
they learned from reading about him.
e Write a paragraph in the writing section of your Literacy Notebook explaining what you
think is the most important thing to learn from Bren’s life. Tell what his life makes you
think about your life.
771
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 772
Phonics/
Word Study
Principle Some words sound the same but are spelled differently and have
different meanings.
Multisyllable
Homophones
Match Pairs
e Show the following word pairs, using each word in a sentence: seller/cellar,
peddle/pedal, aloud/allowed, principal/principle, morning/mourning, symbol/cymbal.
e How are these pairs of words alike? How are they different? [Students respond.]
e Give partners one of the following word pairs: ant/aunt, blue/blew, made/maid,
see/sea. Have the students write in the word study section of their Literacy Notebooks
one sentence that includes both words (e.g., Carol could see the beautiful blue sea
from her window.).
e Summarize the lesson by restating the principle.
e Give the students the Pick-a-Pair Game to play in class or at home.
772
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 773
Reading a
New Book
Introducing the Text
e Today you have another true story in the Against All Odds Series. This time, the subject is
a horse named Dan Patch, and that’s the title of the book. Have students read the back
cover of the book and look at the front cover.
e Turn to page 5. The story starts when Dan Patch was born. His owner was Dan Messner.
[Students respond.]
e At first, Dan Messner had to lift the colt up to nurse. Turn to page 6. Soon the colt heaved
NEW BOOK
Dan Patch, Level N
himself up on his long, wobbly legs. Locate and clarify the meaning of the word heaved
if needed. Then Dan Patch walked without a wobble. What do you think that showed
about Dan Patch even when he was just a colt? [Students respond.]
LESSON 134
Dan had a horse named Zelica, and she was going to have a colt. He wanted a handsome
new horse to pull his wagon, but the colt was born with a wrinkled brown coat and a bent
back leg. Have students locate the word bent if needed. Should he get rid of the colt?
LEVEL P
Options and
Suggested
Language
GENRE FOCUS This is the true story of a remarkable horse, Dan Patch, who was born with a crooked leg but
grew up to be one of the greatest harness racers of all time. This book is part of the Against All Odds Series.
e Dan Patch became a great racehorse. There are a couple of sidebars that will help you
understand what kind of racehorse he was.
e Turn to page 9. Dan Patch was a pacer. A pacer moves both legs on one side of its body
and then both legs on the other side. You can see it in the picture. Look carefully at the
arrows. Most horses have to be trained to pace with special equipment, but Dan Patch
was a natural pacer.
e Look at the sidebar and picture on page 11. This picture and the text tell you about a
harness horse that pulls a cart called a sulky. There are labels on the picture. What
information do you get from the picture? [Students respond.]
e You remember that Dan Patch was a natural-born pacer, meaning he didn’t even have to
be taught. He had a natural talent for harness racing.
e As you read, be thinking about what was so unusual about Dan Patch that he became
the most famous racehorse of his time. There may be more than one reason that he
became a champion.
PROMPTING
GUIDE, PART 2
Refer to page 10
as needed
Reading the Text
e Students begin reading the text silently if there is time.
e Sample oral reading and prompt, as needed, to search for and use information from
readers’ tools. Use Prompting Guide, Part 2 for precise language.
773
F&P_LLI_RED_121_140_Layout 1 5/15/13 4:48 PM Page 774
Classroom and Homework
e Finish reading Dan Patch.
e Play the Pick-a-Pair Game for practice with
multisyllable homophones (optional).
Assessing Reading and Writing Behaviors
Observe to find evidence that readers can:
e use quotes to infer and discuss characteristics of the
subject of a biography.
e understand and discuss what it means to overcome
obstacles.
e critique the use of language from the subject of a
biography.
e use definitions in sidebars to help understand a
concept.
e notice and describe characteristics that make a horse
remarkable and unusual.
e infer the writer’s purpose for writing a nonfiction text.
e identify and write about important information and
make a personal connection to it.
e derive the meaning of a word from context.
e recognize and understand homophones.
e read orally with appropriate pausing at punctuation.
Supporting English Language Learners
To support English Language Learners, you can:
e be explicit in teaching how to recognize and
understand homophones; use simpler examples as
needed (e.g., see/sea, hi/high, for/four, ate/eight,
be/bee, weak/week, two/to).
e have students repeat figurative language—made
Dan’s heart sink, heart of a champion—and discuss
the meaning.
e use pictures to introduce vocabulary: ambulances,
colt, harness, sulky, souvenir, celebrity.
e model how to derive the meaning of a word from
context-specific vocabulary explained in text and
photographs.
e be sure students use sidebars to understand the
text as they read.
Professional Development Links
Professional Development DVD and Tutorial DVD, Red System
View the Professional Development DVD as needed.
Genre Study: Teaching with Fiction and Nonfiction Books
Read Chapter 12, “Reading Across Genres: A Close Study of Hybrid Texts,
Graphica, and Multigenre Text Sets.”
Leveled Literacy Intervention System Guide, Red System
Read “Series Books” in Section 1.
774