LESSON 23 TEACHER’S GUIDE
Textiles from
Around the World
by Gloria Jasperse
Fountas-Pinnell Level Q
Informational Text
Selection Summary
Textiles made by people of different cultures around the world often
contain shapes, symbols, and colors that tell stories or have special
meanings. For example, the patterns in textiles made by Navajo and
Hopi weavers symbolize important parts of their culture.
Number of Words: 851
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Informational Text
• Table of contents and six sections with descriptive headings
• Introduction and conclusion, plus four sections on textiles from different cultures
• Textiles around the world
• Use of shapes, symbols, and colors in textiles
• Textiles made by Navajo, Hopi, Asante, Mayan, and Maori weavers
• Textiles often tell stories or have special meanings.
• Textiles are part of the culture of many people around the world.
• Clear language with conversational tone
• Description but no figurative use of language
• Longer and more complex sentence structures, some with more than 15 words
• Both dependent and independent clauses
• Many textile-related terms, some of which might not be familiar: upright loom, horizontal
looms, backstrap loom, fibers, flax
• Many multisyllable words, some of them challenging, such as beauty, indigo, unique,
specific, symbolize, represent, horizontal, relatives
• Many proper nouns and foreign words: Navajo, Hopi, Churro, Asante, Ghana, kente, Sika
fre mogya, Maya, Guatemala, maguey, quetzal, Maori
• Compound words: sometimes, landscape, upright, backstrap, woodcarving
• One or two photos on every page that support the text
• Table of contents
• Section headings that indicate content
• Short phrases as captions for most photos, and one longer caption
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Textiles from Around the World
by Gloria Jasperse
Build Background
Help children use their knowledge of textiles to visualize the book. Build interest by asking
questions such as the following: Have you ever seen a beautiful rug or wall hanging?
What patterns and colors did it have? Read the title and author and talk about the cover
illustration. Explain that textiles are woven or knitted cloths, and the cover photo shows a
textile. Tell students that this book is informational text, so the words and photos will give
factual information about the topic.
Introduce the Text
Guide 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:
Page 2: Point out that this book has a table of contents. Remind children that a
table of contents lists the parts of a book and the page number on which each
section begins.
Suggested language: Turn to page 2 of this book. Some of the section titles may
be hard to read. Let’s read some titles together. The section that starts on page 4
is titled “The Navajo and the Hopi.” (NAV a hoe, Hoe pee). These are the names of
Native Americans in the southwest.
Page 3: Direct attention to the photo on page 3. What do you think this wall
hanging is made from? Yarn and threads are used to make fabric, or cloth.
Describe the scene in this beautiful piece of fabric. What clues can you find that tell
if the textile is old or modern?
Page 6: Tell children that the photos at the top of the page show some patterns
that weavers use. Help children read the photo captions. How would you describe
the symmetric pattern? In a symmetric pattern, the parts on each side of the
center look alike. How would you describe the geometric pattern? What geometric
shapes—triangles, squares, and so on—do you see?
Now turn back to the beginning of the book and read to find out about the textiles
different people around the world make.
Expand Your Vocabulary
fabric – cloth, p. 3
geometric – of, relating to, or
based on the principles of
geometry, p. 6
Grade 2
intricate – having many parts;
complicated, p. 6
motif – a feature in a design,
p. 13
2
symmetric – having or showing
close agreement in size, shape,
or position of parts, p. 6
textiles – woven or knitted
cloths, p. 6
Lesson 23: Textiles from Around the World
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Read
Have children read Textiles from Around the World silently while you listen to individual
children read. Support their problem solving and fluency as needed.
Remind children to use the Summarize Strategy
important ideas as they read.
, and to stop to tell
Discuss and Revisit the Text
Personal Response
Invite children to share their personal responses to the book.
Suggested language: Which of the different textiles shown in the book did you like the
most? What do you like about it?
Ways of Thinking
As you discuss the text, help children understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• The shapes, symbols, and colors
in textiles tell stories or have
special meanings.
• Textiles are more than just
beautiful pieces of cloth.
• The table of contents shows
on what page each text section
starts.
• People all over the world make
textiles.
• People from different cultures
use different types of looms or
other ways to make textiles.
• The shapes, symbols, and
colors in textiles often express
important parts of a people’s
culture.
• Textiles are like paintings made
of fabric.
• The section headings show
which group of people will be
covered by the text.
• The writer’s attitude about
textiles is that they are very
interesting and beautiful.
© 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 and demonstrate phrased
fluent reading. Remind them to group words in a meaningful way to show that they
understand what they are reading.
• 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 in many words, two letters can stand for
one sound, such as th in cloth and think, sh in shapes and sashes, and wh in white.
Have children look through the book to find other examples. Use examples children
find to create a chart that can be added to throughout the year.
Grade 2
3
Lesson 23: Textiles from Around the World
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Writing about Reading
Critical Thinking
Have children complete the Critical Thinking questions on BLM 23.9.
Responding
Have 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 Skill
Conclusions
Remind children that they can use details to figure out more
about the text. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
The chart on page 15 has one detail in it: “Colors can have meanings.” To
complete the chart, I have to look for two other details and then make a
conclusion based on the details. On page 9, the text explains that patterns
of textiles have meanings, too. I’ll add that detail and one other one to the
chart. Then I’ll use the three details to draw a conclusion.
Practice the Skill
Have children find three details in the book that help them conclude that textiles can be
made from different materials.
Writing Prompt: Thinking Beyond the Text
Have 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 on page 6 help the reader understand the meaning of the word
symmetric?
• Complete this sentence in your own words: This book was most likely written to
________________________________________________________________.
Grade 2
4
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English Language Development
Reading Support Help children compose a group summary about the different kinds
of weavings.
Vocabulary Provide assistance with challenging words that are not defined directly
in text, such as upright (page 5), symbolize (page 6), represent and unique (page 7),
horizontal (page 8), and specific (page 9).
Oral Language Development
Check children’s comprehension, using a dialogue that best matches their
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What is this book about?
Speaker 1: How does the book describe
kente cloth?
Speaker 1: What do all the types
of textiles described have in
common?
Speaker 2: textiles
Speaker 1: What did the Navajo and
Hopi grow to weave into clothing?
Speaker 2: cotton
Speaker 1: What did they use later?
Speaker 2: wool
Speaker 2: The book says that kente
cloth is bold and bright.
Speaker 1: Where does a weaver wear a
backstrap loom?
Speaker 2: All the textiles use
shapes, symbols, and colors that
have special meaning for the
people who weave the textiles.
Speaker 2: The weaver wears the loom
around the waist.
Lesson 23
Name
BLACKLINE MASTER 23.9
Date
Think About It
Textiles from Around the
World
Think About It
Read and answer the questions.
1. How are Maori textiles different from other textiles
from around the world?
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2. Compare a textile made by one of the groups in the
book to one you wear.
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TPNF)PQJUFYUJMFTEPCVU*EPOUUIJOLUIFQBUUFSOTPONZ
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3. Explain some of the ways that textiles from around
the world are similar to each other.
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Making Connections How is weaving similar to other arts and
crafts you know about? How is it different?
Write your answer in your Reader’s Notebook.
Read directions to children.
Think About It
Grade 2, Unit 5: Changes, Changes Everywhere
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Grade 2
5
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Name
Date
Textiles from Around the World
Thinking Beyond the Text
Think about the question below. Then write your answer in one or two
paragraphs.
On page 3, the author says: “You may find shapes, symbols, and colors that
tell stories or have special meaning.” What shapes, symbols, or colors did
you see in the textiles that especially interested you? Explain why you liked a
particular example. From what you have learned from this book, what story
do you think the textile tells?
Grade 2
6
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Lesson 23
Name
BLACKLINE MASTER 23.9
Date
Think About It
Textiles from Around the
World
Think About It
Read and answer the questions.
1. How are Maori textiles different from other textiles
from around the world?
2. Compare a textile made by one of the groups in the
book to one you wear.
3. Explain some of the ways that textiles from around
the world are similar to each other.
Making Connections How is weaving similar to other arts and
crafts you know about? How is it different?
Write your answer in your Reader’s Notebook.
Grade 2
7
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Student
Lesson 23
Date
BLACKLINE MASTER 23.13
Textiles from Around the
World • LEVEL Q
page
12
Textiles from Around the
World
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
The Maori are very skilled at weaving. But
Maori weaving is different from weaving in most
other parts of the world. Maori weavers do not use
looms. Instead they weave strands together with
their fingers, and they place the fabric on pegs in
the ground.
13
The patterns in Maori textiles often have
special meanings. Some tell about the customs of
a particular group. Sometimes one symbol means
more than one thing. For example, a diamond
motif can stand for either a fish or a group of stars.
Woven mats have special meaning, too.
Comments:
(# words read
correctly/93 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 2
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
Word told
T
cat
cat

Error
1413645
Behavior
1
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