LESSON 3 TEACHER’S GUIDE
The Presentation
by August Gaudino
Fountas-Pinnell Level S
Realistic Fiction
Selection Summary
The school board asks Mrs. Blaine’s class to present a suggestion for
improving the school. The class brainstorms ideas and votes for two:
Yadira’s idea for an after-school program and Robbie’s idea to replace
sports equipment. Then Alvin suggests a compromise that they all
like, an after-school program featuring sports for little kids.
Number of Words: 2,569
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Realistic fiction
• Third-person narrative, told in chronological order
• Paragraphs of dialogue
• Safety issues from outdated sports equipment
• Working parents’ need for after-school programs for young children
• Brainstorming is an effective way to generate ideas.
• Help others when you have a chance.
• When a dispute reaches an impasse, try compromise.
• Informal language and natural dialogue, including some slang
• Characters revealed primarily through dialogue
• Descriptive details; similes
• A mix of simple and complex sentences, some fragments
• Many short sentences within dialogue
• Use of dashes; italics for emphasis
• Terms associated with school and school sports: school board, gym, cafeteria, floor
hockey, basketball, mitts, laptop, hockey, puck, T-ball, four square
• Accessible vocabulary, many one-syllable and two-syllable words
• Colloquialisms: Get serious, yeah, OK, for real, cheesy, pretty cool, high-fives
• Realistic color illustrations support the text
• Seventeen pages of text, 11 with illustrations
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying
or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly
permitted by federal copyright law.
Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication
in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be
addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
978-0-547-30869-2
1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and
they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
5_308692_OL_LRTG_L03_presentation.indd 1
1/6/10 11:43:37 PM
The Presentation
by August Gaudino
Build Background
Help students use their knowledge of making improvements to schools to visualize the
selection. Build interest by asking questions such as the following: Suppose a genie
offered to grant your class one wish for an improvement to your school. What would you
wish for? What might your classmates wish for? Read the title and author and talk about
the cover illustration. Explain that this book is realistic fiction. It is a present-day story that
could take place in real life.
Introduce the Text
Guide 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: Call attention to the heading. Suggested language: The school board
has challenged Mrs. Blaine’s class to present a suggestion on how to improve the
school. There will be multiple suggestions to discuss and debate. How will they
reach a decision on which idea to choose?
Page 4: Have students locate the word warehouse at the top of the page. One
student thinks the cafeteria in his school looks like “an old warehouse.” What do
you think he means? Describe how that cafeteria might look.
Page 6: Page 6 shows Yadira at home talking to her mother. This scene must be
an important to be part of the story. What might they be discussing? What do you
think Yadira’s mother might suggest?
Pages 10–11: Point out the illustration of Robbie presenting his idea to the class
on page 10 and Yadira presenting hers on page 11.Yadira feels “a little shaken”
by Robbie’s strong presentation. Describe what it feels like to lose a little of your
confidence, to feel shaken.
Now turn back to the beginning and read to find out what suggestions the students
offer on how to improve the school and which suggestion turns out to be the
winner.
Target Vocabulary
beckoned – signaled with a
movement of the hand, p. 8
gradually – done slowly over a
period of time, p. 14
debate – a formal public
discussion about an issue, p. 2
hesitated – paused before
continuing, p. 10
shaken – upset, p. 11
decorated – had things added to
make it more attractive, p. 4
inflated – filled with air, p. 6
stalled – halted, p. 11
Grade 5
2
prodded – encouraged, p. 5
scanned – looked around quickly,
p. 14
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 2
7/29/09 10:36:38 AM
Read
Have students read silently while you listen to individual students read aloud. Support their
understanding of the text as needed.
Remind students to use the Infer/Predict Strategy
to figure out what the author means or what might happen next.
and to use text clues
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the story.
Suggested language: If you were in Mrs. Blaine’s class, which idea would you have voted
for? Why?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• The class generated many ideas
because Mrs. Blaine encouraged
them to brainstorm and express
their thoughts freely.
• A school board is a group of
people elected to manage a
school or school system.
• The story’s problem is presented
immediately, in the second
paragraph of the story.
• Brainstorming freely can produce
creative thinking.
• The story ends with an openended question, leaving it
up to the reader to decide:
“Why couldn’t there be two
presenters?”
• Mrs. Blaine’s class compromised
and combined two good ideas
into one better idea.
• The class voted against
impractical suggestions and
those that would just help their
class.
• The class practiced principles
of democracy as they came up
with ideas, debated them, voted
on them, and selected those that
would benefit the most people.
• Dialogue is used to develop
characters and advance the plot.
© 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 passage of dialogue from the text to read
aloud. Ask them to read the character’s lines as a play, reading each “speech” as that
character would say it. Or, assign “parts” to be read aloud by different students.
• 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 Remind students that prefixes are added to base words and root
words to modify their meanings. Ask them to identify the prefixes in inflated (p. 6) and
deflated (p.12) and explain their difference in meaning. Then have them analyze the
prefixed words mismatched (p. 8), discovered (p. 15), and replaced (p. 15).
Grade 5
3
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 3
11/4/09 1:24:14 PM
Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 3.8.
Responding
Have 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 Skill
Compare and Contrast
Remind students that when you compare two
things, you tell how they are alike. When you contrast two things, you tell how they are
different. Compare and contrast is a useful skill to use to analyze characters in a story.
Characters may be alike in some ways but different in others. Model how to add details
to the Graphic Organizer, using a “Think Aloud” like the one below.
Think Aloud
The statement in the space for “Both” tells one way Yadira and Robbie
are alike. What is one way they are different? Yadira wants an afterschool program. Robbie wants new sports equipment. List those
statements in the spaces for “Yadira” and “Robbie” in the chart.
Practice the Skill
Have students share another example of a realistic fiction book in which they can compare
and contrast characters.
Writing Prompt: Thinking Beyond the Text
Have 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
• Which sentences from page 10 show that Robbie is popular at school?
• Robbie holds up a broken hockey stick and lopsided puck to show that
________________________________________________________.
• How is Yadira’s idea different from Robbie’s idea and from Alvin’s idea?
Grade 5
4
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 4
11/4/09 1:24:31 PM
English Language Development
Reading Support Give English learners a “preview” of the text by holding a brief
small-group discussion with them before reading the text with the entire group.
Cultural Support Students may be not be familiar with some of the colloquial or
figurative expressions in the story. Help them use context to figure out the meanings of
back to earth (p. 2), started to fly (p. 3), cool (p. 5), ace that (p. 7), high-fives, cleared a
frog from her throat (p.11), having a heart (p. 14), and sore loser (p. 16).
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What did Robbie want the
school to get?
Speaker 1: What did the school board
request from Mrs. Blaine’s class?
Speaker 2: sports equipment
Speaker 2: They asked the class to
present an idea for how to improve the
school.
Speaker 1: What were the
arguments Yadira used in trying
to convince the class to vote for
her idea?
Speaker 1: What did Yadira want for
the school?
Speaker 2: an after-school program
Speaker 1: Why did Alvin want to
combine Yadira’s and Robbie’s ideas?
Speaker 1: Why didn’t Mrs. Blaine say
that Robbie’s idea had won?
Speaker 2: Both ideas were good, and
Robbie’s won by only one vote.
Speaker 2: They were both good ideas.
Speaker 2: She pointed out that
her idea would help kids and
dozens of families who needed
help the most, and that it was
better to be known for “having a
heart,” rather than having great
floor hockey players.
Lesson 3
BLACKLINE MASTER 3.8
Name
Date
Critical Thinking
The Presentation
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text How is Robbie briefly described in the text?
He is a natural leader.
2. Think within the text What makes Yadira feel like a deflated
balloon?
The crowd doesn’t respond the way she hopes.
3. Think beyond the text Compare and contrast Yadira’s initial
attitude toward her classmates’ ideas and her attitude later on.
Initially, Yadira feels that she is the only one who takes the task
seriously. Later, she realizes that it is okay to have fun, and that
many of her classmates also need afterschool child care.
4. Think about the text Why does the author end the selection with
Mrs. Blaine smiling instead of telling who would be presenting?
Sometimes it is more interesting to have readers figure out an
implied ending or to guess at one.
Making Connections The fifth graders have a chance to improve something
in their school. Write about an idea that you have to make your school better.
Include the steps you would take to implement your plan.
Write your answer in your Reader’s Notebook.
Critical Thinking
10
Grade 5, Unit 1: School Spirit!
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
10_5_246253RTXEAN_L03.indd 10
Grade 5
5
3/19/09 4:49:18 PM
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 5
7/29/09 10:36:40 AM
Name
Date
The Presentation
Thinking 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.
Imagine that you are in charge of writing an ad to convince parents to enroll
their children in the after-school program at Emerson School. What specific
details would you use to inform parents about the program? How would this
information convince parents to choose this program? Use examples from
the story to support your answer.
Grade 5
6
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 6
7/29/09 10:36:41 AM
Lesson 3
BLACKLINE MASTER 3.8
Name
Date
Critical Thinking
The Presentation
Critical Thinking
Read and answer the questions.
1. Think within the text How is Robbie briefly described in the text?
2. Think within the text What makes Yadira feel like a deflated
balloon?
3. Think beyond the text Compare and contrast Yadira’s initial
attitude toward her classmates’ ideas and her attitude later on.
4. Think about the text Why does the author end the selection with
Mrs. Blaine smiling instead of telling who would be presenting?
Making Connections The fifth graders have a chance to improve something
in their school. Write about an idea that you have to make your school better.
Include the steps you would take to implement your plan.
Write your answer in your Reader’s Notebook.
Grade 5
7
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 7
7/29/09 10:36:42 AM
Student
Lesson 3
Date
BLACKLINE MASTER 3.12
The Presentation • LEVEL S
page
7
The Presentation
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
The next morning there were 16 new emails in Yadira’s inbox,
all applauding the idea. We’re on to something, Yadira thought.
She arrived at school early and told the other members of her
group about the idea.
At first, they were a little unsure.
“Reading is my worst subject!” Hank complained.
“You can help little kids!” Yadira nudged him as they walked
into class. “You can ace that.”
8
Robbie and Ben had also gotten to school early. With the
coach’s permission, they sorted through boxes of sports
equipment, trying to get a sense of what shape it was in.
Comments:
(# words read
correctly/99 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 5
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414283
Behavior
ˆ
Word told
1
8
T
cat
1
Lesson 3: The Presentation
© Houghton Mifflin Harcourt Publishing Company
5_308692_OL_LRTG_L03_presentation.indd 8
7/29/09 10:36:42 AM