LESSON 10 TEACHER’S GUIDE
Artists in Training
by Deborah Akers
Fountas-Pinnell Level P
Nonfiction
Selection Summary
Some high school students choose to attend an arts high school.
There, they are exposed to a range of art programs and learn about a
variety of arts. They focus on a specific art form, practice it, and learn
ways to share their art with others. They also learn ways to support
themselves through practicing their art.
Number of Words: 813
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Nonfiction
• Text organized into seven short chapters
• Seven to thirteen lines of text on a page; text wraps around photos
• Art high schools provide students with a place to concentrate on art courses.
• Visual arts
• Performing arts
• Becoming an artist requires discipline and dedication.
• Artists need to find ways to get jobs and make money in their art fields.
• Conversational language
• Creative chapter headings
• A mix of short and complex sentences
• Multiple items in series
• Many art terms, some defined in context: pottery, kiln, sculpture, ballet
• Some multisyllable words, such as permission, commitment, memorize, discouraged
• Photographs with captions
• Eleven pages of text with photographs on most pages, one full-page photograph
• Table of contents
• Chapter headings
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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Artists in Training
by Deborah Akers
Build Background
Help students use their knowledge of the arts to visualize the selection. Build interest by
asking questions such as the following: What do you think of when you hear the word art?
What types of art do you enjoy doing, watching, or listening to? Read the title and author
and talk about the cover photograph. Explain that this article describes the experience of
attending a school where students learn to become artists.
Introduce the Text
Guide students through the text, noting important ideas and nonfiction features. Help with
unfamiliar language so they can read the text successfully. Give special attention to target
vocabulary. Here are some suggestions:
Page 3: Draw students’ attention to the photograph and caption.
Suggested language: Turn to page 3. Look at the photograph of the arts high
school and read the caption. Then read the last sentence: However, only those who
show skill and commitment are given permission to be part of the school’s family
of artists. Do you think it is difficult to be admitted to an arts high school? Why or
why not?
Page 4: Explain that at first, students explore arts such as painting, drawing,
pottery, music, or theater programs. After students have toured these different
art programs, they choose one. Ask: How do students know which program to
choose?
Page 5: Point out the chapter heading and read the caption. The heading on page
5 tells us that this chapter describes a typical day at an arts high school. Students
arrive and go to class. In class, they might be hauling materials such as easels,
around. Ask: Why might they need to do this?
Pages 6–7: Point out that captions can give clues about information in the text.
Ask: What do the captions on these pages tell you?
Page 8: Read the chapter heading to students. This chapter is about performing
in a theater. Read the second sentence: Students in this class dream of their big
debut as an actor someday. Ask: How do you think they imagine that day?
Now turn back to the beginning of the article and read about the experience of
attending an arts high school.
Target Vocabulary
border – a boundary or an edge,
p. 4
mournful – sad and serious,
p. 10
toured – took a trip through a
place, p. 4
debut – a performer’s first public
appearance, p. 8
permission – allowed to do
something, p. 3
towered – stood above
something else, p. 7
discouraged – feeling hopeless
or disappointed, p. 8
stubborn – lasting, not easily
changed, p. 8
triumph – a victory or success,
p. 14
hauling – pulling or carrying, p. 5
Grade 4
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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 Analyze/Evaluate Strategy
carefully and form opinions about the text as they read.
and to think
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the selection.
Suggested language: What do you think it would be like to attend an arts high school like
the one described in the text? Would you like to attend a school like this? Why or why
not?
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
• Some students choose to attend
an arts high school.
• An arts high school provides
students with an chance to
pursue an art career in high
school.
• The photographs are realistic
and show what is explained in
the text.
• At an arts high school, students
choose an art program in one of
the visual or performing arts.
• At an arts high school, students
learn ways to share their art and
to earn money by doing it.
• Becoming an artist requires
discipline and dedication.
• The author includes lots of
details about various arts that
are interesting and informative.
• Artists need to find ways to earn
money by doing their chosen art.
© 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 from the text and read aloud in partners.
Suggest that they try reading one chapter as if they were giving a tour of an arts high
school.
• 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 suffix –ful means “full of,” as in
the word mournful on page 10. Explain that flamenco music is mournful, or “full
of sadness.” Discuss other words with the suffix –ful, such as careful, thoughtful,
beautiful, or wonderful.
Grade 4
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Writing about Reading
Vocabulary Practice
Have students complete the Vocabulary questions on BLM 10.1.
Responding
Have students use their Reader’s Notebook to complete the vocabulary activities on page
15. Remind them to answer the Word Teaser on page 16. (Answer: discouraged)
Reading Nonfiction
Nonfiction Features:
Photos and Captions Remind students that nonfiction has many features to help readers
find and understand important information. Two of these features are photos and captions.
Explain that photos are an important source of information. First, they show the reader
what the author describes in the text. And, they might also 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 (dance is one kind of project that students are involved in). Then
have students choose another photo in the book and tell what they can learn from it.
Explain that captions can be phrases or full sentences, as in this article. Captions explain
what a photo, map, diagram, or chart is about. Point out that reading the captions in a
nonfiction book is a good way to preview the book before reading the main text. Have
students write an informative caption for one of the photos in the article.
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
• The main purpose of this article is to
________________________________________________________________.
• What can readers tell about using a kiln from reading the paragraph on page 6?
• What words on page 14 help students understand the meaning of the word triumph?
Grade 4
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English Language Development
Reading Support Pair advanced and intermediate readers to read the selection
softly, or have students listen to the audio or online recordings. Remind students that this
selection is about how young people train for careers in the arts.
Vocabulary The article contains phrases that include the word record— recording
studios and recording equipment. Define record as it is used on page 9 (verb: to make a
recording of), and discuss the purpose of recording equipment and recording studios.
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 do the students in this
article want to study?
Speaker 1: What are some types of arts
taught at an arts high school?
Speaker 2: arts
Speaker 2: Some of the arts taught are
painting, pottery, music, dance, and
theater.
Speaker 1: How is attending an
arts high school like attending
other schools? How is it
different?
Speaker 1: What instrument do
students use to make clay pots?
Speaker 2: pottery wheel
Speaker 2: Students at arts high
schools take classes in English,
math, and science, just like at
other schools. However, they
spend a lot of time studying a
form of art.
Speaker 1: What do flamenco dancers
wear?
Speaker 2: They wear colorful skirts and
high dance shoes.
Lesson 10
Name
BLACKLINE MASTER 10.1
Date
Target Vocabulary
Artists in Training
Target Vocabulary
Find each Target Vocabulary word in the Word Search below.
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Target Vocabulary
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Vocabulary
border
debut
discouraged
stubborn
hauling
mournful
permission
toured
towered
triumph
Grade 4, Unit 2: Do You Know What I Mean?
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Name
Date
Artists in Training
Thinking Beyond the Text
Think about the questions below. Then write your answer in one or two
paragraphs.
Remember that when you think beyond the text, you use your personal
knowledge to reach new understandings.
On page 8, one teacher says: “An actor has to be stubborn. You must never
give up.” How do you think being stubborn will help an actor? What else
might an actor have to do to be successful?
Grade 4
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Lesson 10
Name
BLACKLINE MASTER 10.1
Date
Target Vocabulary
Artists in Training
Target Vocabulary
Find each Target Vocabulary word in the Word Search below.
L
G
N
I
L
U
A
H
F
L
D
Q
O
E
F
W
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I
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B
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D
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B
Q
P
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Grade 4
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W
W
A
P
P
P
G
N
D
S
P
L
Vocabulary
border
debut
discouraged
stubborn
hauling
mournful
permission
toured
towered
triumph
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Student
Lesson 10
Date
BLACKLINE MASTER 10.24
Artists in Training • LEVEL P
page
Artists in Training
Running Record Form
Selection Text
3
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
In many ways, an arts high school is like other schools.
There are classes in math, English, and science. Many
students want to go to an arts high school. However, only
those who show skill and commitment are given permission to
be part of the school’s family of artists.
4
At an arts school, each student has a chance to explore
many art forms. There are classes in painting, drawing, and
pottery. Many students also take part in the music or theater
programs. After they have toured the variety of programs,
most students choose one area of study.
Comments:
(# words read
correctly/97 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 4
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414205
Behavior
ˆ
Word told
1
8
T
cat
1
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