LESSON 14 TEACHER’S GUIDE
The Map and the Treasure
by Delilah Sampson
Fountas-Pinnell Level I
Fantasy
Selection Summary
Three animal friends set out to find treasure in the desert with the
aid of a treasure map. They learn that treasures are not always made
of gold.
Number of Words: 292
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Fantasy
• Story told by third-person narrator and by characters’ dialogue.
• Surprising ending with a moral
• Friends playing and working together
• A treasure hunt in a desert setting
• Treasures are not always made of gold.
• Story told by third-person narrator and by characters’ dialogue
• Told in contemporary, not traditional fairy tale or fable language.
• Many prepositional phrases such as: with his friends, in the sand, to his friends
• One compound sentence: Jack carried the map, and Ned looked for treasure.
• Words and phrases for a treasure hunt: map, big black X, treasure, gold, hole, treasure
box
• Words describing the desert: sand, rocks, sand, cactus, water
• Some target vocabulary highlighted in text
• Most words with only one or two syllables
• Words with inflectional endings: playing, jumped, counted, showed, climbed
• Many high-frequency words, including: one, two, three, four, five
• Illustrations closely linked to text on all pages
• Humorous pictures of contemporarily-dressed very lively animals
• Nine pages of text; illustrations on every page
• Some objects in pictures are labeled.
© 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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The Map and the Treasure
by Delilah Sampson
Build Background
Read the title to the children and talk with them about what the three animal friends are
doing in the cover illustration. Ask them how the friends might be feeling. Encourage
children to imagine what it would be like to find a treasure map. Ask questions such as:
What would you do if you found a treasure map? What kinds of treasure would you like
to find?
Front-Load Vocabulary Some everyday words may be unfamiliar to English
learners. Before reading, check understanding of the following words: counted, treasure,
carried, climbed, pointed, understand.
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. Call their attention to any
labels. Here are some suggestions:
Page 2: Explain that in this story three animal friends named Jack, Ned, and Liz
find a treasure map.
Suggested language: Turn to page 2. Jack the rabbit is playing a jumping game
with his friends. Jack says: “One, two, three, four, five!” What letter do you expect
to see at the beginning of the words four and five? Find the words on the page.
Page 3: Explain that Jack has found a paper in the sand. Help children read the
label in the illustration, map. Tell them the labels in this story can help them read.
Turn to page 3. Ned says: “The paper is very old.” Then Liz says: “The paper is a
map!” What kind of map do you think this is?
Page 4: Remind children that they can use information in the pictures to help them
read. Cultural Support: Explain the concept of a treasure map as a printed guide
that shows the secret whereabouts of a chest full of buried treasure, or gold. Now
on page 4, what do you see on the map? What do you think the big black X means
on a treasure map? Liz says: “The X shows where a treasure is.” What do you
think Jack and his friends will do, now that they have this treasure map?
Now turn back to the beginning of the book and read to see if Jack and his friends
find the treasure.
Words to Know
five
four
three
Grade 1
old
two
2
paper
where
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Read
As children read, observe them carefully. Guide them as needed, using language that
supports their problem-solving ability.
Respond to the Text
Personal Response
Invite children to share their personal responses to the book. Begin by asking what they
liked best about the book, or what they found interesting.
Suggested language: Do you think the friends really liked their treasures? Why?
Ways of Thinking
As you discuss the text, make sure children understand these teaching points.
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Jack and his friends find a
treasure map, and they hope to
find gold.
• Treasures are not always made
of gold.
• Some of the story is told through
dialogue.
• The characters are animals, but
they act the way people do.
• The friends find a small cactus
plant, a rock, and a twig.
• They see that these simple
things are treasures.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Fluency
Invite children to choose a passage from the text to act out. Remind them to pay attention
to the punctuation, especially the exclamation marks, to help them read with expression.
Phonemic Awareness and Word Work
Provide practice as needed with words and sounds, using one of the following activities:
• Listening Game Materials: pairs of words. Have children listen for words that begin
with the same sound. Have children raise their hands if the words begin with the same
sound, and keep their hands in their laps if the beginning letter is different. Say pairs
of words, for example, hot and hopped, saw and sand, map and marks, looked and
walked, gold and rock.
• Identify Long Vowels Write the following words on the board: five, three, hole, paper.
Ask children to find, read, and spell the word that has a long i sound (five). Then ask
them to find the word that has a long e sound, and so on, continuing the same way
with the other words.
Grade 1
3
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Writing About Reading
Critical Thinking
Read the directions for children on BLM 14.9 and guide them in answering
the questions.
Responding
Read aloud the questions at the back of the book and help children complete the activities.
Target Comprehension Skill
Conclusions
Tell children that as they read they can use details to figure
out more about the text. Model how to think about conclusions:
Think Aloud
Jack, Ned, and Liz seem like good friends. What details show me that?
They play together. They work together to hunt for treasure. They help
each other see the value of the small treasures they find. All these things
tell me that they are friends.
Practice the Skill
Have children tell details that show that the things the animals find in the box
are treasures.
Writing Prompt
Read aloud the following prompt. Have children draw and write their response, using
the writing prompt on page 6.
Think about making a treasure box for your friends to find. Draw a picture of the
treasure box.
Write about the treasure you would put in the box.
Grade 1
4
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English Language Learners
Cultural Support Some children may not know much about the desert environment.
Explain that days in the desert are hot, that deserts are full of sand, and that cactus plants
grow in the desert and have water inside.
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 paper does Jack find
in the sand?
Speaker 1: What happens after Jack
finds a map in the sand?
Speaker 1: What do the friends do
with their treasures?
Speaker 2: a map
Speaker 2: Jack and his friends look for
treasure.
Speaker 2: Jack eats the twig for
dinner. Ned drinks water from
the cactus. Liz uses the rock to
keep warm.
Speaker 1: What do Jack and his
friends want to find?
Speaker 2: gold, treasure
Speaker 1: What is a treasure for Liz?
Speaker 2: a warm rock
Speaker 1: What kind of treasures do
the friends find?
Speaker 2: They find a small cactus
plant, a twig, and a rock.
Lesson 14
BLACKLINE MASTER 14.9
Name
Think About It
The Map and the
Treasure
Think About It
Write the word that completes each
sentence.
map
1. The three friends found a
the sand.
gold
hole
cactus
2. The
rock
in
map
was a treasure for Ned.
cactus
twig
Making Connections Think about a
treasure. Draw a picture of your treasure. Label
your picture.
Read directions to children.
Think About It
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Grade 1
5
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Name
Date
The Map and the Treasure
Think about making a treasure box for your
friends to find. Draw a picture of the treasure box.
Write about the treasure you would put in the box.
Grade 1
6
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Lesson 14
BLACKLINE MASTER 14.9
Name
Think About It
The Map and the
Treasure
Think About It
Write the word that completes each
sentence.
1. The three friends found a
in
the sand.
gold
hole
map
2. The
was a treasure for Ned.
rock
cactus
twig
Making Connections Think about a
treasure. Draw a picture of your treasure. Label
your picture.
Grade 1
7
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Student
Lesson 14
Date
BLACKLINE MASTER 14.13
The Map and the Treasure
The Map and the
Treasure
Running Record Form
LEVEL I
page
3
Selection Text
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
“What is this?” asked Jack.
He showed the paper to his
friends Liz and Ned.
“The paper is very old,”
said Ned.
“The paper is a map!”
Liz said.
4
Liz pointed to a big black X
on the map.
“This is a treasure map,” said Liz.
“The X shows where a treasure is.”
“Let’s look for the treasure!”
said Jack.
Comments:
(# words read
correctly/60 × 100)
(# errors + #
Self-Corrections/
Self-Corrections)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 1
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
1413388
Behavior
1
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