11 From Typewriters to Computers

Number of Words: 312

L E S S O N 1 1 T E A C H E R ’ S G U I D E

From Typewriters to Computersby Jennifer Duffy

Fountas-Pinnell Level KNonfictionSelection SummaryThe selection chronicles how people over time have demanded smaller and easier-to-use machines to help them write faster and faster: from manual typewriters to electric typewriters to computers. The author discusses how the main problem with manual typewriters – making corrections – was solved by computers.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Mix of mostly expository and some narrative text, third-person point of view• No paragraphs or paragraph indents; each sentence beginning on a new line

Content • History of typewriters and computersThemes and Ideas • Machines get invented to meet a need.

• Consumers keep asking machines to do more to improve their lives.• Machines improve over time, often getting smaller and more effi cient in the process.

Language and Literary Features

• The tense shifts back and forth, is usually in the past but sometimes in the present—as when author addresses the reader on p. 4.

Sentence Complexity • Some short but many longer, complex sentences, some with embedded phrases and/or introductory clauses

• Commas in a series: There are keys, type, and an ink ribbon.• All sentence types used: statements, questions, exclamations, and a command (p. 4)

Vocabulary • Typewriter parts: keys, type, ribbon• Possibly unfamiliar words: typewriter, electric, manual, demanded, entire, impatient

Words • Many 2- and 3-syllable words: faster, buying; invented, typewriter, computers• Words with -s, -ed, -ing endings; affi xed words: faster, mistakes, impatient• Possible decoding challenges: typewriter, keys, electric, buying, manual, machine,

believed, impatient, peopleIllustrations • Mix of black-and-white and color photographs that illustrate text concepts

Book and Print Features • Nine pages, all a mix of text and photos• Labels with one photo (p. 5) and a timeline spanning pp. 8–9

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

believe – to think something is true, p. 6

demand– to ask in a fi rm way, p. 6

furious – feeling very angry, p. 7

gathered – came together in a group, p. 5

impatient – not willing to accept something, p. 4

impossible – not able to happen, p. 9

problem – a situation that needs solving, p. 7

understand – to know well, p. 4

From Typewriters to Computers by Jennifer Duffy

Build BackgroundDraw on children’s knowledge of computers to build interest, asking questions like these: Do you like to write on a computer? Do you know what machine people wrote on before computers? Read the title and author and talk about the cover photographs.

Introduce the TextGuide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Page 3: Explain that this book is about two machines, the typewriter and the computer and how one led to the other. Suggested language: Turn to page 3. The machine on this page is a typewriter from the late 1800s. Have you ever tried to use one? What did it feel like to use?

Pages 4–5: Draw attention to the photos and have children fi nd the labels on page 5. On page 4, a person is using a typewriter to make words. Can you understand how it works from looking at the picture on page 4?

Page 6: Draw attention to the photo. This is a computer! The fi rst computers were huge and hard to use. But people believed that computers could be smaller. Why do you think they believed that?

Page 7: Ask children to fi nd the eraser in the photo. What is happening in the photo? One problem with typewriters was that it was hard to fi x mistakes. This made people furious. Why do you think this problem would make people so angry?

Pages 8–9: Point out the timeline. This is a timeline that shows the history of these two machines. The numbers are years. The words in the boxes tell what happened at a certain time. How long was it from the time people started using typewriters to the time they stopped using them?

Now turn back to the beginning and read to fi nd out what happened when people kept asking for faster and easier ways to write words.

2 Lesson 11: From Typewriters to ComputersGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind children to use the Infer/Predict Strategy , using text clues to fi gure out important ideas.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: Would you want to write a letter on a typewriter? Why or why not?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The typewriter was invented in the 1800s so that people could write faster.

• The electric typewriter was invented because it was faster than a manual typewriter.

• People started using computers because they were faster, made corrections more easily, and did more than typewriters.

• New machines get invented because people have a need for them.

• People want machines to make their lives easier and more fun.

• Computers are an integral part of people’s lives today.

• The author uses a timeline to show at a glance when certain writing machines were invented.

• The author ties the invention of typewriters and computers to people’s need for faster and faster ways of writing.

• Photos and text show how typewriters and computers have changed over time.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Have children practice pacing by choosing a passage to read that has lots of

information, such as the sentences on pages 3 and 4. Point out that when they read sentences with lots of information, they should read slowly enough for listeners to understand but not so slowly that listeners get bored.

• 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 the /ôr/ sound can be spelled or or ore. Use these words from the text: before, stores, for, more, and story. Have children identify the letter that spells /ôr/ in each word. Then help them sort the words by their /ôr/ spellings (ore: before, stores, more; or: for, story).



Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 11.1.

RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: impatient)

Reading Nonfi ctionNonfiction Features: Timeline Remind children that a timeline is used in a nonfi ction book as a quick way of showing what events happened during a certain period of time and when they happened. Revisit the timeline on pp. 8–9, asking children about the information shown there. For example: Which came fi rst, computers or electric typewriters? When were the fi rst typewriters sold?

Then have a volunteer name some important events in his or her life that go back several years. List 4 or 5 widely spaced events. Then draw a timeline that is marked off year by year, with lines in between that represent 6-month periods. Work with children to plot the events on the timeline. Use the callouts on the selection timeline as models for labeling the key events on the classroom timeline.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.

Assessment Prompts• What word on page 7 means almost the same thing as mad?

• Which word on page 8 tells how people felt about using typewriters when they would rather be using computers?



Read directions to children.

Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.

1. Another way to ask for something is to

demand it.

2. You can always ask your teacher to help you solve

a math problem .

3. If you don’t think you can do something, you might

feel it is impossible .

4. When you know how something works, you can say

you understand it.

5. If you cannot wait for something to happen, you are

impatient .

6. Someone who is very, very mad is

furious .

7. If you think something is real, you

believe in it.

8. Before you made the cookies, you

gathered fl our, sugar, and eggs.

believedemandfuriousgatheredimpatientimpossibleproblemunderstand

Vocabulary

Name Date

Grade 2, Unit 3: Tell Me About It 3

Lesson 11B L A C K L I N E M A S T E R 1 1 . 1

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

From Typewriters to ComputersTarget Vocabulary

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First Pass

English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other.

Vocabulary Go over the typewriter terms keys, type, and ribbon, connecting them to the parts shown in the manual typewriter photo on p. 5. Then pair each word with its more common meaning (car keys, a type of animal, ribbon on a present). Work with children to create oral sentences for these common meanings of key, type, and ribbon.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches theirEnglish profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What machine did people fi rst write on long ago?

Speaker 2: a typewriter

Speaker 1: Which is faster to write on — a typewriter or a computer?

Speaker 2: a computer

Speaker 1: Why did people start buying typewriters?

Speaker 2: They could write words faster on a typewriter.

Speaker 1: People switched to computers because they were faster. Name another reason.

Speaker 2: It was easier to fi x mistakes on a computer. (Or computers could do more things.)

Speaker 1: How did typewriters change over the years?

Speaker 2: They got smaller and faster. They changed from manual to electric.

Speaker 1: Compare computers and typewriters for writing.

Speaker 2: Computers are faster and can do more things. It’s easier to fi x mistakes.



Name Date

From Typewriters to ComputersThinking Beyond the Text

Think about the question. Then write a paragraph below.

Why is a computer better than a typewriter for writing a story? Use details from the book in your answer.


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Target VocabularyFill in each blank with the Target Vocabulary word thatbest completes each sentence.

1. Another way to ask for something is to

it.

2. You can always ask your teacher to help you solve

a math .

3. If you don’t think you can do something, you might

feel it is .

4. When you know how something works, you can say

you it.

5. If you cannot wait for something to happen, you are

.

6. Someone who is very, very mad is

.

7. If you think something is real, you

in it.

8. Before you made the cookies, you

fl our, sugar, and eggs.

believedemandfuriousgatheredimpatientimpossibleproblemunderstand

Vocabulary

Name Date Lesson 11

B L A C K L I N E M A S T E R 1 1 . 1

From Typewriters to ComputersTarget Vocabulary



1413856

Student Date Lesson 11

B L a c k L i n e m a s t e r 1 1 . 2 3

From Typewriters to Computers • level k

From Typewriters to Computers

Running Record Form

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

6

7

8

In the 1960s, some of these people started buying computers.

Just like typewriters, computers were once really big. But

people believed computers could be smaller.

One problem with typewriters was that people could not see

what they had typed until it was on the paper. When people

made mistakes, they sometimes had to type the entire page

again. This made them furious.

More and more people began to use computers. They were

impatient with typewriters. By the 1990s, most people had

stopped using typewriters and used computers instead.

Comments: Accuracy Rate (# words read

correctly/88 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Correction)

1:



11 From Typewriters to Computers

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