23 Amy’s Airplane - Houghton Mifflin...

Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative with a clear sequence of eventsContent • Older sister teaches younger sister

• Paper airplanes• Family interactions

Themes and Ideas • Achieving a goal is important.• It’s good to keep trying.• Making things by hand is satisfying.

Language and Literary Features

• Engaging characters• Simple dialogue with speaker assigned• Simple sequences of events

Sentence Complexity • Simple sentences, some with compound predicates• Commas to set words apart (“I’m sorry, Amy,” said her father.)• Ellipses and exclamations

Vocabulary • Most vocabulary familiar to children• Word meaning illustrated by pictures, including airplane, paper, fold

Words • Mostly one to two syllable words with decodable spelling patterns• Simple plurals, possessives and contractions (dolls, Amy’s, Let’s)

Illustrations • Lively realistic drawings support the text.Book and Print Features • Nine pages of text with illustrations on every page

• Print in large, plain font© 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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Number of Words: 147

L E S S O N 2 3 T E A C H E R ’ S G U I D E

Amy’s Airplaneby Cass Hollander

Fountas-Pinnell Level ERealistic FictionSelection SummaryAmy only wanted one thing—an airplane from the toy store. Her parents said they couldn’t buy it for her, so her older sister shows her how to make an airplane out of paper.

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about again buy father sorry want

Words to Know

Amy’s Airplane by Cass Hollander

Build BackgroundRead the title to children and talk with them about what the girl is doing in the cover illustration. Ask them what they think they will learn about the little girl in this story. Encourage them to use their knowledge of toy airplanes to think about the story. Ask questions such as the following: Which toy would you like in this toy store? Would you like to play with a toy airplane? Why or why not?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, including the repetition of many sentence patterns, such as “We can’t buy an airplane” and “Amy nodded,” that tell readers what happens to Amy. Here are some suggestions:

: Explain that this story is about a little girl, Amy, who wants a toy airplane. Suggested language: Turn to page 2. Here is Amy at the toy store. What do you see on the shelves of the store? Yes, there are lots of dolls and toys. Amy did not want dolls. She did not want toys. Say the word want. What sound do you hear fi rst in the word want? Look at the picture. How can you tell what Amy wants?

Page 3: Explain that Amy learned about airplanes. She even dreamed about airplanes. What is Amy doing in this picture? Yes, she is acting like an airplane.

Page 5: Turn to page 5. Who is in the picture? Amy’s father says: “We can’t buy an airplane.” Amy’s father is sorry he can’t buy the plane for Amy. What do you think Amy will do now?

Now turn back to the beginning and read to fi nd out if Amy ever gets an airplane to fl y.

2 Lesson 23: Amy’s Airplane Grade 1© 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.

Respond to the TextPersonal ResponseAsk children to share their personal responses to the story. Begin by asking what they liked best about the story or what they found most interesting.Suggested language: What do you think about the way Amy fi nally gets the airplane she wanted? Have you every made a paper airplane? Tell about how you made it.

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

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

• Amy wanted an airplane.

• Amy’s parents said that they couldn’t buy an airplane.

• Amy’s older sister, Jayla, shows her how to make a paper airplane.

• It’s fun to do a project with your sister or brother.

• If you keep trying, you will learn how to do something new.

• It feels good to make something by hand.

• The pictures help readers understand the story.

• The writer uses the same language throughout the story.

• The writer includes details that make this story fun to read.

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

Choices for SupportFluency Have children choose a page to read aloud. Point out that the story includes many sentences with exclamation points, which means they should read these sentences with strong feeling.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Clapping Syllables Have children hear and say syllables in words from the book (about, airplanes, sorry, buy, smiles, sister, paper, tried, fold, again). Have them clap on each syllable: a-bout; air-planes, sor-ry; buy; smiles; sis-ter; pa-per; tried; fold; a-gain).

• Build Sentences Materials: Magnetic letters. Divide children into teams. Give each team a box of magnetic letters. Ask children to use the magnetic letters to build words. After fi ve minutes, ask teams to read aloud the words they have made.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 23.7 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillCause and Effect

Target Comprehension Skill Tell children that the effect tells what happens in a story.

The cause tells why it happened. Model how to think about cause and effect:

Think Aloud

In this story I read that Amy really wanted an airplane a lot. So her older sister shows her how to make an airplane from paper. Making a paper airplane was something that happened in the story. Amy wanting an airplane was why this happened.

Practice the SkillHave children share an example of cause and effect in another story they have read.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Draw a picture of Amy fl ying her new airplane with her sister.

Write about where the airplane fl ew.



Read directions to children.

Think About ItWrite an answer to the question. Responses may vary.

1. Why does Amy make a paper airplane?

Amy’s parents said they cannot buy her

an airplane. Amy’s sister shows her how

to make one.Making Connections Think about a time someone

helped you make something. Write some sentences

about what you made.

9 Grade 1, Unit 5: Watch us Grow

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Amy’s AirplaneThink About It

Lesson 23B L A C K L I N E M A S T E R 2 3 . 7

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English Language LearnersFront-Load Vocabulary Make sure children know the meanings of the following verbs from the story: acted (p. 3), dreamed (p. 3), nodded (p. 4), fold (p. 7), tried (p. 8).

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

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Point to Amy.

Speaker 2: [Points to Amy]

Speaker 1: What does Amy want?

Speaker 2: an airplane

Speaker 1: What do Amy’s mother and father tell her?

Speaker 2: They can’t buy an airplane.

Speaker 1: What does Jayla tell Amy they can do together?

Speaker 2: They can make an airplane.

Speaker 1: How does Amy fi nally get an airplane?

Speaker 2: She learns how to make an airplane by folding paper.



Name Date

Amy’s AirplaneDraw a picture of Amy flying her new airplane with her sister.

Write about where the airplane flew.



Think About ItWrite an answer to the question.

1. Why does Amy make a paper airplane?

Making Connections Think about a time someone

helped you make something. Write some sentences

about what you made.


Name

Amy’s AirplaneThink About It

Lesson 23B L A C K L I N E M A S T E R 2 3 . 7


1413327

Student Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 1 2

Amy’s AirplaneRunning Record Form

Amy’s Airplane • LEVEL E

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

Amy only wanted

one thing.

She did not want dolls.

She did not want toys.

She wanted an airplane.

Amy learned about

airplanes and dreamed

about airplanes.

She even acted like an

airplane!

Comments: Accuracy Rate (# words read

correctly/33 × 100)

%

Self-Correction Rate

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

1:



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