7 TEACHER’S GUIDE The Community Gardenforms.hmhco.com/assets/pdf/journeys/grade/L07_The... ·...

Number of Words: 419

L E S S O N 7 T E A C H E R ’ S G U I D E

The Community Gardenby Olive Porter

Fountas-Pinnell Level JRealistic FictionSelection SummaryWhen Luz and her mother move to a new apartment in the city, Luz misses her old garden. They join a community garden, working hard and sharing seeds, tools, and advice with the other gardeners. In the fall, all the gardeners bring food for a community potluck dinner.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third person narrative• Organized chronologically

Content • Community garden• Foods made from vegetables

Themes and Ideas • Gardening requires hard work.• Sharing work and sharing the results of work are satisfying.• Gardeners can plant food in a city.

Language and Literary Features

• Description of possibly unfamiliar setting• Simple dialogue, with assigned speakers• Details show passage of time.

Sentence Complexity • Simple, compound, and complex sentences• Some sentences with challenging clauses (As soon as they could, Luz and her mom

joined the community garden.)• Items in a series (All of the gardeners shared seeds, tools, and advice with each other.

Everyone ate, talked, and had a good time.)Vocabulary • Gardening terms: plot, weeds, raked, soil, vegetable seeds, plant food, vines

Words • Mostly one- and two-syllable words; longer words include apartment, community• Compound words such as sidewalk, backyard, potluck • Words with suffi xes (eagerly, gardeners, juicy)

Illustrations • Illustrations support text.Book and Print Features • Framed illustration below text on each of nine pages

• One to four paragraphs on a page© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

blooming – a plant is growing fl owers, p. 3

muscles – body parts, p. 6nodded – moved one’s head up

and down to agree, p. 4

plain – simple, not fancy, p. 2scent – a smell, especially a nice

smell, p. 3shovels – tools with a wide scoop

and a long handle, p. 4

tough – hard to chew, cut, rip, or break apart, p. 7

wrinkled – lined, p. 10

The Community Garden by Olive Porter

Build BackgroundHelp children use their knowledge of gardens to visualize the story. Build interest by asking a question such as the following: What can grow in a garden? Read the title and author and talk about how the cover illustration shows a community garden. Tell children that this story is realistic fi ction so the characters will act like real people.

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:

Pages 2-3: Tell children that this story is about a girl named Luz who moves with her mother to a new apartment building and misses her old garden.Suggested language: Turn to pages 2 and 3 and look at the pictures. Luz and her mother have just moved to a city apartment. What might Luz be looking for behind the building? Luz remembers how much she loved having a garden. Every summer it bloomed with fl owers and a wonderful scent fi lled the air. Why did the garden smell so good when the fl owers were blooming?

Page 5: Have children fi nd the words community garden and garden plot in the paragraph. Use the illustration to discuss the meaning of the terms.

Page 6: Explain that Luz and her mother have begun working in the community garden. They work until their muscles are sore. Why do you think gardening can cause sore muscles?

Page 7: What jobs are the gardeners doing in this picture?

Page 8: Draw attention to the illustration. How can you tell from the picture that time has passed?

Page 9: Turn to page 9. In the picture Luz and her mom are being invited to a special dinner called a community potluck dinner. What might make this dinner special?

Now turn back to the beginning of the story and read to fi nd out about Luz and the community garden.

2 Lesson 7: The Community GardenGrade 2© Houghton Mifflin Harcourt Publishing Company

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

Remind children to use the Analyze/Evaluate Strategy to tell how they feel about the story.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: What do you know about community gardens that you didn’t know before?

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

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

• Luz and her mother join a community garden.

• They work hard to tend their plot, and they enjoy the friendship of other gardeners.

• The gardeners come together in the fall to have a potluck dinner with foods made from everyone’s vegetables.

• It is hard work to grow vegetables, but the results are worth it.

• A community garden can make the city more like the country.

• A community garden brings people together.

• The story shows the true steps in growing garden vegetables.

• The author included examples of everyone sharing and working together.

• The pictures help readers understand what is planted and how it grows.

• The author’s attitude about community gardens is that they are great places to garden and build a sense of community in a city.

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

Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them

to pause at each comma and end mark.• 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. Explain that a syllable is a word part with just one vowel sound, and that breaking a long word into its syllables helps readers say the word part by part. List these words from The Community Garden, and have children help you break each into syllables between two consonants, as shown: gar/den, won/der/ful, ad/vice, let/tuce, sum/mer, din/ner, pep/pers.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 7.8.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillConclusions

Target Comprehension Skill Tell children that they can put together story details to fi gure

out a conclusion. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

On page 6, I read that Luz and her mom pulled up weeds and raked until their muscles were sore. On page 7, I read that there were always more weeds to pull up. On page 8, I read that everyone told stories and jokes while they worked. Here’s my conclusion: Gardening is hard work, but gardeners have fun doing it.

Practice the SkillHave children fi nd details in the text that support this conclusion: Community gardeners share what they have.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Why is Luz unhappy at the start of the story?

• On page 7, which word means “opinions about what to do”?



Read directions to children.

Think About ItRead and answer the questions.

1. Why are the two women carrying shovels?

2. Why does Luz sigh when she sees the parking lot?

3. How do you think Luz feels about her new home at

the end of the book? Explain your answer.

Making Connections Luz and her mother make new friends by working in the community garden. What are some other ways people make new friends? How would you make friends if you moved to a new place?

Write your answer in your Reader’s Notebook.

Grade 2, Unit 2: Nature Watch

Name Date

The Community GardenThink About It

Lesson 7B L A C K L I N E M A S T E R 7 . 8

Think About It

English Language DevelopmentReading 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.

Cognates Discuss the meanings of garden and gardener, pointing out that the words are similar to the Spanish jardín and jardinero/jardinera.

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

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is the girl?

Speaker 2: Luz

Speaker 1: Where does she live?

Speaker 2: in a city

Speaker 1: Where does she plant vegetables?

Speaker 2: in a community garden

Speaker 1: How does Luz feel about working in the garden?

Speaker 2: She loves working in the garden.

Speaker 1: What do Luz and her mom bring to the potluck dinner?

Speaker 2: They bring pizza. They put tomatoes, peppers, and onions from their garden on it.

Speaker 1: Why do people in a city join a community garden?

Speaker 2: They join other gardeners on land that is set aside for gardening. They can grow their own food and help each other.



Name Date

The Community GardenThinking Beyond the Text

Read the paragraph below. Then write your letter on the lines.

At the beginning of the story, Luz was not very happy about their move to the new apartment building. By the end of the story, her feelings have changed. Imagine you are Luz. Write a letter to a friend. Tell about the move and your work at the community garden. Explain why your feelings about moving have changed.



Think About ItRead and answer the questions.

1. Why are the two women carrying shovels?

2. Why does Luz sigh when she sees the parking lot?

3. How do you think Luz feels about her new home at

the end of the book? Explain your answer.

Making Connections Luz and her mother make new friends by working in the community garden. What are some other ways people make new friends? How would you make friends if you moved to a new place?

Write your answer in your Reader’s Notebook.

Name Date

The Community GardenThink About It

Lesson 7B L A C K L I N E M A S T E R 7 . 8



1413768

Student Date Lesson 7

B L A C K L I N E M A S T E R 7 . 1 2

The Community GardenRunning Record Form

The Community Garden • LEVEL J


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

When Luz and her mom moved to their

new apartment, Luz looked at the building.

In the front, there was a sidewalk. On the left,

there was another plain brick building. And on

the right, there was a store.

Luz ran around to the back of their new

building. A parking lot filled the whole

backyard. Luz sighed.

At their old place, they had always planted

a garden. Every summer, flowers were blooming,

and a wonderful scent filled the air.

But here, there was no space for a garden.

Comments: Accuracy Rate (# words read

correctly/89 × 100)

%

Self-Correction Rate

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

1:


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