LESSON 10 TEACHER’S GUIDE A Hat for Cat - hmhco.com · PDF fileWords • Many...

Characteristics of the Text Genre • Fiction

Text Structure • Third-person narrative• Surprise ending: the cat ends up sleeping in the hat, not wearing it

Content • Trying on hats of different shapes and sizesThemes and Ideas • Keep trying until you fi nd what you want.

Language and Literary Features

• Clear, straightforward language• Some repeated sentences with one word changed: “I do not want a _ hat.”

Sentence Complexity • Many longer sentences repeated: “I want to get a hat,” said Cat. “No,” Cat said to the man.• Dialogue, some split, all assigned

Vocabulary • Words relating to shape and size: little, tall, fl at, fatWords • Many high-frequency words: I, to, a, said, no

Illustrations • Illustrations that support and add to the textBook and Print Features • Nine pages, with two to four lines of text and one illustration on eight of the pages

• Sound balloon on the last page• Large print and good spacing between words

© 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: 85

L E S S O N 1 0 T E A C H E R ’ S G U I D E

A Hat for Catby Polly Peterson

Fountas-Pinnell Level CFictionSelection SummaryA fussy cat goes to a hat store looking for the perfect hat. After rejecting a number of hats, the cat chooses a fat hat, and then curls up and goes to sleep in it.

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A Hat for Cat by Polly Peterson

Build BackgroundRead the title to children and talk with them about what the characters are doing in the cover illustration. Encourage children to use adjectives such as big, tall, green, purple, and furry, to describe the hats in the picture. Then ask: Why would a cat want a hat?

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

: Explain that this story is about a cat looking for just the right hat.Suggested language: Turn to page 2. What do you think the cat is doing at the hat store? The author writes: “I want to get a hat,” said Cat. What letter does the word said start with? Can you hear the /s/? Find the word said on page 2.

Page 3: Remind children that they can use information in the pictures to help them read. Look at this picture. How can you tell how the cat feels about this hat? In the last sentence, the cat says: “I do not want a little hat.”

Page 5: Look at the tall hat in the picture on page 5. The word tall starts with what sound? Say /t/. The word tall begins with the letter t. Find the word tall in the second sentence.

Page 7: How does the cat feel about this hat? How can you tell? The cat says: “I do not want a flat hat.” Listen to the fi rst two sounds in the word fl at: /f/ /l/. Now fi nd the word fl at in the second sentence.

Now go back to the beginning and read to fi nd out what kind of hat the cat gets.

flat tall

Learn More Words

2 Lesson 10: A Hat for CatKindergarten© Houghton Mifflin Harcourt Publishing Company


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 book, or what they found most interesting.Suggested language: Were you surprised by the ending? Why or why not?

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

• Cat is looking for just the right hat.

• Cat doesn’t want a little hat, a tall hat, or a fl at hat.

• Cat chooses a fat hat, and then curls up and falls asleep in it.

• Keep trying until you fi nd what you want.

• The writer doesn’t say why the cat wants the fat hat, but shows it in the picture with a sound balloon that says, “Purr!”

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

Choices for SupportConcepts of PrintHelp children understand that a sentence is a group of words with ending punctuation. Point out that the ending punctuation in A Hat for Cat includes periods and exclamation points. Model how to read a sentence ending with an exclamation point. Also model how to read the sound balloon text, “Purr!” on page 10.

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

• Listening Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Say pairs of words, for example: cat and hat, little and like, fl at and fat, tall and wall, purr and her, etc.

• Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /h/ /a/ /t/. What is the word? (hat) Continue with these words: /f/ /l/ /a/ /t/ (fl at), /c/ /a/ /t/ (cat), /s/ /e/ /d/ (said) and /f/ /a/ /t/ (fat).

• ABC Order Materials: magnetic or cardboard letters or letter cards Have children choose letters and put them in ABC order.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 10.4 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 SkillStory Structure

Target Comprehension Skill Tell children that a story is made up of many parts. Stories

have settings, characters, and events. Model how to think about the structure of this story.

Think Aloud

This story mostly takes place in a hat store, although on the last page, Cat may be at home. The characters are Cat and the hat salesman. This is what happens. The hat salesman gives Cat many hats to try on: fi rst, a little hat; next, a tall hat; and then a fl at hat. Finally, Cat tries on a fat hat and loves it. So Cat curls up and goes to sleep in it.

Practice the SkillHave children choose another story and tell about the settings, characters, and events in that story.

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

What do you learn about Cat from how he acts in the story? Write about what you think. Explain your answer.



Think About It Children look at the pictures and circle the one that answers the question.

1. Which hat did the cat choose?

Children draw a picture of the hat they would pick for the cat.

2.

Name Date

Kindergarten, Unit 2: Show and Tell Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 10B L A C K L I N E M A S T E R 1 0 . 4

A Hat for CatThink About It

6Read directions to children.

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English Language LearnersFront-Load Vocabulary Make sure children know the meanings of the following adjectives: little, tall, fl at, fat. Use the illustrations of the different hats as examples of the adjectives’ meanings.

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: What does Cat want to get?

Speaker 2: a hat

Speaker 1: What kind of hat is on page 3?

Speaker 2: little

Speaker 1: What kind of hat does Cat get?

Speaker 2: fat

Speaker 1: What kind of hat does the man give the cat on page 5?

Speaker 2: a tall hat

Speaker 1: What kind of hat does Cat want in the end?

Speaker 2: a fat hat

Speaker 1: What hats didn’t Cat want?

Speaker 2: He didn’t want little, tall, or fl at hats.

Speaker 1: What does Cat do with his fat hat?

Speaker 2: Cat gets in the hat and sleeps.


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Name Date

A Hat for CatWhat do you learn about Cat from how he acts in the story? Write about what you think. Explain your answer.



Think About It Children look at the pictures and circle the one that answers the question.

1. Which hat did the cat choose?

Children draw a picture of the hat they would pick for the cat.

2.

Name Date Lesson 10

B L A C K L I N E M A S T E R 1 0 . 4

A Hat for CatThink About It



1413278

Student Date

A Hat for Cat • LEVEL C A Hat for CatRunning Record Form

Lesson 10B L A C K L I N E M A S T E R 1 0 . 8

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

4

5

6

“I want to get a hat,”

said Cat.

“No,” Cat said

to the man.

“I do not want a little hat.”


said Cat.

“No,” Cat said

to the man.

“I do not want

a tall hat.”


said Cat.

Comments: Accuracy Rate (# words read

correctly/50 x 100)

%

Self-Correction Rate

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

1:



LESSON 10 TEACHER’S GUIDE A Hat for Cat - hmhco.com · PDF fileWords • Many...

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