LESSON 12 TEACHER’S GUIDE Sailing to Safety

Number of Words: 1,005

L E S S O N 1 2 T E A C H E R ’ S G U I D E

Sailing to Safetyby Stephanie Sigue

Fountas-Pinnell Level NHistorical FictionSelection SummaryA boy and his father go out on a fi shing trip. The boy wants to prove to his father that he is not a little kid anymore. The pair fi nd themselves caught in a strong storm as they try to head back to land for safety.

Characteristics of the Text Genre • Historical fi ction

Text Structure • First-person continuous narrativeContent • Growing up and overcoming challenges

• Sailing, fi shing, seamansip• Weather at sea; hurricanes

Themes and Ideas • Events in life can be unexpected.• Staying calm in dangerous situations is important.• Family members can help one another.

Language and Literary Features

• Conversational language• Foreshadowing and suspense

Sentence Complexity • A mix of short and complex sentences• Exclamations and questions

Vocabulary • Nautical and fi shing terms: compass, tiller, bait, tackleWords • Many multisyllable words, such as possibility, hurricane, announcer

Illustrations • Lively, cartoon-like drawings with captionsBook and Print Features • Thirteen pages of text, with illustrations on most pages

© 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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Sailing to Safety by Stephanie Sigue

Build BackgroundHelp students use their knowledge of storms to visualize the story. Build interest by asking a question such as the following: How would it feel to be at sea in a storm? Read the title and author and talk about the cover illustration. Tell students that this story is historical fi ction. The story is set in the past, and the characters will probably act like real people.

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

Pages 4–5: Explain that this is a story about a boy named Michael who wants more responsibility. Have students look at the illustrations and read the captions. The text says Michael is going to prove himself to his father. Ask: How do you think he will prove himself?

Pages 6: Explain that the boy’s grandfather constructed the boat out of wood instead of fi berglass. Ask: Why do you think Michael’s grandfather used wood to construct the boat?

Page 8: Have students read the fi rst two sentences. Ask: What gear does Michael get out?

Page 12: Direct students to the term compass in the second paragraph. Ask: How will Michael use the compass?

Now turn back to the beginning and read to fi nd out how Michael proves himself to his father.

constructed – something that is built, p. 6

crushing – smashing or squashing something, p. 12

debris –pieces of broken things, p. 14

possessions – items that a person owns, p. 9

rubble – broken or crumbled material

slab – a broad, fl at piece of something

tenement – a low-quality apartment building

timbers – large pieces of wood used for building

trembles – shakeswreckage –what is left of

something that has been ruined, p. 10

Target Vocabulary

2 Lesson 12: Sailing to SafetyGrade 4© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Visualize Strategy and to pay attention to how the details help them to visualize the events in the story.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the book. Suggested language: Have you ever had to prove yourself? What did you have to do? What did Michael have to do to succeed?

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

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

• A boy and his father go out on a fi shing trip together.

• A hurricane begins to head in their direction.

• The boy helps steer the boat back to safety.

• It’s possible to be small and still be useful.

• It is important to remain calm in the face of danger.

• The dates and places in the story help it seem more real.

• The language sounds realistic, the way a boy and his father would talk.

• The author uses suspense to make the story more exciting.

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

Choices for Further Support• Fluency Invite students to work with a partner. Have them choose a passage from

the text to act out with phrased fl uent reading. Remind them to pay attention to punctuation, and to use expression when reading dialogue.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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 students that longer words are often formed from shorter, familiar words. For example, boathouse (p. 14) is a compound of boat and house. Have students scan the text for other compound words.



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 12.7.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillSequence of Events

Target Comprehension Skill Remind students that sequence words can help them

understand the order in which the events of a story happen. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

After Michael’s dad hears about the hurricane, he falls. Later, Michael has to steer the boat by himself. This sequence shows the order the events happened in.

Practice the SkillEncourage students to share their examples of other events in the story that happen in sequence.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What is the meaning of debris on page 14?

• How was the fi shing trip different from what the boy and his father expected?

• What is an effect of Michael’s father hurting his arm?



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Michael want to go fi shing

with his father?

2. Think within the text What does Michael’s dad decide to do

after he learns that Hurricane Betsy has changed course? What

event happens after that?

3. Think beyond the text Predict how Michael’s family will treat

him now that he has proved he is responsible.

4. Think about the text What clues does the author give to

show that Michael is scared during the storm?

Making Connections In the story, Michael is scared during the storm. He acts bravely because he knows he has to help his father. Describe a time when you acted bravely even though you were afraid.

Write your answer in your Reader’s Notebook.

Sailing to SafetyCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 4, Unit 3: Natural Encounters9

Lesson 12B L A C K L I N E M A S T E R 1 2 . 7

Name Date

Michael wants his father to see that he isn’t a little kid anymore.

He decides to turn the boat around, and then falls and injures his arm.

Now that Michael has shown that he is responsible, his family will probably allow

him to do more activities by himself and stop treating him like a little kid.

The author says that Michael wants to hide in the cabin, and Michael bites his lip

and tries not to cry while he is steering toward the shore.

Possible responses shown.

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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. Remind them that Michael wants to prove himself to his dad.

Cognates The story includes many cognates. Point out the English words and their Spanish equivalents: debris (detrito) and possession (posesión).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is telling the story?

Speaker 2: Michael

Speaker 1: Where does Michael go with his father?

Speaker 2: on a fi shing trip

Speaker 1: What happens to Michael’s father?

Speaker 2: falls and hurts his arm

Speaker 1: Why does Michael want to prove himself?

Speaker 2: His family thinks he is a little kid.

Speaker 1: What happens when Michael and his father go on their fi shing trip?

Speaker 2: They get caught in the beginning of a hurricane.

Speaker 1: How does Michael show that he is not a little kid anymore?

Speaker 2: After his father hurts his arm, Michael has to take over the boat. Michael remains calm. He steers the boat back to land and away from the hurricane. He makes his father very proud.



Sailing to SafetyThinking About the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think about the text you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

On page 8, Michael notices that his father is staring at the radio and not listening to him. Why do you think Michael’s father wanted to remain calm, even though he knew the storm was dangerous? Was this a good idea? Why or why not?

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Michael want to go fi shing

with his father?

2. Think within the text What does Michael’s dad decide to do

after he learns that Hurricane Betsy has changed course? What

event happens after that?

3. Think beyond the text Predict how Michael’s family will treat

him now that he has proved he is responsible.

4. Think about the text What clues does the author give to

show that Michael is scared during the storm?

Making Connections In the story, Michael is scared during the storm. He acts bravely because he knows he has to help his father. Describe a time when you acted bravely even though you were afraid.

Write your answer in your Reader’s Notebook.

Sailing to SafetyCritical Thinking

Lesson 12B L A C K L I N E M A S T E R 1 2 . 7

Name Date



1413

927

Student Date

Running Record Form

Lesson 12B L A C K L I N E M A S T E R 1 2 . 1 1

Sailing to SafetySailing to Safety • LEVEL N

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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

9

10

I didn’t know enough to be too afraid yet.

Dad quickly started putting away the few possessions we had

brought. He looked really nervous, and I could already feel a

change in the wind. It was getting stronger.

Suddenly, Dad’s feet flew out from under him. Then I heard a

thud as his arm hit the side of our boat.

I was at his side in an instant. “Dad! Are you okay? What can I

do?” I was full of questions.

I could tell that he was trying to be strong for me, but his face

was red with pain.

Comments: Accuracy Rate (# words read correctly/100 ×

100)

%

Total Self- Corrections



LESSON 12 TEACHER’S GUIDE Sailing to Safety

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