LESSON 16 TEACHER’S GUIDE Animals in the...

Characteristics of the Text Genre • Informational text

Text Structure • Focused on a simple topicContent • Woodland animals

Themes and Ideas • Many animals live in the woods.Language and

Literary Features• Simple, straightforward language• Meaning provided through integration of photos with text.

Sentence Complexity • Repetitive sentence pattern, changing only one word on each page: See the _____.• Three-word sentences• Simple sentence structure

Vocabulary • Animal names: bird, rabbit, snake, deer, bear• Word meanings illustrated by photos

Words • Easy high-frequency words repeated: see, theIllustrations • Photos match print and fully support meaning.

Book and Print Features • Five pages, with one photo above one line of text on each page.• Photos contain labels for animals: bird, rabbit, snake, deer, bear• Good spacing between words• Punctuation: period

© 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: 15

L E S S O N 1 6 T E A C H E R ’ S G U I D E

Animals in the Woodsby Jonas Lisson

Fountas-Pinnell Level AInformational TextSelection SummarySee the bird, rabbit, snake, deer, and bear in the woods.

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see the

Words to Know

Animals in the Woods by Jonas Lisson

Build BackgroundRead the title to children and talk with them about the bear and its environment in the cover illustration. Ask them what they think they will learn about animals in the woods. Then ask: What animals live in woods?

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Also explain important text features, such as the repetition of the phrase See the. Here are some suggestions:

: Explain that in this book, readers will see different animals that live in the woods. On every page, readers learn what one of those living things is. Explain that the photographs in the book have labels to name the animals.Suggested language: Turn to page 2. Look at the picture. What animal do you see? Yes, it’s a bird. Point to the label on the page. It says: bird. So the book says: See the bird. Say the word see. What letter would you expect to see fi rst in the word see? Find the word See and put your fi nger under it. And you can see that See starts with uppercase S because it comes at the beginning.

Page 3: Turn to page 3. Look at the picture. What do you see? So what will the book say? The book says: See the rabbit. Say the word the. The begins with t. Find the and put your fi nger under it. You will fi nd the word the on lots of pages in this book.

Page 4: Turn to page 4. Look at the picture. What animal do you see? So what will the book say on this page?

Page 5: What will the book say on this page?

Now go back to the beginning and read to fi nd out what animals live in the woods.

2 Lesson 16: Animals in the WoodsKindergarten© Houghton Mifflin Harcourt Publishing Company

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ReadNow have children read Animals in the Woods softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the book. Begin by asking which of the animals in the woods they would like to see.Suggested language: Which of the animals in the book would you like to see? Why?

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

• You can see birds, rabbits, snake, deer, and bears in the woods.

• The woods are a natural habitat for many kinds of animals.

• The photos show animals that live in the woods.

• Labels in the photos tell the names of animals.

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

Choices for SupportConcepts of PrintPractice early reading behaviors such as reading from left to write and pointing under each word.

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 begin with the same sound. Tell children to raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning sound is different. Say pairs of words, emphasizing each beginning sound, for example: see and snake, rabbit and deer, bird and bear, fox and squirrel; chipmunk and chicken.

• Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /b/ /ûr/ /d/. What is the word? (bird) Continue with these words: /s/ /n/ /a/ /k/ (snake), /s/ /e / (see), /b/ /âr/ (bear), /d/ /îr/ (deer), /f/ /o/ /ks/ (fox).

• 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 16.6 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 SkillDetails

Target Comprehension Skill Explain that details tell important information, or facts, about a

topic. The topic is the subject of a book, or what the book is about. Model how to identify details.

Think Aloud

This book is about animals that live in the woods. The details tell the animals that live in the woods. One is a bird. Another is a snake.

Practice the SkillHave children tell another detail they read in this book.

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

Draw a picture of an animal from this book. Choose one you have seen or would like to see.

Write about why you chose the animal.



Think About It Children circle the picture that answers the question.

1. Where do the animals in the story live?

Children draw a picture of a kind of animal they might see where they live.

2.

Name Date

Kindergarten, Unit 4: Let’s Find OutThink About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 16B L A C K L I N E M A S T E R 1 6 . 6

Animals in the WoodsThink About It

8Read directions to children.

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English Language LearnersFront-Load Vocabulary Make sure children know the meanings of bird, rabbit, snake, deer, and bear. Use the photos to help clarify 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: Point to the bird in the book.

Speaker 2: [Points to the bird.]

Speaker 1: What do you see?

Speaker 2: bird

Speaker 1: What animal do you see on page 3?

Speaker 2: rabbit

Speaker 1: Name one animal you see in the woods.

Speaker 2: Possible answer: bird (or rabbit, snake, deer, bear)

Speaker 1: What is another animal you see in the woods?

Speaker 2: Possible answer: rabbit (or bird, snake, deer, bear)

Speaker 1: Which animals do you see in the woods?

Speaker 2: We see the bird, rabbit, snake, deer, and bear.

Speaker 1: Where do birds, rabbits, snakes, deer, and bears live?

Speaker 2: They live in the woods.



Name Date

Animals in the WoodsDraw a picture of an animal from this book. Choose one you have seen or would like to see.

Write about why you chose the animal.



Think About It Children circle the picture that answers the question.

1. Where do the animals in the story live?

Children draw a picture of a kind of animal they might see where they live.

2.

Name Date Lesson 16

B L A C K L I N E M A S T E R 1 6 . 6

Animals in the WoodsThink About It



1413482

Student Date

Animals in the Woods • LEVEL A Animals in the WoodsRunning Record Form

Lesson 16B L A C K L I N E M A S T E R 1 6 . 1 0

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

See the bird.

See the rabbit.

See the snake.

See the deer.

See the bear.

Comments: Accuracy Rate (# words read

correctly/15 × 100)

%

Self-Correction Rate

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

1:



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