LESSON 2 TEACHER’S GUIDE A Leader for All 2 TEACHER’S GUIDE A Leader for All by Stephanie Sigue...

Number of Words: 1,500

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

A Leader for Allby Stephanie Sigue

Fountas-Pinnell Level UBiographySelection SummaryLyndon B. Johnson was the 36th president of the United States. His presidency brought about many changes to the U.S. His vision for a “Great Society” still lives in many government programs today.

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Characteristics of the Text Genre • Biography

Text Structure • Third-person continuous narrative; nine chapters with headingsContent • Political rise and presidency of Lyndon B. Johnson

• Signing a bill into law• The 1960s, the Civil Rights Act of 1964, and the Great Society• Appointment of African American Thurgood Marshall to Supreme Court in 1967

Themes and Ideas • All individuals deserve equal rights.• The 1960s as a time of unrest• People can work together to bring about change.• Events in history shape events in the present day.

Language and Literary Features

• Narrative humanizes Lyndon B. Johnson as a compassionate individual and legendary leader

• Figurative language: the Johnson “treatment”• Inference: He was a Southerner after all.

Sentence Complexity • A mixture of complex and short sentence patterns• Multiple items in series• Quotation marks; dashes

Vocabulary • Words that require context for comprehension, such as discrimination• Words related to government and politics: bill, campaign, Senate, House of

RepresentativesWords • Many multisyllable words: segregation, political, opportunity, appointed

• Words with suffi xes: equalityIllustrations • Photographs with captions help reader visualize information

Book and Print Features • Twelve pages of text, photographs on most pages• Table of contents, timeline of key events in Lyndon B. Johnson’s life

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

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Expand Your Vocabulary

activist – a person who vigorously and sometimes aggressively pursues a political or social end, p. 3

acts – things that somebody does, p. 5

discrimination – prejudice or unjust behavior to others based on differences, p. 4

nomination – the appointment of somebody in a position, p. 8

Senate – the body of offi cials elected to make laws, p. 6

A Leader for All by Stephanie Sigue

Build BackgroundHelp students use their knowledge of government and the presidency to build interest. Ask a question such as the following: How does the President have the power to shape a fair society? Read the title and author and talk about the photograph on the cover. Note the chapter heads. Tell students that this is a biography about Lyndon B. Johnson, who was the thirty-sixth President of the United States. Ask students what they might expect to fi nd in a biography of a U.S. President.

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:

Page 3: Have students look at the photograph and read the caption.Suggested language: Then read the second sentence in the second paragraph: He was a Southerner after all. Explain that the author fi nds it notable that the President, a Texan by birth, was the fi rst to sign the landmark civil rights bill. Ask: Based on its name, what kinds of actions do you think the Civil Rights Act of 1964 made illegal?

Page 4: Read aloud the second sentence of the second paragraph. Explain that President Johnson worked throughout his career to end the discrimination felt by many people throughout the U.S. Ask: What are some ways that people might feel discriminated against?

Page 8: Have students look at the picture on page 8 and read the chapter title (The Campaign of 1960). As John F. Kennedy’s running mate in the 1960 election, Johnson helped Kennedy gain votes from Southern states. Ask: What job goes to the running mate in a winning presidential campaign?

Now turn back to the beginning of the biography and read to fi nd out how Lyndon B. Johnson became “president of all the people.”

2 Lesson 2: A Leader for AllGrade 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 Monitor/Clarify Strategy and to think of how they can ask questions about or reread any text they might not understand in order to clarify their understanding.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: Why do you think equal rights are so important? What did Lyndon B. Johnson do to ensure that all people are treated fairly?

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

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

• Lyndon B. Johnson believed in equality for all.

• President Johnson was the 36th president of the United States.

• President Johnson helped bring equal treatment to all Americans.

• It is possible for one person to help bring about change.

• Every American has the right to be treated fairly.

• The photographs help the reader visualize the events and people in the book.

• The author includes dates and a time line that help the reader understand the information provided in the book.

• The chapter heads help divide the text into a sequential order.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to read as a reader’s

theater. Remind students to pause after punctuation by taking short breaths after commas and stopping after periods and question marks.

• 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. Explain to students that suffi xes are words parts that are added to the end of base words. Suffi xes change the meaning of a base word. Point out words with suffi xes in the text. For example, the word equality on page 3 has the base word equal and the suffi x –ity. Discuss the meaning of equal and how its meaning changes when the suffi x –ity is added. Have students skim the text for other examples of words with suffi xes.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 2.9.

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 SkillAuthor’s Purpose

Target Comprehension Skill Remind students that the author’s purpose is the reason

he or she wrote the text. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:

Think Aloud

Lyndon B. Johnson appointed Thurgood Marshall as the fi rst African American justice on the Supreme Court. This detail supports the author’s purpose to show that Lyndon B. Johnson believed in equal rights for all.

Practice the SkillEncourage students to share their examples of another biography where the author uses text details to support his or her purpose.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What can readers tell about Lyndon B. Johnson from reading this biography?

• The word nomination on page 8 means

________________________________________________________________.

• One effect of the Civil Rights Act of 1964 was

________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text How did Lyndon Johnson become such

a powerful senator?

2. Think within the text How did Johnson begin his career in

politics?

3. Think beyond the text What is the author’s attitude toward

Lyndon Johnson? How can you tell?

4. Think about the text The title of this selection is A Leader For

All. Why is it a good title for a story about Lyndon Johnson?

Making Connections Lyndon Johnson was good at persuading people to help him. What are some ways you could convince someone to help you?

Write your answer in your Reader’s Notebook.

A Leader For AllCritical Thinking

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

Grade 4, Unit 1: Reaching Out

11

Lesson 2B L A C K L I N E M A S T E R 2 . 9

Name Date

He sat on important committees and spoke face-to-face with senators.

Johnson began in politics by working for a congressman and President Roosevelt.

You can tell the author admires him because the selection only includes positive

information about him. The author also states that Lyndon Johnson was able “to

help all of the people, not just some of the people.”

A Leader For All is a good title because Lyndon Johnson wanted all people to be

treated equally. He worked hard to reach that goal while he was president.

Possible responses shown.

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English Language DevelopmentReading Support Give English language learners a brief “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

Cognates The text includes many cognates. Point out the English words and their Spanish equivalents: encounter (encontrar), example (ejemplo), injustice (injusticia), numerous (numeroso), segregation (segregación), activist (activista), discrimination (discriminación), nomination (nominación), and Senate (senado).

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 the biography about?

Speaker 2: Lyndon B. Johnson

Speaker 1: What did he believe in?

Speaker 2: equality

Speaker 1: Where was he born?

Speaker 2: Texas

Speaker 1: What was Lyndon B. Johnson’s fi rst job?

Speaker 2: He was a school teacher.

Speaker 1: How did Johnson fi rst become president?

Speaker 2: Johnson was vice president when President Kennedy was killed. Johnson became president.

Speaker 1: How did President Johnson help give equal rights to all people?

Speaker 2: President Johnson helped create many bills that provided equal rights to all people. He also created many new programs that helped people in need.



Name Date

A Leader for AllThinking Beyond the Text

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

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

The text says President Johnson used his influence and power to help others. How was he able to become such a champion of civil rights? In what ways did his leadership reflect his own ideals? In what ways did his leadership reflect the will of the people? Explain your response with examples from the text.



Critical ThinkingRead and answer the questions.

1. Think within the text How did Lyndon Johnson become such

a powerful senator?

2. Think within the text How did Johnson begin his career in

politics?

3. Think beyond the text What is the author’s attitude toward

Lyndon Johnson? How can you tell?

4. Think about the text The title of this selection is A Leader For

All. Why is it a good title for a story about Lyndon Johnson?

Making Connections Lyndon Johnson was good at persuading people to help him. What are some ways you could convince someone to help you?

Write your answer in your Reader’s Notebook.

A Leader For AllCritical Thinking

Lesson 2B L A C K L I N E M A S T E R 2 . 9

Name Date



1413

929

Student Date Lesson 2

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

A Leader for AllRunning Record Form

A Leader for All • LEVEL U

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

6 After teaching for a few years, Johnson moved to Washington,

D.C., in 1931. There he first worked as secretary to a

Democratic Congressman and, later, for President Franklin

Roosevelt. After two years, he returned to Texas and won a

seat in the House of Representatives. In 1948, he campaigned

and won a seat in the United States Senate.

During Johnson’s early Senate years, Dwight Eisenhower was

president. Johnson was able to work with Eisenhower’s people

to help pass key bills. These included a new minimum-wage

law, better Social Security benefits, and a new interstate

highway system.

Comments: Accuracy Rate (# words read

correctly/97 × 100)

%

Total Self- Corrections



LESSON 2 TEACHER’S GUIDE A Leader for All 2 TEACHER’S GUIDE A Leader for All by Stephanie Sigue...

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