LESSON 4 TEACHER’S GUIDE Friends on a Field Trip

Number of Words: 1,003

L E S S O N 4 T E A C H E R ’ S G U I D E

Friends on a Field Tripby Natalie Behar

Fountas-Pinnell Level OPlaySelection SummarySome students in Ms. Price’s class, especially Tracey, are wary when they become pen pals with sight-impaired students. A shared fi eld trip to the petting zoo, where one of the sight-impaired students prevents an accident, helps them learn that sight-impaired individuals are not so different after all.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Play

Text Structure • Organized into three acts • Narrative structure includes multiple episodes related to a single plot• Stage directions facilitate classroom performance and reveal characters’ motivations

Content • Interaction between students who are sight-impaired with students who are not sight-impaired

• A student fi eld trip to a wildlife conservatoryThemes and Ideas • Sight-impaired individuals aren’t really different after all.

• Getting to know those with disabilities can help people overcome their fear of differences.Language and

Literary Features• Characters revealed through dialogue and actions• Multiple points of view

Sentence Complexity • Some complex sentences containing embedded clauses and phrases • Questions in dialogue

Vocabulary • Specialized words, some of which might not be familiar to English language learners, such as Braille and sight-impaired. Cultural references such as baseball (p. 6)

Words • Multisyllable target vocabulary: innocent, regretfullyIllustrations • Lively, cartoon-like drawings identify characters and support the story

Book and Print Features • Twelve pages of text, illustrations on every page; captions on most pages• Acts and scenes begin on new pages and are indicated with headings

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

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Target Vocabulary

assist – to help someone, p. 14 burglaries – when something is

stolen, p. 14 favor – an act of kindness, p. 8innocent – done nothing wrong,

p. 13

misjudged – having an incorrect idea about something, p. 7

prior – before something takes place, p. 9

regretfully – doing something in a way that shows someone is sorry, p. 8

scheme – a plan to get something done, p. 8

speculated – make guesses about a situation, p. 9

suspect – to think that something is true or probable, p. 5

Friends on Field Trip by Natalie Behar

Build BackgroundHelp students use their knowledge of persons with disabilities to visualize the text. Build interest by asking questions such as the following: Have you ever known anyone who was sight-impaired? If not, what do you think that would be like? Read the title and author and talk about the cover illustration. Tell students that this story is a play, so it tells a story that is intended to be acted out.

Frontload Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: Braille, sight-impaired, wildlife, conservatory, chaperone

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

Page 4: Read the caption under the illustration. Suggested language: In this story, a class of students is going to be pen pals with another class that happens to be sight-impaired. Ask: Do you think the two classes will get along with each other? Why or why not?

Pages 6–7: Have students look at the illustration on this spread and read the caption on page 7. Cultural Support: Explain the popularity of baseball in the United States.

Page 8: Direct the students’ attention to the illustration and read the caption. Encourage students to think about the character Syd. Ask: Do you think Syd is an important character in this play?

Page 12: Draw attention to the illustration at the top of the page and read the caption. Ask: What do you think is the problem in this play?

Now turn back to the beginning of the story to fi nd out what these students learned about each other.

2 Lesson 4: Friends on a Field TripGrade 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 story as needed.

Remind students to use the Analyze/Evaluate Strategy and to think about what the students, especially Tracey, might learn in the play.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: What important things do these students learn about each other?

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

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

• Ms. Price’s class exchanges letters with sight-impaired students at another school.

• Some students, especially Tracey, are worried about what the sight-impaired students will be like.

• The students go on a fi eld trip with their sight-impaired pen pals and learn something new about themselves.

• One reason that people are uncomfortable with situations is because they are not familiar with them.

• Sight-impaired people are not so different after all.

• The characters in the play speak as real students would speak.

• The stage directions are helpful in moving the play along.

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

Choices for Further Support• Fluency Invite students to take on the parts of characters and to choral read a scene

from the play. Remind them to pause at punctuation and to increase their rate of reading when they come to sections of the text where the action picks up.

• 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 adding common suffi xes, such as –ing, -ness, and –ly to root words changes the meaning and creates a new word. Examples from the text include interesting (page 5), blindness (page 8), and differently (page 8).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 4.10.

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 SkillTheme

Target Comprehension Skill Remind students that they examine characters’ qualities and

motives to recognize the theme of the play. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The students in Ms. Price’s class learn that those who are sight-impaired are not so different. Look at the details in the play and fi nd ways that the author shows this. One of those details is that Tracey and Julia both enjoy the animal conservatory. Write that in one of the detail boxes as a detail that supports the theme.

Practice the SkillHave students share an example of another story in which they analyzed a character’s motives and qualities to determine a theme.

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 sight-impaired people from reading this selection?

• On page 11, what does the word chaperone mean?

• Why does Tracey feel uncomfortable with Julia at fi rst?



Critical ThinkingRead and answer the questions.

1. Think within the text Why are the students’ pen pals at the

other school called “sight-impaired” instead of “blind”?

2. Think within the text How will the sight-impaired students

read the letters sent by Ms. Price’s class?

3. Think beyond the text How does the fi eld trip help show

the theme of the selection?

4. Think about the text Why do you think that the author wrote

the scene between Ian and Syd?

Making Connections Everyone has something in life that makes it hard for him or her to do some things. What do you find hard to do? How have you dealt with it?

Write your answer in your Reader’s Notebook.

12

Friends on a Field TripCritical Thinking

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

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

Grade 4, Unit 1: Reaching Out

Name Date

Although some of the students cannot see at all, some do have some sight.

Their teacher will copy them into Braille.

The � eld trip helps Ms. Price’s class learn for themselves that they may have much

in common with their sight-impaired partners. They also learn that the sight-

impaired students have a stronger sense of smell or better hearing than they do.

The author included the scene to support the point that the sight-impaired can do

many things that sighted people can, such as babysit.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Make sure the text matches the student’s reading level. Language and content should be accessible with regular teaching support.

Idioms the story includes some idioms that may be unfamiliar. Explain the meaning of expressions such as steals second (p. 6), and getting along famously (p. 12).

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 this story about?

Speaker 2: Ms. Price’s class

Speaker 1: Who is the class exchanging letters with?

Speaker 2: sight-impaired students

Speaker 1: Where did Ms. Price’s class go at the end of the play?

Speaker 2: on a fi eld trip

Speaker 1: How does Ian know Syd?

Speaker 2: Syd was Ian’s babysitter.

Speaker 1: How will the sight-impaired students read the letters that the students are writing?

Speaker 2: They will read them using Braille.

Speaker 1: What does Julia do to prevent Tracey from having an accident?

Speaker 2: She stops Tracey from walking in front of a bicycle rider.



Name Date

Friends on a Field TripThinking Beyond the Text

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

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

On page 9, Syd says that “people are afraid of things that are different or not familiar.” How does this idea relate to Tracey being uneasy or afraid of the field trip with the sight-impaired students? How do you think Tracey will act in the future when she encounters someone or something with which she is not familiar? Explain your answer, giving examples from the story.


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Critical ThinkingRead and answer the questions.

1. Think within the text Why are the students’ pen pals at the

other school called “sight-impaired” instead of “blind”?

2. Think within the text How will the sight-impaired students

read the letters sent by Ms. Price’s class?

3. Think beyond the text How does the fi eld trip help show the

theme of the selection?

4. Think about the text Why do you think that the author wrote

the scene between Ian and Syd?

Making Connections Everyone has something in life that makes it hard for him or her to do some things. What do you find hard to do? How have you dealt with it?

Write your answer in your Reader’s Notebook.

Friends on a Field TripCritical Thinking


Name Date



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Student Date

Friends on a Field Trip

Running Record Form


Friends on a Field Trip • LEVEL O


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

7 BEV (With encouragement): You can do it, Ian!

TRACEY begins her pitching motion again. At the same time,

SYD, an older man, arrives behind the batting fence. IAN is the

only one who sees SYD. TRACEY throws her pitch. Making the

wrong guess, IAN misjudges the flight of the pitch. The pitch

nearly hits him.

TRACEY: Hey, Ian! Pay attention! What’s going on?

The other kids notice SYD.

IAN: Okay, okay—I’m ready.

IAN holds his “bat” in position. TRACEY begins her pitching

motion again.

TRACEY: We’ll find out if you really are ready!

Comments: Accuracy Rate (# words read

correctly/96 × 100)

%

Total Self- Corrections


LESSON 4 TEACHER’S GUIDE Friends on a Field Trip

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