3 Curious George Finds Out About Schoolforms.hmhco.com/assets/pdf/journeys/grade/L03... · LESSON 3 TEACHER’S GUIDE ... Now have children read Curious George Finds Out About School

Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative describes the different things Curious George does at school.• Each page focuses on a different activity.• On the last page, Curious George likes school.

Content • Familiar character and his life• School activities

Themes and Ideas • There are many activities at school.• School can be fun and educational.

Language and Literary Features

• Third person narrator• Exclamation for emphasis: George likes school!

Sentence Complexity • Sentence patterns repeated with past tense verbs.• Simple sentence pattern with no embedded phrases or clauses

Vocabulary • One- and two-syllable words with meaning of nouns reinforced by pictures and labels• Important content words: school, teacher, book, snack

Words • Repeated use of easy, high frequency words: He, at, the, a• Words with infl ectional endings: looked, walked, balls

Illustrations • Colorful drawings support each page of text.• Labels support key content words.

Book and Print Features • Nine pages of text, illustrations on every page; labels for illustrations• Consistent layouts of illustrations and print• One or two lines of text 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

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30084-9 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Number of Words: 51

L E S S O N 3 T E A C H E R ’ S G U I D E

Curious George Finds Out About School

Fountas-Pinnell Level BFantasySelection SummaryOne day Curious George got up, ate his breakfast, and got a ride to school. He walked in, saw the teacher and threw some balls to nearby children. He looked at a book and ate a fun snack. What a fun outing for the curious monkey!

1_300849_BL_LRTG_L03_CuriousGeorge.indd 1 11/3/09 6:21:19 PM

he looked out school up window

Words to Know

Curious George Finds Out About SchoolBuild BackgroundRead the title to the children and talk with them about the character of Curious George. Invite them to tell what they know about this beloved fi ctional animal. Ask them what they think they will learn about school from this book. Encourage children to use their knowledge of school to think about the book. Ask a question such as: What do you like to do at school?

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

Pages 2: Explain that in this story a monkey named Curious George wants to fi nd out about school. Because this is a fantasy, Curious George can do things that people can do, like sleep in a bed or walk into school with his lunch box.Suggested language: Turn to page 2. The book says: George woke up. How can you tell this monkey acts more like a person than an animal?

Page 3: Remind children that they can use information in the picture to help them read. What did George do next? The book says: He looked out the window. Say the word window. What letter would you expect to see fi rst in the word window? Find the word window and put your fi nger under it.

Page 4: Turn to page 4. What did George do next? So what will the book say? What do you do before you go to school in the morning?

Page 6: Explain that the pictures in the book have labels to name things. The label in this picture says: school. The book says: He walked into school. Say the word school. What letter would you expect to see fi rst in school? Find the word school and put your fi nger under it.

Now go back to the beginning and read to fi nd out what Curious George did at school.

2 Lesson 3: Curious George Finds Out About SchoolGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadNow have children read Curious George Finds Out About School softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseInvite 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: How do you think Curious George feels about school?

Ways of ThinkingAs you discuss the text, make sure children understand these points:

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

• Curious George visits a school.

• Curious George plays with the children.

• School can be fun and educational.

• School is an environment full of educational activities.

• The setting is a familiar one to most children.

• The labels name objects in the pictures.

• The author has created an anthropomorphic animal that children can relate to.

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

Choices for SupportConcepts of PrintHave children match one spoken word to one written word while reading the story.

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

• Matching Letters Materials: upper and lower case magnetic or cardboard letter or letter cards. Have children choose letters and match them with their upper or lower case forms.

• Clapping Syllables Have children say and clap syllables in one- and two-syllable words from pictures in the story. Say each word and have them repeat after you, with claps. Use words from the pictures, for example: bed, window, car, school, teacher, book.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 3.6 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 SkillSequence of Events

Target Comprehension Skill Tell children that the sequence of events is the order

in which things happen in a story. Model how to think about the sequence of events in a story.

Think Aloud

Curious George did many things in this story. In the beginning, he woke up and looked out the window. In the middle, he ate his breakfast and got a ride to school. Then he walked into school and saw the teacher. He threw some balls and looked at a book. At the end, he ate a snack.

Practice the SkillHave children choose another story and tell what happens in the beginning, middle, and end of the story.

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

Draw a picture showing one thing both you and George like to do at school.

Write about why you like to do it.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Curious George threw some balls

at school.

books balls snacks

2. Curious George looked at a

book at school.

got walked looked

Making Connections Think about your first day

at school. Draw a picture of yourself on your

first day. Label your picture.

8 Grade 1, Unit 1: Around the Neighborhood

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 3B L A C K L I N E M A S T E R 3 . 6


Think About It

1_246215RTXEAN_U1LR_TAI.indd 3.6 2/6/09 12:07:18 PM

English Language LearnersFront-Load Vocabulary Make sure children know the meaning of the following words: window, breakfast, car, ride, school, teacher, threw, snack.

Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches theirEnglish profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Point to Curious George.

Speaker 2: [Points to Curious George.]

Speaker 1: Point to the window.

Speaker 2: [Points to the window.]

Speaker 1: Point to the school.

Speaker 2: [Points to the school.]

Speaker 1: Who is this story about?

Speaker 2: Curious George

Speaker 1: What is Curious George fi nding out about?

Speaker 2: school

Speaker 1: How is the last page of the book different from the other pages?

Speaker 2: The writer tells us that George likes school.


1_300849_BL_LRTG_L03_CuriousGeorge.indd 51_300849_BL_LRTG_L03_CuriousGeorge.indd 5 7/30/09 7:37:22 AM7/30/09 7:37:22 AM

Name Date

Curious George Finds Out About SchoolDraw a picture showing one thing both you and George like to do at school.

Write about what you like to do at school.



Think About ItWrite the word that completes each

sentence.

1. Curious George threw some

at school.

books balls snacks

2. Curious George at a

book at school.

got walked looked

Making Connections Think about your first day

at school. Draw a picture of yourself on your

first day. Label your picture.

Name Lesson 3

B L A C K L I N E M A S T E R 3 . 6


Think About It



1413382

Student Date Lesson 3

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

Running Record Form

Curious George Finds Out About School • LEVEL B


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

7

8

9

10

George woke up.

He looked out the window.

He ate his breakfast.

He got a ride to school.

He walked into school.

He saw the teacher at school.

He threw some balls at school.

He looked at a book at school.

He ate a fun snack at school.

George likes school!

Comments: Accuracy Rate (# words read correctly/51 × 100)

%

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

1:



Documents

3 Curious George Finds Out About Schoolforms.hmhco.com/assets/pdf/journeys/grade/L03... · LESSON 3 TEACHER’S GUIDE ... Now have children read Curious George Finds Out About School