LESSON 1 TEACHER’S GUIDE What Happened on Maple Street?€¦ · LESSON 1 TEACHER’S GUIDE What Happened on Maple Street? ... Book and Print Features • Twelve pages of text

Number of Words: 1,252

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

What Happened on Maple Street?by Marybeth Hart

Fountas-Pinnell Level QRealistic FictionSelection SummaryMaria and Carla help Mrs. Quevedo. Carla is scared because of the stories she has heard about her. Carla discovers that the stories are false and makes a new friend.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Narrative structure• Plot has detailed episodes

Content • Community service project • Scary stories about Mrs. Quevedo• Finding out the truth about Mrs. Quevedo

Themes and Ideas • Don’t judge people before you get to know them.• Ask questions to fi nd out the truth for yourself.• Fear is not an excuse for rudeness.

Language and Literary Features

• Conversational language • Suspense • Character change is easily understood

Sentence Complexity • Complex sentence structures with dialogue• Questions in dialogue• Sentences with parenthetical material

Vocabulary • Many photography terms, some of which might not be familiar to English language learners, such as photography, fi lm, darkroom. Cultural references such as community service project (p. 3)

Words • Multisyllable target vocabulary: imagination, elderly, embarrassed, amazingIllustrations • Illustrations on many pages to support the text

Book and Print Features • Twelve pages of text• Illustrations have captions and labels

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

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Target Vocabulary

advanced – very good, p. 10comfort – to help a person feel

less bad, p. 4consisted – to be made up of

different parts , p. 12

intends – plan to do a task in the future, p. 8

mention – to speak about something , p. 9

mood – the way a person is feeling, p.6

peculiar – odd or unusual, p. 4positive – to be completely sure

about something, p. 4properly – the right way, p. 14talent – a special skill, p. 11

What Happened on Maple Street? by Marybeth Hart

Build BackgroundHelp students use their knowledge of community service projects to visualize the story. Build interest by asking a question such as the following: Have you believed rumors about someone and then found out they weren’t true? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction, so the characters will probably act like real people.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: machines, frogs, yard, porch, basement, leaves, milkshake, window, hallway, friend.

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. Call their attention to any important labels. Here are some suggestions:

Page 3: Explain that this is a story about two friends, Carla and Maria. The girls have to help Mrs. Quevedo. Cultural Support: Explain that a community service project is when people or neighbors help others in their community who need assistance.

Pages 3–4: Suggested language: Turn to page 3 of this book. Read the caption. Why does Carla look unhappy, or in a bad mood? Read the fi rst sentence on page 4. Why doesn’t Carla want to help Mrs. Quevedo? Why do you think Maria has a positive attitude?

Page 5: Point out the illustration and read the caption. Ask: Why do you think Carla isn’t in a hurry to get to Mrs. Quevedo’s house? How does Maria try to comfort her?

Page 8: Point out the illustration and read the caption. Have the students read the labels. Ask: Why do you think the girls are looking at the basement window? Does it look peculiar, or unusual? Why do you think they look worried?

Now turn back to the beginning of the story and read to fi nd out if Carla changes her mind about Mrs. Quevedo.

2 Lesson 1: What Happened on Maple Street?Grade 4© Houghton Mifflin Harcourt Publishing Company


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 Summarize Strategy and to tell the important parts of the text in their own words.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Do you think that Carla was afraid of Mrs. Quevedo, or just shy? Why?

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

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

• Carla does not want to help Mrs. Quevedo because she has heard scary stories about her.

• Maria asks Mrs. Quevedo about her basement.

• Carla and Maria fi nd out that Mrs. Quevedo is a photographer.

• It is important to fi nd out the truth about someone for yourself.

• Don’t judge someone before you meet them.

• The captions and labels help you understand the story.

• The language sounds very realistic, the way friends really talk.

• The author uses suspense to make the reader want to fi nd out what happens next.

© 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 act out or use for

Readers’ Theater. Remind them to pay attention to punctuation, and to stress certain words to sound as if the characters were actually speaking.

• 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, the word darkroom on page 10 is a compound word combining the words dark and room. Shorter words can sometimes help with the meaning of longer words. Other examples of compound words in the story include milkshake and grandmother.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 1.10.

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 SkillStory Structure

Target Comprehension Skill Remind students that they can examine story structure by

identifying details about the characters, setting, and plot. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The setting of the story is where and when the story takes place. On page 5, Maria and Carla go to Mrs. Quevedo’s house on Saturday to rake leaves. Her house is on Maple Street. The setting for this story is Saturday at Mrs. Quevedo’s house on Maple Street. Write that in the graphic organizer to illustrate story structure.

Practice the SkillHave students identify the characters, setting, and plot of another story they have read.

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• Based on what Carla says on page 4, why is she afraid to go to Mrs. Quevedo’s

house?

• On page 7, which sentence shows that Maria is not happy about how Carla is acting?

• On page 10, what does the word advanced mean?



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Carla not want to do her

service project?

2. Think within the text What does Mrs. Quevedo do in her

basement?

3. Think beyond the text What characteristics of Maria and

Carla does the author focus on in this story?

4. Think about the text What Happened on Maple Street? is

not a mystery story, but it does have a mystery in it. What is the

mystery?

Making Connections Mrs. Quevedo is not as scary as Carla thought. Describe a time when you realized a situation was not what it seemed.

Write your answer in your Reader’s Notebook.

12Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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

Grade 4, Unit 1: Reaching Out

What Happened on Maple Street?Critical Thinking

Name Date

Carla is afraid of Mrs. Quevedo because she has heard scary stories about her.

Mrs. Quevedo develops fi lm in her basement darkroom.

Maria is brave and tends to think the best of people. Carla is scared and worries

more than Maria.

The mystery is the question of what Mrs. Quevedo actually does in her basement.

Possible responses shown.

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English Language DevelopmentReading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that it turns out the reason Mrs. Queveda’s basement windows are covered is because she has a darkroom for her photography.

Vocabulary The story includes some vocabulary that might be unfamiliar to students. Explain the meaning of community service project on page 3. Point out Spanish cognates such as positive (positivo), photography (fotografía), and camera (cámara)

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 has a community service project?

Speaker 2: Carla and Maria

Speaker 1: Who do they help?

Speaker 2: Mrs. Quevedo

Speaker 1: What does Mrs. Quevedo have in her basement?

Speaker 2: a darkroom

Speaker 1: What has Carla heard about Mrs. Quevedo?

Speaker 2: She turns people into frogs.

Speaker 1: What does Maria think about the stories Carla has heard?

Speaker 2: Maria thinks the stories are silly and not true.

Speaker 1: Why does Maria ask Mrs. Quevedo about the basement window?

Speaker 2: She wants to fi nd out why the window is covered and she also wants to prove to Carla that Mrs. Quevedo is not scary.


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Name Date

What Happened on Maple Street?Thinking 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.

How do you think Carla felt when she found out that the stories she believed about Mrs. Quevedo were wrong? How do you think she will act the next time she hears stories about a person? Explain your answer, giving examples from the story.



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Carla not want to do her

service project?

2. Think within the text What does Mrs. Quevedo do in her

basement?

3. Think beyond the text What characteristics of Maria and

Carla does the author focus on in this story?

4. Think about the text What Happened on Maple Street? is

not a mystery story, but it does have a mystery in it. What is the

mystery?

Making Connections Mrs. Quevedo is not as scary as Carla thought. Describe a time when you realized a situation was not what it seemed.

Write your answer in your Reader’s Notebook.


What Happened on Maple Street?Critical Thinking

Name Date



1413

949

Student Date

What Happened on Maple Street?

Running Record Form


What Happened on Maple Street? • LEVEL Q

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

11

12

Maria followed Mrs. Quevedo into the house. She could not

believe what she saw. Beautiful photographs hung on the walls

in the hallway. More photographs hung in the living room.

Most of them were black and white. Some were photographs

of people. Others were photographs of places.

“Did you take all of these photographs?” Maria asked. “They

are beautiful!”

“Yes, I took these photographs with my camera,” Mrs.

Quevedo said. “I’m glad you like them. My friends tell me I

have a talent for photography.”

The two walked down the basement steps. They stepped in

front of a closed door.

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

100)

%

Total Self- Corrections



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LESSON 1 TEACHER’S GUIDE What Happened on Maple Street?€¦ · LESSON 1 TEACHER’S GUIDE What Happened on Maple Street? ... Book and Print Features • Twelve pages of text