LESSON 21 TEACHER’S GUIDE Summer with Uncle Vinceforms.hmhco.com/.../L21_summer_with_uncle_vince_Q.pdf · LESSON 21 TEACHER’S GUIDE Summer with Uncle Vince ... Suggested language:

Number of Words: 1,497

L E S S O N 2 1 T E A C H E R ’ S G U I D E

Summer with Uncle Vinceby Barbara Tillman

Fountas-Pinnell Level QFantasySelection SummaryWhen Uncle Vince arrives to spend the summer, he takes Marilou and Linda on an adventure. Throughout their summer excursions, Uncle Vince leads the girls and Mrs. Belton to try new things and to let their imaginations take them where they want to go.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative in chronological order• The action takes place over the course of a summer.• No chapter divisions

Content • Summer visit from Uncle Vince• Being open-minded and trying new things• Make-believe adventures

Themes and Ideas • Imagination can take you wherever you want to go.• Trying new things will expand your horizons.

Language and Literary Features

• Dialogue• Imaginative language

Sentence Complexity • Mix of complex sentences and short, declarative sentences• Sentence fragments to replicate speech• Quotations within complex sentences

Vocabulary • Some expedition/adventure terms, some of which might not be familiar to English language learners, such as backpack, airplane, fl ying rug, jungle, artifact, shovel, and sand. Cultural references such as snow cones (p. 4).

Words • Multisyllable target vocabulary: appreciate, combination Illustrations • Cartoon-like drawings with captions and labels

Book and Print Features • Thirteen pages of text, most of them illustrated• Dashes, exclamations, and italics

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

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Target Vocabulary

appreciate – know what is good about something, p. 4

blaring – making a loud, unpleasant noise, p. 9

combination – a mixture, p.4effort – trying hard to do

something, p. 2

feats – diffi cult actions, p. 12introduce – present people to

each other for the fi rst time, p. 9

nocturnal – active mostly at night, p. 14

promptly – doing something right away, p. 7

racket – a loud, bothersome noise, p. 12

suggest – to put forward an idea, p. 6

Summer with Uncle Vince by Barbara Tillman

Build BackgroundHelp students use their knowledge about using their imagination to visualize the story. Build interest by asking a question such as the following: How can you use your imagination to go on an adventure? Read the title and author and talk about the cover illustration. Tell students that this story is a fantasy, so it includes details that could not happen but seem real.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: ice cream truck, snow cones, macaroni, jungle.

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 2: Explain that this is a story about two sisters, Marilou and Linda Belton, and Uncle Vince, their favorite uncle, who is coming to spend the summer with them while their mother starts a new job. Explain the phrase “drank tea on a fl ying rug!”

Page 3: Explain that Marilou has a fantasy that seems almost real. Suggested language: Browse through the pictures in the rest of the story. Decide which pictures show events that could really happen and which show fantasies.

Page 4: Call attention to the illustration, the caption, and the snow cone (labeled) that Uncle Vince is holding. Cultural Support: Explain what snow cones are. The combination of chopped ice and sweet fruit fl avorings make a snow cone a perfect summer dessert. The Belton girls love snow cones and want Uncle Vince to enjoy and appreciate them too.

Now turn back to the beginning to read about how the Belton girls’ adventures begin.

2 Lesson 21: Summer with Uncle VinceGrade 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 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: Why does Uncle Vince think that it is important for the girls to let their imagination take them where they want to go?

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

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

• Uncle Vince teaches the Beltons how to fi nd adventure by using their imaginations

• Many details in the story tell what the characters are imagining. Those parts are fantasy. They describe things that could never happen in real life.

• Through imagination, you can try things you have always wanted to do. You can go wherever your imagination leads you.

• Don’t be afraid to try new things. It is fun to be adventurous.

• Pictures with captions and labels help the reader understand the story’s events, both realistic and imaginary.

• The use of short paragraphs and conversation make the pages look friendly.

• The author includes words and phrases that show the reader the passage of time throughout Uncle Vince’s visit.

© 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 brief section of dialogue from the text and

demonstrate phrased fl uent reading. Remind them to use any cues provided by question marks or exclamations to make their reading more lively and realistic.

• 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 labels in the picture on page 2 are both compound words. Backpack is a compound word formed from back and pack; airplane is a compound word formed from air and plane. Shorter words can sometimes help with understanding the meaning of longer words.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 21.10.

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 can examine the thoughts and actions

of the characters to pick up clues about the theme of the story. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:

Think Aloud

Mrs. Belton suddenly fi nds herself on a soccer fi eld. How did that happen? The girls dig for artifacts in Egypt. How did they get there? Details like this make it seem that the theme is: if you use your imagination, you can go anywhere or do anything.

Practice the SkillEncourage students to share their examples of other stories in which characters use their imaginations.

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• Which sentences from page 3 show that Uncle Vince is an imaginative person?

• Which words on page 13 show that Mrs. Belton has fun using her imagination?

• Complete this sentence in your own words: The story was most likely written to

________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Uncle Vince come to stay

with the Beltons?

2. Think within the text List two things the Beltons are able to do

when they use their imagination.

3. Think beyond the text The girls visit places with Uncle Vince

in their imagination. Which of these places would you most like

to go to? Why?

4. Think about the text Do you think the theme of the story

could be true for both kids and adults? Why or why not?

Making Connections Who have you read about that is most like Uncle Vince? Explain how they are alike and different.

Write your answer in your Reader’s Notebook.

Summer with Uncle Vince

Critical Thinking

Lesson 21B L A C K L I N E M A S T E R 2 1 . 1 0

Name Date

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

Grade 4, Unit 2: Change Is All Around

Marilou and Linda’s Uncle Vince comes to take care of them while their mother

starts a new job.

Marilou imagines she is fl ying. Mom scores the winning goal in a soccer match.

They travel to Egypt and dig for artifacts.

I would most like to go to Egypt because I have always been interested in the

pyramids.

Yes, both kids and adults can use their imagination to do whatever they want to

do. In the story, Mrs. Belton uses her imagination, too. She imagines she scores a

soccer goai.

Possible responses shown.

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

Vocabulary Call students’ attention to two words that can easily be confused: dessert on page 4 and desert on page 11. Note their differences in pronunciation, spelling, and meaning. Point out the pictures on pages 4 and 11, which illustrate the words’ meanings. Suggest to students: Think of this: The word dessert has one more “s,” and a dessert is something you want one more of. In the same way, point out the differences in spelling and meaning between feet (page 3) and feats (page 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 Marilou’s sister?

Speaker 2: Linda

Speaker 1: Who comes for a visit?

Speaker 2: Uncle Vince

Speaker 1: Where do the girls go to have fun?

Speaker 2: the park and the pool

Speaker 1: What is Marilou doing when she thinks she is fl ying?

Speaker 2: She is swinging on a swing in the park.

Speaker 1: What does Uncle Vince remember when he eats a snow cone?

Speaker 2: He remembers sharing a dessert with a princess.

Speaker 1: How does Uncle Vince help the Beltons?

Speaker 2: Uncle Vince shows each member of the family how to use imagination.



Name Date

Summer with Uncle VinceThinking 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.

Imagination is a central theme in this story. How does Uncle Vince like to use his imagination? Do you think this is a good use of imagination? Why or why not? How do you like to use your imagination?



Critical ThinkingRead and answer the questions.

1. Think within the text Why does Uncle Vince come to stay

with the Beltons?

2. Think within the text List two things the Beltons are able to do

when they use their imagination.

3. Think beyond the text The girls visit places with Uncle Vince

in their imagination. Which of these places would you most like

to go to? Why?

4. Think about the text Do you think the theme of the story

could be true for both kids and adults? Why or why not?

Making Connections Who have you read about that is most like Uncle Vince? Explain how they are alike and different.

Write your answer in your Reader’s Notebook.

Summer with Uncle Vince

Critical Thinking


Name Date



1414

020

Student Date

Running Record Form


Summer with Uncle Vince • LEVEL Q Summer with Uncle Vince

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

14 The summer ended too quickly. Before they knew it, Uncle

Vince started to pack for another trip. This time, he would help

study barn owls in South America.

“I’m a night person. Owls are nocturnal, too. We are perfect for

each other!” he said as he threw his chef’s hat into his

backpack.

Marilou and Linda sat quietly on the couch and watched him

pack. They felt sad to see him go.

“It is time for me to leave,” Uncle Vince began, “but your

adventures will continue. Just let your imaginations take you

where you want to go.”

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Total Self- Corrections



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LESSON 21 TEACHER’S GUIDE Summer with Uncle Vinceforms.hmhco.com/.../L21_summer_with_uncle_vince_Q.pdf · LESSON 21 TEACHER’S GUIDE Summer with Uncle Vince ... Suggested language: