19 teacher’s guide signs are everywhere -...

Number of Words: 276

L E S S O N 1 9 T E A C H E R ’ S G U I D E

Signs Are Everywhereby Myka-Lynne Sokoloff

Fountas-Pinnell Level JNonfictionSelection SummarySigns, which provide helpful information, are found in many places. Signs may contain words, numbers, or pictures. They help people follow rules and stay safe.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Four to eight lines of text on a page, in the same position on each page• Signs organized by subject matter

Content • Helpful signs that tell what to do or not to do • Signs with words, numbers, or pictures• Without signs, problems develop.

Themes and Ideas • Words, numbers, and pictures can all work at making signs informative.• Signs have been invented to organize people’s behavior.• Signs help people follow rules and stay safe.

Language and Literary Features

• Questions and answers asked to engage reader: Is the driver in trouble now? Yes, he should have read the sign!

Sentence Complexity • Sentences with prepositional phrases • Exclamations

Vocabulary • Content words illustrated with photographs• Some new vocabulary and content-specifi c words introduced that are explained and

illustrated in the text: cheer, team, trash, plasticWords • Challenging multisyllable words: assistant, attention, library

Illustrations • Color photographs that support the text• Photographs of assorted signs for reference

Book and Print Features • Nine pages of text, photos on all pages• Last page contains collage of photos of signs covered earlier• Print clearly separated from photographs

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

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Target Vocabulary

agreed – had the same opinion or idea, p. 8

assistant – a person who helps someone else, p. 5

clear – to make a place neat or empty by taking something away, p. 5

fail – to not succeed, p. 6polite – having good manners,

p. 3tear – to pull or rip apart, p. 9

trouble – a problem that makes something diffi cult, p. 6

wisdom – knowledge or understanding that comes from experience, p. 10

Signs Are Everywhere by Myka-Lynne Sokoloff

Build BackgroundHelp children think about the signs they encounter. Build interest by asking questions such as the following: What kinds of signs did you see on the way to school today? What do the signs tell you to do or not to do? Read the title and author and talk about the cover photographs. Tell children that this book is nonfi ction, so the words and photos will give factual information.

Introduce the TextGuide children through the text, noting important ideas, and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Here are some suggestions:

: Explain that this book explains different kinds of signs and why they are helpful. Suggested language: Turn to page 2 of this book. Here are two photographs of signs. What do the signs say? Where have you seen signs like these before?

Page 3: Here are two more signs. The Quiet Zone sign uses words and a picture. It could be from a park. Point to the highlighted word: polite. Which of these two signs tells people to be polite?

Page 4: What do these two signs tell you NOT to do? Look closely at the No Diving sign. If you weren’t able to read the sign, how would the picture help you fi gure out its meaning? What other signs have you seen like this one?

Page 5: Point out the highlighted words: cleared and assistant. Draw attention to the photograph. At this school, trash needs to be cleared away. How are these girls clearing away trash? The text tells us that the teacher’s assistant put up the Recycle signs. An assistant helps someone else. Who are some assistants at our school?

Page 8: Have children fi nd the highlighted word: agreed. Draw attention to the photo. People agreed to use certain pictures on signs like this bike and rider so that everyone would know what certain signs mean.

Now turn back to the beginning and fi nd out why signs are helpful.

2 Lesson 19: Signs Are EverywhereGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs the children read Signs Are Everywhere, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind children to use the Question Strategy and to ask questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: Which signs do you think are the most helpful or important? Why?

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

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

• Signs help us by telling us what to do or what not to do.

• Signs help us to follow the rules and stay safe.

• Without signs, there would be problems.

• It would be confusing if a community took down all its signs.

• There are some pictures or symbols that have the same meaning in many different places.

• Signs were invented to organize people’s behavior.

• The book describes and shows signs with words, numbers, and pictures.

• The photographs help us understand the text by showing examples of different signs.

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

Choices for Further Support• Fluency Invite children to choose a passage from the text to act out or use for

Reader’s Theatre. Suggest they read as if they are taking people on a tour of different signs in the area.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Work with children to read and write words with double vowel pattern VVC: school, cheer, books, agreed. Provide examples not in the text, such as keep, sleep, good, and cook.



Writing about ReadingVocabulary PracticeHave children complete the Vocabulary questions on BLM 19.1.

RespondingHave children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: wisdom)

Reading Nonfi ctionNonfiction Features: Photos Remind children that nonfi ction has many features to help readers fi nd and understand important information. Photos are one feature. They often add information that is not in the text. In Signs Are Everywhere, readers depend on some photos to understand parts of the text. Ask children to look at the photos on pages 3 and 8 again. Read aloud the text, and ask children to consider how the text might be confusing if the photos weren’t included. Invite children to explain the specifi c examples the photos provide.

Then have children choose another photo in the book and write a caption for it that describes what the photo shows.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6.

Assessment Prompts• What does the word tearing mean in the following question? What would happen if

people started tearing down signs?

• How does the photo on page 5 help you understand the meaning of cleared?



Read directions to children.

Target VocabularyRead each sentence. Then fill in the Target Vocabulary word that means the same as the underlined word or words.

1. The signmaker cleaned the work area.

cleared

2. They both decided that the new sign should be

blue. agreed

3. The assistant was very nice to the customers.

polite

4. The signmaker’s helper painted the sign. assistant

5. The assistant could not do it and made the customer

unhappy. failed

6. The customer was ripping his new paper sign in half!

tearing

7. The assistant didn’t want to cause any problems.

trouble

8. The assistant showed great understanding, and he

returned the customer’s money.

wisdom

agreedassistantclearedfailedpolitetearingtroublewisdom

Vocabulary

Name Date

Grade 2, Unit 4: Heroes and Helpers3

Lesson 19B L A C K L I N E M A S T E R 1 9 . 1

Signs Are EverywhereTarget Vocabulary

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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First Pass

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

Cultural Support Direct children’s attention to page 5. Point out that children are depositing plastic and paper items to recycle. Explain recycling and the related programs common in your school or community.

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

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the book about?

Speaker 2: signs

Speaker 1: What is one sign in the book about diving?

Speaker 2: No diving

Speaker 1: What are some things that signs tell us NOT to do?

Speaker 2: Signs tell us to Keep off the Grass, Don’t Dive.

Speaker 1: What happened to the truck driver who failed to stop?

Speaker 2: He crashed his truck and got in trouble.

Speaker 1: Why did people agree that pictures on signs would have certain meanings?

Speaker 2: They agreed so that everyone would understand the meaning of the signs.


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Name Date

Signs Are EverywhereThinking Beyond the Text

Think about the question below. Then write your answer in one paragraph.

On page 9, the author asks, “What would happen if people started tearing down signs?” Choose two signs from the book and describe what would happen if the signs were torn down.


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Target VocabularyRead each sentence. Then fill in the Target Vocabulary word that means the same as the underlined word or words.

1. The signmaker cleaned the work area.

2. They both decided that the new sign should be

blue.

3. The assistant was very nice to the customers.

4. The signmaker’s helper painted the sign.

5. The assistant could not do it and made the customer

unhappy.

6. The customer was ripping his new paper sign in half!

7. The assistant didn’t want to cause any problems.

8. The assistant showed great understanding, and he

returned the customer’s money.

agreedassistantclearedfailedpolitetearingtroublewisdom

Vocabulary

Name Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 1

Signs Are EverywhereTarget Vocabulary


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1413867


Student Date Lesson 19

B L a c k L i n e m a s t e r 1 9 . 2 3

Signs Are EverywhereRunning Record Form

Signs Are Everywhere • level j

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

2

3

4

5

Look around your school and around your town. What signs

do you see? Signs are everywhere. They hang on posts, on

walls, and on doors. They help you in many ways.

Signs can tell you what to do. They can tell you to be polite.

Signs can also tell you to cheer for your team.

Signs can also tell you what not to do. They can tell you to

keep off the grass. They can also tell you not to dive. Signs like

this help keep you safe.

At school, this trash needs to be cleared away. The teacher’s

assistant put up some signs.

Comments: Accuracy Rate (# words read

correctly/104 × 100)

%

Self-Correction Rate

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

1:


19 teacher’s guide signs are everywhere -...

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