23 ursus travels - houghton mifflin...

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Number of Words: 1,066

Characteristics of the Text Genre • Fantasy

Text Structure • Problem introduced on the fi rst page• Episodic plot

Content • Attachment to childhood toy• Moving• Accidental travel adventure for a lost toy

Themes and Ideas • Being lost, then fi nding the way home• A toy can bring luck and inspiration.

Language and Literary Features

• Third person narration • Serendipitous episodic plot events

Sentence Complexity • A mix of short and longer, more complex sentences• Some short sentences for emphasis: Strike!

Vocabulary • Design words: new line, sketching, fabrics• Baseball terms, some of which might be unfamiliar to English language learners: pitch,

hitter, strike, hit, fi eld• Target vocabulary highlighted in text.

Words • Some multisyllable words: furniture, designer, conversations Illustrations • Illustrations of the teddy bear show the bear’s different reactions to events.

Book and Print Features • Thirteen pages of text; illustrations on most pages• One full page of text• Use of a word in all capital letters that sounds like the action: WHOOOOSH!• Captions and labels that provide additional information and clarify text

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

L E S S O N 2 3 T E A C H E R ’ S G U I D E

Ursus Travels by Minnie Timenti

Fountas-Pinnell Level NFantasySelection SummaryWhen Lowell moves to a new home, his stuffed bear, Ursus, gets left behind in the moving van. For the next year, Ursus gets lost and found by a clothing designer, a baseball player, and a photographer. Finally, with the serendipitous help of an eagle and a cat, Ursus gets carried to Lowell’s new home and the two are reunited.

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conversations – discussions between two or more people, p. 6

currently – as of now, p. 5inspired – to have fi lled someone

with emotion or moved that person to action, p. 5

loaded – put into a vehicle or container to be carried, p. 3

loveliest – the most beautiful and delightful, p. 5

managed – succeeded in doing something, p. 13

pleasure – enjoyment, p. 5 reunion – a gathering of people

who have been separated, p. 14

sincere – honest and truthful, p. 6terror – great fear, p. 12

Target Vocabulary

Ursus Travels by Minnie Timenti

Build BackgroundHelp students imagine the adventures a lost toy might have. Build interest by asking a question such as the following: Have you ever wished you knew what happened to a lost toy you had? Read the title and author and talk about the cover illustration. Point out that the story is a fantasy, and remind students that unlikely things might happen.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: teddy bear, buddy, nametag, jacket, thrift store, camera.

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: Tell students that this is a story about the adventures a stuffed bear named Ursus has when he gets lost during a move. Explain that a boy named Lowell and his family have moved to a new town. Suggested language: The caption says: Lowell could not fi nd his stuffed bear anywhere. The labels on the picture show who Lowell is. How do you think he feels about not being able to fi nd his bear?

Page 5: A clothing designer found Ursus on her hat. The bear inspired the designer and gave her new ideas. What kinds of things have inspired you to do or try something new? Jewelann says that it’s a pleasure to have Ursus. Would you enjoy having Ursus in your home?

Pages 6 and 7: Draw attention to the illustrations. Ursus has been lost and found again. Remember, this story is a fantasy, and unlikely things will happen. Look at the picture on page 7. What do you predict will happen to Ursus next?

Now turn back to the beginning of the story and read to fi nd out if Ursus ever gets back to Lowell.

2© Houghton Mifflin Harcourt Publishing Company

Grade 3 Lesson 23: Ursus Travels


ReadHave students read Ursus Travels silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy to think about what they read and form an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: What do you think seems real about the adventures Ursus has in this story? What seems like it could not happen in real life?

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

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

• When Lowell’s family moves, his teddy bear Ursus gets left behind in the moving van.

• Ursus gets picked up by different people and gives each of them good luck.

• At the end of his travels, Ursus is reunited with Lowell in his new home.

• Lost things can be found again, sometimes by chance.

• A toy can bring luck and inspiration.

• The language sounds realistic, even though unlikely events take place.

• The use of realistic details makes unlikely events seem possible.

© 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 read aloud. Remind them

to use punctuation to help them group words to read with expression.

• 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. Tell students that many words in the story are compound words. Remind them that these kinds of words are formed from two shorter words and the meaning of these compound words is often clear from looking at the two smaller words. Have students make a list of compound words in the story, such as nametag (page 5), Teddybears, baseball (page 7), upstairs (page 14).




Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 23.10.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillSequence of Events

Target Comprehension Skill Remind students that when they keep track of the

time order in which events happen, they can understand a story better. Model the skill, using this Think Aloud:

Think Aloud

What are the stops Ursus makes during his travels? There are a lot of them! Here are a few at the beginning of his trip. Ursus is left in a moving van and then put in a hat box. Then he spends time with a clothing designer and falls out of her shopping bag. Next he is picked up by a pitcher for a baseball team and ends up being sent to a thrift shop.

Practice the SkillHave students list the sequence of events in the remaining part of the book, using such signal words such as then, next, after, and fi nally.

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 what they know and their own experience to think about what happens in the story.

Assessment Prompts• Find a sentence on page 9 that shows that Ursus brings good luck.

• In paragraph 2 on page 5, fi nd the word that means almost the same as at the present time.

• Finish this sentence: This story was most likely written to ______________________.




English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help students understand the concepts and ideas in the text. Don’t ask students to read any text they will not understand. Or have students use the audio or online recordings.

Cognates Point out that the word conversations (page 6) in English is like the Spanish word conversaciones.

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: What kind of toy is Ursus?

Speaker 2: a stuffed bear

Speaker 1: What game did Casey Throckleton play?

Speaker 2: baseball

Speaker 1: What bird snatched Ursus into the air?

Speaker 2: an eagle

Speaker 1: Where did the clothing designer fi rst see Ursus?

Speaker 2: on her hat

Speaker 1: Where did the photographer get Ursus?

Speaker 2: He paid for him at a thrift store.

Speaker 1: How did Ursus get lost in the fi rst place?

Speaker 2: He got left in the moving van.

Speaker 1: Why did the eagle drop Ursus?

Speaker 2: He wasn’t good to eat.

Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text Where did Lowell lose Ursus?

Ursus was left in the truck when Lowell moved.

2. Think within the text How did Byron the photographer

lose Ursus?

An eagle fl ew down and picked Ursus up.

3. Think about the text What did the baseball fans do

after the Toppsburg Teddybears won the game?

The fans threw stuffed bears on the baseball fi eld.

4. Think beyond the text Have you ever lost something

and found it later? Tell what happened.

Responses will vary.

Making Connections What character from The Journey of Oliver K. Woodman is most like Jewelann Darling? How are they alike?

Write your answer in your Reader’s Notebook.

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

Grade 3, Unit 5: Going Places

Name Date

12

Lesson 23B L A C K L I N E M A S T E R 2 3 . 1 0

Ursus Travels

Critical Thinking

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Name Date

Ursus TravelsThinking Beyond the Text

Read the following paragraph. Then write your journal entry in one or two paragraphs.

Imagine that Ursus could write a journal about his travels. Write one page of the journal. Tell about his favorite part of the adventure.




Critical ThinkingRead and answer the questions.

1. Think within the text Where did Lowell lose Ursus?

2. Think within the text How did Byron the photographer

lose Ursus?

3. Think about the text What did the baseball fans do

after the Toppsburg Teddybears won the game?

4. Think beyond the text Have you ever lost something

and found it later? Tell what happened.

Making Connections What character from The Journey of Oliver K. Woodman is most like Jewelann Darling? How are they alike?

Write your answer in your Reader’s Notebook.

Name Date

Lesson 23B L A C K L I N E M A S T E R 2 3 . 1 0

Ursus Travels

Critical Thinking

7 Lesson 23: Ursus TravelsGrade 3© Houghton Mifflin Harcourt Publishing Company


1414

316

Student Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 1 4

Ursus TravelsRunning Record Form

Ursus Travels • LEVEL N

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

13

The man who bought Ursus was named Byron Leezling. He

was a photographer who made photos of pets.

A few days later, Byron Leezling photographed a dog named

Chichi. Byron waved Ursus in the air. This made the dog look

at the camera. “Look at the bear, Chichi!” said Byron. Then

Byron put Ursus on the ground.

WHOOOOSH! An eagle flew to the ground and grabbed Ursus!

Byron shouted with terror. Chichi barked and barked. The eagle

carried Ursus into the air and disappeared.

Byron said, “Goodbye, little Ur!”

The eagle landed on a high tree branch.

Comments: Accuracy Rate (# words read

correctly/97 × 100)

%

Total Self- Corrections

8 Lesson 23: Ursus TravelsGrade 3© Houghton Mifflin Harcourt Publishing Company


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