6 teacher’s guide frankie’s facts - hmhco.com · 2012-08-16 · lesson 6 teacher’s guide...

Number of Words: 442

L E S S O N 6 T E A C H E R ’ S G U I D E

Frankie’s Factsby Dixie Lee Petrokis

Fountas-Pinnell Level KHumorous Fiction Selection SummaryFrankie collects facts about many subjects. She has such a vivid imagination that just wishing she could see a fact makes it become almost real. Her bedroom becomes messy after she brings several facts about dinosaurs and race cars to life. She decides that it’s better to just read about the facts that fascinate her.

Characteristics of the Text Genre • Humorous fi ction

Text Structure • Narrative with three episodes• Humor mixed with fantasy

Content • A girl who collects facts has a vivid imagination.• Facts about dinosaurs, baseball, and racecars

Themes and Ideas • Facts can be fascinating. • Curiosity brings knowledge.• Subjects you love can spring to life in your imagination.

Language and Literary Features

• Third-person narrator • Dialogue showing character’s thought in quotation marks

Sentence Complexity • Variety in sentence length• Some sentences with introductory phrases• Items in a series without the word and: Frankie liked to collect facts, information, the

truth.Vocabulary • Several content words and phrases that might not be familiar: T-rex, home-run hitter,

revving, motorWords • Several challenging multisyllabic words, such as information, suddenly, disappeared,

popular, continued. Illustrations • Humorous art of Frankie’s bedroom populated by larger-than-life subjects

• Illustrations support the text, especially the range of content areas and the humorous ending

Book and Print Features • Nine pages of text, illustrations on every page• Captions and labels clarify story topics and events

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

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Frankie’s Facts by Dixie Lee Petrokis

Build BackgroundRemind students that a fact is a piece of information that is true. Build interest by asking questions like the following: What is an interesting fact that you have learned lately? Which subjects do you like discovering facts about? Read the title and author’s name and talk about the cover illustration. Tell students that this story is humorous fi ction, so it is meant to be funny and entertaining.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 2-3: Explain that this is a story about a girl named Frankie who loves facts. Suggested language: Look at pages 2 and 3 of the book. This is a picture of Frankie looking at some pieces of paper. Read the fi rst sentence: Frankie spent all day, every day reading books with facts. Frankie loves facts so much that she collects them. She writes them down on pieces of paper and gathers them together. What kinds of things do you collect? Could collecting facts become a problem? How?

Pages 4-5: Point out that on this page Frankie is thinking about the fact that the dinosaur called T. rex was 40 feet tall. She wishes she could see that fact in real life. It looks like Frankie got her wish! Look at the picture and tell me what happens next.

Page 6: Explain that different facts come to life in Frankie’s bedroom. Now Frankie is thinking about another fact. What is this fact about? What fact do you know about baseball?

Pages 8-9: Read the sentence: Frankie scrambled out of the way. Why did Frankie move so fast to get out of the way? Have you ever scrambled down a hill?

Now let’s read the story to fi nd out how collecting facts gets Frankie in trouble.

collect – to gather things together, p. 2

continued – went on doing something, p. 10

darted – moved suddenly and quickly

orders – to make arrangements in certain ways, such as side by side or one after the other.

ragged – uneven, torn, or worn out

rapidly – quickly

scrambled – moved hastily, p. 9sorted – grouped things together,

p. 3

Target Vocabulary

2 Lesson 6: Frankie’s FactsGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read Frankie’s Facts silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Question Strategy and to ask themselves questions before they read, while they read, and after they read.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story.Suggested language: What do you think was the funniest part of the story?

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

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

• Frankie loves to collect facts.

• She wishes the facts would come to life, and they do.

• She decides it’s best to keep facts at a distance by just reading about them.

• People who are curious can learn a lot about many things.

• Learning about a subject you love can make the subject come to life for you.

• The author uses sound words such as roar, crack, and vroom to help the reader share Frankie’s experiences.

• The ending has a funny secret because of something shown in the art.

• The exaggeration in illustrations adds to the humor of the story.

© 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 read with expression to show Frankie’s feelings about what’s going on in her room.

• Comprehension Based on your observations of 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 compound words are made of two shorter words. Ask students to take apart compound words in the story and discuss how the parts are related to meaning: baseball, something, bedroom, racetracks.



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 6.7.

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 Skill Sequence of Events

Target Comprehension Skill Remind students that in a story, things happen in

a certain order. Keeping track of when things happen will help them understand a story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

What order do things happen in this story? First, Frankie decides that she wants to really see that T. rex was forty feet high. What event happens next? The dinosaur comes to life in her bedroom! Next Hank Aaron appears. Finally a race car zooms into the room.

Practice the SkillHave students write two sentences that describe the last fact that came to life inside Frankie’s bedroom.

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• Tell one word that best describes Frankie. Use evidence from the story to support your

thinking.

• Find the fact on page 5 that Frankie thinks of to keep T. rex from eating her.

• At the end of the story, how do you think Frankie would feel if she turned around and saw the penguins outside her window?



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text What does Frankie enjoy learning about?

facts, information, the truth

2. Think within the text Why does Frankie decide that facts are better read than seen alive?

When facts come alive, they can make a mess.

3. Think beyond the text How does Frankie use the truth to make the facts disappear from her room?

She says that each fact cannot really come alive in that way.

4. Think about the text How would you describe Frankie to someone who has not read this book? Would you want Frankie as a friend? Explain your answer.

She loves to read; she is smart; she is organized; she can think fast.

I would want to have her as a friend, because she could teach me many things.

Making Connections What are three more facts you know that could come alive in Frankie’s Room?

Write your answer in your Reader’s Notebook.

Possible responses shown.

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

Name Date

Grade 3, Unit 2: Express Yourself9

Frankie’s Facts

Critical Thinking

Lesson 6B L A C K L I N E M A S T E R 6 . 7

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English Language DevelopmentReading Support Help students compose a group summary of Frankie’s Facts.

Idiom Point out the word sailed in line 2 of page 7. Explain that sail is usually used to describe a boat moving over water. As on this page, it can also mean to move along smoothly.

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 is the name of the girl in the story?

Speaker 2: Her name is Frankie.

Speaker 1: Where does the story take place?

Speaker 2: in Frankie’s room

Speaker 1: What wish does Frankie make about facts?

Speaker 2: She wishes that she could see some of the facts happen.

Speaker 1: Why does Frankie collect facts?

Speaker 2: She wants to know everything.

Speaker 1: Why does Frankie decide that it might be better to just read about facts?

Speaker 2: She realizes that if facts keep coming alive in her room, it will become a big mess.



Frankie’s FactsThinking Beyond the Text

Think about the questions below. Then write your answer in a paragraph.

At the beginning of the story, Frankie wishes that the facts she loves would come to life. What favorite fact would you most like to see come to life? What would you do about the fact after it appeared? Why?

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text What does Frankie enjoy learning

about?

2. Think within the text Why does Frankie decide that

facts are better read than seen alive?

3. Think beyond the text How does Frankie use the truth

to make the facts disappear from her room?

4. Think about the text How would you describe Frankie

to someone who has not read this book? Would you want

Frankie as a friend? Explain your answer.

Making Connections What are three more facts you know that could come alive in Frankie’s Room?

Write your answer in your Reader’s Notebook.

Name Date

Frankie’s Facts

Critical Thinking

Lesson 6B L A C K L I N E M A S T E R 6 . 7



1414

091

Student Date Lesson 6

B L A C K L I N E M A S T E R 6 . 1 1

Frankie’s FactsRunning Record Form

Frankie’s Facts • LEVEL K


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

2

3

4

Frankie spent all day, every day reading books with facts. She

loved facts. Frankie liked to collect facts, information, the truth.

She wanted to know about anything and everything that had

ever happened.

Frankie wrote every fact on its own piece of paper. Then she

sorted the facts into different piles.

One day while she was sorting through her facts, Frankie

thought, “It would be great if I could see some of these facts

happen for real. Like the fact that T. rex was almost 40 feet

tall.”

Suddenly, T. rex was right there in her bedroom!

Frankie grabbed a ruler.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Self-Correction Rate

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

1:


6 teacher’s guide frankie’s facts - hmhco.com · 2012-08-16 · lesson 6 teacher’s guide...

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