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Characteristics of the Text Genre • Realistic Fiction

Text Structure • Third-person narrative• Organized chronologically

Content • Fun on the beach in cold weather • Finding and collecting things on the beach• Making bracelets with beach glass

Themes and Ideas • The beach is fun even when it’s too cold to swim.• There are lots of treasures to fi nd on the beach.• Found objects can be made into nice things.

Language and Literary Features

• Third-person narrator• Conversational language

Sentence Complexity • Split dialogue• Simple sentences with phrases • Compound and complex sentences: Maya put on her clothes, but she still felt cold. She

was not sure that today was a good day for the beach.Vocabulary • Words related to the beach: shell, sand dollars, hermit crab, starfi sh, seaweed

Words • One- and two-syllable words• Possible unfamiliar word, supported by illustrations: bracelets

Illustrations • Realistic illustrations support the text.Book and Print Features • Nine pages of text, illustrations on every page

© 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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Number of Words: 292

L E S S O N 8 T E A C H E R ’ S G U I D E

The Beachby Rosa Álvarez

Fountas-Pinnell Level JRealistic FictionSelection SummaryAmelia wakes her cousin Maya for an early morning walk on the beach. It’s too cold to swim, and Maya is not sure what they can do on the beach. They walk and fi nd sea glass, sand dollars, a hermit crab, and a starfi sh. Maya decides she loves the beach.

1_299815_AL_LRTG_L08_The Beach .indd 1 11/3/09 4:37:47 PM

The Beach by Rosa Álvarez

Build BackgroundRead the title to children and talk with them about the girls in the cover illustration. Encourage them to think about what the girls might be doing. Anticipate the text with questions like these: Where are the girls? What is the weather like? How can you tell?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Point out the sentence patterns that are repeated on alternate pages. Here are some suggestions:

Pages 2–3: Explain that this is a story about two cousins, Maya and Amelia. Amelia has a house at the beach, and Maya is visiting her.Suggested language: Turn to page 2. Amelia and Maya are just getting up. Look at the curtains. What can you tell about the weather? Amelia wants to go to the beach. But Maya thinks it is too cold to swim.

Page 4: Turn to page 4. Remember to use information from the pictures to help you understand the story. What are the girls doing on the beach? Is it warm enough to swim? What clues do you see in the picture?

Page 7: Look at the illustration to see what the girls fi nd. It’s a hermit crab. What do you think happens if you put your fi nger too close to a hermit crab’s claws? Find the highlighted word nip. Maya says: “I’m okay, it was just a little nip.” What happened to Maya’s fi nger?

Page 9: Explain that the girls fi nd bits of smooth colored glass on the beach, called sea glass. The sentence reads: Then the girls put all the bits of sea glass in a pile. What does it look like they will do with their piles of glass?

Now turn back to the beginning of the story and read to fi nd out what the girls did on the beach on a chilly morning.

nip pile

Learn More Words

2 Lesson 8: The BeachGrade 1© Houghton Mifflin Harcourt Publishing Company

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

Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting.Suggested language: How do you think Maya’s feelings about the beach changed during the story? Did your feelings change?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

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

• Amelia wants to show her cousin the beach on a cold morning.

• The girls walk on the beach and fi nd lots of interesting things.

• They make bracelets with sea glass.

• The girls have fun, and Maya loves the beach.

• You don’t need to swim to have fun on the beach.

• It is fun to observe nature.

• You can make new things from old things you fi nd.

• It is fun to make things.

• The writer uses a lot of dialogue.

• The illustrations help readers visualize things they might not be familiar with, such as hermit crabs and sand dollars.

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

Choices for SupportFluencyInvite children to choose a passage from the text to act out or use for Reader’s Theater. Remind them to read or say the characters’ words with expression that shows how they are feeling.

Phonics and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Compound Words Materials: whiteboards, markers. Write these compound words from the story on the board: starfi sh and seaweed. On their whiteboards, have children write the two words that make up each compound word.

• Sorting Long e Words Materials: index cards, pencils. Review the long e sound with children, and remind them that there are different ways to spell this sound. Display these story words: beach , green, she, sea, these, feet, feels, me. Read each word with children; have them identify the long e spelling. Direct partners to copy the words onto separate index cards and then sort the words, based on their long e spellings (e, ee, ea).



Writing About ReadingCritical ThinkingRead the directions for children on BLM 8.8 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillSequence of Events

Target Comprehension Skill Remind children that events in stories happen in

order. Paying attention to the order in which things happen can help them understand the story. Model how to think about the sequence of events:

Think Aloud

What happens fi rst, next, and last in this story? Amelia and Maya fi nd a lot of things on the beach. First they fi nd sea glass. Next, they fi nd sand dollars and a hermit crab. What do they fi nd last? Last, they fi nd a starfi sh.

Practice the SkillHave children tell what happens fi rst, next, and last in another story they know.

Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.

Do you think the beach can be fun on a cold day? Why or why not? Write a paragraph explaining what you think.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Maya says a starfish feels rough .

smooth rough sharp

2. Maya finds out there is more to do at the beach than

swim .

dig walk swim

Making Connections Think of something you

like to do at the beach. Draw a picture of what

you do. Label your picture.

10 Grade 1, Unit 2: Sharing Time

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

The BeachThink About It

Lesson 8B L A C K L I N E M A S T E R 8 . 8

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

Oral Language DevelopmentCheck the 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: Where do Maya and Amelia go?

Speaker 2: to the beach

Speaker 1: What do they do on the beach?

Speaker 2: walk and look at things

Speaker 1: Tell one thing they see on the beach.

Speaker 2: A starfi sh [or sea glass, a crab, sand dollars]

Speaker 1: Why don’t the girls go swimming?

Speaker 2: It is too cold.

Speaker 1: What did the hermit crab do?

Speaker 2: It nipped Maya.

Speaker 1: Why does Maya love the beach?

Speaker 2: Maya and Amelia have fun on the beach. They fi nd a lot of interesting things to look at. They collect sea glass. They make bracelets from the sea glass.



Name Date

The BeachDo you think the beach can be fun on a cold day? Why or why not? Write a paragraph explaining what you think.



Think About ItWrite the word that completes each

sentence.

1. Maya says a starfish feels .

smooth rough sharp

2. Maya finds out there is more to do at the beach than

.

dig walk swim

Making Connections Think of something you

like to do at the beach. Draw a picture of what

you do. Label your picture.

Name

The BeachThink About It

Lesson 8B L A C K L I N E M A S T E R 8 . 8



1413308

Student Date Lesson 8

B L A C K L I N E M A S T E R 8 . 1 3

The BeachRunning Record Form

The Beach • LEVEL J

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

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

5

6

Then Amelia got down and dug

in the sand. She found a round,

flat shell. She kept digging and

found another.

“What are these things?” asked

Maya.

‘‘Sand dollars,’’ said Amelia.

‘‘See these holes on top?”

“Yes,’’ Maya said.

‘‘The sand dollar’s feet used to

stick out of them.’’

‘‘Wow,’’ said Maya. ‘‘That’s cool.’’

Comments: Accuracy Rate (# words read

correctly/53 × 100)

%

Self-Correction Rate

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

1:



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