9 drawing - houghton mifflin harcourt · • drawing • all concepts supported by picture...

Characteristics of the Text Genre • Informational Text

Text Structure • First person narrative describes the different things the boy can draw.• Each two-page spread focuses on a different animal.• Surprise ending: The boy can draw a picture of himself too.

Content • Familiar animals• Drawing• All concepts supported by picture information

Themes and Ideas • It’s fun to draw different animals.• It’s fun to draw self-portraits.

Language and Literary Features

• Repeating language pattern• Exclamation for emphasis.

Sentence Complexity • Sentence patterns repeat, changing only one word on each page: Look at the _______. I can draw the ________.

• Simple sentence patterns with no embedded phrases or clausesVocabulary • One syllable words with meaning of nouns reinforced by photos and captions

• Important content words: cat, dog, bird, fi shWords • Repeated use of high frequency words: Look, at, the, I, can, draw

Illustrations • Colorful, realistic drawings and photos support each page of text.• Full-page drawings repeated on facing page

Book and Print Features • Five pages of text, illustrations on every page; labels for photos• Consistent layouts of illustrations and print• Two lines of text, with extra space between each word

© 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: 48

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

Drawingby Isabel Garza

Fountas-Pinnell Level BInformational TextSelection SummaryA young boy talks about the different animals he can draw. He can draw a picture of himself, too.

1_301082_BL_LRTG_L09_Drawing.indd 1 11/3/09 6:49:26 PM

boy draw I look me the

Words to Know

Drawing by Isabel Garza

Build BackgroundRead the title to the children and talk with them about what the boy is doing in the cover illustration. Ask them what they think they will lean about drawing from this book. Encourage children to use their knowledge of drawing animals to think about the book. Ask questions such the following: What is one animal that you enjoy drawing? Why do you like to draw this animal?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the sentence patterns Look at the ____. I can draw ____ that tell what the boy is doing. Here are some suggestions:

Pages 2–3: Explain that in this book a boy can draw pictures of lots of things. Point out that the boy is telling the story. Suggested language: Turn to page 2. Here is a cat. The boy says: Look at the cat. I can draw the cat. Say draw. What letter would you see fi rst in draw? Find draw and put your fi nger under it. On page 3, what is the boy doing? Can you fi nd the picture of the cat that the boy drew? Does it look like the real cat on page 2?

Page 4: Point to the label in the photo and read it. Explain that the photographs in the book have labels to name the animals the boy can draw. The boy says: Look at the dog. Say look. What sound do you hear fi rst in look? Find the word look, say it, and put your fi nger under it.

Page 5. Ask children what the boy is doing in the picture. What color is the boy using to draw the dog?

Now go back to the beginning and read to fi nd out what the boy likes to draw.

2 Lesson 9: DrawingGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadNow have children read Drawing softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found most interesting.Suggested language: Which of these animals would you like to draw? Why?

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

• The boy can draw animals.

• The boy can draw himself.

• Drawing is fun.

• Drawing animals makes you remember how they look.

• You can draw a picture of yourself if you look in a mirror or at a photo.

• The writer uses the same language on each page, but changes the name of the animals.

• You can compare photos of each animal with the boy’s drawings.

• The last page is a little different because the boy likes to draw himself.

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

Choices for SupportConcepts of PrintHave children match one spoken word to one written word while reading the book.

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

• Matching Letters Materials: upper and lower case magnetic or cardboard letter or letter cards. Have children choose letters and match them with their upper or lower case forms.

• Listening Game Materials: pairs of words. Have children listen for words that rhyme. Have them raise hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Says pairs of words, for example: look, book; draw, sit; me, bee; at, cat.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 9.6 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 SkillText and Graphic Features

Target Comprehension Skill Tell children that words and pictures work

together in a book to help readers better understand the story. Model how to think about the way that words and pictures work together.

Think Aloud

In this book a boy makes drawings of different animals. Each time the boy draws a different animals, we see a photo of that animal. Next to the photo is the name of the animal. Then, on the next page we see the boy’s drawing of the animal. It’s fun to see what the photo of the animal and the boy’s drawing look like. The pictures help me understand the story.

Practice the SkillHave children share examples of pictures in other books that helped them understand the story.

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

Draw a picture of another animal the boy could draw.

Write about the animal.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. The boy draws a dog after he draws

the cat.

mouse bug dog

2. The boy thinks of himself for his last

picture.

himself you us

Making Connections Think of what you can

draw. Then draw your picture and label it.

8 Grade 1, Unit 2: Sharing Time

Name

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

Lesson 9B L A C K L I N E M A S T E R 9 . 6

DrawingThink About It

1_246215RTXEAN_U2LR_TAI.indd 9.6 2/20/09 9:49:46 AM

English Language LearnersCognates Point out that the English word cat is similar to the Spanish word for cat, gato.

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

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Point to the boy.

Speaker 2: [Points to the boy]

Speaker 1: Point to the dog.

Speaker 2: [Points to the dog]

Speaker 1: Point to the boy’s drawing of the dog.

Speaker 2: [Points to boy’s drawing of dog]

Speaker 1: Who is telling this story?

Speaker 2: the boy

Speaker 1: What is the boy doing in each picture?

Speaker 2: drawing

Speaker 1: How is the last page of the book different from the other pages?

Speaker 2: The boy draws a picture of himself.


1_301082_BL_LRTG_L09_Drawing.indd 51_301082_BL_LRTG_L09_Drawing.indd 5 7/28/09 12:41:51 PM7/28/09 12:41:51 PM

Name Date

DrawingDraw a picture of another animal the boy could draw.

Write about the animal.



Think About ItWrite the word that completes each

sentence.

1. The boy draws a after he draws

the cat.

mouse bug dog

2. The boy thinks of for his last

picture.

himself you us

Making Connections Think of what you can

draw. Then draw your picture and label it.

Name Lesson 9

B L A C K L I N E M A S T E R 9 . 6

DrawingThink About It



1413418

Student Date Lesson 9

B L A C K L I N E M A S T E R 9 . 1 0

Drawing • LEVEL B DrawingRunning Record Form

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

2

4

6

8

10

Look at the cat.

I can draw the cat.

Look at the dog.

I can draw the dog.

Look at the bird.

I can draw the bird.

Look at the fish.

I can draw the fish.

Look at the boy.

I can draw me!

Comments: Accuracy Rate (# words read

correctly/44 × 100)

%

Self-Correction Rate

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

1:



9 drawing - houghton mifflin harcourt · • drawing • all concepts supported by picture...

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