LLI_K_sample lesson 109_Layout 1 7/23/14 10:53 AM Page 1
LESSON
YOU WILL NEED
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Visit fountasandpinnell.com/resources to download
technological resources to support this lesson, including:
• Sound/Letter Boxes (4)
• Consonant Cluster Chart
• fold sheet
• Parent Letter
LEVEL
Orange
NEW BOOK A Home on Its Back
GENRE Nonfiction
SYSTEM
LEVEL E
A Home on Its Back, Level E
Ella’s New Dress, Level E
More Socks!, Level C
Take-Home Book,
More Socks!
109 E
LESSON 109
Goals
e Use multiple sources of information to monitor, self-correct, and solve words.
e Break words apart to read them.
NEW BOOK
A Home on Its Back, Level E
e Read orally in phrases.
e Notice and use commas.
e Hear and record sounds in words with consonant clusters.
e Infer that baby snail might be in danger.
e Synthesize several pieces of information about snails.
REREADING
Ella’s New Dress, Level E
e Make a connection between snails and turtles.
e Read and write high-frequency words quickly.
More Socks!, Level C
Analysis of New Book Characteristics
A Home on Its Back, Level E
GENRE/FORM
SENTENCE COMPLEXITY
ILLUSTRATIONS
e Nonfiction
e Simple factual
e Variety in sentence length with some
sentences longer than ten words.
e Many sentences with prepositional phrases
(On hot, dry days, the snail stays cool
inside its shell.)
e One question in text (What do you see?)
e Highly supportive photos
TEXT STRUCTURE
e Description
e Problem/solution
e Temporal sequence
CONTENT
e Shell as protection against extreme weather
and predators
THEMES AND IDEAS
e Some animals have unique adaptations
that ensure their survival
e Animals have different ways to survive
LANGUAGE AND LITERARY FEATURES
e Simple metaphor used throughout (The
hard shell is a safe home for the snail.)
VOCABULARY
e Most vocabulary familiar to children and
likely to be used in their oral language
WORDS
Large number of high-frequency words
Mostly one-syllable and two-syllable words
One three-syllable word (animal)
Many words with easy, predictable lettersound relationships (rock, shell, back, soft,
safe, home, birds, snakes, hide, grass, mud,
stay, cool, die, cold, dry, sleeps)
e Possessive (shell’s color)
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BOOK AND PRINT FEATURES
e Nine pages of text with one to ten lines of
text on a page
e Many sentences running over two or three
lines
e All new sentences beginning on the left
e Labels with important information (hard
shell, soft shell)
e Periods, commas, exclamation points, and
question mark
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Rereading
Books
PROMPTING GUIDE, PART 1
Refer to Prompting Guide,
Part 1 as needed.
• Ella’s New Dress, Level E
• More Socks!, Level C
e Invite children to reread Ella’s New Dress and More Socks!
e Reinforce the use of multiple sources of information to self-monitor, selfcorrect, and solve words, as needed, e.g., “You tried that again and made it
make sense and looked right.”
Phonics/Word
Work
e PRINCIPLE You can say
words slowly to hear the
sounds and write the letters
“You can say a word slowly to write the sounds and letters.”
e Give each child Sound/Letter Boxes (4).
e Suggested language: “You can say a word slowly to hear and write the
sounds and letters. Some words have letters that you can’t hear.”
e Model saying twin slowly while running your finger under the boxes. Be
sure not to distort the individual sounds. Talk about how twin has four
sounds. The first two are a consonant cluster.
e Have them say twin slowly as they slide the pointing finger under each box
on the worksheet. Have them record the letters in the boxes. Encourage a
left-to-right construction of the word. Provide as much help as needed.
e Repeat the process with flat, spin, and drag.
Consonant Cluster Linking Chart
e Read the Consonant Cluster Linking Chart with the children, starting at the
end and reading it backwards.
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New Book
e Introduce children to the book by showing them the cover and talking
about snails. Suggested language: “The title of this book is A Home on
Its Back. Have you ever seen this little animal before? It’s a snail and you
might see a snail in your garden. The snail carries its shell right on its
back. The snail’s shell protects it. Can you think how?” Encourage
children to share their thinking.
LEVEL E
A Home on Its Back,
Level E
Introducing the Text
LESSON 109
e “Turn to pages 4 and 5. When a snail is just a baby, its shell is soft, but
as the snail grows the shell gets harder and harder. The snail needs a
hard shell to protect it from animals that might eat it. What letter
would you expect to see at the beginning of protect? Find protect and
run your finger under it to check the letters and sounds.”
e “Turn to pages 12 and 13. This snail lives in the desert where it is very,
very hot and dry. A snail can die if it gets too hot. Its shell keeps it cool
so it can survive in the desert.”
e “Turn to pages 14 and 15. This snail lives where it gets very, very cold in
the winter. A snail can also die if it gets too cold. So it sleeps inside its
shell in the winter.”
e “Turn back to the beginning and read A Home on Its Back to find out all
the ways the snail’s shell protects it.”
PROMPTING GUIDE, PART 1
Refer to Prompting Guide,
Part 1 as needed.
Reading the Text
e As the children read, prompt them to break words apart, e.g., “Where
could you break that word? Break it with your finger.”
e If needed, prompt the children to group words into meaningful
phrases, e.g., “These words make sense together (indicate). Read these
words together.”
Discussing and Revisiting the Text
Invite children to talk about what they learned in the book. Some key
understandings children may express are:
e Snails’ shells keep them safe from predators and severe weather. [Extend
by asking children for examples from the text.]
e Snails are interesting and unusual animals because they carry their
homes on their backs. [Extend by asking children if they know of any
other animal that carries its home on its back.]
e Snails live in many parts of the world. [Extend by asking children to
support their statement with evidence from the text.]
PROMPTING GUIDE, PART 1
Refer to Prompting Guide,
Part 1 as needed.
Teaching Points
e Based on your observations, use Prompting Guide, Part 1 to select a
teaching point that will be most helpful to the readers.
e You may want to return to one or two places in the text to demonstrate
flexible ways to break words apart.
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Letter/Word
Work
My Writing Book
e Tell children that it’s important to write the words you know
quickly. Ask them to turn to the next clean page in My Writing Book.
Give them three minutes to write the words they know. Set the
timer.
e Encourage children to write the words unprompted. If they slow
down, prompt with high-frequency words from the lessons. It
shouldn’t sound like a spelling test but rather a prompting that
reminds them of categories of words they know. The goal is for the
children to become aware of what they know and develop ways of
recalling and producing information quickly.
e Sort out any confusing parts. Record the number of words written
accurately for each child. Compare their scores to the scores you
recorded in lesson 100.
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Classroom Connection
LEVEL E
LESSON 109
e Give the children the three-column fold sheet with the ending consonant digraphs: _th, _sh, _ch and the sheet with the picture cards: teeth,
earth, brush, fish, branch, and watch. Have them take these back to the
classroom to cut out the picture cards and sort them into the columns
with the same ending consonant clusters (digraphs).
e Give them the take-home book, More Socks!, to reread in the classroom.
Home/School Connection
e Have children take home the fold sheet and picture cards to paste into
the columns with the same ending consonant clusters (digraphs).
e Give them the take-home book, More Socks!, to read to family
members.
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Assessing Reading and Writing Behaviors
Observe to find evidence that children can:
e monitor, self-correct, and solve words using multiple sources of information.
e break words apart to read them.
e read orally in phrases.
e pause briefly at commas.
e hear and record consonant clusters in words.
e infer and discuss why baby snail might be in danger.
e synthesize information and discuss where snails live.
e make and discuss a connection between snails and turtles.
e read and write high-frequency words quickly.
Supporting English Language Learners
To support English language learners, you can:
e be sure children understand all the words used in the Phonics
and Letter/Word Work.
e monitor for understanding of all prompts, e.g., “Where could you break
that word? Break it with your finger.”
e use the pictures as support for talking about the book.
e be sure children control all of the vocabulary in the new book (shell, protect).
e encourage children to talk about why baby snails are in danger.
e encourage children to talk about all the places snails live.
e model complex English language structures (On hot, dry days, the snail stays
cool inside its shell.)
e model how to pause briefly at commas.
e model all new behaviors before prompting for.
Professional Development Links
When Readers Struggle: Teaching That Works, Levels A–N
Chapter 2: Effective readers: What Do they Do? Use this chapter to examine what effective
processing looks like and how to help struggling readers process texts effectively.
Professional Development and Tutorial DVDs, LLI Orange System
View Scoring on the Tutorial DVD to check the accuracy of your scoring on the last reading
record you completed.
Teaching for Comprehending and Fluency: Thinking, Talking,
and Writing About Reading, K–8
Chapter 26 (pp. 430–432). Use these pages and figure 26-10 to think about how to plan for
lessons using informational texts.
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