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L E S S O N 1 0 T E A C H E R ’ S G U I D E Chipmunk’s New Home by Dennis Warner Fountas-Pinnell Level I Fantasy Selection Summary The rain has washed away Chipmunk’s home, so friends Spider, Skunk, Squirrel, and Goose all help dig a new burrow. Then the friends decorate Chipmunk’s new home with varied items they have made or gathered. Chipmunk is thrilled with his gifts and feels lucky to have such good friends. Number of Words: 300 Characteristics of the Text Genre • Fantasy Text Structure • Third-person narrative • Organized chronologically Content • Gifts from friends • Decorating a new home Themes and Ideas • Friends do nice things for each other. • Adding beauty to one’s home is rewarding. • Animal characters can act like people but may still have some animal traits. Language and • Some word repetition: They walked and walked and walked. Literary Features • Dialogue, including split dialogue, with assigned speakers Sentence Complexity • Statements, questions, exclamations • Sentence fragments in dialogue • Items in a series: Spider, Skunk, Squirrel, and Goose knew what they had to do. Vocabulary • Names of animals: chipmunk, skunk, squirrel, spider, goose • Animal-related words and phrases: burrow, spun her silk, gathered nuts and seeds, feathers Words • One- and two-syllable words with varied spelling/sound and syllable patterns • Three-syllable words: decorate, beautiful, invited, together • Words with endings –ed, –ing and suffi x –y Illustrations • Illustrations include humorous details. Book and Print Features • Illustration above text on each of nine pages • Two to four short paragraphs on a page © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-29995-2 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
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Chipmunk’s New Home by Dennis Warner Build Background Read the title to children. Ask them to find Chipmunk and point to the other characters: Goose, Skunk, Squirrel, and Spider. Anticipate the text with questions like these: What kind of home does a real chipmunk live in? How can you tell that this story will have events that can’t happen in real life? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Explain to children that in this story a chipmunk loses his house and his animal friends come to his rescue. Suggested language: Turn to page 2. What does it look like Spider, Skunk, Squirrel, and Goose are planning to do? Yes, they are going swimming. The animals want Chipmunk to come, too. Page 3: Turn to page 3 and look at the picture. Where is Chipmunk? Chipmunk says: The rain washed my old home away. How do you think Chipmunk feels in this picture? Page 4: Chipmunk says: I have to dig a new burrow. His friends say they will help him dig the burrow in the ground. Real chipmunks live in burrows, too. Page 5: What are the animals in the picture using to dig? What do real animals use for digging? Chipmunk says: Our work is complete. Did Chipmunk think that they were done or not? Goose does NOT think they are done. Goose says: We still have to decorate. What do you think the friends will do to fi x up Chipmunk’s new home? Now turn back to the beginning of the story and read to fi nd out more about how Chipmunk’s friends help him make a new home. Learn More Words burrow complete Grade 1 2 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Which picture seems especially silly or funny? What details do you notice? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Chipmunk’s burrow has been • Friends help each other. • The story ends with the washed away. • Gifts make both the giver and the characters doing what they set • Chipmunk’s friends Squirrel, receiver feel good. out to do at the beginning. Spider, Skunk, and Goose help • Animals in stories act like people • Details in the pictures, like him dig a new burrow. but can also do things that real- Goose’s rubber flippers, add • The friends make gifts to life animals do, like digging a silliness to the story. decorate Chipmunk’s new home. burrow or spinning silk. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose one or more scenes from the story to present as Reader’s Theater. Remind them that the narrator reads all the words that are not inside quotation marks, and the other readers read the characters’ spoken words. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: • Ending –ed List these words from pages 5 and 6 of Chipmunk’s New Home: helped, cried, used, gathered. Ask children to take off the ending –ed to say the base word. Help them to write each base word, and explain the spelling change in cry/cried and use/used. • Vowel Sounds Display these words from Chipmunk’s New Home, and have children sort them into two lists, for short e and long e vowel sounds: feather, then, helped, seeds, these, thread, eat, them, keep, feel. Have children add at least one more word to each list. Grade 1 3 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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Writing About Reading Critical Thinking Read the directions for children on BLM 10.8 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension SkillTarget Comprehension Skill Story Structure Tell children that they can think about a story by answering the questions Who? Where? and What happens? Model the skill: Think Aloud Who is the story about? Chipmunk is the main character. Where does the story take place? The setting is the woods where Chipmunk and his friends live. What happens? Chipmunk’s burrow has been washed away. His friends help him dig a new burrow. They bring him gifts to decorate his new home. Practice the Skill Have children name the setting, the main character, and two or three events from another story they know. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Chipmunk needs a new burrow. What might Spider, Squirrel, Goose, or Skunk need? Choose one of the story characters. Write about what that character needs and why. Grade 1 4 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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English Language Learners Cultural Support For children who are unfamiliar with North American woodland animals, explain that skunks, squirrels, and chipmunks are commonly found in the woods, as well as in backyards and parks. Tell children that these animals are also common in stories. Oral Language Development Check the children’s comprehension, using a dialogue that best matches their English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: Who needs a new burrow? Speaker 1: Why does Chipmunk need a Speaker 1: How do Chipmunk’s Speaker 2: Chipmunk new burrow? friends help him? Speaker 1: How do the friends make a Speaker 2: His old one washed away. Speaker 2: They dig in the ground burrow? Speaker 1: How does Spider use her to make him a new burrow. Then silk? they make things like curtains Speaker 2: They dig. and a blanket for his new home. Speaker 1: What do the friends do at Speaker 2: She makes thread for the end? curtains and a rug. Speaker 2: They swim. Speaker 1: Why does Chipmunk say he is lucky? Speaker 2: He has good friends. Lesson 10 Name B L A C K L I N E M A S T E R 1 0 . 8 Think About It Chipmunk’s New HomeThink About It Write the word that completes each sentence. home 1. Chipmunk loses her in the rain. home curtains nuts friends 2. Chipmunk is so happy to have . blankets friends gifts Making Connections Think of what you could make for Chipmunk’s new home. Draw a picture. Label your picture. Read directions to children. Think About It 10 Grade 1, Unit 2: Sharing Time © Houghton Mifflin Harcourt Publishing Company. All rights reserved. Grade 1 5 1_246215RTXEAN_U2LR_TAI.indd 10.8 Lesson 10: Chipmunk’s New Home2/6/09 1:40:36 PM © Houghton Mifflin Harcourt Publishing Company
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Name Date Chipmunk’s New Home Chipmunk needs a new burrow. What might Spider, Squirrel, Goose, or Skunk need? Choose one of the story characters. Write about what that character needs and why. Grade 1 6 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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Lesson 10 Name B L A C K L I N E M A S T E R 1 0 . 8 Think About It Chipmunk’s New HomeThink About It Write the word that completes each sentence. 1. Chipmunk loses her in the rain. home curtains nuts 2. Chipmunk is so happy to have . blankets friends gifts Making Connections Think of what you could make for Chipmunk’s new home. Draw a picture. Label your picture. Grade 1 7 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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Lesson 10 Student Date B L A C K L I N E M A S T E R 1 0 . 1 3 Chipmunk’s New Home • LEVEL I Chipmunk’s New Home Running Record Form page Selection Text Errors Self-Corrections 8 Skunk said, “We want to give you these curtains. Spider made one and I made the other.” “Thank you so much!” said Chipmunk. “They will look beautiful in my burrow.” 9 Squrriel said,“Please take these nuts and seeds.” “Thanks!” said Chipmunk. “I can’t wait to eat them!” Goose said,“This pillow and blanket will keep you warm.” “I love them,” said Chipmunk. Comments: Accuracy Rate Self-Correction (# words read Rate correctly/62 × 100) (# errors + # % Self-Corrections/ Self-Corrections) 1: Behavior Code Error Behavior Code Error Substitution cut 1 Read word correctly ✓ 0 cat cat cut sc 1413310 Self-corrects cat 0 Repeated word, ® 0 sentence, or phrase cat Insertion the 1 cat Omission —cat 1 Word told T 1 cat Grade 1 8 Lesson 10: Chipmunk’s New Home © Houghton Mifflin Harcourt Publishing Company
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