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L E S S O N 2 5 T E A C H E R ’ S G U I D E Tag-Along Tim by Rachael Stein Fountas-Pinnell Level J Realistic Fiction Selection Summary Andrew is annoyed by his little brother, Tim, who wants to do everything he does. But Andrew finds satisfaction in helping Tim learn how to stack blocks carefully. Number of Words: 358 Characteristics of the Text Genre • Realistic fi ction Text Structure • Third-person narrative • Some character development Content • Sibling relationships • Helping younger children Themes and Ideas • Younger siblings can be annoying, but there is real satisfaction in helping them learn something new. Language and • Information and characterization developed through dialogue Literary Features • Conversational language Sentence Complexity • Some simple sentences: You decide. • Many longer sentences: “You can take your brother to the park, or you can stay home.” Vocabulary • Words relating to emotions: glared, frowned, care, help, kindly Words • Many high frequency words: buy, city, family, myself, party, please, school, seven • Some challenging words: enough, castle, special Illustrations • Pictures support each page of text, including the emotional content. Book and Print Features • Nine pages of text, illustrations on every page • Five to eleven lines of text on a page • Some sentences begin mid-line; some three-line sentences © 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. 978-0-547-30053-5 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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Tag-Along Tim by Rachael Stein Build Background Read the title to children and ask them how the two characters in the cover illustration might feel about each other. Encourage children to use their knowledge of getting along with younger children to think about the story. Anticipate the text with questions such as these: How do you feel when someone younger wants to do everything you do? Have you ever tagged along after someone? Introduce the Text Guide 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 story is about an older brother Andrew and his younger brother Tim. Remind children that they can use information in the pictures to help them read. Suggested language: Turn to page 2 and look at the picture. Where do you think Andrew is ready to go? How do you think he feels about taking his little brother Tim with him? Page 6: Turn to page 6 and look at the picture. Andrew is getting a special present for his birthday. How might Andrew feel about Tim tagging along? How would you feel? Page 8: On page 8, Andrew was supposed to be a good example for Tim and teach him how to paint. Look at the picture. Did Tim learn from Andrew’s example? Why or why not? Page 9: What do you see in this picture? Why do you think Tim’s tower crashed? Now go back to the beginning and read to fi nd out if Andrew and Tim fi gure out a way to get along. Learn More Words crashed example special Grade 1 2 Lesson 25: Tag-Along Tim © 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 Ask children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: Why does Tim want to tag along with Andrew all the time? Ways of Thinking As you discuss the text, help students understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Andrew has a hard time with his • Younger siblings can be • The author uses words that help little brother, Tim, who wants to annoying, but there is real the reader know a lot about the follow him all the time. satisfaction in helping them learn main characters. • Their parents want Andrew to let something new. Tim join in his activities. • Andrew willingly helps his little brother when Tim tries and fails to build a block tower. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a passage from the text to read aloud. Remind children to think about how characters are feeling to help them read with expression. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: • Word Parts Provide practice as needed with words and word parts, using examples from the text. Remind children that sometimes two letters together spell one sound. Point out the consonant digraph th in then (page 6) and the consonant digraph sh in show (page 8). Have children fi nd examples of other words in which two letters together spell one sound. • Homophomes Have children look through Tag-Along Tim for homophomes. Remind them that homophomes are words with the same pronunciation, but different spellings and meanings. Some examples from the story are buy/by, too/to/two, red/read, for/ four, one/won, etc. Have children add to the list with other examples. Grade 1 3 Lesson 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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Writing About Reading Critical Thinking Read the directions for children on BLM 25.7 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 Understanding Characters Explain to children that they can use details from a story to tell more about characters. Model how to use details to understand characters: Think Aloud I can understand a lot about Andrew by thinking about the details in the story. When Andrew doesn’t want Tim to go to the park with him, but his mother makes him take him, Andrew’s cheeks get red. He glares at Tim. Andrew doesn’t want Tim to go on a special trip to buy paints, either. But he offers to help Tim build a tower of blocks. I think Andrew loves his little brother and is happy to help him, but he wants time to do his own activities by himself. Practice the Skill Have children choose another book and use details to tell about a character in that story. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Is Andrew a good big brother to Tim? Why or why not? Write a paragraph telling what you think. Use details from the book to support what you say. Grade 1 4 Lesson 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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English Language Learners Reading Support In Introduce the Text (p.2) include as much practice as needed to help students become familiar with the language structures of the book. 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: Where does Andrew want to Speaker 1: What does Andrew want to Speaker 1: What does Dad say play ball? do at the park? when Andrew doesn’t want Tim Speaker 2: the park Speaker 2: play ball to go to the city with them? Speaker 1:What does Andrew want for Speaker 1: What does Tim do when he Speaker 2: Dad says, “People in a his birthday? paints? family care about one another.” Speaker 2: paints Speaker 2: He splashes paint on himself. Speaker 1: How does Andrew help Tim? Speaker 1: What does Tim play with? Speaker 2: He shows Tim how to Speaker 2: blocks stack blocks carefully. Lesson 25 Name B L A C K L I N E M A S T E R 2 5 . 9 Think About It Tag-Along TimThink About It Write an answer to the question. Responses may vary. 1. What is Andrew’s problem? His little brother wants to be with him all the time. Making Connections Think about your little brother, or what it would be like to have one. Write some sentences about your brother. Read directions to children. Think About It 11 Grade 1, Unit 5: Watch us Grow © Houghton Mifflin Harcourt Publishing Company. All rights reserved. 5 1_246215RTXEAN_U5LR_TAI.indd 25.9 2/9/09 9:06:08 AM Grade 1 Lesson 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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Name Date Tag-Along Tim Is Andrew a good big brother to Tim? Why or why not? Write a paragraph telling what you think. Use details from the book to support what you say. Grade 1 6 Lesson 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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Lesson 25 Name B L A C K L I N E M A S T E R 7 Think About It Tag-Along TimThink About It Write an answer to the question. 1. What is Andrew’s problem? Making Connections Think about your little brother, or what it would be like to have one. Write some sentences about your brother. Grade 1 7 Lesson 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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Lesson 25 Student Date B L A C K L I N E M A S T E R 2 5 . 1 4 Tag-Along Tim • LEVEL J Tag-Along Tim Running Record Form page Selection Text Errors Self-Corrections 4 Mom said, “Tim can watch while you play ball.” Andrew frowned at Tim. “Why do you always follow me around? Why do you go everywhere I go?” 5 Mom said, “That’s enough, Andrew! You can take your brother to the park, or you can stay home. You decide.” Andrew glared at his little brother. “Okay, you can come with me.” Comments: Accuracy Rate Self-Correction (# words read Rate correctly/59 x 100) (# errors + # % Self-Corrections/ Self-Corrections) 1: Behavior Code Error Behavior Code Error Substitution cut 1 Read word correctly ✓ 0 cat cat cut sc 1413374 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 25: Tag-Along Tim © Houghton Mifflin Harcourt Publishing Company
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