LESSON 2 TEACHER’S GUIDE How to Make a Family Tree by Gail Mack Fountas-Pinnell Level N Informational Text Selection Summary In this book, sample family trees accompany text that tells the purpose of family trees. The book also explains how to collect the information and provides directions for creating a family tree on a piece of poster board. The selection ends by inviting readers to share their trees with their families. Number of Words: 928 Characteristics of the Text Genre Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features • Informational Text • Topic (family trees) is organized under heads (e.g., What Is a Family Tree?). • Third-person exposition has the author directly addressing the reader. • Pages 9–13 are directions with a materials list, subheads (steps), and a caption (p. 11). • What a family tree shows • How to collect information for a family tree • Setting up your own family tree • Making a family tree is a great way to learn about your family. • A person can learn a lot from talking about the past with his/her relatives. • Sharing a family tree gives a family a sense of belonging and tradition. • Explanatory text uses direct address to engage the reader. • One simile is used: The names hang down, like the leaves on a tree. • A mix of short, simple sentences and longer, more complex sentences • All four sentence types included • Many family-related words: relatives, grandparents, mother, cousins, uncles • Possibly unfamiliar words: related, relative, grandparents, penciled, materials • Many multisyllabic words; 4-syllable words are: information, remembering, materials • Singular and plural possessives • Photographs complement text; sample family-tree graphics support text explanations. • 13 text pages include 7 pages that are half-text and half-art, and 6 pages (step-by-step instructions) that use subheads to break up steps. © 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. 978-0-547-30257-7 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. 2_302577_AL_LRTG_L02_FamilyTree.indd 1 1/5/10 11:50:43 PM How to Make a Family Tree by Gail Mack Build Background Help children use their knowledge of families to build interest, asking a question like: Who are the people in your family? Read the title and author. Discuss the cover. Tell children that this book is informational text so the words and photos give facts about how to make a family tree. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Identify and read the headings. Explain that a family tree is a way of showing the people in your family. Then draw attention to the graphic. Suggested language: This is the beginning of a family tree. It shows your relatives on both sides of your family. It shows your mother’s parents and any brothers and sisters she has. It shows the same for your father. Your parents’ parents are your grandparents. Pages 4–5: Explain that one way to gather information to put in your family tree is to look through old photo albums. What’s another way to collect information about your family? Pages 8–13: Read the heading and ﬂip through these pages, pointing out text features. These pages give step-by-step directions for making your own family tree. Step 1 includes the materials you will need. Then there are more steps to follow, along with pictures that show what your tree might look like. Now turn back to the beginning of the book and read to ﬁnd out how to make a family tree. Expand Your Vocabulary collect – v. to gather p. 4 grandparents – parents of one’s father or mother, p. 3 Grade 2 penciled – to mark, draw, or write with a pencil, p. 12 2 relatives – family members, p. 2 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 2 7/30/09 7:54:59 AM Read Have children read How to Make a Family Tree silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Question Strategy questions about what they are reading. , and ask themselves Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Now that you know how, would you like to make a family tree for your family? Why or why not? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • A family tree lists the names of people in a family in a way that shows how they are related. • Making a family tree is a great way to learn interesting facts about one’s family. • The author’s purpose is to show readers how to make a family tree. • To make a family tree, collect information—talk with relatives and look at photo albums. • Older relatives can tell interesting things about the past. • The author speaks directly to the reader, as if the selection is written especially for this person. • The steps and graphics on pp. 8–13 show readers how to draw a tree. • Being together in a family tree can make relatives feel connected. • The author has included lots of family words to help readers think about how people in families are related. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Further Support • Fluency Have children practice pacing by choosing a paragraph to read from the steps on pp. 8–12. Remind them that these are directions. Point out that they should read the steps clearly and slowly enough for the listener to understand. • Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that some longer words are compounds, made up of two smaller words. Demonstrate with the word sometimes (p. 2), helping children divide it into some and times. Have them practice dividing compounds with these words from the text: everyone, grandparents, anyone, notebook, someone, outline, and treetop. Grade 2 3 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 3 11/3/09 6:30:20 PM Writing about Reading Critical Thinking Have children complete the Critical Thinking questions on BLM 2.9. Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Compare and Contrast Remind children that one way to think about information in a book is to think about how two things in the book are alike and how they are different. Model the skill, using a “Think Aloud” like the one below: Think Aloud If I compare the family trees on pages 2 and 3, I think I’ll understand them better. I see that the tree on page 2 names kinds of relatives: mother, father, grandmother, grandfather, child. The tree on page 3 shows the same thing but uses names for these relatives. So the grandmother and grandfather are Angelica and Carlos. Their children are Carmen, Hector, and Victor. Also, the family tree on page 3 shows who the children married when they grew up and the names of their children. Practice the Skill Ask children to compare the photographs on page 14. Have them write one sentence that tells one way they are alike. Have them write another that tells one way they are different. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about the information in the book. Assessment Prompts • What is this selection mainly about? • What words on page 2 help the reader understand the meaning of the word relatives? Grade 2 4 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 4 11/3/09 6:30:29 PM English Language Development Reading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group. Vocabulary Children from other cultures may refer to relatives differently. For example, in some cultures, terms used for the mother’s relatives are different from those used for the father’s. Help children from such cultures connect their relatives to the terms used in the text. Oral Language Development Check 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: What is the book about? Speaker 1: What does a family tree list? Speaker 2: family trees Speaker 2: It lists people in a family. Speaker 1: How is a family tree like a real tree? Speaker 1: What is a family tree? Speaker 1: Name one way you can collect information for a family tree. Speaker 2: a list of family members Speaker 2: The list of names hang down like leaves on a tree. Speaker 1: Name two ways you could collect information for your family tree. Speaker 2: Talk to older relatives or look in photo albums. Speaker 2: I could talk to older relatives. I could look in photo albums. Lesson 2 Name BLACKLINE MASTER 2.9 Date Think About It How to Make a Family Tree Think About It Read and answer the questions. 1. What is the ﬁrst step when making a family tree? 5IFàSTUTUFQJTDPMMFDUJOHJOGPSNBUJPOBCPVUZPVSGBNJMZ 2. How do you think a family tree could help you learn about your family? 1PTTJCMFSFTQPOTF*UDPVMEIFMQNFMFBSOBCPVUSFMBUJWFT XIPMJWFGBSBXBZ 3. What is a family story that you would like to share with others? "OTXFSTXJMMWBSZ Making Connections The author asks you to talk to an older person in your family about when they were young. Compare and contrast your parents’ or grandparents’ childhoods with your own. Write your answer in your Reader’s Notebook. Read directions to children. Think About It Grade 2, Unit 1: Neighborhood Visit ¥)PVHIUPO.JGGMJO)BSDPVSU1VCMJTIJOH$PNQBOZ"MMSJHIUTSFTFSWFE Grade 2 5 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 5 7/30/09 7:55:04 AM Name Date How to Make a Family Tree Thinking Beyond the Text Think about the question below. Then write your answer in one or two paragraphs. Why do you think that families like to have family trees? Use details from the book to support your answer. Grade 2 6 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 6 7/30/09 7:55:06 AM Lesson 2 Name BLACKLINE MASTER 2.9 Date Think About It How to Make a Family Tree Think About It Read and answer the questions. 1. What is the ﬁrst step when making a family tree? 2. How do you think a family tree could help you learn about your family? 3. What is a family story that you would like to share with others? Making Connections The author asks you to talk to an older person in your family about when they were young. Compare and contrast your parents’ or grandparents’ childhoods with your own. Write your answer in your Reader’s Notebook. Grade 2 7 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 7 7/30/09 7:55:10 AM Student Lesson 2 Date BLACKLINE MASTER 2.13 How to Make a Family Tree How to Make a Family Tree Running Record Form LEVEL N page 2 Selection Text Errors Self-Corrections Accuracy Rate Total SelfCorrections All of the people in your family are related to you. They are called your relatives. Some of the people in your family lived long ago. A family tree is a way of showing the people in your family. The tree lists their names. The names hang down, like the leaves on a tree. Sometimes a family tree is big and shows the names of all your relatives. Sometimes it shows just a few. If you want to make a family tree, start with the names of your mother’s parents. Your mother and her relatives make up one side of the tree. Comments: (# words read correctly/102 × 100) % Read word correctly Code ✓ cat Repeated word, sentence, or phrase ® Omission — cat cat Grade 2 Behavior Error 0 0 1 8 Substitution Code cut cat 1 Self-corrects cut sc cat 0 Insertion the 1 Word told T cat cat  Error 1413613 Behavior 1 Lesson 2: How to Make a Family Tree © Houghton Mifflin Harcourt Publishing Company 2_302577_AL_LRTG_L02_FamilyTree.indd 8 12/8/09 11:22:24 AM