LESSON 15 TEACHER’S GUIDE

Rainy Day by Charlotte Shell

Fountas-Pinnell Level A Informational Text Selection Summary A sunny day changes when a cloud comes, followed by rain, lightning, and a rainbow. Number of Words: 20

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 • Third-person statements • Sky and weather events • Sun, clouds, rain, lightning, rainbow • The sky changes. • Rain comes from clouds. • Lightning may happen during a rainstorm. • A rainbow may appear after a rainstorm. • Repetition of words • Simple, straightforward language • Repeated sentence pattern: Here is the (rain). • Each page introduces a noun: sun, cloud, rain, lightning, rainbow • Repeated high-frequency words: is, the • One-syllable words; two-syllable words: lightning, rainbow • Color photos support text. • Photo above text on each of five pages • One-line sentences, extra space between words • Exclamation point

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

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Rainy Day

by Charlotte Shell

Build Background Read the title to children, and ask what information they expect to find in a book with this title. Talk about what the children are doing in the cover photograph. Then ask: How do you know that a day will be rainy? What might you see in the sky on a rainy day?

Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Point out the repeated sentence pattern. Preview the photos to make sure children can identify the feature in it. Here are some suggestions: Page 2: Tell children that turning the pages of this book is like watching a rainy day start and end. They will see what happens in the sky. Suggested language: Turn to page 2. What do you see in the sky in this photo? The sentence reads: Here is the sun. Say is. What letter do you expect to find first in is? Is begins with the letter i. Find is, put your finger under it, and say it. Page 3: Have children tell how the sky has changed on page 3. The sentence reads: Here is the cloud. Say the. Its letters are t-h-e. Can you find the in the sentence? Put your finger under the word the. Does the photo show a cloud on a sunny day or on a rainy day? Page 5: Turn to page 5. What will the sentence say is here? That’s right: Here is the lightning. What would you hear soon after you saw lightning? Now turn back to the beginning and read to find out what happens on a rainy day.

Words to Know is Kindergarten

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Lesson 15: Rainy Day

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Read

Now have children read Rainy Day softly while pointing under each word. Observe children as they read.

Respond to the Text Personal Response

Ask children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: What would you say if you saw the lightning from this book in real life? What would you say if you saw the rainbow?

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

• A cloud covers the sun and brings rain.

• You can tell that rain is coming when thick, gray clouds fill the sky.

• The author wants people to look at the sky on a rainy day and see how interesting it is.

• The sky changes all the time.

• The author uses the same words on each page.

• Lightning is in the sky. • When the rain stops, a rainbow is in the sky.

• A rainy day can be interesting.

• The photos help you understand how the sky changes.

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

Choices for Support Concepts of Print Give children practice distinguishing uppercase and lowercase letters. Display Rr, Dd, Hh. Have children identify the uppercase letters R and D in the book title. Use the sentence on page 3 to have them point out an uppercase H and lowercase r, d, and h.

Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: • Making Rhymes Say two rhyming words, and have children name other words that rhyme with them. Words to use: sun, done; rain, lane; sky, why. • Compound Words Have children listen as you say a word made of two smaller words. Ask them to name both words. Words to use: rainbow, raincoat, rainstorm, sunshine, sundown, sunglasses. • Matching Letters Materials: uppercase and lowercase magnetic or cardboard letters or letter cards. Have children choose one letter at a time and find its match.

Kindergarten

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Writing About Reading Critical Thinking Read the directions for children on BLM 15.3 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 Skill Sequence of Events Tell children that they can think about what happens first, next, and last in a book. Model thinking about the sequence of events: Think Aloud

What happens first on a rainy day? Big, gray clouds come out. What happens next? Rain falls from the clouds. There might be lightning and thunder, too. What happens last? The rain stops, and a rainbow comes out.

Practice the Skill Ask children to choose one photo from Rainy Day and make up a little story about it. Have them tell what happens first, next, and last.

Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Draw a picture of something that you can see outside your window on a rainy day. Write about the rainy day.

Kindergarten

4

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English Language Learners Front-Load Vocabulary Use the photos to ask questions using the words cloud, lightning, and rainbow. Encourage children to answer using the target word. 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: What is in the sky here?

Speaker 1: Where does the rain come from?

Speaker 1: How does the day start?

Speaker 2: from the cloud

Speaker 2: The sun is in the sky.

Speaker 1: Why do the children hold umbrellas?

Speaker 1: How does the sky change?

Speaker 2: so they don’t get wet

Speaker 2: Clouds cover the sun.

Speaker 1: Would you see a rainbow before the rain or after?

Speaker 1: What happens when the storm ends?

Speaker 2: after the rain

Speaker 2: A rainbow comes out.

Speaker 2: the sun Speaker 1: What is in the sky here? Speaker 2: a cloud Speaker 1: What falls from the sky? Speaker 2: rain

Lesson 15

Name

BLACKLINE MASTER 15.3

Date

Think About It

Rainy Day Think About It

Children look at the pictures and circle the one that answers the question.

1. What helps rain make a rainbow?

Children draw a picture of how they feel when it rains and label it.

2.

Read directions to children. Think About It

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Kindergarten, Unit 3: Outside My Door

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Kindergarten

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Name

Date

Rainy Day Draw a picture of something that you can see outside your window on a rainy day.

Write about the rainy day.

Kindergarten

6

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Lesson 15

Name

Date

Think About It

BLACKLINE MASTER 15.3

Rainy Day Think About It

Children look at the pictures and circle the one that answers the question.

1. What helps rain make a rainbow?

Children draw a picture of how they feel when it rains and label it.

2.

Kindergarten

7

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Student

Lesson 15

Date

BLACKLINE MASTER 15.7

Rainy Day • LEVEL A page

Rainy Day Running Record Form

Selection Text

2

Here is the sun.

3

Here is the cloud.

4

Here is the rain.

5

Here is the lightning.

6

Here is the rainbow!

Comments:

Errors

Self-Corrections

Accuracy Rate

Self-Correction Rate

(# words read correctly/20 x 100)

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

% 1:

Read word correctly

Code ✓

cat

Repeated word, sentence, or phrase

®

Omission

— cat

cat

Kindergarten

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

1413554

Behavior

1

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