Fountas-Pinnell Level NFantasySelection SummaryKaty likes to invent solutions to everyday problems. Some of her inventions cause more problems. But when some of Katy’s inventions work, her parents decide to send her to a camp for inventors.
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Characteristics of the Text Genre • Fantasy
Text Structure • First-person narrative• Multiple episodes related to a single plot
Content • Inventions • Family and pets
Themes and Ideas • Creative thinking leads to new ideas.• There are different ways to solve problems.
Language and Literary Features
• Conversational language • Characters revealed by what they say, think, and do• Most dialogue assigned: “Watch Fluffy!” I said.
Sentence Complexity • Complex sentences using introductory phrases: In fi rst grade, I had a great idea.• Compound sentences using and: He scared the cat, and she fell out of a tree.
Vocabulary • Materials involved in inventions: plastic, modeling clay, glue• Variety of words used to assign dialogue: replied, told, pleaded, continued
Words • Some words with three or more syllables: invention, successful, ordinary, suspiciously• Compound words: homework, notebook, doorknob
Illustrations • Colorful, detailed illustrations support text.• Thought balloon on last page shows character’s idea.
inventions – things that are created for the fi rst time, p. 4
parachutes – n. folding umbrella-shaped devices of light fabric used for making a safe jump from a height, p. 8
robot – a machine that looks and acts like a human being, p. 14
Katy’s Inventions by Oscar Cadejo
Build BackgroundHelp children think about why people invent things. Build interest by asking a question such as the following: What invention would you create to solve a problem? Read the title and author and talk about the cover illustration. Tell children that this story is a fantasy, so things happen that could not happen in real life.
Introduce the TextGuide 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: Explain that this is a story about a girl named Katy who likes to invent things. Suggested language: Turn to page 2. This is a picture of Katy and her dog, Oscar. Katy wanted to solve the problem of using too much paper for her homework. So she invented plastic-covered paper that could be washed off. Do you think Katy’s invention will work? Why do you think that?
Page 3: Draw attention to the picture on page 3. What happened to Katy’s invention? How does Katy feel? How can you tell?
Pages 4–5: Have children look at the illustrations. What is Katy’s next invention? Why did it turn out to be a disaster?
Pages 8–9: Point to the word parachutes and identify the parachute in the illustration. When Fluffy the cat goes up in the tree, how do you think the parachute can help her?
Now turn back to the beginning of the story and read to fi nd out about Katy’s inventions.
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ReadHave children read Katy’s Inventions silently while you listen to individual children read. Support their problem solving and fl uency as needed.
Remind children to use the Infer/Predict Strategy and to use clues to fi gure things out as they read.
Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: Which of Katy’s inventions did you think was the best? Why?
Ways of ThinkingAs you discuss the text, help children understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Some of Katy’s inventions do not work.
• Katy’s inventions of gluing things down and making a parachute for Fluffy do work.
• Mom and Dad decide to send Katy to a camp for inventors.
• It’s important to have confi dence in your own ideas.
• Don’t give up if some ideas don’t work out.
• Problems can be solved in creative ways.
• Creativity plays an important role in successful inventions.
• The author’s purpose is to entertain readers and show how creativity is a part of inventions.
Choices for Further Support• Fluency Invite children to choose a passage from the text to act out. Remind them to
pay attention to how words are grouped together as they read dialogue and text from the story.
• 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 they can divide words into syllables to fi gure out the vowel sounds. For example, the word paper on page 2 is divided as pa-per, making the vowel sound long in the fi rst syllable. The word second on page 8 is divided as sec-ond, making the vowel sound short in the fi rst syllable.
Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 26.9.
RespondingHave 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 SkillStory Structure
Target Comprehension Skill Remind children that thinking about the characters,
setting, and events can help them understand a story. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
First, I think about the characters in the story. They are Katy, Mom, Dad, and the pets, Oscar the dog and Fluffy the cat. Next, I think about the setting. The story takes place at Katy’s house. Then I think about what happens in the story. Katy invents different things, some that don’t work and some that do. At the end of the story, Katy’s parents decide to send her to an inventor’s camp.
Practice the SkillAsk children to choose another story they have read. Have them complete a story map, identifying the setting, characters, and events.
Writing Prompt: Thinking Beyond the TextHave 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 what the characters do and why they act as they do.
Assessment Prompts• Which words on page 4 help the reader understand the meaning of the word
English Language DevelopmentReading Support Help children make a list of interesting language and new words. They may want to focus on the descriptions of the different inventions.
Idioms Point out the phrase out of control on page 5. Use the illustration to help children understand its meaning.
Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Who is telling the story?
Speaker 2: Katy
Speaker 1: What does Katy like to do?
Speaker 2: invent things
Speaker 1: What does Katy invent for Oscar?
Speaker 2: She invents a dog suit.
Speaker 1: What does she invent for Fluffy?
Speaker 2: She invents a parachute.
Speaker 1: Which of Katy’s inventions work?
Speaker 2: gluing things to tables and the cat parachute
Speaker 1: What will Katy do at the camp for inventors?
Speaker 2: She will invent things.
Read directions to children.
Think About ItRead and answer the questions.
1. How does Katy’s invention to save paper fail?
2. Where does Katy get ideas for her inventions?
3. What does Katy expect her parents to say to her on
the morning after the cat is saved by the parachute?
How do you think Katy feels when her parents offer
to send her to a camp for inventors?
Making Connections What would you invent if you got to go to a camp for inventors?
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Name Date
Katy’s InventionsThinking Beyond the Text
Think about the questions below. Then write your answer in one or two paragraphs.
In the story, some of Katy’s inventions do not work. Why do you think she keeps inventing things? Do you think it is important to keep trying? Use details from the story to support your answer.
