Fountas-Pinnell Level KInformational TextSelection SummaryMurals are large paintings on walls. The series of steps involved in making a mural include thinking of an idea, sketching the idea, making a small drawing, tracing the mural on the wall, and painting the mural. The fi nal step is for people to look up and enjoy the mural.
Characteristics of the Text Genre • Informational text
Text Structure • Introduction and seven sections with easy-to-read titles• Organized by sequence of events
Content • Explanation of what a mural is• The steps involved in the process of creating a mural
Themes and Ideas • Murals are public art that everyone can enjoy.• Many steps are involved in the creation of a mural.
Language and Literary Features
• Simple, clear language• Information presented in a step-by-step format
Sentence Complexity • Simple sentence structures• Introductory elements set off by commas: Many times, Finally,
Vocabulary • Content words illustrated with graphics and labels on photosWords • Multisyllable words, some of them challenging: community, magazines, computer,
neighborhood Illustrations • Drawings or photographs on every page
Book and Print Features • Section headings organized by sequence of steps: First, Second, and so on• Captions for all photos; some photos with helpful labels
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Build BackgroundHelp students use their knowledge of public art to visualize the topic. Build interest by asking questions such as the following: Have you ever seen a mural—a very large painting that is painted on a wall? What did the mural show? Read the title and author and talk about the cover illustration. What does the mural on the cover show? Tell students that this book is informational text, so the words and photos will give factual information about the topic.
Introduce the TextGuide 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:
Page 3: Explain that this book tells how artists create murals. Suggested language: Turn to page 3. Read the section heading: “Many Steps.” What do you think might be some of the steps an artist follows to make a mural?
Page 4: Draw attention to the section heading, “First, Think of an Idea.” What does this heading tell you about the way this book is organized?
Pages 6–7: Direct attention to the photograph on page 6 and read the caption with students: In the second step, the artist makes sketches, or quick, simple drawings, of what the mural will look like. How do you think making sketches helps the artist? What kinds of tools is the artist using? What tools do you use when you draw or paint a picture?
Pages 8-9: Point out that each section in the book tells about one step in making a mural. Do you think that this way of organizing a book is helpful for the reader? How would it help you if you wanted to paint a mural?
Now turn back to the beginning of the book and read to fi nd out how an artist makes a mural.
illustrate - to make pictures of something
imagine - to see a picture in your mind
research - to search for and study information about a topic, p. 5
scribbles - drawings or doodles, drawn in a quick or careless way
sketches - quick, simple drawings, p. 6
textures - different ways that surfaces look and feel
tools - things people use to help them do a job, p. 7
tracing - copying the outline or shape of something, p. 8
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ReadHave students read Making Murals silently while you listen to individual students read. Support their problem solving and fl uency as needed.
Remind students to use the Analyze/Evaluate Strategy and to think about what they read, then form an opinion about it.
Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the book.Suggested language: What was the most interesting thing you learned about making a mural?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Many steps are involved in making a mural.
• An artist follows these steps to make a mural: think of an idea, draw the idea, make a small picture, put it on the wall, and paint the mural.
• The public enjoying the mural is the last step.
• Murals are painted in public places so that everyone can enjoy them.
• Artists put a lot of thought and effort into creating a work of art.
• Murals are often painted by a group of people in a community working together and the subject is often about the community.
• The step-by-step format makes it easy for the reader to follow the process.
• The illustrations, captions, and labels help the reader to understand the text.
• The writer’s attitude is that murals are a positive addition to a community.
• Fluency Invite students to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to pay attention to punctuation and to pause at commas.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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. Guide students to sound out longer words by breaking them into syllables: com mu nit y, mag a zines.
Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 7.7.
RespondingHave students 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 Text and Graphic Features
Target Comprehension Skill Remind students that paying attention to how
words and photos work together can help them understand what they are reading. Model the skill, using a “Think Aloud” like the one below:
Think Aloud
The words, photographs, and illustrations in a book work together to help get the author’s ideas across. On page 7, the heading reads, “Third, Make a Small Picture.” The text under the heading tells how an artist does this. The photo, the caption, and the label on the photo help me understand what a small drawing is.
Practice the SkillHave students share an example of the way in which they used the words and illustrations in a favorite book to help them understand what they were reading.
Writing Prompt: Thinking About the TextHave students respond to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.
Assessment Prompts• Tell one word that best describes a mural. Support your answer.
• On page 5, what words help you understand the meaning of the word research?
• Find the paragraph on page 9 that tells why a mural artist sometimes works with helpers. Then explain in your own words why the artist does this.
1. Think within the text Why must mural artists follow
many steps to make a mural?
They are very big paintings, so they take many steps to complete.
2. Think within the text What step comes just after a
mural artist makes sketches of different ideas?
The artist makes a small drawing of the mural.
3. Think beyond the text Why do you think cities allow
mural artists to paint murals on buildings and in other
public places?
The murals add beauty and spark interesting ideas.
4. Think about the text Do you think the author clearly
explains the steps in creating a mural? Explain your
answer. What could the author have added to help you
understand making murals?
Yes, the ideas are clearly presented, step by step.
I wish the author had included more pictures of fi nished murals.
Making Connections Mural artists usually work with helpers to paint a mural. Think of a time you have worked with others to create something. What did you create? How did you feel during and after the work?
English Language DevelopmentReading Support Pair advanced and intermediate students to read aloud a few paragraphs of the book. Remind them to emphasize the author’s conversational, informal voice.
Vocabulary Provide help as needed with the meaning of words not defi ned in the text, such as community (page 2); magazines and computers (page 5); outlines (page 8); and friendship and neighborhood (page 10).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What does the picture at the top of the cover photo show?
Speaker 2: a painting of hands
Speaker 1: What do you see standing in front of the big picture?
Speaker 2: children
Speaker 1: What is a mural?
Speaker 2: It is a very big picture painted on a wall.
Speaker 1: What is the fi rst thing a mural artist needs?
Speaker 2: The mural artist needs an idea.
Speaker 1: How does tracing the mural help the artist when it’s time to paint the mural?
Speaker 2: Tracing the mural gives the artist an outline that will be a guide when he or she starts painting.
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Making MuralsThinking About the Text
Think about the questions below. Then write your answer in one or two paragraphs.
The sections headings on pages 4 to 10 of the book are in order from First to Last. Why do you think the author decided to organize the book in this way? Do you think it was a good idea? Why or why not? If not, how would you have organized the book?
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Critical ThinkingRead and answer the questions.
1. Think within the text Why must mural artists follow
many steps to make a mural?
2. Think within the text What step comes just after a
mural artist makes sketches of different ideas?
3. Think beyond the text Why do you think cities allow
mural artists to paint murals on buildings and in other
public places?
4. Think about the text Do you think the author clearly
explains the steps in creating a mural? Explain your
answer. What could the author have added to help you
understand making murals?
Making Connections Mural artists usually work with helpers to paint a mural. Think of a time you have worked with others to create something. What did you create? How did you feel during and after the work?
