Fountas-Pinnell Level URealistic FictionSelection SummaryDaniel resents his confi dent new stepbrother, Sam, who is older, taller, more popular, and better at sports. Sam’s father insists that the two go fl y fi shing, an activity at which Sam is, of course, an expert. The boys bond when Daniel, rescues Sam when Sam falls into the river.
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Characteristics of the Text Genre • Realistic fi ction
Text Structure • Third-person narrative organized in fi ve short sections • The action takes place over the course of one morning• Details help reader compare and contrast the two boys’ personalities
Content • Sibling bonding and rivalry • Sibling bonding• Fly fi shing terms and equipment
Themes and Ideas • Jealousy plays a role in sibling rivalry.• Each person has strengths as well as weaknesses.• Helping someone creates a strong bond.
Language and Literary Features
• Conversational language and dialogue• Sarcasm and interior monologues
Sentence Complexity • Mostly simple sentences; some compound and complex sentences• Questions and exclamations
Vocabulary • Many fl y fi shing terms, some of which might not be familiar to English language learners: leader and tippet. Cultural references such as science book.
Words • Multisyllable words: comprehension, eventually, exhilaration, jeopardyIllustrations • Realistic color photographs with captions and labels
Book and Print Features • Seventeen pages of text• Italics for inner thoughts
blurted – spoke suddenly and without thinking, p. 8
comprehension – full understanding, p. 12
eventually – will take place at
some time in the future, p. 4exhilaration – a feeling
of extreme happiness, excitement, or joy, p. 9
jeopardy – danger , p. 12oracle – a person who can
predict the future, p. 9
scrounged – gathered from whatever happens to be nearby, p. 3
spiteful – words or actions that hurt another person, p. 12
stable – strong and unlikely to break down or change, p. 9
Fishing with Sam by Richard Cole
Build BackgroundHave students use their knowledge about family outings and sibling rivalry to visualize the story. Build interest by asking questions such as the following: If you have been fi shing, what is your favorite part of the activity? If you’ve never fi shed, what would you like to know about it? Read the title and author and talk about the cover photo. Note the brief chapter heads. Tell students that this story is realistic fi ction, so the characters will probably act like real people.
Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: peacefully, stepbrother, confi dence, tackle box, cooler, fi shing rods, lures, cast.
Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping them with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:
Page 2: Read the caption under the illustration. Explain that Sam is reminding his stepbrother, Daniel, that they are going fi shing. Suggested language: The heading tells us that it is Saturday 6 a.m., which is very early in the morning. Why do you think the day of the week is included? Read the label on the alarm clock. Read the sentences: Daniel was sleeping peacefully. But a sudden, abrupt knocking on his door woke him up. How does it feel to be awakened by an abrupt sound?
Page 8: Have students fi nd the word blurted. Daniel blurted what he was really feeling. Did he think about what he was going to say before he said it?
Page 9: Have students fi nd the words stable, and exhilaration. If you were standing on a slippery rock, would you feel stable? If you caught a fi sh, would you experience fear or exhilaration?
Now turn back to the beginning of the story and read to fi nd out why Daniel disliked his stepbrother and what happened to change his mind.
6_310589_ELL_LRTG_L21_Fishing.indd 2 12/9/09 7:58:18 AM
ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Infer/Predict Strategy and to use text clues to fi gure out what the author means or what might happen in the future.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: Did you start out liking Sam or not? Did your feelings about him change by the end of the story? Why or why not?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Daniel resents his new stepbrother, who is older and more confi dent.
• Sam seems to be better at most things that Daniel is.
• Daniel knows how to swim and Sam doesn’t; Daniel has to rescue Sam when he falls into the river.
• It’s possible to misjudge another person and later change your mind.
• All people have useful skills and talents, even if they don’t realize it.
• The brief headings help readers predict what will happen in the story.
• The dialogue is realistic for adolescent boys.
• The author includes many details about Daniel’s feelings to make the story realistic.
Choices for Further Support• Fluency Invite students to choose a caption or a short passage of dialogue from the
text to use for a readers’ theater. Remind them to pay attention to punctuation and to stress certain words to sound as if the characters were actually speaking.
• 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. Remind students letter –s can have an “s” sound or a “z” sound. Support students as they practice saying Sam and cast (unvoiced) and closed and because (voiced).
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 21.10.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillCompare and Contrast
Target Comprehension Skill Remind students that they can compare and
contrast characters or situation by examining how two or more details or ideas are alike and different. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:
Think Aloud
Sam and Daniel are different in several ways. Sam is older than Daniel. Daniel is a good swimmer, but Sam can’t swim. Another way Sam is different is that he knows how to fi sh and Daniel doesn’t. Add these details to the Graphic Organizer.
Practice the SkillHave students share an example of another story in which characters change their minds about each other. Tell them to compare and contrast the characters in that other story.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• When Sam falls in the water, why does Daniel decide not to waste time feeling
spiteful?
• What details in the last paragraph on page 3 support the idea that Daniel is jealous of Sam?
1. Think within the text Why does Daniel agree to go fi shing with Sam?
2. Think within the text Why does Sam feel that he needs to impress
Daniel?
3. Think beyond the text Why does Daniel’s rescue improve the boys’
relationship?
4. Think about the text How are Sam and Daniel alike in the story?
How are they different?
Making Connections In the story, both boys envied each other without realizing it. What other stories or movies do you know in which one character envies another? Choose one example. Explain the reason for the envy and how the problem was solved.
English Language DevelopmentReading Support Pair English-speakers and English language learners so that they can check their understanding with each other.
Idioms The story includes idioms that might be unfamiliar. Explain the meanings of expressions such as I owe you one (p. 15) and It’s a deal! (p. 18).
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: Who are the main characters?
Speaker 2: Daniel and Sam
Speaker 1: From whose viewpoint is the story told?
Speaker 2: Daniel’s
Speaker 1: What is their relationship?
Speaker 2: stepbrothers
Speaker 1: What name does Sam call Daniel that annoys him?
Speaker 2: Sam calls his stepbrother Danny.
Speaker 1: Why isn’t Daniel ready to go fi shing at 6:00 a.m.?
Speaker 2: He oversleeps and does not wake up on time.
Speaker 1: Why does Daniel change his opinion of Sam?
Speaker 2: He rescues Sam from drowning and realizes he cares about him after all.
Speaker 1: What deal do Sam and Daniel make?
Speaker 2: Daniel will give Sam swimming lessons, and Sam will teach Daniel how to fl y fi sh.
Think about the questions below. Then write your answer in one or two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
On page 18, Daniel thinks: So this is what it’s like to have a brother. What does Daniel mean? Do you think Sam feels the same way? Why don’t the stepbrothers feel comfortable with each other at the beginning of the story? Explain your answer, giving examples from the story and from your experience.
1. Think within the text Why does Daniel agree to go fi shing with Sam?
2. Think within the text Why does Sam feel that he needs to impress
Daniel?
3. Think beyond the text Why does Daniel’s rescue improve the boys’
relationship?
4. Think about the text How are Sam and Daniel alike in the story?
How are they different?
Making Connections In the story, both boys envied each other without realizing it. What other stories or movies do you know in which one character envies another? Choose one example. Explain the reason for the envy and how the problem was solved.
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