Characteristics of the Text Genre • Informational Text
Text Structure • First-person narrative with We• Focused on a single topic
Content • Animals that children have as pets• Caring for pets by feeding them
Themes and Ideas • Pets need food to eat.• Different animals eat different food.
Language and Literary Features
• Meaning provided through integration of pictures with text.• Simple straightforward language
Sentence Complexity • Repetitive sentence pattern, changing one word on each page• Five-word sentences• Simple sentence structure (We can feed the ____.)
Vocabulary • Names of pets: rabbit, fi sh, turtle, hamster, lizardWords • Mostly words with one syllable; four two-syllable words (rabbit, turtle, hamster, lizard)
with picture support• Easy high-frequency words repeated: we, the
Illustrations • Photographs closely linked to text on all pagesBook and Print Features • Five pages of text; photographs on every page
• One line of text, with good spacing between words• Pets and objects in photographs are labeled.
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Number of Words: 33
L E S S O N 2 4 T E A C H E R ’ S G U I D E
Pets at Schoolby Dizzy Redstill
Fountas-Pinnell Level AInformational TextSelection SummaryThis book presents children feeding a variety of pets: a rabbit, a fi sh, a turtle, a hamster, and a lizard.
Build BackgroundRead the title to the children and talk with them about what the boy and girl in the cover are doing. Ask children about pets. Anticipate the text with questions such as: What kind of pet are the children feeding on the cover? What pets do you have? What do you feed them?
Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: feed, rabbit, carrot, fi sh, bowl, turtle, hamster, lizard, cage. Use the photographs to reinforce the words.
Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary. Point out the repetition of the words We can feed the in each sentence. Call attention to the labels. Here are some suggestions:
Page 2: Explain that in this book, children feed different kinds of pets. On every page they give a pet something to eat.Suggested language: Turn to page 2. Read the labels in the picture. What kind of pet do you see? The children say: We can feed the rabbit. What do they feed the rabbit? Now say we. What letter do you expect to see fi rst in the word we? Find the word we on the page, say it, and put your fi nger under it.
Page 3: Look at page 3 and read the labels. What kind of pet do you see in the bowl? What words are the same on pages 2 and 3? The children on page 3 say: We can feed the fi sh. Say the. The word the begins with the letters th. Find the word the, say it, and put your fi nger under it.
Page 4: Remind children that they can use information in the photos and labels to help them read. What pet can the children feed on this page? That’s right, they can feed the turtle.
Now turn back to the beginning of the book. Read to learn about different kinds of pets.
ReadNow have children read Pets at School softly while pointing to each word. Observe children as they read.
Respond to the TextPersonal ResponseInvite 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: Which animal in this book would you like best as a pet?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Children feed a rabbit, a fi sh, a turtle, a hamster, and a lizard they have as pets.
• Each animal gets its own kind of food.
• Pets need food to eat.
• Animals need different kinds of food.
• It’s fun to take care of animals with your friends.
• The photos show children feeding different pets.
• You can see the kind of food each animal likes to eat in the photos.
• The author wants children to learn how to take good care of their pets.
Choices for SupportConcepts of PrintPractice letter/sound relationships such as recognizing and using beginning consonant sounds and the letters that represent them.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Clapping Syllables Have children hear and say syllables in words from the book (rabbit, turtle, hamster, lizard). Have them clap on each syllable: rab-bit, tur-tle, ham-ster, li-zard.
• Matching Letters Materials: upper and lowercase magnetic or cardboard letters or letter cards. Have children choose letters and match them with their upper or lowercase form.
Writing About ReadingCritical ThinkingRead the directions for children on BLM 24.9 and guide them in answering the questions.
RespondingRead aloud the questions at the back of the book and help children complete the activities.
Target Comprehension SkillConclusions
Target Comprehension Skill Tell children that they can use details to fi gure out more
about the text. Model how to draw a conclusion:
Think Aloud
First I read that children can feed a rabbit. Then I read that children can feed a fi sh. I learn that children can feed their pets. I can fi gure out that this book tells about different pets and how to feed them.
Practice the SkillHave children share details that helped them fi gure out more about another book they have read about pets.
Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
Think about the different pets in the book. Draw a picture of one pet you would like to feed.
GK_246208RTXEAN_BLM24.9.indd 1 2/26/09 11:23:34 AM
English Language LearnersCultural Support Some children may come from an area where the pets in the book are common, and other children may not be familiar with some of these animals as pets. Discuss with children the pets they know about, and make sure children can name the pets they are unfamiliar with.
Oral Language DevelopmentCheck the 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: Point to the rabbit in the book.
Speaker 2: [Points to rabbit]
Speaker 1: Point to the fi sh in the book.
Speaker 2: [Points to fi sh]
Speaker 1: Point to the turtle in the book.
Speaker 2: [Points to turtle]
Speaker 1: Which pet eats a carrot in the book?
Speaker 2: the rabbit
Speaker 1: Which pet in the book lives in water?
Speaker 2: the fi sh
Speaker 1: How are the children in this book taking care of pets?
Speaker 2: They are feeding the pets.
Speaker 1: What are some pets that children can feed?
Speaker 2: Possible answers: rabbits, fi sh, turtles, hamsters, lizards
