Characteristics of the Text Genre • Informational Text
Text Structure • First-person narrative describing four items of clothing used to fi ght fi res• Fire fi ghter doesn’t introduce self until the last page.
Content • Fire fi ghting clothesThemes and Ideas • Fire fi ghters need special clothing to keep them safe.
Sentence Complexity • Repetitive sentence pattern, changing only one or two words on each page• Three- or four-word sentences• Simple sentence structure: Look at my ___.
Vocabulary • Words relating to clothing: hat, coat, boots, glovesWords • High-frequency words: look, my, me
Illustrations • Photographs that support the textBook and Print Features • Five pages, with one line of text and one photograph on each page
• Photographs with labels: hat, coat, boots, gloves, fi re fi ghter• Large print and good spacing between words
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Number of Words: 25
L E S S O N 4 T E A C H E R ’ S G U I D E
The Fire Fighterby Jacob Walker
Fountas-Pinnell Level AInformational TextSelection SummaryA fi re fi ghter shows the clothes worn when fi ghting fi res.
Build BackgroundRead the title to children and talk with them about what they see in the cover picture. Ask them what they know about fi re fi ghters. Then ask: What do fi re fi ghters do? Why would fi re fi ghters need to wear special clothes?
Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the phrase Look at my. Here are some suggestions:
Page 2: Explain that in this book a fi re fi ghter tells about all the special things worn on the job. Explain that the pictures in the book have labels to name things. Suggested language: Turn to page 2. The label in this picture says hat. Point to the label. The fi re fi ghter says: Look at my hat. Say look. Look begins with the /l/ sound. Find the word Look and put your fi nger under the fi rst letter, L. And you can see that Look starts with uppercase L because it comes at the beginning.
Page 3: On the next page, the fi re fi ghter says: Look at my coat. Say the word my. What letter would you expect to see fi rst in the word my? Find the word my and put your fi nger under it.
Page 4: Remind children that they can use information in the pictures to help them read. On page 4, you can see a picture of a pair of boots. What do you think the fi re fi ghter will say on this page?
Page 5: Now what will the fi re fi ghter say?
Now go back to the beginning and read to fi nd out about all the things the fi re fi ghter wears on the job.
ReadNow have children read The Fire Fighter softly while pointing under each word. Observe children as they read.
Respond to the TextPersonal ResponseAsk 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 do you notice about the clothes a fi re fi ghter wears?
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
• A fi re fi ghter needs special clothes to fi ght fi res.
• A fi re fi ghter wears a hat, coat, boots, and gloves.
• Fire fi ghters need special clothing to keep them safe when they are fi ghting fi res.
• The writer uses the same sentence pattern on each page.
• The author doesn’t show who is talking until the last page.
• Labels in the photos tell the names of the clothes.
Choices for SupportConcepts of PrintPractice early reading behaviors such as reading from left to right and understanding that you say one word for one group of letters when you read.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Listening Game Have children listen for words that begin with the same sound. Have children raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning sound is different. Say pairs of words, for example: hat and helmet, coat and cone, boots and roots, hat and cap, gloves and globe, fi re and tire, etc.
• Blend the Sounds Say words sound by sound and ask children to say the words. Begin with /h/ /a/ /t/. What is the word? (hat) Continue with these words: /k/ /o/ /t/ (coat), /m/ /e / (me), /m/ /i/ (my), and /c/ /a/ /p/ (cap).
• Tracing Letters Materials: magnetic or cardboard letters or letter cards. Have children choose a letter, say the name, and trace the letter.
Writing About ReadingCritical ThinkingRead the directions for children on BLM 4.2 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 SkillText and Graphic Features
Target Comprehension Skill Remind children to think about how the words
work with the photographs. Model how the words go with the photos.
Think Aloud
On page 6, the words and the photograph help to tell me about the fi re fi ghter. The words say: Look at me. The label says: fi re fi ghter. The photo shows a fi re fi ghter ready to fi ght a fi re. I can tell that this is the fi re fi ghter who has been talking in the book because I can see all the clothes the fi re fi ghter has put on to be ready for work.
Practice the SkillHave children choose another page in the book and tell how the words go with the photo.
Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
English Language LearnersFront-Load Vocabulary The following words may be challenging to children: fi re fi ghter. coat, boots, and gloves.
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 hat.
Speaker 2: [Child points to the hat.]
Speaker 1: Point to the coat.
Speaker 2: [Child points to the coat.]
Speaker 1: What does the fi re fi ghter wear on his hands?
Speaker 2: gloves
Speaker 1: What do fi re fi ghters wear on their feet?
Speaker 2: They wear boots.
Speaker 1: Who is on page 6?
Speaker 2: the fi re fi ghter
Speaker 1: What do fi re fi ghters wear?
Speaker 2: They wear hats, coats, boots, and gloves.
