fainted – became dizzy, weak, and unconscious, p. 11
fault – being responsible for a mistake or error, p. 3
genuine – real or pure, not false. p. 14
insisted – made a fi rm statement or demand, p. 4
local – of a particular place or area, p. 13
proof – evidence of the truth, p. 13
reference – a source of information, p. 11
slimy – wet and slippery, p. 3
Soccer Sisters by Barbara A. Roenz
Build BackgroundHelp students use their knowledge about siblings to visualize the story. Build interest by asking questions such as the following: What’s the best thing about having an older sibling? If you don’t have one, Would you like one? Why or why not? Read the title and author and talk about the cover illustration. Note the unusual chapter heads. Tell students that this story is realistic fi ction, so the characters will probably act like real people.
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 2: Explain that this is a story about two sisters, Shawna and Sharon. Shawna wants to be like her older sister, a soccer star. Suggested language: Turn to page 2 of this book. Here is a picture of the two sisters, Shawna and Sharon. Read the last two sentences: I love Sharon a lot. She’s kind of my hero except sometimes she can be a big pain! What do you think the problem of this story might be?
Page 3: Turn to page 3. Read the sentence: I know one thing that can make Sharon a red-faced, howling monster. What does this sentence tell you about the narrator of the story?
Page 4: Explain that Shawna borrowed her sister’s soccer equipment too often, and her mother insisted that she apologize. What did her mother want her to do?
Pages 6–7: Point out that the story includes many soccer terms. Make sure students understand the terms offense, foul, referee, intercepted, and opponent.
Pages 12–13: Draw attention to the chapter headings. Explain that the action of the story takes place in one week. Point out that at the end of the book the chapters get shorter, as if the action is speeding up.
Now turn back to the beginning of the story and read to fi nd out how Shawna solves her problem.
Fountas-Pinnell Level RRealistic FictionSelection SummaryShawna Scott admires her older sister’s soccer playing skills so much that she often borrows her sister’s soccer equipment, usually without asking. When a cousin comes to visit and does some inconsiderate borrowing of her own, Shawna learns a lesson about the importance of asking permission.
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30565-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Realistic fi ction
Text Structure • First person narrative organized in nine short chapters• Story told in chronological order
Content • Sibling rivalry • Sharing belongings• Playing soccer
Themes and Ideas • Ask permission before borrowing something.• It’s possible to be angry with someone, but also admire them.• Using a good athlete’s equipment will not make you a better athlete.
Language and Literary Features
• Conversational language • Exaggeration and sarcasm
Sentence Complexity • A mix of short and longer sentences• Multiple items in series• Dashes and exclamations
Vocabulary • Sports and soccer terms, some of which might not be familiarWords • Many multisyllable words some of them challenging, such as collide, overreacted,
dribbled, interceptedIllustrations • Lively, cartoon-like drawings support the text.
Book and Print Features • Thirteen pages of text, chapter headings and illustrations on most pages• Italics for emphasis
fainted – became dizzy, weak, and unconscious, p. 11
fault – being responsible for a mistake or error, p. 3
genuine – real or pure, not false. p. 14
insisted – made a fi rm statement or demand, p. 4
local – of a particular place or area, p. 13
proof – evidence of the truth, p. 13
reference – a source of information, p. 11
slimy – wet and slippery, p. 3
Soccer Sisters by Barbara A. Roenz
Build BackgroundHelp students use their knowledge about siblings to visualize the story. Build interest by asking questions such as the following: What’s the best thing about having an older sibling? If you don’t have one, Would you like one? Why or why not? Read the title and author and talk about the cover illustration. Note the unusual chapter heads. Tell students that this story is realistic fi ction, so the characters will probably act like real people.
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 2: Explain that this is a story about two sisters, Shawna and Sharon. Shawna wants to be like her older sister, a soccer star. Suggested language: Turn to page 2 of this book. Here is a picture of the two sisters, Shawna and Sharon. Read the last two sentences: I love Sharon a lot. She’s kind of my hero except sometimes she can be a big pain! What do you think the problem of this story might be?
Page 3: Turn to page 3. Read the sentence: I know one thing that can make Sharon a red-faced, howling monster. What does this sentence tell you about the narrator of the story?
Page 4: Explain that Shawna borrowed her sister’s soccer equipment too often, and her mother insisted that she apologize. What did her mother want her to do?
Pages 6–7: Point out that the story includes many soccer terms. Make sure students understand the terms offense, foul, referee, intercepted, and opponent.
Pages 12–13: Draw attention to the chapter headings. Explain that the action of the story takes place in one week. Point out that at the end of the book the chapters get shorter, as if the action is speeding up.
Now turn back to the beginning of the story and read to fi nd out how Shawna solves her problem.
Fountas-Pinnell Level RRealistic FictionSelection SummaryShawna Scott admires her older sister’s soccer playing skills so much that she often borrows her sister’s soccer equipment, usually without asking. When a cousin comes to visit and does some inconsiderate borrowing of her own, Shawna learns a lesson about the importance of asking permission.
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30565-3 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Realistic fi ction
Text Structure • First person narrative organized in nine short chapters• Story told in chronological order
Content • Sibling rivalry • Sharing belongings• Playing soccer
Themes and Ideas • Ask permission before borrowing something.• It’s possible to be angry with someone, but also admire them.• Using a good athlete’s equipment will not make you a better athlete.
Language and Literary Features
• Conversational language • Exaggeration and sarcasm
Sentence Complexity • A mix of short and longer sentences• Multiple items in series• Dashes and exclamations
Vocabulary • Sports and soccer terms, some of which might not be familiarWords • Many multisyllable words some of them challenging, such as collide, overreacted,
dribbled, interceptedIllustrations • Lively, cartoon-like drawings support the text.
Book and Print Features • Thirteen pages of text, chapter headings and illustrations on most pages• Italics for emphasis
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 9.8.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook.
Target Comprehension SkillConclusions and Generalizations
Target Comprehension Skill Remind students that they can draw
conclusions about a character or situation by looking for key details in a story. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
At the end of the story, Shawna decides that she has deserved her sister’s anger. That means that Shawna has concluded that she did things that were not fair to Sharon, and that really upset her. On page 4, Shawna says she took Sharon’s new soccer ball and got grass stains on it. Add this detail as a reason for Sharon to be angry with Shawna.
Practice the SkillEncourage students to share their examples of another story in which one character causes problems for another.
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• Choose one word that best describes how Shawna feels about her older sister.
• What is a genuine smile, and why would a genuine smile from her sister make Shawna happy?
4_305653_OL_LRTG_L09_soccersisters.indd 4 12/17/09 10:25:52 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 Question Strategy and to think of questions as they read.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Have you ever been asked to apologize for something that wasn’t your fault? What happened? How did Shawna feel when she was asked to apologize?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Shawna borrows her sister’s equipment, hoping it will make her a better player.
• Shawna is upset when her cousin drips chocolate on her good sweater.
• Shawna is genuinely sorry and apologizes to her sister.
• It is possible to be angry with someone, but also to love that person.
• Using a good athlete’s equipment will not make you a better athlete.
• The exact time of day in the chapter heads makes the story more real.
• The language sounds very realistic, the way a ten-year-old girl really talks.
• The author includes lots of details about soccer to make the story more interesting.
Choices for Further Support• Fluency Invite students to choose a passage from the text to act out or use for
readers’ theater. Remind them to pay attention to punctuation, and to stress certain words to sound as if the narrator, Shawna, 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 that longer words are often formed from shorter, familiar words. For example, the word overreacted on page 4 is a compound word combining the words over and reacted. Shorter words can sometimes help with the meaning of longer words.
Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 9.8.
RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook.
Target Comprehension SkillConclusions and Generalizations
Target Comprehension Skill Remind students that they can draw
conclusions about a character or situation by looking for key details in a story. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
At the end of the story, Shawna decides that she has deserved her sister’s anger. That means that Shawna has concluded that she did things that were not fair to Sharon, and that really upset her. On page 4, Shawna says she took Sharon’s new soccer ball and got grass stains on it. Add this detail as a reason for Sharon to be angry with Shawna.
Practice the SkillEncourage students to share their examples of another story in which one character causes problems for another.
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• Choose one word that best describes how Shawna feels about her older sister.
• What is a genuine smile, and why would a genuine smile from her sister make Shawna happy?
4_305653_OL_LRTG_L09_soccersisters.indd 4 12/17/09 10:25:52 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 Question Strategy and to think of questions as they read.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story. Suggested language: Have you ever been asked to apologize for something that wasn’t your fault? What happened? How did Shawna feel when she was asked to apologize?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Shawna borrows her sister’s equipment, hoping it will make her a better player.
• Shawna is upset when her cousin drips chocolate on her good sweater.
• Shawna is genuinely sorry and apologizes to her sister.
• It is possible to be angry with someone, but also to love that person.
• Using a good athlete’s equipment will not make you a better athlete.
• The exact time of day in the chapter heads makes the story more real.
• The language sounds very realistic, the way a ten-year-old girl really talks.
• The author includes lots of details about soccer to make the story more interesting.
Choices for Further Support• Fluency Invite students to choose a passage from the text to act out or use for
readers’ theater. Remind them to pay attention to punctuation, and to stress certain words to sound as if the narrator, Shawna, 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 that longer words are often formed from shorter, familiar words. For example, the word overreacted on page 4 is a compound word combining the words over and reacted. Shorter words can sometimes help with the meaning of longer words.
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 5, Shawn says: “Coach says a player who commits fouls doesn’t have her head in the game.” What does the coach mean? Do you think Shawna has her “head in the game?” Use details from the story to support your answer.
English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.
Idioms The story includes many idioms that might be unfamiliar. Explain the meaning of expressions such as What’s the big deal? (page 3) and I’m blowing the whistle (page 9).
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 is telling the story?
Speaker 2: Shawna is telling the story.
Speaker 1: Who is Shawna’s sister?
Speaker 2: Sharon
Speaker 1: What sport do the girls play?
Speaker 2: soccer
Speaker 1: What is the one thing that makes Sharon angry?
Speaker 2: Sharon gets angry when Shawna borrows her soccer equipment.
Speaker 1: Why does Shawna borrow Shawna’s soccer equipment.?
Speaker 2: She thinks it helps her to play better.
Speaker 1: Why does Shawna decide to apologize to her sister?
Speaker 2: She decides to apologize because she doesn’t want to be like Lacey, who borrowed and ruined her favorite sweater. She realizes she should ask Sharon’s permission.
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 5, Shawn says: “Coach says a player who commits fouls doesn’t have her head in the game.” What does the coach mean? Do you think Shawna has her “head in the game?” Use details from the story to support your answer.
English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.
Idioms The story includes many idioms that might be unfamiliar. Explain the meaning of expressions such as What’s the big deal? (page 3) and I’m blowing the whistle (page 9).
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 is telling the story?
Speaker 2: Shawna is telling the story.
Speaker 1: Who is Shawna’s sister?
Speaker 2: Sharon
Speaker 1: What sport do the girls play?
Speaker 2: soccer
Speaker 1: What is the one thing that makes Sharon angry?
Speaker 2: Sharon gets angry when Shawna borrows her soccer equipment.
Speaker 1: Why does Shawna borrow Shawna’s soccer equipment.?
Speaker 2: She thinks it helps her to play better.
Speaker 1: Why does Shawna decide to apologize to her sister?
Speaker 2: She decides to apologize because she doesn’t want to be like Lacey, who borrowed and ruined her favorite sweater. She realizes she should ask Sharon’s permission.
