Bear Swims by Angela Misko Fountas-Pinnell Level E Fantasy Selection Summary Otter and Bear Are at the Beach

Home , Otter

LESSON 17 TEACHER’S GUIDE Bear Swims by Angela Misko Fountas-Pinnell Level E Fantasy Selection Summary Otter and Bear are at the beach. Otter wants to swim, but Bear doesn’t know how. Once Otter teaches Bear how to swim, they have fun in the water. Number of Words: 151

Characteristics of the Text Genre • Fantasy Text Structure • Story told through dialogue • Narrative includes problem, events, and solution in nine pages. Content • Fun at the beach • Learning to swim Themes and Ideas • It is fun to swim. • Friends can teach each other how to do new things. Language and • Meaning provided through integration of pictures with text Literary Features • Story told through dialogue Sentence Complexity • Simple sentences: “The water is nice.” • Simple assigned dialogue, some split • Some exclamations: “Now I can swim!” Vocabulary • Many words relating to the beach and swimming: umbrella, sea, sand, ball, life vest, water, kick • Words labeled in illustrations: umbrella, life vest, sea, sand, arm, leg, ball Words • High frequency words: don’t, help, play, said, water, what • Some two-syllable words: swimming, Otter, water, helping Illustrations • Humorous pictures support each page of text. Labels in illustrations Book and Print Features • Nine pages of text, illustrations on every page • Some words labeled in illustrations © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company 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. 978-0-547-30126-6 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.

1_301266_BL_LRTG_L17_BearSwims.indd 1 11/3/09 7:37:21 PM Bear Swims by Angela Misko Build Background Read the title to children and talk with them about what the bear and otter are doing in the cover illustration. Encourage children to use their knowledge of swimming and playing in the water to think about the story. Anticipate the text with questions such as these: What kinds of things do you like to do in the water? How do people learn to swim?

Introduce the Text Guide children 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 in this story two animal friends, Bear and Otter, have to solve a problem. You will see that the two friends are very different from each other. Suggested language: Turn to page 2. Here are the two friends, Bear and Otter, at the beach. Bear and Otter are talking to each other. Bear says: “What can we do?” Say the word what. What letter would you expect to see fi rst in the word what? Find the word What and put your fi nger under it. Page 3: Remind children that they can use information in the pictures to help them read. On page 3, you can see Bear standing on the sand. Bear does not want to swim so he says: “No. Let’s play in the sand.” Say let’s. What letter would you expect to see fi rst in the word let’s? What problem do you think Bear and Otter have? Page 5: Turn to page 5. Bear tells Otter: “But I don’t know how to swim.” When you look at page 5, what do you see? How do you think Bear is feeling? How can you tell? Page 6: On page 6, Bear said he is scared to swim. How could Otter help Bear get over being scared and like the water? Now go back to the beginning and read to fi nd out how Otter helps Bear solve his problem.

Words to Know don’t help play said water what

Grade 1 2 Lesson 17: Bear Swims © Houghton Mifflin Harcourt Publishing Company

11_301266_BL_LRTG_L17_BearSwims.indd_301266_BL_LRTG_L17_BearSwims.indd 2 77/28/09/28/09 11:00:29:00:29 PPMM Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Respond to the Text Personal Response Ask children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found most interesting. Suggested language: How do you think Bear feels after Otter teaches him how to swim?

Ways of Thinking As you discuss the text, help children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Otter wants to swim, but • Some people are scared of • The story is told through Bear wants to play in the swimming. dialogue. sand because he is scared of • Friends can teach each other • Challenging words are labeled in swimming. how to do new things. the illustrations. • When Otter ﬁ nds out Bear is • The characters are animals, but scared, he teaches Bear how to they act the way people do. swim. • Bear learns that swimming is fun.

Choices for Support Fluency Invite children to choose a passage from the text to act out. Remind them to pay attention to the punctuation, especially the exclamation marks, to help them read with expression.

Phonemic Awareness and Word Work Provide 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: Otter, water, swimming, helping. Have them clap on each syllable: Ot-ter, wa-ter, swimming, hel-ping. • Build Sentences Materials: index cards, sentence strips. Write the high frequency words from Bear Swims on index cards: don’t, help, play, said, water, what. Then have children write sentences that include the words on the index cards.

Grade 1 3 Lesson 17: Bear Swims © Houghton Mifflin Harcourt Publishing Company

1_301266_BL_LRTG_L17_BearSwims.indd 3 11/9/09 11:44:39 PM Writing About Reading

Critical Thinking Read the directions for children on BLM 17.7 and guide them in answering the questions.

Responding Read aloud the questions at the back of the book and help children complete the activities.

Target Comprehension Skill Compare and Contrast Remind children that when they compare and contrast they tell how two things are alike or not. They can compare and contrast two characters in a story. Model how to compare and contrast:

Think Aloud In some ways, Otter and Bear are alike. They both like to have fun. They both want to play ball. But they are different, too, especially at the beginning of the book. Otter likes to swim, but Bear is scared to swim. How is Bear more like Otter at the end of the book?

Practice the Skill Have children compare and contrast two characters in another story.

Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. How do you know that Bear and Otter are friends? Write a paragraph telling how you know they are friends.

Grade 1 4 Lesson 17: Bear Swims © Houghton Mifflin Harcourt Publishing Company

1_301266_BL_LRTG_L17_BearSwims.indd 4 11/3/09 7:37:37 PM English Language Learners

Cultural Support Some children may never have played at the beach or near water. Explain that many people vacation near water. Discuss games played in the sand, why people use umbrellas on the beach, what life vests are for, and how children can learn to swim.

Oral Language Development Check 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: What does Otter want to Speaker 1: Where does Otter want to Speaker 1: Why won’t Bear go in do? play ball? the water? Speaker 2: swim Speaker 2: in the water Speaker 2: He is scared to swim. Speaker 1: What does Bear put on to Speaker 1: What does Bear think about Speaker 1: What does Bear say go in the water? swimming after Otter teaches him to to Otter after he teaches him to swim? swim? Speaker 2: a life vest Speaker 2: Swimming is fun. Speaker 2: He says, “Thank you Speaker 1: What does Bear do with his for helping me.” legs? Speaker 2: He kicks.

Lesson 17 BLACKLINE MASTER 17.7 Name

Bear Swims Think About It Think About It

Write an answer to the question. Responses may vary.

1. How does a life vest help someone who can’t swim? A life vest helps a swimmer float.

Making Connections Think about something that you learned to do. Write some sentences that tell what happened and how you felt.

1_246215RTXEAN_U4LR_TAI.indd 17.7 2/6/09 2:41:04 PM Grade 1 5 Lesson 17: Bear Swims © Houghton Mifflin Harcourt Publishing Company

11_301266_BL_LRTG_L17_BearSwims.indd_301266_BL_LRTG_L17_BearSwims.indd 5 77/28/09/28/09 11:00:30:00:30 PPMM Name Date Bear Swims How do you know that Bear and Otter are friends? Write a paragraph telling how you know.

11_301266_BL_LRTG_L17_BearSwims.indd_301266_BL_LRTG_L17_BearSwims.indd 6 77/28/09/28/09 11:00:32:00:32 PPMM Lesson 17 BLACKLINE MASTER 17.7 Name

Bear Swims Think About It Think About It

Write an answer to the question.

1. How does a life vest help someone who can’t swim?

Making Connections Think about something that you learned to do. Write some sentences that tell what happened and how you felt.

11_301266_BL_LRTG_L17_BearSwims.indd_301266_BL_LRTG_L17_BearSwims.indd 7 77/28/09/28/09 11:00:33:00:33 PPMM 1_301266_BL_LRTG_L17_BearSwims.indd 8 Bear Swims• Student 8 7 6 Grade 1 Grade ©Publishing Harcourt Houghton Mifflin Company page Omission sentence, orphrase Repeated word, Read wordcorrectly Behavior Comments: the sea,”saidBear. “You swimwellin “Then Iwillswim.” Bear said. “You canhelpme,” Bear said. “Yes, thewaterisnice!” “The waterisnice.” said Otter. “Put onyourlifevest,” Bear said. “I amscaredtoswim,” cat — cat ® cat ✓ Code L E V E L Selection Text 1 0 0

Error E Date 8 Insertion Self-corrects Substitution Word told Behavior Accuracy Rate correctly/43 ×100) (# wordsread Errors BLACKLINE MASTER17.12  the cat cut sc cat cut cat T cat Running RecordForm Code Bear Swims % Lesson 17

Lesson 17: Bear Swims 17: Bear Lesson Self-Correction 1: Self-Corrections Self-Corrections) Self-Corrections/ 0 1 1 1 (# errors+# Error Rate

12/7/09 11:05:15 PM

1413437