GRADE 2

INSTRUCTIONAL
8 WEEK
GRADE 2

PLAN

AN INSTRUCTIONAL PLAN
FOR THE FIRST 8 WEEKS
 FOUNTAS & PINNELL CLASSROOM™

Every child has the right

to live a literate life
every day, in every
classroom.

 
 TRANSFORMING LITERACY EDUCATION — EVERY DAY 1

CONTENTS
WELCOME TO
2
FOUNTAS & PINNELL
INTRODUCTION

4
THE BIG PICTURE: A PLAN FOR THE

CLASSROOM™
FIRST EIGHT WEEKS

6
TRANSFORMING LITERACY
EDUCATION: EVERY DAY

AND THE POWER OF

RESPONSIVE TEACHING 10 THE FPC PREVIEW PACK

12
The moment-to-moment instructional decisions that THE INSTRUCTIONAL ANCHOR:
THE LITERACY CONTINUUM
teachers make, based on their observations and

14
MAKING THIS INSTRUCTIONAL PLAN
analysis of students’ learning behaviors, are honored YOUR OWN

and supported by Fountas & Pinnell Classroom™.

In this system, you teach individual children, not a

16 LEARNING SPACES

program, and not a bunch of books. Consider each

18 FITTING IT ALL IN

lesson a blueprint, and each book an opportunity to

best support the learners in your classroom. Let your 20 INSTRUCTIONAL PLAN

teaching be what it is intended to be—authentic and

45 ASSESS TO INFORM INSTRUCTION
responsive to the children in your classroom.

46
ADDITIONAL ONLINE TOOLS AND
RESOURCES

48 PROFESSIONAL LEARNING

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 2 FOUNTAS & PINNELL CLASSROOM™

Let’s get started!

You’ve opened the boxes.

You’ve organized your books and

teaching resources.

You’ve set up your classroom.

It’s ready for the hustle and

bustle of learning to begin.

Now, you may be asking

yourself, “But how and where

do I get started with Fountas

& Pinnell Classroom™?” Start

here, with this instructional

plan—follow it, lean

on it, and shape it into

your own.

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 3

ABOUT THIS INSTRUCTIONAL PLAN

What is it? THE BLUEPRINT One example of the first eight weeks of instruction.

When do I use it? AS NEEDED Use it to get started, gain momentum, or simply as reference during the first eight weeks.

BUILD
Why do I use it? Get started with FPC—build familiarity and a rhythm with the system.
FAMILIARITY

Who uses it? FPC EDUCATORS Teachers, administrators, staff developers, literacy coaches, interventionists.
The Importance of Friendship

IRA
Interactive Read-Aloud
Jessica
Big Al and
Kevin Henkes
Shrimpy
Andrew Clements

A Visitor for Bear Big Al and Shrimpy I’m the Best Jessica Yo! Yes?

About This Text Set

Making friends and being a friend are familiar experiences for most children. Friendship is fun
and rewarding, but sometimes it can be challenging to make friends and to know how to be a
good friend. The books in this text set explore the importance of friendship and what it means
to be a good friend.

You might also include the following additional books and resources from the Fountas & Pinnell
Classroom collection.

Wemberly Worried Ruby the Copycat My Friend Rabbit

How do I use it? AS A GUIDE Follow it, lean on it, shape it into your own.
I Know a Lady Not Quite Right Hand in Hand

Thinking Across Books

The Importance of Friendship

While reading the books in this text set, help children make connections across the set, and
facilitate ways of learning and finding out more about friendship.

■■ How did the illustrations help you learn how the characters feel about each other?
■■ What did you notice about the ways the characters changed or something they learned?
■■ How are the messages of these books similar? What do these authors want you to think about?

Essential Question and Big Ideas

Engage children by keeping this essential question and these big ideas in mind as you read and
talk about the texts in this set. Be sure to use language appropriate for the grade level. This
question can also be explored through a variety of inquiry projects, including the suggested
projects on the next page.

Kindergarten
What does it mean to Friends can be similar to
Friends are kind be a good friend? you or different
to each other.
from you.

You have to be a friend to have a friend.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.

FPC_IRA_K_ICard_PPDF_Friendship_3025.indd 1 6/29/2017 11:36:33 PM

Front

Watch a Video Overview to see how to use this 8-Week Instructional Plan
What should LISTEN
to get started with Fountas & Pinnell Classroom™.
I do first? AND LEARN
To view, visit fp.pub/FPCpreview or scan the QR code.

A few things to note:

The FPC Preview Pack Planning Tools Student Listening Library
If you are using this Instructional Plan in Maintain momentum with digital resources and All Shared Reading texts are available
conjunction with the FPC Preview Pack, you will planning tools to sustain your success with as audio books in the FPC Online
see those resources pictured throughout. Fountas & Pinnell Classroom™. See page 46 for Resources. See page 47 for more information.
more information.

FPC TRY IT COMMON PAGES.indd 3 4/5/19 12:03 PM

 4 FOUNTAS & PINNELL CLASSROOM™

THE BIG PICTURE THE FIRST EIGHT WEEKS

A Plan for the First Eight Weeks GRADE 2
PREVIEW PACK RESOURCES FOR DAYS 1–5
The first eight weeks of school is a critical and important time—

WEEK 1 WEEK 2
time to get to know your students, introduce the classroom
learning spaces, establish routines and expectations, and plan
DAYS 1–5 DAYS 6–10
priority instructional actions.
n  Establish morning meeting and n Involve children in Shared Writing.
The culture of a classroom is often very different from any
routines.
n Teach children the guidelines for
environment that children have experienced outside of school.
n  MANAGEMENT UMBRELLA 1: Teach Reader’s Workshop.
In the classroom, children must learn how to work together children responsible use of classroom
n  MANAGEMENT UMBRELLA 2: Help
materials.
to become a community of learners. The additional routines, children understand that they can
possible larger class size, and higher expectations may take n  Take a tour of the room to identify abandon a book if they have a reason.
areas.
time getting used to. That is why a specialized plan for the first n  LITERARY ANALYSIS UMBRELLA 6:
n  n MANAGEMENT UMBRELLA 2: Help children understand that there
eight weeks of school is critical to establishing a productive and Introduce tubs of books in the are different genres of fiction and
positive classroom community. classroom library for INDEPENDENT nonfiction books and that they can
READING . choose books from a variety of genres.
Fountas & Pinnell Classroom™ is a system that allows you
n  Help children learn how to select n  WRITING ABOUT READING UMBRELLA 1:
to operationalize the vision and goals of responsive teaching— books to read and return them to the Introduce the Reader’s Notebook to
teaching that responds to the needs, capabilities, and interests classroom library. children and teach them to keep a
record of their reading.
of each individual child. The calendar at right provides an n  Show children how to make good book
choices. n  When children are involved in
overview (the milestones) of the instructional plan that follows. independent literacy work or table
n  n Introduce INTERACTIVE READ-ALOUD
View it as a blueprint for creating a successful “getting started” and SHARED READING .
activities, conduct assessment
conferences.
period with FPC. Of course, adjust the first eight-week blueprint n  LITERARY ANALYSIS UMBRELLAS
that follows to fit the competencies of your students. 1 AND 2: Help children talk with others
about their thinking about books.

Adapted from Fountas & Pinnell Classroom™ System Guide. Portsmouth, NH: Heinemann. All rights reserved.

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 5

PREVIEW PACK RESOURCES FOR DAYS 31–35

WEEK 3 WEEK 4 WEEKS 5–6 WEEKS 7–8

DAYS 11–15 DAYS 16–20 DAYS 21–30 DAYS 31–40

n  Continue to read aloud and use n WRITING ABOUT READING UMBRELLA 2: n  Begin to convene a few guided reading n  Continue the full schedule of activities.
shared reading and shared writing to Teach children to create a list of their groups each day. Help children learn
n  MANAGEMENT UMBRELLA 1: Continue
establish the learning community and reading interests. the routines of the lesson.
to monitor independent work and help
build up common reading materials
n  LITERARY ANALYSIS UMBRELLA 4 n  STRATEGIES AND SKILLS UMBRELLA 1: children self-assess and problem-
and mentor text for writing.
and WRITING ABOUT READING Help children notice when they lose solve.
n  Continue to introduce new books UMBRELLA 2: Teach children how understanding of a text. Teach them
.
to children and develop the habit of to make book recommendations to to stop, problem-solve, and search for
reading silently for a period of time. others. information.

n  LITERARY ANALYSIS UMBRELLA 1: n  Help children understand that there n  STRATEGIES AND SKILLS UMBRELLA 2:
Teach children how to turn and talk to are a variety of topics they can write Teach children how to solve unknown
each other in response to reading. about. words.
s.
n  WRITING ABOUT READING UMBRELLA 3: n  Teach children ways of responding to n  Teach children how to derive the
Ask children to write a short letter text through talk to support writing in meaning of new vocabulary words.
to you in the Reader’s Notebook. the Reader’s Notebook.
n  LITERARY ANALYSIS UMBRELLA 7: Help
Respond to their letters and invite
n  E xplain the Guided Reading area to children infer the writer’s message
children to talk about your response.
children and what they will be doing from the texts they are reading.
n  Complete individual assessments and there. The idea is to establish the
n  LITERARY ANALYSIS UMBRELLA 1: Teach
form tentative guided reading groups routine of the reading table. Explain
children to use stick-on notes to mark
to begin in week 4. why you need no interruptions.
places to talk about during share time.
n  Teach children the routines for n Hold at least three short GUIDED
n  LITERARY ANALYSIS UMBRELLA 6: Help
Writers’ Workshop. READING groups a day for a few days.
children understand the characteristics
Since you are teaching the routine,
n  Help children understand that there of genres.
you can use any book that children
are a variety of topics they can write
can read quickly, even ones they have
about.
previously read in shared reading.
n  Begin PHONICS/SPELLING/WORD
STUDY lessons.

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 6 FOUNTAS & PINNELL CLASSROOM™

TRANSFORMING
LITERACY EDUCATION
READING MINILESSONS • Get started with this suggested sequence of
umbrellas, but the needs of your students always take priority when
selecting the right minilesson for the right time.

Every Day INTERACTIVE READ-ALOUD • Establish the foundation of instruction with the
text set Inquiry Overview Cards, Lesson Folders and accompanying books
chosen to align with this suggested sequence.

Fountas & Pinnell Classroom™ is based

SHARED READING • Build community with Big Books that reflect this
on responsive teaching—this 8 Week suggested sequence with a few adjustments to accommodate observations
this teacher made to strengthen connections with interactive read-aloud.
Instructional Plan is just one example Support independent reading with small copies of each Big Book for
students to revisit and reread.
of how you might begin instruction in Expand children’s oral and written language abilities with Words That
Sing: Poetry Charts for Shared Reading—selected here to apply principles
your own classroom. learned in other instructional contexts.

FPC was not designed to supplant

PHONICS, SPELLING, AND WORD STUDY • Dive into letters, words and how
language works with lessons that reflect the suggested sequence with
teacher expertise, but rather to
some modifications to accommodate observed classroom needs.

elevate and honor your expertise and

GUIDED READING • Use the time you will eventually allot to guided reading
instructional decision making. Use this to assess your students and determine their instructional reading level
in the first few weeks of school followed by instruction within guided
instructional plan/suggested sequence reading groups.

to get started, as a model, or to build BOOK CLUBS • Activate student agency and connect to learning with
books that stir captivating discussion and correspond to the text sets in
familiarity with the system, BUT rely on Interactive Read-Aloud.

your observations to guide your next

INDEPENDENT READING • Children choose books from the classroom library

teaching move. based on their interests: topics, authors, genres, etc. and spend time daily
reading and writing independently. Create a daily/weekly schedule to confer
with individual students.

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 7

Lessons/books/
FOUNTAS & PINNELL CLASSROOM™
resources are
identified by

38
name on the day
they are taught

DAY
the first time.

LITERARY ANALYSIS UMBRELLA 14 Understanding Characters in Stories

Minilessons in This Umbrella

RML1 Stories have important characters.

Umbrella 14

School
RML 1
LA.U14.RML1

Understanding Characters
in Stories
Reading Minilesson Principle
Stories have important characters.

Goal
Identify the important characters in simple fictional narratives.
Have a Try
Invite the children to talk about the important characters in
RML 1
LA.U14.RML1
Umbrella 14 Understanding Characters in Stories

Assessment
After you have taught the minilessons in this umbrella, observe children as they talk
You Will Need Big Al and Shrimpy. and write about their reading across instructional contexts: interactive read-aloud,
RML2 Sometimes the animals act like people in stories.
Rationale independent reading and literacy work, guided reading, shared reading, and book
w Show the front cover and the first few pages of Big Al
w three or four books that have club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe children’s
Characters are an essential element of fiction texts. Children need to be able and Shrimpy.

UNDERSTANDING CHARACTERS IN STORIES

RML3 The words and pictures help you understand how a character feels. strong main characters, such as
to identify and think about the important characters in a story so that they can reading and writing behaviors across instructional contexts.
Friendship
the following: Turn and talk to your partner about who the most
RML4 Sometimes you feel like a character in a book. appreciate the meaning of the text and are able to discuss it with others. The What evidence do you have of new understandings related to characters?
• A Visitor for Bear important characters are in this book. w
important characters children identify and think about are the animals or people
by Bonny Becker, • Can children identify the most important characters in a story?
the story is mostly about. w After children have shared their thinking with their
from Text Set: Friendship
Before Teaching Umbrella 14 Minilessons partner, ask a few children to share. • Can children identify when animal characters are acting like people?
• Big Al and Shrimpy Assess Learning
Read and discuss books that have simple plots with one or two important characters by Andrew Clements, How did you know Big Al and Shrimpy were the • Are children using the pictures and words in a story to understand the
whose feelings can be easily inferred from the pictures and words. Use the following from Text Set: Friendship Observe children when they talk about the characters in stories they have heard important characters in the story? way the characters feel?
books from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection or read. Notice if there is evidence of new learning based on the goal of this
• I Love You All Day Long w Record the characters’ names and draw sketches on the • Are children making connections between their own feelings and the
by Francesca Rusackas, minilesson.
text sets, or choose other books that have one or two important characters. feelings of characters in a story?

Section 2: Literary Analysis

chart.

Section 2: Literary Analysis

from Text Set: School w Are children able to identify the important characters in books?
chart paper and markers • Do they know and use academic words, such as character, illustration,
Learning and Playing Together: School Are they able to distinguish the most important characters from less

Thumbnails serve
w w Summarize and Apply illustrator, and writer, when they talk about stories?
Look Out Kindergarten, Here I Come! by Nancy Carlson important characters?
Academic Language / Summarize the learning and remind the children to think w In what other ways, beyond the scope of this umbrella, are the children talking
w Do the children use the terms story and important character?
The Importance of Friendship Important Vocabulary about the important characters in a story while they read. about characters?
A Visitor for Bear by Bonny Becker w Review the chart with the children. • Have they begun to express opinions about characters?
I Love You All Day Long by Francesca Rusackas
w story Minilesson What does the chart show?
w important character • Do they talk about characters’ motivations?

LA.U14.RML3: The words and pictures help

Yo! Yes? by Chris Raschka To help children think about the minilesson principle, choose familiar texts and Today you learned that stories have important characters. • Can they identify character traits?
Big Al and Shrimpy by Andrew Clements Continuum examples to use in an inquiry-based lesson. Here is an example. w Write the principle on the chart. • Do they notice problems that characters face?
Connection w Show the front cover of A Visitor for Bear. If you read a story today, think about which characters the story is mostly about. Be
As you read aloud and enjoy these texts together, help children Use your observations to determine the next umbrella you will teach. You may also
A character in a story can be an animal or a person. In A Visitor for Bear, ready to share who the characters are. Remember that sometimes only one character consult Minilessons Across the Year (p. 51) for guidance.
• notice and name important characters, w Notice and remember characters in
which characters is the story mostly about? is important.
• notice when animals act like people, simple narratives (p. 29)
Write the characters’ names on chart paper, along with a quick sketch of Link to Writing
• think about how the characters feel throughout the story, and w Share
Bear and the mouse. After teaching the minilessons in this umbrella, help children link the new learning
• think about a time they felt the way the characters feel. Following independent work time, gather children together in the meeting area to talk about

as a visual queue
Bear and the mouse are the most important characters. Why are these to their own writing or drawing:
the characters in their reading.
characters important? w Help children talk about the characters in their stories and how the characters
Who were the important characters from the story you read today?
w Read the first two pages of I Love You All Day Long. feel. Have them draw facial expressions that show emotion and label their
Why did you think that these were the important characters?
pictures with feeling words (e.g., happy, sad, mad).

you understand how a character feels.

Who are the most important characters in this story?
How can you tell Owen and his mommy are the most important
Extend the Lesson (Optional)
characters in this story? After assessing children’s understanding, you might decide to extend the learning.
w Again, write the characters’ names, along with a quick sketch of Owen and w Encourage dramatic play involving important characters from books you have read to the class.
his mommy. Show pages 10 and 11. During interactive read-aloud and shared reading, discuss how some characters are
TRY-IT SAMPLE LESSONS
w
Notice there are other characters in the story, but the story is mostly animals and some books have the names of the important characters in the titles.
about Owen and his mommy. w Drawing/Writing About Reading Have children draw and label the important characters
from familiar books.
Umbrella 14: Understanding Characters in Stories 273 274 The Reading Minilessons Book, Kindergarten Umbrella 14: Understanding Characters in Stories 275 282 The Reading Minilessons Book, Kindergarten

to try out that

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TEXT SET 4 You Will Need Book Max and the Tag-Along Moon
lesson/day/week

IRA
Grade 1
• Max and the Tag-Along Moon Author/
• Chart paper and marker Illustrator Floyd Cooper
• Toy red car and yellow ball Genre Fiction/Realistic

Interactive Read-Aloud
• Moon-cycle resources from the library or Text Set Taking Care of Each Other: Family

from the FPC

the Internet • A Birthday Basket for Tía
• Black construction paper • Max and the Tag-Along Moon
• Yellow and white chalk • When I Am Old with You
• Crayons and pencils • Papá and Me
• Self-sticking notes • The Relatives Came

TAKING CARE OF EACH OTHER: FAMILY

Visit resources.fountasandpinnell.com to
download online resources to support this
lesson, including:
• Family Characters Chart

Summary
When Max leaves Grandpa’s house, Grandpa says the moon will always shine for Max. On the drive home, Max keeps
watching the moon until dark clouds hide it. Back home Max misses Grandpa and is glad to see the moon reappear.

Preview Pack.
Message
You can feel a person’s love even when they are not with you.

Goals

TEXT: Max and the Tag-Along Moon

Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 1 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

Inquiry Communication
■■Understand when a story could happen in real life and ■■Articulate why they like Max and the Tag-Along Moon.
when it could not happen. ■■Compare personal knowledge with what is heard.
■■Notice and understand obvious themes, e.g., ■■Build on the statements of others.
imagination, family, relationships, feelings.
■■Infer Grandpa and Max’s traits from the story events.
Vocabulary
■■Notice and acquire understanding of new vocabulary
Comprehension (tag-along, trailing behind, bright orb, gazed, embraced
■■Refer to important information and details, and use as and directional/positional words).
WHOLE CLASS

evidence in discussion to support statements. ■■Use new vocabulary in discussion of the text.
■■Relate the text to one’s own life.

About This Book

Respond to the IRA text by using the

GENRE FOCUS This realistic-fiction story, told in the third person, begins at night with dialogue between two
characters in the grandparent’s home and tracks the journey of the grandchild to his home.
HOW THE BOOK WORKS The author/illustrator, Floyd Cooper, begins the story with the child, Max, and his
Grandpa hugging goodbye with a few words about the full moon. The child does not fully understand his Grandpa’s
words until he first sees the moon shining for him, then hiding its light, and finally shining again at the end.
IMPORTANT TEXT CHARACTERISTICS
■■Simple narrative structure with a beginning, middle with a series of events, and an ending
■■Illustrations that provide a high level of support for comprehension of the text
■■Scenes that feature parts of the full moon and its glow on the route the boy travels home in a red car, with the
faint shape of the driver visible
■■A moon that almost is a third character

Interactive Writing section on your lesson

■■Playful descriptions that treat the moon as a character: tag-along, play peek-a-boo, bounce along, stayed quietly,
kept up, waited

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_IRA_G1_B9_PPDF_MaxTag-Along_3166.indd 1 5/3/2018 12:33:46 PM

folder.

TEXT: Kate’s Party When the

SR
You Will Need Book Kate’s Party
Author Jane Simon
• Kate’s Party Illustrator John Gordon
• a pointer Genre Realistic Fiction

Shared Reading
• highlighter tape
• chart paper

Summary

instructional plan
Kate invites four friends to her party and sets the table for four. When there is
no place for Kate to sit, her friends help her figure out why and she learns she
forgot to count herself.

Messages
Friends help each other solve problems. Knowing how to count helps you in many ways. Looking again at a
problem and thinking about it can help you solve it.

SUPPLEMENTARY RESOURCE
Goals
Refer to The Fountas & Pinnell Literacy Continuum (see the Shared and Performance Reading section) and choose
some goals. Consider these:

calls for “Revisit

Early Literacy Behaviors
■■ Notice features of words: e.g., uppercase and lowercase letters.
Searching,
■■ Monitoring, Correcting Reading Behaviors Use memory of repeating language patterns to
monitor accuracy.
■■Fluent Reading When reading individually or in unison with others, adjust the voice to reflect emotional
aspects of the text.
Vocabulary and
■■ Language Development Remember and use new language from reading enlarged texts in
unison [number words].
Phonological Awareness/Phonics/Word
■■ Study Locate known high-frequency words in print.

POETRY CHART:
Comprehension: Talking
■■ and Writing About Reading Infer humor in a text.

About This Book

previously taught
GENRE FOCUS This is a realistic fiction story as well as a number book about a girl named Kate who invites four
friends to a party.
HOW THE BOOK WORKS This story presents a problem that Kate’s friends help her solve through counting.
The book has repeating language patterns that are used with number words and numerals.
IMPORTANT CHARACTERISTICS TO NOTICE
Repeating
■■ language patterns

Two Little Blackbirds

Number words
■■ and numerals 1–5
List
■■ of proper names
Simple
■■ dialogue with quotation marks and said
Illustrations that
■■ closely support the text
Useful
■■ high-frequency words (to, have, a, and, I, the, so, you, we, no)

lesson” refer to a
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2017_KatesParty_update.indd 3 3/5/18 6:20 PM

previous week’s
Review previously taught lesson.
resources.

Individual Assessments: Text Reading

Level, High-Frequency Words, Word Writing
SMALL GROUP

TEXT SET Book Clubs

Title
Grade
Author/
The Baby Sister
2

Illustrator Tomie dePaola

Begin numbering this book
on the right-hand page
with the text beginning,
“Tommy had a mother,
Genre Realistic Fiction a father . . .”
Text Set 1 Author/Illustrator:

THE IMPORTANCE OF FRIENDSHIP

Tomie dePaola

Book Talk
In this story, the main character, Tomie, is excited to meet his new baby sister, but he’s in
for a surprise. Find out what happens when his strict grandmother, Nana Fall-River, comes
to stay with him and the two of them just can’t get along!

Summary
Tomie is very excited for his mom to have a baby and is hoping to have a little sister. While
Tomie’s mom is away in the hospital, Aunt Nell is supposed to take care of him. Tomie
can’t wait to see Aunt Nell, but then his strict Nana arrives to watch Tomie instead, leaving
him unhappy and missing his mom. In the end, Tomie has a change of heart, and he and
Nana Fall-River become friends. When Tomie’s baby sister arrives home, he is the happiest
boy in the world.

Messages

TEXT: The Baby Sister

Families come together to help out in hard times and celebrate in good times. It can
sometimes be hard to get along with relatives, but love is always there.

Important Text Characteristics:

The story is told in a simple narrative form with themes that are familiar to children (family
■■
relationships, new siblings)
Content features a relationship between Tomie and Nana Fall-River that grows stronger as the
■■
story progresses
Colorful, detailed illustrations help guide the reader to further understand the plot and setting
■■

Goals
GRADES

PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
Connection Continuum

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

Listening and Speaking Understand that Tomie and his Nana

■■
Fall-River don’t always get along, but they
Listen, respond, and build on the
■■
still love each other
statements of others
Recognize details in the illustrations that
■■
Compare personal knowledge and
■■
show the story is based on real people
experiences with what is heard
and events
Building Deep Understanding
Writing About Reading
Infer Tomie is excited about becoming
■■
Write summaries that include the story’s
■■
a big brother
main problem and how it is resolved
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_BabySister_7082.indd 1 5/31/2018 9:22:37 AM

INDEPENDENT

Student choice and confer with individual

students.

Instructional Plan pages showing a single, full-width table identify the instructional resources that are
provided as samples in the FPC Preview Pack for you to use in conducting the day’s instruction.

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 8 FOUNTAS & PINNELL CLASSROOM™

Your classroom As you prepare to implement or “experience a few weeks” in Fountas &
is a place where students learn how to Pinnell Classroom™, consider how this sequence of books may impact
your decision making and use of this instructional plan.
read, write, and expand their language

skills, but it is so much more. It is a INTERACTIVE READ-ALOUD • Books are in a recommended sequence based
on typical instructional emphases and the likely needs of a classroom
community throughout the school year.
place where they learn how to be

confident, self-determined, curious,

SHARED READING • Big Books are in a recommended sequence based on
kind, literate members of a community. genre and/or connecting topics.

Here, they grow as thoughtful users

of literacy, engage in learning that GUIDED READING • Books are organized by text level according to the F&P
Text Level Gradient™. Language structures and high-frequency words
extends beyond the walls of the were considered in providing a recommended sequence.

classroom, and see themselves and

the world reflected in the books they BOOK CLUBS • Text Sets are in a recommended sequence and are related
to the text sets in Interactive Read-Aloud, focusing on genres, authors,
read, write, think about, and talk about themes, or topics that are common to both.

every day.
INDEPENDENT READING • There is no sequence of books for Independent
Reading as children select books to read based on their interests. However,
it is important to provide support and guidance for productive choices
through book talks, minilessons, and quick individual conferences.

“Texts are the tools of your craft.”

The goal is to continuously select the right texts for
the many precise jobs that are required to sustain and
expand children’s literacy learning.

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 9

FOUNTAS & PINNELL CLASSROOM™

DAY 26
LITERARY ANALYSIS UMBRELLA 1
DAY 27
LITERARY ANALYSIS UMBRELLA 1
THINKING AND TALKING ABOUT BOOKS THINKING AND TALKING ABOUT BOOKS

LA.U1.RML3: Turn and talk to share LA.U1.RML4: When you read, mark
your thinking places you want to talk about
The instructional
TEXT SET 4
plan highlights
TEXT SET 4
MEMORY STORIES MEMORY STORIES
opportunities
to include
TEXT: Aunt Flossie's Hats (and Crab TEXT: I Love Saturdays y domingos
WHOLE CLASS

the shared or

WHOLE CLASS
Cakes Later) Respond to the IRA text by using
interactive
Respond to the IRA text by using the Shared Writing section on your
the Shared Writing section on your lesson folder.
writing activity.
lesson folder.

TEXT: The Amazing Seahorse TEXT: The Amazing Seahorse

SPELLING PATTERNS 3: Recognize SPELLING PATTERNS 4: Recognize

and Use Phonograms with a VCe and Use Phonograms with a VCe Use the right-
Pattern Pattern
hand column
for notes and
Groups A, B, C
Groups C, A, D observations.
SMALL GROUP

SMALL GROUP

TEXT SET
AUTHOR/ILLUSTRATOR STUDY:
TOMIE DEPAOLA Students read the book they
selected in preparation for their
Using book talks, introduce each book upcoming book club.
to the whole class. Have children
select a book to read in preparation
for book club the following week.

Student choice and confer with

INDEPENDENT

Student choice and confer with

INDEPENDENT

individual students.
individual students.

Use the pages with multiple tables per page to follow the progression of teaching
suggested by this 8-week instructional plan.

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 10 FOUNTAS & PINNELL CLASSROOM™

EXPERIENCE A NEW FRONTIER IN LITERACY EDUCATION

THE FOUNTAS & PINNELL CLASSROOM™ Preview Pack

Whole Group Instruction

WHAT’S IN THE BOX?

Shared Reading Big Books

See p. 47 for details on accessing the audio book for each Shared Reading
book in the Preview Pack.

Independent Reading Independent Reading

Independent Reading
Independent Reading Conferring Card
Independent Reading Conferring Card
Conferring Card Conferring Card

Title Mercy Watson: Mercy Watson Thinks Like Title Alia’s Mission: Saving the Books of Iraq
Title Experiments in Forces and Motion with a Pig [Mercy Watson] Title Bug Out! The World’s Creepiest,
Toys and Everyday Stuff [Fun Science] Crawliest Critters Grade 3
Grade 3
Grade 3 Grade 3 Author/
Author Kate DiCamillo Illustrator Mark Alan Stamaty
Author Emily Sohn Author Ginjer L. Clarke
Illustrator Chris Van Dusen
Photographers Various Illustrator Pete Mueller Genre Nonfiction/Biography
Genre Fiction/Animal Fantasy
Genre Nonfiction/Procedural Genre Nonfiction/Expository Message(s) Books contain a civilization’s history and
Message(s) Events don’t always turn out like you culture. Anyone can be a leader and make a
Message(s) You will understand the world around planned. Everyone enjoys sharing good Message(s) Nature’s creatures are always fascinating— difference in the world. Courage, creativity,
you better if you know how natural food. Acting in anger is not a good idea. and sometimes alarming. There is great cooperation, and determination can help
forces cause things to behave. Simple diversity in nature. Some creatures that solve big problems.
experiments can help you learn how force look scary are actually nonthreatening
changes motion in the real world. and helpful.

Book Talk
This is another book about Mercy Watson, a pig with a big appetite. Have you read other books in
Book Talk Book Talk Book Talk
the Mercy Watson series? In this book, Mercy sees flowers in the yard next door, and she does what
Have you ever wondered what keeps a plane in the air or why a soccer ball goes farther the harder The world is full of creepy, yet fascinating, bugs. There’s a bug so big it can catch and eat frogs.
any hungry pig would do—she eats them. Unfortunately, the flowers belong to crabby Eugenia In 2003, Alia Muhammad Baker was the head librarian in the main library in the city of Basra,
you kick it? This book has the answers. It’s full of experiments you can do to learn how force There’s a scorpion that can even kill a person. There are army ants, jumping spiders, and killer bees.
Lincoln, who decides to take extreme measures. What follows is confusion, but lots of fun. Iraq. As war began there, Alia worried that the many thousands of books in her library might be

WHAT’S IN THE BOX?

causes objects to move in different ways. Become a scientist and read this book to study the You’ll probably never see most of these bugs in real life, but they’re all in this book, waiting to startle
destroyed. She was determined to save the books, because she knew how important they were
and intrigue you!
world around you. Summary to the people of Iraq. But what could she do when her government wouldn’t help her? Read this
When Mr. and Mrs. Watson’s pig, Mercy, eats all of Eugenia Lincoln’s newly planted pansies, dramatic graphic novel to find out about this real-life heroine!
Summary Summary
Eugenia calls Animal Control Officer Francine Poulet. Eugenia’s sister Baby warns the Watsons.
This book has step-by-step, illustrated instructions to guide the student in doing seven Bug Out! features a selection of fearsome creepy creatures calculated to fascinate, and in some
“An unmentionable horror approaches,” she tells them. Meanwhile, siblings Frank and Stella invite Summary
experiments. The student learns about Newton’s First Law of Motion in simple terms. (Objects at cases excite or startle, the student. An Introduction explains the difference between insects
Mercy to a tea party, promising her lots of food. Officer Poulet rushes to the scene, picking up some This comic-book-style biography tells the inspiring true story of the heroic actions, in 2003, of Alia
rest remain at rest and objects in motion remain in motion unless acted upon by an outside force.) and arachnids, with diagrams of a beetle and a spider. There are four chapters. “Bugs That Hurt”
stray dogs on her way. Determined to “think like a pig,” she searches back yards, and finally climbs Muhammad Baker, the chief librarian of Basra Central Library in Iraq. The story of the burning of
Then related concepts—such as force, friction, gravity, mass, and the lever—are explained. Each describes the tarantula hawk wasp, various scorpions, the giant water bug, killer bees, and
a tree, from which she spots Stella’s tea party. In the meantime, Mercy has sadly discovered that the great Baghdad library hundreds of years earlier haunted Alia as the Iraq War was beginning.
experiment focuses on one concept and its effects on objects in motion or at rest. Experiment mosquitoes. “Bugs That Help” features the aphid-eating wolf spider, robber flies, silk moths,
the food at the tea party is imaginary. Francine jumps from the tree and grabs Mercy. The Watsons, Alia was determined to save her library’s treasures, which recorded the history and culture of her
materials are items the student is likely to find at home or in the classroom. These include rulers, honeybees, and ladybugs. “Bugs That Hunt” looks at jumping spiders, assassin bugs, diving beetles,
who have been searching for Mercy, soon arrive, too. All ends well, when Mrs. Watson serves the people. As the war drew closer, the government refused to help her save the books. Instead, the
cardboard, balloons, string or rope, and toys, such as cars, marbles, and building blocks. The book dragonflies, and army ants. “Bugs That Hide” includes the camouflaged crab spiders, ant lions, thorn
whole crowd her wonderful buttered toast. government stationed an anti-aircraft gun on the library roof and used the library as a command
begins with a table of contents and ends with a section that further explains how each experiment bugs, cicadas, and New Zealand’s giant wetapunga. Each page features a dramatic illustration.
center. This made the library a military target. Soon, Alia began secretly taking books to her own
works and a glossary and an index. Focus on Illustrations Focus on Words home each day. Then, she called on friends and neighbors for help, and they worked courageously
Draw the student’s attention to the many thoughtful details in Chris Van Dusen’s illustrations. day and night to save more than 30,000 books before the library was set on fire. During the ordeal,
Focus on Vocabulary Invite the student to locate words with pronunciation guides (pages 7, 10, 16, 18, 30, 38, 44) and
Talk about how the pictures add greatly to the comedy of the story. Invite the student to share Alia suffered a stroke, but she recovered and went on to oversee the building of a new library.
Help the student connect prior experiences and observations to Newton’s First Law of Motion, to practice saying them. Encourage the student to find other challenging words that do not have
interesting and amusing visual details (e.g., Eugenia’s skinny ankles, Francine’s license plate and

Sample Conferring Cards to use in conjunction with the corresponding book

introduced on page 6. Then talk about other terms introduced in the book. Turn to page 8 and guides, such as abdomen and thorax. Explain that scientists give Latin names to all living things.
beak-like nose, Mercy’s expression at the tea party). Focus on Genre/Form
point out the boldface word friction at the bottom of the page. Discuss its meaning, and consider Find examples of these in the illustrations on pages 28 and 30. Assist volunteers in pronouncing
Alia Muhammad Baker’s story is told graphically, with dramatic black-and-white drawings. Talk
different examples of friction in action. Preview or review other glossary terms. the scientific names.
with the student about what makes this book a nonfiction biography (it’s a true story about a
real person) and what he thinks about a real story being told in this form. Have the student share
examples of illustrations that help tell the story and make it exciting and interesting. You may wish
to talk about other nonfiction books in this form that the student has read.

© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

from your own classroom library collection or your school/local library

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Whole Group Instruction

WHAT’S IN THE BOX?

Phonics, Spelling, and Word Study Lesson Folders

Whole Group Instruction

Whole Group Instruction

WHAT’S IN THE BOX?

A sampling of The Reading Minilessons Book that contains the reading

minilessons identified for the two-week preview

Experience a New Frontier in Lit

Interactive Read-Aloud Books, Inquiry Overview Cards, and Lesson Folders

Whole Group Instruction

Small Book versions (six copies of each title) of the accompanying Big Books
and Lesson Folders

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 11

If you are using this instructional plan in conjunction with the FPC Preview Pack, use this diagram to familiarize yourself
with the resources provided for you to “try out” two full weeks of instruction in Fountas & Pinnell Classroom™

Say and Touch Two Little Blackbirds

Say red and touch your head. Two little blackbirds

Say sky and touch your eye. Sitting on a hill.

Say bear and touch your hair. One named Jack,

Whole Group Instruction

Say hear and touch your ear. One named Jill.

Say south and touch your mouth. Fly away, Jack,

Say rose and touch your nose. Fly away, Jill.

Say in and touch your chin. Come back, Jack,

Say rest and touch your chest. Come back, Jill.

Here Is a House Say farm and touch your arm. WHAT’S IN THE BOX?
Say yummy and touch your tummy.
Here is a house built up high
Say bee and touch your knee.
With two tall chimneys reaching the sky.

Here are the windows.

Say neat and touch your feet. Words That Sing Poetry Charts for Shared Reading
Here is the door.

If we peep inside
(Available for grades PreK–2 only)
We’ll see a mouse on the floor.
© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
Illustration by Neil Chapman

© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.

Illustration by Juan Caminador

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© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.

Illustration by George Doutsiopoulos
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5/18/18 10:30 AM

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Small Group Instruction

WHAT’S IN THE BOX?

Small Group Instruction A mix of engaging fiction/nonfiction books that span the text levels
on the F&P Text Level Gradient™ for each grade collection—1 title
(6-pack) per text level and accompanying Lesson Folder

Small Group Instruction

rience a New Frontier in Literacy Education

WHAT’S IN THE BOX?

Small Group Instruction
Inquiry Overview Card, Discussion Cards, and one title (6 copies) to
conduct one of the book clubs from the identified text set

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 12 FOUNTAS & PINNELL CLASSROOM™

THE INSTRUCTIONAL Refer to The Literacy Continuum as you plan your lessons, identify specific
teaching goals, observe the children in your classroom, and assess the

ANCHOR effectiveness of your teaching and the extent of children’s learning.

THE LITERACY CONTINUUM: PAGE 37

The Fountas & GRADE 1

Selecting Goals Behaviors and Understandings to Notice, Teach, and Support (cont.) Every FPC resource
Pinnell Literacy

AND LITERATURE DISCUSSION

Interactive Read-Aloud and Literature Discussion
addresses selected goals

INTERACTIVE READ-ALOUD
nonFIcTIon TexTS
and multiple teaching points
Continuum is General
●● Ask questions to deepen understanding of a text
● Articulate why they like a text
● Form opinions about authors and illustrators and state the basis
●● Notice and ask questions when meaning is lost or
understanding is interrupted
for those opinions
● Connect texts by obvious categories: e.g., author, character,
directly from The Literacy
Continuum.
●● Refer to important information and details and use as evidence topic, genre, illustrator

the foundation in discussion to support opinions and statements

●● Understand and talk about everyday activities: e.g., playing,
making things, eating, getting dressed, bathing, cooking,
Genre
●● Understand that there are different types of texts and that you
can notice different things about them
shopping
● Notice and understand when a book is nonfiction (true
●● Understand content that reflects beginning understandings information)

for every lesson, of physical world and social world: e.g., health, social studies,
science, mathematics, arts
● Notice and understand the characteristics of some specific
nonfiction genres: e.g., expository text, narrative nonfiction, You Will Need Book What Do You Do When

IRA
●● Notice and respond to stress and tone of voice while listening biography, memoir, procedural text, persuasive text Something Wants to Eat You?
and afterward • What Do You Do When Something
● Notice and understand texts that take the form of poems, Wants to Eat You?
Grade 1
●● Join in on refrains or repeated words, phrases, and sentences nursery rhymes, rhymes, and songs Author/

goal and book

after hearing them several times • Drawing paper and crayons
„Notice when a writer is describing a step-by-step procedure Illustrator Steve Jenkins

What Do You Do When . . .?

• Pencils Respond to the Text

Interactive Read-Aloud
●● Tell the important information in a text after hearing it read Supporting English Learners
„Notice when a writer is trying to persuade readers • Chart paper Genre Nonfiction/Expository
◆ Gain new information from both pictures and print Engage the children in additional experiences
TexttoSet
enhance their appreciation
Exploring Nonfiction and interpretation of Support children during the
„Recognize informational texts with some examples of simple• Marker
the text. • Tools independent writing activity.
◆ Understand simple problems that occur in everyday life argument and persuasion • Paper of various colors
INDEPENDENT WRITING Invite children to write and • Water: Up, Down,
draw about one ofand All Around
the animals in the book. ● Provide oral sentence
◆ Give reasons (either text-based or from personal experience) to • Glue
Sold
frames to help children
organization

in Fountas
Distribute • What If You Had Animal Teeth?
support thinking • Nonfiction Books chartdrawing
from paper, crayons, and pencils. Fold your paper in two. On the left side, draw an share drawings such as,
● Follow and understand nonfiction texts with clearly defined • Surprising
animal being threatened, and then on the right side, show the animalSharks
protecting itself. Write the words
lesson for Tools This is a/an _______. It’s in
◆ Use background knowledge of content to understand nonfiction • What Do You Do When
separately topics
●
overall structure and simple categories
Understand that some nonfiction books are like a story
for the danger on your first drawing and the way the animal protects itself on the second side. Have
Something
children share with a partner the first drawing showing the Wants
danger. Then, to Eat
have theirYou?
partner guess the
danger because _____. Make
predictions, such as I guess
it protects itself by ______.
◆ Relate texts to their own lives way the animal protects itself before looking at the other side.
(narrative structure)
◆ Recognize and understand that nonfiction texts may be about
● Notice that some nonfiction books tell information and are not

& Pinnell Classroom™. But The Summary

a variety of places and that customs and people’s behavior may like a story (nonnarrative structure)
reflect those places
● Notice when a writer uses a question-and-answer structure Steve Jenkins illustrates and describes the unique ways animals react to and escape predators. He depicts fourteen
◆ Use evidence from the text to support statements about the text
● Identify the organization of a text: e.g., time order or established different animals using their special means of self-defense.
◆Use evidence from the text to support predictions

Grade 1
sequences such as numbers, time of day, days of the week, or
◆ Use basic conceptual understandings to understand a nonfiction seasons

Continuum (like this instructional plan)

text: e.g., colors, shapes, counting, sorting, size, alphabet, Notice when a writer is telling information in order (a sequence)
●
positions, textures
● Understand that a writer can tell about something that usually
Messages
● Recognize that an author or illustrator may write or illustrate happens in the same order (temporal sequence) Animals have different ways to protect themselves in the wild. Living things have body parts and ways of behaving
several books that help them survive.
● Notice that a nonfiction writer puts together information related
● Identify and discuss interesting information in a text to the same topic (category)

is not prescriptive. It doesn’t dictate

● Express opinions about a text: e.g., interesting, funny, and
exciting
Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 1 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

a static scope and sequence, but ● Refer to important information Inquiry MOVEMENT As you reread the book, pause before turning
■■Notice tell what
and they remember
ask questions whenabout how the
meaning is lost
children to act out the animal’s movement.
understanding is interrupted.
Communication
animal
the page, and invite volunteers to show or
or protects itself. Then,and
■■Identify turndiscuss
the pageinteresting
and guide all of the
information in the text.

and details and use as evidence ■■Form opinions about the author/illustrator, and state
■■Follow the topic and add to the discussion.
SCIENCE Reread the book, pausing to list on chart paper what each animal does to protect itself from
■■Talk with confidence.
danger, i.e. squirt ink, shoot hot chemicals, swell up like a prickly balloon. Review the list. Which animals
the basis for the opinion.
in discussion to support opinions
rather is descriptive: it describes, with
change their bodies? l Which ones move very fast? l What other ways are these animals alike?
Vocabulary
Comprehension
Notice
■■ and acquire understanding of new vocabulary
●●
and statements.
Thinking Within the Text Thinking Beyond the Text
◆ ƒ● Thinking About the Text ■■Referto important information and details, and use as
evidence in discussion to support statements.
from read-aloud content (avoid this fate, predators,
enemies, mimicking, attacker).
■■Relate
the text to one’s own life. Think about how ■■Use new vocabulary in discussion of the text.

precision, the characteristics of texts

Interactive Read-Aloud and Literature Discussionhumans protect
37 themselves from danger.

◆ Relate texts to their own lives About This Book

and the observable behaviors and GENRE FOCUS This informational text presents a series of examples to answer the title question about how
animals in the wild protect themselves from predators.
HOW THE BOOK WORKS Created by author/illustrator Steve Jenkins, this science picture book addresses the title
question with a series of fourteen visually focused examples, each explained by brief but complex statements. Each
animal’s problem leads to a solution on the next page.

understandings of proficient readers, Use The Literacy Continuum to tailor IMPORTANT TEXT CHARACTERISTICS
■■A Steve Jenkins’ book that develops the question stated in the title

instruction and set goals for your

■■Illustrations of how animals deal with danger
■■Textured, cut, and torn-paper illustrations of accurately shaped animals in their environment

writers, and language users.

■■Text on page 2 with the main idea and the author’s purpose for writing this book
classroom’s specific needs. Swap
out goals as needed depending upon © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 3

what students still need to master. © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
FPC_IRA_G1_B5_PPDF_WhatDoYouDo_3211.indd 3
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FPC INTERACTIVE READ-ALOUD LESSON FOLDER, GRADE 1

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 TRANSFORMING LITERACY EDUCATION — EVERY DAY 13

THE LITERACY CONTINUUM: PAGE 469

You Will Need

GR
Book Chester’s Sweater
LEVEL J Level J
• Chester’s Sweater, Level J Author Catherine Nichols
Discussing and Revisiting the Text
• whiteboards Illustrator Hannah McCaffery

Chester’s Sweater Level J

• wipe-offEngage
markers
Selecting Goals Behaviors and Understandings to Notice, Teach, and Support (cont.)
all group members in sharing their responses to the book. Encourage them to listen and

Guided Reading
Genre Fiction/Animal
respond to each other’s thinking during the discussion. Fantasy Prompting
Visit resources.fountasandpinnell.com
SeriesSweater.
Chester and Friends Guide, Part 2
to download■■ Invite
onlinestudents to share
resources their thinking about Chester’s
to support
Series Refer to pages 23, 37,
THINKING BEYOND THE TEXT this lesson,■■
including:
To encourage discussion, you may want to select from the following questions/prompts or refer to and 43 as needed
• Recording Form
Prompting Guide, Part 2:
• Look at pages 2 and 3. Tell what happened at the beginning of the story. Why does the
PrediCting synthesizing
illustrator show Dolly?
◆ Use sentences with varied placement of subject, verb, adjectives, ◆ Talk about what the reader knows about the topic before reading the Supporting English Learners
and adverbs, variety in placement of clauses, and some compound text and identify new knowledge gained from reading Goals• Reread the note on page 4. What did Chester misunderstand about the note? Do you think Support students’ discussion of

◆ Infer meaning of story or

sentences to anticipate the text Chester should have been able to guess that Dolly gave him the sweater? Why? the text.
◆ Talk about the text, showing understanding of events, topic, or
◆ Make predictions based on information in illustrations and graphics content Think about the readers and thegot
• When Chester behaviors and
to Dolly’s understandings
house, to notice,
he was surprised teach
to learn thatfor,
his and support
sweater at Level
was gone. J in
What ● Check that students
The Fountas & Pinnell Literacy understand the concept
to Continuum. Select goals that match the needs of your students. The following may
content from pictures that
◆ Make predictions based on background knowledge and experience ◆ Talk about what is learned from the characters, the problem, and the happened it? How do you know?
of giving and receiving an
be appropriate.
in reading texts resolution of the problem • Tell how Dolly helped Chester solve the problem. anonymous gift.
Ask why someone might
Predict events of the plot, behavior of characters, and the ending of a
add meaning to the text.
●
◆ Reading • How would you describe ■■Understand
Chester the meanings
as a character? of Dolly.
Describe Phonics/Letter and give a gift without a name
story based on understanding of the setting, problem, and inFerring Reread to
■■ search for andand
• Chester
adjectives describing a sweater
useDolly are animals Word Work (anonymous).
that talk, dress, and act like humans. Is this story fiction or
characters ◆ Infer meaning of story or content from pictures that add meaning to information from languageTell (soft, wool).
or how you know.
nonfiction? ■■ Take apart compound words and
◆ Make predictions based on understanding of narrative structure the text meaning.■■ ■■Make connections among books
Continue the discussion, guiding students toward the key understandings andnotice parts
the main that appear
messages of in many
◆ Make predictions based on knowledge from personal experiences ◆ Notice aspects of the setting from the text and pictures and make Use word parts to problem solve
■■ in a series.
the text. Some key understandings students may express: compound words.
and from reading: e.g., food, cooking, pets, animals of the world, inferences about setting to help understand the story new words. ■■Infer meaning of content from
health and the human body, community, the environment, machines pictures that add meaning to the Writing About Reading
◆ Talk about characters’ feelings based on inferences from pictures and Notice
■■ periods, quotation marks,
◆ Make predictions based on knowledge of underlying text structures: text, especially dialogue Thinking Within the Text text.
commas, exclamation marks,
Thinking Beyond the■■ Text a story andAbout the Text
Discuss a problem inThinking
e.g., description, temporal sequence, question and answer, ●● Chester got a present from “Guess Who.” It the solution.
◆ Dolly made a sweater for Chester and hid to ■● The writer shows how much Dolly cared for
◆ Talk about the pictures, revealing interpretation of a problem or of and question marks, and begin
chronological sequence characters’ feelings was a soft wool sweater the color of mushed
to reflect them with the voice watch him find the gift. ■■Express opinions aboutChester
how a by having her make the sweater,
◆ Make predictions based on a temporal sequence: e.g., plants
growing, eggs hatching, making something, the water cycle
◆ Infer obvious humor: e.g., humorous characters, language, and story ◆ Make connections among peas. Chester put it on and went to show
through intonation and pausing.
Dolly. When he got to Dolly’s house, the
◆ Chester thought the sweatercharacter
was fromacts.
a person named Guess Who, but Dolly
help Chester retrace the yarn, and remake
the sweater.
problems sweater was gone.
books in a series.

GUIDED READING
expected Chester to guess it was from her. ■● The writer shows how much Chester cared
◆ Infer ideas about familiar content ●● Dolly found yarnfrom the sweater. They ◆ Chester didn’t notice the sweater unraveling for Dolly by having him run to show her his
making ConneCtions Infer temporal sequences and reasons for each step followed the yarn to Chester’s. Dolly put the new sweater.
Analysis of Book Characteristics as he ran to Dolly’s house.
◆
◆ Make connections between personal experience and texts Chester’s Sweater, Level J
yarn in her pocket and went home.
◆ Chester was sad when he realized what ■● Theillustrator provides information to help
●● The next day, Chester found another readers understand the story. She shows
◆Use prior knowledge to understand the content in a nonfiction text How The Book Works This animal fantasy is told in third-person happened to his sweater.
narrative Dolly tooksequence
in chronological the yarn over two days.
present. It was a sweater exactly like the home to make him a new sweater. Dolly watching Chester and the sweater
◆ Make connections among books in a series The problemfirst
arises when thetomain
one. He ran showcharacter
it to Dolly. gets his new sweater caught on a nail as he goes out to see hisunraveling.
friend. The
◆ Use background knowledge to understand settings sweater unravels completely, but he has no idea. His friend Dolly gives
◆ Dolly saw the
himsweater
a newunraveling
one, but itagain.
snags on the same nail

Teaching goals from each and unravels, too.

IRA

◆ Make connections between a text and an illustration that supports

MESSAGES A good friend knows just what you need. Being a good friend takes support, patience, and
interpretation, enhances enjoyment, or sets mood Genre/Form Language and Literary Words
kindness.
◆ Use background knowledge of traditional literature to recognize
common characters and events in a folktale FPC lesson align with Fiction
■■

Animal
■■ fantasy
Features
Descriptive
■■ language
Many two-
■■ and three-syllable
words (present, perfectly,
What Do You Do When . . .?

◆ Use background knowledge (from experience and reading) to

Interactive Read-Aloud

another)
The Literacy Continuum. Series Teaching Point
book Plot that includes multiple
h Learners ■■ ■■
understand settings in stories
uring the episodes One
■■ four-syllable word (anybody)
◆ Make connections among texts on the same topic or with similar Text Structure
Select a teaching point that will be most helpful to your group of readers. If it’s■appropriate, use the
g activity. Plurals (peas, friends)
■■ Clear evidence of character ■
content Prompting
Remember to choose or
ence
suggestion
Narrative
■■ text withbelow, which supports thinking within the text.
attributes A variety of high-frequency words
■■ Guide, Part 1
ildren ◆ Access background knowledge to understand description or
straightforward structure (said, from, down) Refer to pages 17
uch as, temporal sequence
■■Elements of fantasy (animals
Maintaining Fluency: Notice Punctuation
(beginning, series of episodes, and 18 as needed

modify goals that match

___. It’s in talking) marks, exclamation marks, and question
Contractions
■■Readers use periods, commas, quotation ■■ marks to and
guidepossessives
_____. Make and an ending) Prompting
as I guess (didn’t,
their reading. Turn to pages 8 and 9. Listen to me read the first two paragraphs on pagecouldn’t, Dolly’s)
8. Listen for
Sentence Complexity Guide, Part 2
y ______. Content when I pause. Notice when my voice goes up. Read the first two paragraphs,
■■ modeling
Compound appropriate
words (outside) Refer to pages 37
the learning needs of your Some sentences beginning with
intonation and pausing. ■■
Familiar content
■■ (friendship, and 43 as needed
subordinate clauses (When Dolly Illustrations
presents)■■When did you hear me pause? h Pause briefly after a comma. Pause slightly longer after an end
opened the door, Chester twirled ■■ Illustrations of the important
punctuation mark, such as a period or exclamation mark.
students and that will lead Themes and Ideas
When
■■
Concrete themes
■■ close to ■■
around for her.)
Sentences with simple common
content and ideas in the text
did you hear my voice rise? h Raise your voice when you read a question.
■■Illustrations that enhance and
Have the students read the text on page 13 to a partner, using the punctuation to guide their reading.
Grade 1

■■
connectives
them forward in their ability
students’ experience (friendship, extend meaning in the text
feelings)
Vocabulary Book and Print Features
Ideas
■■ close to students’
Most vocabulary words known by
to process and talk about
■■
experience (giving gifts, Many lines
■■ of text on a page of
children through oral language, print
surprising others, problem
listening to stories, or reading
solving) Italics
■■ for emphasis

texts in a meaningful way. Embedded

■■ handwritten note

J2 Periods,
■■
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
commas, quotation
marks, question marks, and 3
exclamation marks
Guided Reading 469 © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC GUIDED READING LESSON FOLDER, GRADE 1

You’re ready to go.

Activate responsive teaching Signposts to guide you
Remember, this instructional plan is just one variation of the first eight As you implement the lessons and
weeks in FPC. As you use it, lean on it and adapt it to implement each books of FPC, be on the lookout for the
Continuum
instructional context, regularly ask: What are my students showing Connection “Continuum Connection”—a direct link
that they know and can do? A thoughtful, informed response will guide to the goals and characteristics of texts
/2017 3:44:58 PM
the moment-to-moment instructional decisions that you make. Your from The Literacy Continuum.
/2017 3:44:54 PM

instructional decisions should be based on the strengths and needs of

your students.

FPC TRY IT COMMON PAGES.indd 13 4/5/19 12:03 PM

 14 FOUNTAS & PINNELL CLASSROOM™

A blueprint for MAKING THIS INSTRUCTIONAL

literacy instruction PLAN YOUR OWN
We encourage you to adjust the Follow It, Lean on It, Shape It to Meet Your Needs

sequence of, and vary, lessons in any This instructional plan was created as one suggestion for working with children
during the first eight weeks and was adapted from the Fountas & Pinnell
way justified by information gathered
Classroom™ System Guide. As you begin to work with the books and lessons in
from your ongoing assessment and this instructional plan, you may want to follow the suggested sequence. But
as you grow familiar with the resources of the system, use them flexibly to
observation of learners’ strengths
meet the needs of the children you teach based on your ongoing observations
and needs. across instructional contexts.

DAY
DAY
Y
DA
SS LA

WH OLE CLA SS
LE C
WHO
S
AS
CL
E
OL

UP
H

RO
W

SM ALL GRO UP
LL G
SMA
P
OU

NT
GR

NDE

NDE NT
L
AL

E
SM

DEP

FPC TRY IT COMMON PAGES.indd 14 4/5/19 12:03 PM

 TRANSFORMING LITERACY EDUCATION — EVERY DAY 15

No lesson plan can be written to fit all learners. Your decision making within and across the lessons is critical. While it wouldn’t make sense
to consistently eliminate lessons or components of lessons or to drastically slow down or speed up instruction, you should tailor lessons to
meet your student’s needs. Choose Fountas & Pinnell Classroom™ resources according to the instructional needs of your class, and do not
be concerned if you do not use them in this exact order throughout the first eight-weeks and across the year.

■■OMIT lessons that ■■REPEAT lessons that ■■MODIFY lessons ■■MOVE lessons to ■■RESEQUENCE lessons
you think are not you think need more using different accommodate your to be consistent with
necessary for your time and instructional examples for a observations of the curriculum that
students (based on attention (based particularly rich students strengths is adopted in your
assessment and your on observation literacy experience. and needs and to school or district.
experiences with of children across make connections
them in Interactive reading contexts.) across instructional
Read-Aloud.) contexts.

Helpful Tips
Take a tour Block your time Create consistency
At the beginning of the year, take your You may find it helpful to create Once you’ve created an effective,
students on a tour of the classroom. Introduce blocks of instructional time on smooth schedule, as much as possible,
children to their classroom “home”—the cards or stick-on notes and move keep it consistent so that your children
books and resources, different areas of the them around “fixed” times, such as experience predictability and a rhythm
classroom: whole-group meeting area, small- lunch and specials, until you have a to the day.
group area, and independent work areas. workable daily schedule.

FPC TRY IT COMMON PAGES.indd 15 4/5/19 12:03 PM

 16 FOUNTAS & PINNELL CLASSROOM™

As you plan
the layout of your

classroom, consider how

to incorporate three types

of spaces for learning in

whole-group, small-group,

and independent settings.

When all tools and resources

have a place and are accessible,

students can work efficiently and

establish a sense of agency; and your

classroom will become a place of continuous

inquiry, activity, and joy.

FPC TRY IT COMMON PAGES.indd 16 4/5/19 12:03 PM

 TRANSFORMING LITERACY EDUCATION — EVERY DAY 17

LEARNING SPACES
WHOLE-GROUP AREA SMALL-GROUP AREA INDEPENDENT WORK AREA

DESCRIPTION n  An area with enough space for all n  A quiet corner of the room containing n  Children either choose from a list of literacy
children to sit comfortably on the floor a round or horseshoe table situated so options and perform independent work at their
without touching each other. that you can easily monitor children in tables or rotate to centers to work on various
other areas of the room. learning tasks.

PURPOSE n  Whole-class meetings n  Small-group reading instruction n  E xploration and play

n  Read-alouds n  Small-group writing instruction n  Choice reading
n  Minilessons n  Application of learning from whole- n  Application of learning from whole- and small-
group lessons group lessons

FOUNTAS & PINNELL n  INTERACTIVE READ-ALOUD n  GUIDED READING n  INDEPENDENT READING (and Conferring)
CLASSROOM™
n  SHARED READING n  BOOK CLUBS n  PHONICS, SPELLING, AND WORD STUDY (Apply)
INSTRUCTIONAL
CONTEXTS n  READING MINILESSONS n  PHONICS, SPELLING, AND WORD STUDY
n  PHONICS, SPELLING, AND WORD STUDY (Apply)
(Teach and Share)

ESSENTIAL AND n  Large, colorful rug n  Plastic caddy, basket, or tub n  Work board for independent work areas or list of
HELPFUL MATERIALS independent literacy activities
n  Teacher’s chair n  Leveled books and lessons
AND RESOURCES
n  Two easels, one for group writing and n  Records of children’s reading n  Read a Book: wide variety of books in the
one for enlarged texts classroom library
n  Paper and writing materials
n  Big books, poetry charts, or other n  Work on Writing: writing supplies such as a variety
n  Thin markers and pencils
enlarged texts of types of paper, a stapler, pencils, markers, and
n  Two sets of lower-case and one set of crayons
n  Long pointer upper-case magnetic letters, organized
n  Letter/Word Work: word cards and magnetic
n  Chart paper and markers for student use
letters
n  Pocket chart n  One set of lower-case and upper-
n  Listen to a Book: an audio player, such as a tablet,
n  Magnetic letters organized on a case magnetic letters, organized
and print books
magnetic surface alphabetically on a magnetic surface
for demonstration n  Dramatic play area enriched with functional
n  Stick-on notes print (e.g., menus, coupons), environmental print
n  Easel with chart paper
n  Highlighter tape (e.g., signs, container labels), and literacy tools,
n  Blank word cards including pencils, pens, and notepads
n  Masking card
n  White correction tape
n  Name chart
n  Alphabet Linking Chart
n  White correction tape
Adapted from Fountas & Pinnell Classroom™ System Guide. Portsmouth, NH: Heinemann. All rights reserved.

FPC TRY IT COMMON PAGES.indd 17 4/5/19 12:03 PM

 18 FOUNTAS & PINNELL CLASSROOM™

Fitting it all in
How much time does your daily schedule allow

for language and literacy teaching? Within

your daily schedule, what is the best way

to organize your instructional time to

prioritize responsive teaching? The

table at right provides suggestions

for utilizing the instructional

contexts of Fountas & Pinnell

Classroom™ within your

classroom. The instructional

contexts do not have to be

conducted in this order; you will

want to arrange these to fit your

own classroom schedule.

FPC TRY IT COMMON PAGES.indd 18 4/5/19 12:03 PM

 DAY-PLANS GRADE 2 19

SUGGESTED DAILY FRAMEWORK

MINUTES INSTRUCTIONAL CONTEXT ACTIVITY OPTIONS
EACH DAY

5
GROUP MEETING Bring the classroom community together to introduce/discuss the day and set goals.

15 Teacher reads aloud a book from a text set and children share their thinking. The text experience
INTERACTIVE READ-ALOUD
often leads to writing about reading in the Reader’s Notebook.

10 Teacher engages children in shared reading using enlarged print books and shared poetry charts
SHARED READING and often leads to shared/interactive writing.
(Science and social studies topics and themes are integrated into the IRA and SR lessons.)

BREAK

10 Teacher provides an explicit minilesson for children to apply to their independent reading and
READING MINILESSON
writing about reading/drawing.
TOTAL: 3.25 HOURS

n Teacher meets with Guided Reading groups each day.

GUIDED READING
n Teacher initiates Book Clubs as appropriate, and they meet about once per month.

60 BOOK CLUBS nS
 tudents engage in:
•  Independent reading
INDEPENDENT • Writing about reading in the Reader's Notebook
LITERACY WORK • Work on projects

5
GROUP SHARE Gather children together to reflect on and share learning.

BREAK

PHONICS, SPELLING, AND WORD Teacher provides an explicit, inquiry-based lesson on a phonics principle that children can apply
30
STUDY LESSON AND APPLICATION to reading and writing. Children apply their understanding of the principle.

Teacher provides an explicit minilesson and then supports individual children as they work on
60 WRITERS’ WORKSHOP
their own writing or convenes a guided writing group.

©2
 018 Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann.

FPC TRY IT GRADE 2.indd 19 4/4/19 6:17 PM

 20 FOUNTAS & PINNELL CLASSROOM™

DAY 1
MANAGEMENT UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Working Together in the Classroom

Minilessons in This Umbrella

Umbrella 1

Working Together
in the Classroom
RML 1
MGT.U1.RML1
Reading Minilesson Principle
Listen carefully to each other.

Goal
Learn expectations for listening during small- or whole-group meetings.
Have a Try
Invite the children to talk with a partner about being a
RML 1
MGT.U1.RML1
Umbrella 1 Working Together in the Classroom

Assessment
After you have taught the minilessons in this umbrella, observe children as they
OBSERVATIONS AND NOTES

Strategies & Skills You Will Need good listener. work in the classroom.
RML1 Listen carefully to each other. Rationale
Writing About Reading Turn and talk about the different ways that you w What evidence do you have that children have learned ways to work together
RML2 Use an appropriate voice level. w a classroom library book that
When you teach children to listen carefully to each other, they learn to communicate can be a good listener in a small group and in a in the classroom?
children are familiar with

WORKING TOGETHER IN THE CLASSROOM

and collaborate effectively. large group.
RML3 Do your best work. chart paper and markers • Are children listening carefully to others during small-group and whole-

The Reading
w

RML4 Find ways to solve problems when the teacher is working with others. Assess Learning w Allow a few moments for discussion. group activities?
Academic Language / • Do they use an appropriate voice level for different situations?
Important Vocabulary Observe children when they use listening skills. Notice if there is evidence of new w Ask a few volunteers to share ideas.
RML5 Take good care of classroom materials.
learning based on the goal of this minilesson. • Do they move from place to place quickly and quietly?

Minilessons
w listen w Are children able to talk about and demonstrate careful listening skills? Summarize and Apply • Are they able to get started right away when working on an independent
Before Teaching Umbrella 1 Minilessons activity?
w small group w Do they follow listening guidelines when working with small groups and in Summarize the learning by reviewing the chart and remind
This set of minilessons is designed to help you maintain a respectful, caring, w whole group whole-class discussions? children to think about ways to be a good listener. • Do they stay focused while working?
and organized classroom community. The establishment of rituals and routines What can you do to listen carefully to each other? Do they try to find ways to problem solve when the teacher is busy?

Section 1: Management

Section 1: Management
•

Book
supports children’s ability to function as responsible members of the classroom. Continuum Minilesson Look at the chart to remember.
• Do they gather materials properly, use them appropriately, and return
While explicitly teaching these rituals and routines, it is important to incorporate Connection
opportunities to read aloud and talk about books. Interactive read-aloud is a As you work today, notice when you listen to them in the condition and location where they found them?
To help children think about the minilesson principle, engage them in a someone speaking—to one of your classmates,
community-building experience that teaches children how to communicate their w Use conventions of respectful demonstration of effective listening behaviors. Here is an example. • Are they using academic terms, such as voice level, volume, and
thinking about books as well as carefully listen and respond to others in a respectful conversation (p. 333) to someone else in the school, or to me. Think
materials?
way. Read books from your own library or use books from the Fountas & Pinnell Listening carefully is something that is important to do in the classroom. Let’s about what is on the chart when you listen, and
w Demonstrate respectful listening Use your observations to determine the next umbrella you will teach. You may also
Classroom™ Interactive Read Aloud Collection about school, friendship, and family notice the way you listen to each other as we talk about a book you know. remember what you did so that you can share
behaviors (p. 333) consult Minilessons Across the Year (pp. 57–60) for guidance.
to discuss what it means to be part of a caring and considerate community. Create a when we come back together.
w Show a familiar book from the classroom library and ask children a few

MGT.U1.RML1: Listen carefully to each

warm and inviting child-centered classroom in which children can take ownership of questions about it to engage discussion and model listening skills, such as what
their own space and materials. Share Reader’s Notebook
the book is about, who the characters are, and where it takes place.
w Designate a whole-group meeting area, where the class gathers to think and What are some of the ways we showed that we were listening to each other?
Following independent work time, children together in the meeting area to talk about When this umbrella is complete, provide a copy of the minilesson principles (see
learn together. Consider a colorful rug with a spot for each member of the class. being a good listener. resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in

2
w Post a daily schedule so that children know what to expect. w Record responses on the chart. How were you a good listener today? the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Pinnell 2011]), so they can refer to the information as needed.
Your Every Day Guide for Literacy Teaching w Find appropriate places throughout the When you are working in a small group, being a good listener is a little different.
classroom to house materials and supplies. Can three volunteers come to the front and model what that looks like? Extend the Lesson (Optional)
w Place only one type of material/supply in each w Hand the same book to the volunteers and ask them to demonstrate what After assessing children’s understanding, you might decide to extend the learning.
container. good listening looks like as they briefly describe the book to each other. w Keep the listening chart posted, and refer to it in the upcoming weeks when you
w Organize and label both the materials and What did you notice? notice children following the ideas on the chart.
containers or shelves. w Point out when children are using good listening skills in other places around the
w Write the principle at the top of the chart paper and read the list.

other
w Allow many opportunities for the children to school, such as the lunchroom and library.
Why is it important to be a good listener in the classroom when the whole
browse and choose books.
group is working on something?
w Set up a regular time each day for children to
What are some ways that you can be a good listener in a small group?
read books they choose from an organized,

TRY-IT SAMPLE LESSONS

inviting classroom library. w Add further ideas to the chart.

Umbrella 1: Working Together in the Classroom 79 80 The Reading Minilessons Book, Grade 2 Umbrella 1: Working Together in the Classroom 81 90 The Reading Minilessons Book, Grade 2

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TEXT SET 1
You Will Need Book A Weekend with Wendell

Prepare to use the books in this text set by

IRA
The Importance of Friendship

IRA
Grade 2
• A Weekend with Wendell Author/
• Chart paper and marker Illustrator Kevin Henkes
• Writing paper, pencils, and crayons Genre Fiction/Animal Fantasy

Interactive Read-Aloud
• Calendar Text Set Friendship

Interactive Read-Aloud
Horace and Morris
• A Weekend with Wendell
but Mostly Dolores
• Horace and Morris but
James Howe Mostly Dolores
• This Is Our House
• First Come the Zebra

familiarizing yourself with the Inquiry Overview Card.

• The Old Woman Who
A Weekend with Wendell Horace and Morris but This is Our House First Come Named Things
The Old Woman Who
Mostly Dolores the Zebra Named Things

THE IMPORTANCE OF FRIENDSHIP

Summary
About This Text Set When Wendell spends the weekend at Sophie’s house, he is bossy and unkind, so Sophie and her parents can’t wait
for him to leave. Then Sophie teaches Wendell that they can both have fun when they are kind and take turns.
The books in this text set are all about friendship—making friends and being a good friend,
discovering friendships in surprising places, and the ways that friendship can challenge you to be
brave. The books in this set should prompt children to think about what makes a good friend, and Messages
the ways that friends support each other and make life more interesting and fun. You can have more fun playing with friends when you treat each other well. You should be on your best behavior
when you are a guest.
You might also include the following additional books and resources from the Fountas & Pinnell

Here you’ll find the essential questions, big ideas, and

Classroom collection.

Roses for Gita Bill and Pete Bill and Pete Go Those Shoes
Goals
Down the Nile
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Monkey and Rabbit: Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:
Side by Side: A True Story
A Tale from Brazil
Inquiry ■■Notice and understand the theme of friendship that is
close to their own experiences.

TEXT: A Weekend with Wendell

■■Relate the text to one’s own life.
■■Notice and understand animal fantasy as a special Communication
Thinking Across Books type of fiction. ■■Take turns when speaking.
WHOLE CLASS

■■Notice how Wendell changes, and understand the

While reading the books in this text set, help children make connections across the set, and facilitate ■■Listen, respond, and build on the statements of others.

The Importance of Friendship

reason for the change.
ways of learning and finding out more about friendship. Vocabulary
Comprehension

critical thinking students will explore and investigate

■■Continue to build vocabulary as a foundation for
■■ What problems did the characters in these books have, and how did they resolve them? ■■Use background knowledge of bossy people to recognizing words in print (e.g., weekend, rules).
understand the problem Sophie has with Wendell.
■■ Were you reminded of anything in your own life? ■■Use specific academic vocabulary to talk about the
■■Use evidence from the text to understand why Sophie’s
■■ How are the messages of these books similar? fiction genre of animal fantasy.
parents do not want Wendell to come back.

Essential Question and Big Ideas About This Book

Engage children by keeping this essential question and these big ideas in mind as you read and talk about
the texts in this set. Be sure to use language appropriate for the grade level. This question can also be GENRE FOCUS In this animal fantasy, the main characters are mice who behave and talk like people. The story has
lessons and themes about friendship that children can relate to their own lives.
explored through a variety of inquiry projects, including the suggested projects on the next page.

Respond to the IRA text by using the

HOW THE BOOK WORKS This animal fantasy is told from a third-person perspective in chronological sequence
with assigned dialogue. The illustrations support text comprehension with details, and the story uses humor to

further as they engage with these texts.

engage the reader.
What does it mean to be a

Grade 2
Friends support Your friends have IMPORTANT TEXT CHARACTERISTICS
and care about good friend? qualities that you ■■A story that has ideas close to children’s experiences, such as sharing with others and being a nice friend; character
each other. appreciate. dimensions and relationships revealed through dialogue and behavior; and character development as a result
of plot events
■■Humor that is easy to grasp (Sophie’s and her parents’ reactions to Wendell’s behavior)
■■Content that is appropriate for children’s life experience (how Sophie teaches Wendell to be a nice friend)
Friends come in all shapes ■■Illustrations in watercolor with black pen-and-ink that fully support meaning
and sizes.

Shared Writing section on your lesson

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_IRA_G2_ICard_FPP_Friendship_3291.indd 1 6/28/2017 10:38:05 AM

Front IRA_G2_B01_FPP_WeekendwithWendell_3292.indd 1 6/26/2017 6:03:22 PM

folder.

Individual Assessments: Text Reading Guided reading groups do not typically begin in
Level, High-Frequency Words, Vocabulary the first few weeks of school. Use the time you
SMALL GROUP

will eventually allot to guided reading to conduct

beginning-of-year individual assessments.

Book Clubs do not typically begin until after the first

month of school.

Establish a classroom community and Use the time you will eventually allot to student
INDEPENDENT

routines. choice/conferring to establish a classroom community

and routines (through the Reading Minilessons)
that children will use to work with one another and
independently during independent work time.

FPC TRY IT GRADE 2.indd 20 4/4/19 6:17 PM

 DAY-PLANS GRADE 2 21

DAY 2
MANAGEMENT UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Working Together in the Classroom

Minilessons in This Umbrella

Umbrella 1

Working Together
in the Classroom
RML 2
MGT.U1.RML2
Reading Minilesson Principle
Use an appropriate voice level.

Goal
Learn to manage voice levels.
w Add 3 loud to the chart, along with children’s
examples.
How does it help others in the classroom when
RML 2
MGT.U1.RML2
Umbrella 1 Working Together in the Classroom

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need work in the classroom.
RML1 Listen carefully to each other. Rationale you use an appropriate voice level?
Writing About Reading w What evidence do you have that children have learned ways to work together
RML2 Use an appropriate voice level. w a book from the classroom library
When you teach children appropriate voice levels for different settings, they learn in the classroom?
Have a Try

WORKING TOGETHER IN THE CLASSROOM

that children are familiar with
to independently determine which voice level to use and modulate their voices
RML3 Do your best work. chart paper and markers • Are children listening carefully to others during small-group and whole-

The Reading
w
accordingly. Invite the children to think with a partner about other
group activities?
RML4 Find ways to solve problems when the teacher is working with others. times to use the voice levels.
Academic Language / Assess Learning • Do they use an appropriate voice level for different situations?
RML5 Take good care of classroom materials. Important Vocabulary With your partner, pick one voice level to talk
Observe children as they use voice levels in different settings. Notice if there is about. When else might you use that voice level? • Do they move from place to place quickly and quietly?

Minilessons
evidence of new learning based on the goal of this minilesson.
w voice level • Are they able to get started right away when working on an independent
Before Teaching Umbrella 1 Minilessons w Do children talk about different voice levels and when each is appropriate? w After a brief time for discussion, ask children to
activity?
w volume
add any new ideas and talk about why using an
This set of minilessons is designed to help you maintain a respectful, caring, appropriate w Can they adjust their own voices according to the situation? • Do they stay focused while working?
w
appropriate voice level is important.
and organized classroom community. The establishment of rituals and routines conferring w Do they understand and use the terms voice level, volume, appropriate, and
w Do they try to find ways to problem solve when the teacher is busy?

Section 1: Management

Section 1: Management
•

Book
supports children’s ability to function as responsible members of the classroom. conferring? Summarize and Apply
While explicitly teaching these rituals and routines, it is important to incorporate • Do they gather materials properly, use them appropriately, and return
Continuum them in the condition and location where they found them?
opportunities to read aloud and talk about books. Interactive read-aloud is a Summarize the learning and remind children to use a voice
community-building experience that teaches children how to communicate their
Connection Minilesson level appropriate for their activities. • Are they using academic terms, such as voice level, volume, and
thinking about books as well as carefully listen and respond to others in a respectful Speak at an appropriate volume Look at the chart. Is there anything that should be materials?
w
To help children think about the minilesson principle, engage them in discussing
way. Read books from your own library or use books from the Fountas & Pinnell

MGT.U1.RML2: Use an appropriate voice

(p. 333) moved from one voice level to another? Is there Use your observations to determine the next umbrella you will teach. You may also
voice levels and creating a reference chart. Here is an example.
Classroom™ Interactive Read Aloud Collection about school, friendship, and family w Adjust speaking volume for anything that should be added? consult Minilessons Across the Year (pp. 57–60) for guidance.
to discuss what it means to be part of a caring and considerate community. Create a different contexts (p. 333) w Ask a volunteer to demonstrate reading a book independently for a few
warm and inviting child-centered classroom in which children can take ownership of moments. w Make any changes.
their own space and materials. Reader’s Notebook
What did you notice about ’s voice while she was reading? As you work today, think about the voice level you will use. When we meet after
w Designate a whole-group meeting area, where the class gathers to think and Reading silently is a time when you would use voice level 0. What are some independent work time, we will talk about the voice levels you used. When this umbrella is complete, provide a copy of the minilesson principles (see
learn together. Consider a colorful rug with a spot for each member of the class. other times? resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in

2
Share the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
w Post a daily schedule so that children know what to expect.
w On chart paper, write voice level 0 silent. Add children’s examples for times Pinnell 2011]), so they can refer to the information as needed.
Your Every Day Guide for Literacy Teaching w Find appropriate places throughout the when a silent voice is appropriate. Following independent work time, gather children together to work in groups of three.
classroom to house materials and supplies. w Children can take turns telling what their book was about using an appropriate voice
Now let’s think about what type of voice to use for partner reading.
w Place only one type of material/supply in each level.
container. w Have two children sit together with a book and quietly talk about the book. w After time for small-group sharing, have a few volunteers share with the whole group

level
w Organize and label both the materials and What did you notice about their voice levels? about the book, adjusting their voice level.
containers or shelves. How about when you are conferring, or talking in a small group, with the What voice levels did you use today? Why?
w Allow many opportunities for the children to teacher?
browse and choose books. Extend the Lesson (Optional)
w Add voice level 1 soft to the chart. Add children’s examples.
w Set up a regular time each day for children to After assessing children’s understanding, you might decide to extend the learning.
What type of voice do we use to talk all together in a whole group?
read books they choose from an organized,
w Keep the voice level chart posted in the classroom, and encourage children to help

TRY-IT SAMPLE LESSONS

inviting classroom library. w Add voice level 2 normal to the chart. Add children’s examples. each other remember which voice level to use in different circumstances.
What are some times when you use a loud voice?

Umbrella 1: Working Together in the Classroom 79 82 The Reading Minilessons Book, Grade 2 Umbrella 1: Working Together in the Classroom 83 90 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 79 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 82 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 83 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 90 9/24/18 1:31 PM

TEXT: Horace and Morris but Mostly You Will Need Book Horace and Morris but

IRA
Mostly Dolores Horace and Morris but
• Horace and Morris but Mostly Dolores Grade 2 Mostly Dolores
• Chart paper and marker Author James Howe
James Howe
• Large sheets of construction paper Illustrator Amy Walrod

Interactive Read-Aloud
in different colors, color markers or crayons. Genre Fiction/Animal Fantasy

Dolores
• Writing paper and pencils Text Set Friendship
• A Weekend with Wendell
• Horace and Morris but
Mostly Dolores
• This Is Our House
• First Come the Zebra
• The Old Woman Who
Named Things

Summary
Horace, Morris, and Dolores do everything together until the boys join a boys-only club. Dolores is left out, so she
joins a girls-only club. They soon realize they miss each other and start a new club that includes everyone.

Messages
It’s fun to have good friends. It’s kind to include others when you play. No one likes to be left out.

Respond to the IRA text by using the

Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

Inquiry Communication
■■Notice and understand the theme of friendship that is ■■Enter a conversation properly.
close to their experiences. ■■Demonstrate respectful listening behaviors.
■■Notice and understand when and how the problem
is solved.
Vocabulary
WHOLE CLASS

■■Notice the author’s choice of interesting words

Comprehension and language.

Shared Writing section on your lesson

■■Infer what lesson Horace, Morris, and Dolores learn. ■■Notice and acquire understanding of new vocabulary
■■Understand the relationships between the friends as from read-aloud content (e.g., decision, downhearted).
revealed through dialogue and behavior.
■■Recognize how James Howe uses humor.

About This Book

GENRE FOCUS In this animal fantasy, the characters are mice who speak, dress, and have feelings like people. The
lesson and theme about friendship can be applied to the lives of young readers.
HOW THE BOOK WORKS This animal fantasy is told from a third-person perspective in chronological sequence
with assigned dialogue and speech bubbles. The detailed illustrations represent a coherent artistic vision, while

folder.
engaging the reader with humor.
IMPORTANT TEXT CHARACTERISTICS
■■A story that has ideas close to the children’s own lives, such as including others and being a good friend, and shows
character development as a result of plot events
■■Simple problem that children can relate to and a satisfying resolution (The friends miss each other so they start a
new club that everyone can join.)
■■Content that is appropriate for children’s life experience (friendship)
■■Some long and complex sentences that require attention to follow
■■Decorative illustrations and print outside the body of the text

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

IRA_G2_B1_FPP_HoraceMorrisDolores_3293.indd 1 6/28/2017 11:22:32 AM

SUPPLEMENTARY RESOURCE Down by the Bay

Down by the bay where the watermelons grow,

POETRY CHART:
Back to my home I dare not go.
For if I do my mother will say,
“Did you ever see a pig dancing the jig?”
Down by the bay.

Down by the Bay Down by the bay where the watermelons grow,
Back to my home I dare not go.
For if I do my mother will say,
“Did you ever see a whale with a polka-dot tail?”
Down by the bay.

Down by the bay where the watermelons grow,

Back to my home I dare not go.
For if I do my mother will say,
“Did you ever see a bear combing his hair?”
Down by the bay.

© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.

Illustration by Richard Hoit

SPC_2772_G2_DownByBay_PPDF.indd 1 5/31/18 10:40 AM

Individual Assessments
SMALL GROUP

Establish a classroom community and

INDEPENDENT

routines.

FPC TRY IT GRADE 2.indd 21 4/4/19 6:17 PM

 22 FOUNTAS & PINNELL CLASSROOM™

DAY 3
MANAGEMENT UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Working Together in the Classroom

Minilessons in This Umbrella

Umbrella 1

Working Together
in the Classroom
RML 3
MGT.U1.RML3
Reading Minilesson Principle
Do your best work.

Goal
Learn to work promptly and stay focused.
Have a Try
Invite children to talk with a partner about the importance
RML 3
MGT.U1.RML3
Umbrella 1 Working Together in the Classroom

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need of doing their best work. work in the classroom.
RML1 Listen carefully to each other. Rationale
Writing About Reading Turn and talk about why each item on the chart is w What evidence do you have that children have learned ways to work together
RML2 Use an appropriate voice level. materials for an independent

WORKING TOGETHER IN THE CLASSROOM

w
When you teach children procedures for moving from one spot to another, getting important. in the classroom?
classroom activity children are
started quickly, and staying focused, you promote independence and allow time for
RML3 Do your best work. familiar with • Are children listening carefully to others during small-group and whole-

The Reading
working with other children in a small group or individually. Summarize and Apply
w chart paper and markers group activities?
RML4 Find ways to solve problems when the teacher is working with others.
Assess Learning Summarize the learning and remind children to follow the • Do they use an appropriate voice level for different situations?
RML5 Take good care of classroom materials. Academic Language /
Observe children when they work independently. Notice if there is evidence of new ideas on the chart for working independently. • Do they move from place to place quickly and quietly?
Important Vocabulary

Minilessons
learning based on the goal of this minilesson. Look at the chart. Is there anything that should be
• Are they able to get started right away when working on an independent
Before Teaching Umbrella 1 Minilessons w focus w Do children understand the classroom routines for working independently, such added or changed? Is there anything that should
activity?
independent as how to move around, start work quickly, and stay focused? be taken off the chart?
This set of minilessons is designed to help you maintain a respectful, caring, w
• Do they stay focused while working?
and organized classroom community. The establishment of rituals and routines w routine w Are they able to articulate reasons why following the routines helps children do w Make any changes and add the principle at the top. Do they try to find ways to problem solve when the teacher is busy?

Section 1: Management

Section 1: Management
their best work? •

Book
supports children’s ability to function as responsible members of the classroom. As you work today, think about how you can get
While explicitly teaching these rituals and routines, it is important to incorporate w Do they understand and use the words focus, independent, and routine? • Do they gather materials properly, use them appropriately, and return
started on your work right away and keep focused
opportunities to read aloud and talk about books. Interactive read-aloud is a them in the condition and location where they found them?
on your work. When we meet after independent
community-building experience that teaches children how to communicate their • Are they using academic terms, such as voice level, volume, and
thinking about books as well as carefully listen and respond to others in a respectful
Minilesson work time, we will talk about how you did.
materials?
way. Read books from your own library or use books from the Fountas & Pinnell Share Use your observations to determine the next umbrella you will teach. You may also
To help children think about the minilesson principle, provide a short
Classroom™ Interactive Read Aloud Collection about school, friendship, and family

MGT.U1.RML3: Do your best work

demonstration. Here is an example. consult Minilessons Across the Year (pp. 57–60) for guidance.
to discuss what it means to be part of a caring and considerate community. Create a Following independent work time, gather children in the meeting area.
warm and inviting child-centered classroom in which children can take ownership of When you are working independently, there are things you can do so that
When you worked today, how did following the points on the chart help you?
their own space and materials. you do your best work. Reader’s Notebook
w Designate a whole-group meeting area, where the class gathers to think and Let’s watch as a few volunteers work independently. Extend the Lesson (Optional) When this umbrella is complete, provide a copy of the minilesson principles (see
learn together. Consider a colorful rug with a spot for each member of the class. resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
w Invite a few volunteers to get out classroom materials for an independent After assessing children’s understanding, you might decide to extend the learning.

2
Post a daily schedule so that children know what to expect. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
w activity children are familiar with and work for a few moments and then put
Keep the chart posted in the classroom and encourage children to refer to it and help Pinnell 2011]), so they can refer to the information as needed.
Your Every Day Guide for Literacy Teaching w Find appropriate places throughout the materials away as others observe.
w
each other follow the routines.
classroom to house materials and supplies. What types of things did you notice that help them do their best work?
w Reinforce positive classroom routines by noticing when children are using the ideas
w Place only one type of material/supply in each Let’s think about the ways to do your best work and the reasons why you on the chart when they work independently.
container. do those things.
w Organize and label both the materials and
w As children provide suggestions, write their ideas on chart paper, creating a list
containers or shelves.
of ways to do their best work.
w Allow many opportunities for the children to
Why do you move quickly and silently from one spot to another?
browse and choose books.
Why is it a good idea to start working right away? To keep doing your work
w Set up a regular time each day for children to
staying focused? To return your materials to where they belong?
read books they choose from an organized,

TRY-IT SAMPLE LESSONS

inviting classroom library.

Umbrella 1: Working Together in the Classroom 79 84 The Reading Minilessons Book, Grade 2 Umbrella 1: Working Together in the Classroom 85 90 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 79 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 84 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 85 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 90 9/24/18 1:31 PM

TEXT SET 1
You Will Need Book This Is Our House

IRA
Grade 2
• This Is Our House Author Michael Rosen
• Large cardboard boxes Illustrator Bob Graham
• Writing paper, pencils, and crayons Genre Fiction/Realistic

Interactive Read-Aloud
• Small boxes, crayons, scissors, and
Text Set Friendship
dolls or puppets • A Weekend with Wendell
• Horace and Morris but
Mostly Dolores
• This Is Our House
• First Come the Zebra
• The Old Woman Who
Named Things

THE IMPORTANCE OF FRIENDSHIP

Summary
George is in a house made from a large box, and he won’t let the other children play in it. When George leaves the
house for a short time, the other children show George how it feels to be the one who is left out.

Messages
Including friends when playing is a lot more fun than excluding them. Think about how your actions make others feel.

Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

Inquiry ■■Support opinions about the behavior of George.

WHOLE CLASS

■■Make connections across stories about friendship. ■■Give opinions about whether the problem of George not

TEXT: This is Our House

■■Understand that the story’s lesson can be applied to letting the children play in the box with him seems real.
one’s own life. Communication
■■Infer relationships between George and the other ■■Listen with active attention as the story is read aloud.
children as revealed through dialogue and behavior.
■■Take turns when speaking.
Comprehension
Vocabulary
■■Use background knowledge to understand the setting,
■■Notice and acquire understanding of new vocabulary
problem, and characters.
(e.g., headed, fridge, rescue).

About This Book

GENRE FOCUS In this realistic-fiction story, the main character learns a lesson about including others that readers
can relate to their own lives. The setting, problem/solution, and characters are true to life.
HOW THE BOOK WORKS This realistic-fiction story is told from a third-person perspective in chronological
sequence with assigned dialogue. The illustrations convey mood and the characters’ feelings and use color to focus
on key actions and characters in each scene. Some scenes appear from different perspectives.
IMPORTANT TEXT CHARACTERISTICS
■■A story that involves friendship, a theme close to children’s own lives; character development as a result of plot
events; and characters, settings, and events that could occur in real life
■■Simple problem that children can relate to and a satisfying resolution (George won’t share the house, but after he is
left out he changes his ways.)
■■Content that is appropriate for children’s life experience (friendship and sharing)
■■Variety in presentation of dialogue among multiple characters
■■Illustrations that use color and varied perspectives to support and extend meaning

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

IRA_G2_B01_FPP_OurHouse_3294.indd 1 6/26/2017 8:32:10 PM

Individual Assessments
SMALL GROUP

Establish a classroom community and

INDEPENDENT

routines.

FPC TRY IT GRADE 2.indd 22 4/4/19 6:17 PM

 DAY-PLANS GRADE 2 23

DAY 4
MANAGEMENT UMBRELLA 1
Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Working Together in the Classroom

Minilessons in This Umbrella

Umbrella 1

Working Together
in the Classroom
RML 4
MGT.U1.RML4
Reading Minilesson Principle
Find ways to solve problems when the teacher is working
with others.

Goal
Learn how to problem solve independently from the teacher.
w Have children talk about different types of
emergencies, such as when someone is sick or hurt.
RML 4
MGT.U1.RML4
Umbrella 1 Working Together in the Classroom

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Be sure they understand that they must come to you
Strategies & Skills You Will Need work in the classroom.
RML1 Listen carefully to each other. Rationale immediately if an emergency occurs.

WORKING TOGETHER IN THE CLASSROOM

Writing About Reading w What evidence do you have that children have learned ways to work together
RML2 Use an appropriate voice level. w chart paper and markers
When children learn different ways to problem solve on their own, it encourages Have a Try in the classroom?
independence and allows time for the teacher to work with small groups or
RML3 Do your best work. Academic Language / • Are children listening carefully to others during small-group and whole-
Invite children to talk with a partner about solving

The Reading
individually with other children.
Important Vocabulary problems. group activities?
RML4 Find ways to solve problems when the teacher is working with others.
Assess Learning • Do they use an appropriate voice level for different situations?
problem solve Turn and talk about how you could be a problem
RML5 Take good care of classroom materials. w
Observe children as they work independently and problem solve. Notice if there is solver if you are not sure what to do next. • Do they move from place to place quickly and quietly?

Minilessons
w reread
evidence of new learning based on the goal of this minilesson.
directions w After time for discussion, ask children to share. • Are they able to get started right away when working on an independent
Before Teaching Umbrella 1 Minilessons w
w Can children understand different ways that they can solve problems without activity?
w think the help of the teacher?
This set of minilessons is designed to help you maintain a respectful, caring, Summarize and Apply • Do they stay focused while working?
w review
and organized classroom community. The establishment of rituals and routines w Are they able to articulate why it is important to try to solve problems on their
Do they try to find ways to problem solve when the teacher is busy?

Section 1: Management

Section 1: Management
own? Summarize the learning and remind children to look at the •

Book
supports children’s ability to function as responsible members of the classroom.
chart if they have a problem to solve. • Do they gather materials properly, use them appropriately, and return
While explicitly teaching these rituals and routines, it is important to incorporate
opportunities to read aloud and talk about books. Interactive read-aloud is a Look at the chart. Is there anything that should be them in the condition and location where they found them?
Minilesson
community-building experience that teaches children how to communicate their added or changed? • Are they using academic terms, such as voice level, volume, and
thinking about books as well as carefully listen and respond to others in a respectful To help children think about the minilesson principle, engage them in a discussion materials?
Read the chart together and add the principle at the top.

MGT.U1.RML4: Find ways to solve problems

w
way. Read books from your own library or use books from the Fountas & Pinnell of how to problem solve independently. Here is an example. Use your observations to determine the next umbrella you will teach. You may also
Classroom™ Interactive Read Aloud Collection about school, friendship, and family If you have a question while you are working today,
It is important to learn to solve some problems on your own. This is consult Minilessons Across the Year (pp. 57–60) for guidance.
to discuss what it means to be part of a caring and considerate community. Create a look at the chart for ways to solve your problem. When we meet after independent
especially true when I am working with others. work time, we will talk about how you solved a problem.
warm and inviting child-centered classroom in which children can take ownership of
their own space and materials. Let’s think about some different problems you might have and ways you Reader’s Notebook
could try to solve them on your own. Share
w Designate a whole-group meeting area, where the class gathers to think and When this umbrella is complete, provide a copy of the minilesson principles (see
learn together. Consider a colorful rug with a spot for each member of the class. w As children suggest ideas for problems that might occur, ask other children Following independent work time, have children return to the meeting area. resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in

2
w Post a daily schedule so that children know what to expect. how those problems might be solved. Prompt the thinking as needed. Some the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Did anyone have a problem that they solved on their own?
Pinnell 2011]), so they can refer to the information as needed.
Your Every Day Guide for Literacy Teaching w Find appropriate places throughout the
suggestions are below.
How did you solve it?
classroom to house materials and supplies. • What if you do not know what activity to do next?
w As children share, add any new ideas to the chart.
w Place only one type of material/supply in each • What if you do not know what materials you need?

when the teacher is working with others

container. What if you finish your work early?
• Extend the Lesson (Optional)
w Organize and label both the materials and
w Make a list on chart paper of the different solutions that children share to After assessing children’s understanding, you might decide to extend the learning.
containers or shelves.
solve a variety of problems that might occur.
w Allow many opportunities for the children to w Keep the chart posted in the classroom so children can refer to it for problem solving.
The ideas on this chart help you be a problem solver. Problem solvers think
browse and choose books. w Revisit the chart from time to time and ask children if they have any new problem-
about different ways to solve problems.
w Set up a regular time each day for children to solving strategies they want to add.
Sometimes, emergencies happen. What types of problems would be
read books they choose from an organized,
emergencies when you should come to me right away for help, no matter

TRY-IT SAMPLE LESSONS

inviting classroom library.
what I am doing?

Umbrella 1: Working Together in the Classroom 79 86 The Reading Minilessons Book, Grade 2 Umbrella 1: Working Together in the Classroom 87 90 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 79 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 86 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 87 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 90 9/24/18 1:31 PM

TEXT SET 1 You Will Need Book First Come the Zebra

IRA
Grade 2
• First Come the Zebra Author/
• World map or globe Illustrator Lynne Barasch
• Large white construction paper, Genre Fiction/Realistic
crayons, and pencils

Interactive Read-Aloud
Text Set Friendship
• Mancala game boards (purchased
• A Weekend with Wendell
or homemade)
• Horace and Morris but
• Large map of Africa
Mostly Dolores
• Drawing paper and color pencils
• This Is Our House
Visit fountasandpinnell.com/resources to
• First Come the Zebra
download online resources to support this • The Old Woman Who Named Things
lesson, including:

THE IMPORTANCE OF FRIENDSHIP

• Instructions for Mancala Game

Summary
Two boys in Kenya are not friends when they first meet because their tribes, the Maasai and the Kikuyu, do not get
along. When the boys work together to save a baby, they learn that they have a lot in common and become friends.

Messages
It is important to respect each other’s differences. Working together helps you solve problems. When you get to
know someone who seems different, you may become friends.

Goals
WHOLE CLASS

Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

TEXT: First Come the Zebra

Inquiry ■■Infer the relationship between Abaani and Haki as
■■Recognize and understand that realistic-fiction texts revealed through dialogue and behavior.
may have settings that reflect a wide range of places, Communication
languages, and culture.
■■Listen, respond, and build on the statements of others.
■■Notice and understand a setting (grasslands in Kenya)
■■Listen with active attention as the story is read aloud.
that is distant in place from children’s own experiences.
■■Notice how characters change, and infer reasons from Vocabulary
story events. ■■Use new vocabulary in discussion of the text
(e.g., migrate, grasslands).
Comprehension
■■Notice and infer the importance of ideas relevant
to their world, such as friendship, sharing, and
getting along.

About This Book

GENRE FOCUS In this realistic-fiction story set in Kenya, the lives and conflict of the two boys reflect the issues of
Kenyan tribes. Readers will relate to the common themes of friendship and working together.
HOW THE BOOK WORKS This realistic-fiction story is told from a third-person perspective, in chronological
sequence, and with assigned dialogue. The illustrations beautifully capture life on the Kenyan grasslands. The conflict
between the two boys is introduced and resolved over time in a way that could happen in real life.
IMPORTANT TEXT CHARACTERISTICS
■■A story that involves friendship, a theme close to children’s own lives; character development as a result of plot
events; and realistic characters, settings, and events that can occur in the world
■■A problem that is solved with a hopeful and satisfying resolution
■■Content that reflects a faraway setting, language, and culture that is new to children
■■Variety in presentation of dialogue among multiple characters
■■A few content words that may be new (e.g., Kenya, grasslands, migration)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

IRA_G-2_B2_FPP_FirsttheZebra_3295.indd 1 6/26/2017 9:31:33 PM

Individual Assessments
SMALL GROUP

Establish a classroom community and

INDEPENDENT

routines.

FPC TRY IT GRADE 2.indd 23 4/4/19 6:17 PM

 24 FOUNTAS & PINNELL CLASSROOM™

DAY 5
MANAGEMENT UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Working Together in the Classroom

Minilessons in This Umbrella

Umbrella 1

Working Together
in the Classroom
RML 5
MGT.U1.RML5
Reading Minilesson Principle
Take good care of classroom materials.

Goal
Learn to use and return supplies and materials respectfully and independently.
Have a Try
Invite the children to talk with a partner about the
RML 5
MGT.U1.RML5
Umbrella 1 Working Together in the Classroom

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need importance of taking good care of classroom materials. work in the classroom.
RML1 Listen carefully to each other. Rationale
Writing About Reading Choose one item on the chart. Turn and talk with a w What evidence do you have that children have learned ways to work together
RML2 Use an appropriate voice level. materials for an activity children

WORKING TOGETHER IN THE CLASSROOM

w
When children understand the importance of taking good care of shared materials, partner about why it is important. in the classroom?
are familiar with, located at a
including returning them to where they belong, it promotes a positive learning
RML3 Do your best work. materials station • Are children listening carefully to others during small-group and whole-
Provide a short time for discussion and then ask

The Reading
environment by guaranteeing that everyone will have materials to use that are in w
w chart paper and markers good shape. children to share ideas. group activities?
RML4 Find ways to solve problems when the teacher is working with others.
• Do they use an appropriate voice level for different situations?
RML5 Take good care of classroom materials. Academic Language / Assess Learning Summarize and Apply
Important Vocabulary • Do they move from place to place quickly and quietly?

Minilessons
Observe children as they work on literacy activities. Notice if there is evidence of new
Summarize the learning by reviewing the chart. • Are they able to get started right away when working on an independent
Before Teaching Umbrella 1 Minilessons w materials learning based on the goal of this minilesson.
activity?
Look at the chart. Is there anything that should be
properly w Do children treat materials carefully and with respect?
This set of minilessons is designed to help you maintain a respectful, caring, w
added or changed? • Do they stay focused while working?
and organized classroom community. The establishment of rituals and routines w return w Do they understand the reasons why materials should be cared for?
Do they try to find ways to problem solve when the teacher is busy?

Section 1: Management

Section 1: Management
•
Make any changes and add the principle at the top.

Book
w
supports children’s ability to function as responsible members of the classroom. w Do they understand and use the words materials, properly, and return?
While explicitly teaching these rituals and routines, it is important to incorporate If you use any classroom materials when you work • Do they gather materials properly, use them appropriately, and return
opportunities to read aloud and talk about books. Interactive read-aloud is a today, remember to take good care of them. When them in the condition and location where they found them?
community-building experience that teaches children how to communicate their Minilesson we meet after independent work time, we will talk • Are they using academic terms, such as voice level, volume, and
thinking about books as well as carefully listen and respond to others in a respectful about how you took care of the materials. materials?
To help children think about the minilesson principle, engage them in a
way. Read books from your own library or use books from the Fountas & Pinnell Use your observations to determine the next umbrella you will teach. You may also
demonstration of returning materials properly. Here is an example.
Classroom™ Interactive Read Aloud Collection about school, friendship, and family Share

MGT.U1.RML5: Take good care of

consult Minilessons Across the Year (pp. 57–60) for guidance.
to discuss what it means to be part of a caring and considerate community. Create a Where do we keep classroom materials that you use for activities?
Following independent work time, have children return to the meeting area.
warm and inviting child-centered classroom in which children can take ownership of Let’s watch as a few volunteers get materials, use them properly, and
their own space and materials. If you used materials today, tell about the way that you went to get them out, how Reader’s Notebook
return them.
you used them, and how you put them away.
w Designate a whole-group meeting area, where the class gathers to think and When this umbrella is complete, provide a copy of the minilesson principles (see
w Ask a few volunteers to get materials for an activity children are familiar with
learn together. Consider a colorful rug with a spot for each member of the class. resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
and to begin working. Stop the volunteers after they have worked for a few Extend the Lesson (Optional)

2
w Post a daily schedule so that children know what to expect. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
moments.
Pinnell 2011]), so they can refer to the information as needed.
Your Every Day Guide for Literacy Teaching w Find appropriate places throughout the What did you notice about the way they gathered the materials?
After assessing children’s understanding, you might decide to extend the learning.
classroom to house materials and supplies. w Revisit the chart from time to time and talk about how materials are being used in the
What do you notice about the way they used the materials?
classroom.
w Place only one type of material/supply in each
container. w Ask the volunteers to return the materials. w Invite children to participate in organizing the materials station, including labeling
bins with words and drawings.

classroom materials
w Organize and label both the materials and How were the materials returned?
containers or shelves. What are some important rules to follow when using classroom materials?
w Allow many opportunities for the children to
w As children offer suggestions, make a list on chart paper of their ideas.
browse and choose books.
w Read the list.
w Set up a regular time each day for children to
read books they choose from an organized, How can you help yourself and others when you follow these rules for using
classroom materials?
TRY-IT SAMPLE LESSONS
inviting classroom library.

Umbrella 1: Working Together in the Classroom 79 88 The Reading Minilessons Book, Grade 2 Umbrella 1: Working Together in the Classroom 89 90 The Reading Minilessons Book, Grade 2

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TEXT SET 1
You Will Need Book The Old Woman Who

IRA
Named Things
• The Old Woman Who Named Things Grade 2
• Readers’ Notebooks or writing paper, pencils Author Cynthia Rylant
• Notecards, markers, tape Illustrator Kathryn Brown

Interactive Read-Aloud
• Watercolor paints, brushes, paper Genre Fiction/Realistic
• Clear plastic wrap, construction paper strips, Text Set Friendship
and glue • A Weekend with Wendell
• Horace and Morris but
Mostly Dolores
• This Is Our House
• First Come the Zebra
• The Old Woman Who
Named Things

THE IMPORTANCE OF FRIENDSHIP

Summary
An old woman is sad because she has outlived all her friends. She names things that will outlast her so she won’t lose
anyone else. When a dog starts visiting her, she finally remembers that friendship outweighs the risk of loss.

Messages
Sometimes you need to take a chance on friendship. Things cannot take the place of a friend. It may be worth taking a
risk if the reward is worthwhile.

Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

Inquiry ■■Express opinions about which character in one of the

TEXT: The Old Woman Who Named Things

■■Inferthe old woman’s feelings as revealed through her friendship stories that they would most like as a friend
dialogue and behavior. and explain why.
WHOLE CLASS

■■Ask questions to deepen understanding of the text. Communication

■■Noticehow illustrations help to communicate the ■■Turnand talk with a partner about a given idea, and
author’s message. make a connection to the partner’s idea.
■■Look at the audience (or other person) while speaking.
Comprehension
■■Make predictions about what the old woman is Vocabulary
likely to do, and use evidence from the text to ■■Learnsome words that do not appear frequently in oral
support predictions. conversation (e.g., outlive, tolerate, everlasting).
■■Notice and understand themes of loss and friendship. ■■Derivethe meaning of the word tolerate from
context clues.

About This Book

GENRE FOCUS In this realistic-fiction story, a lonely old woman does not want to risk losing more friends. The story
events could happen in real life, and readers will relate to the joy of finding a new friend.
HOW THE BOOK WORKS This realistic-fiction story is told in the third person, in chronological sequence, and
with assigned dialogue. The illustrations give a human perspective to the things the old lady has named and extend
understanding of the main character’s personality through many subtle details.
IMPORTANT TEXT CHARACTERISTICS
■■A story that shows a new and evolving friendship, a theme close to children’s own lives; character development as a
result of plot events; and realistic characters, settings, and events that could occur in real life
■■A problem that is solved in a hopeful and satisfying way
■■Memorable main character
■■Content that increases children’s understanding of the social world
■■A few content words that may be new (outlive, everlasting, tolerate)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

IRA_G2_B2_FPP_WomanWhoNamedThings_3296.indd 1 6/28/2017 11:38:39 AM

TEXT: Fur, Feathers, and More In addition to the Big Book, there are six small books

SR
You Will Need Book Fur, Feathers,
and More
• Fur, Feathers, and More Author Stephanie Petron
Cahill
• a pointer
Genre Nonfiction/

Shared Reading
• magnetic letters
Expository
• chart paper and marker
Pair Up With Paws and Claws
• index cards
• highlighter tape or wax craft sticks
• Consonant Cluster Linking Chart

Summary
Animals are covered with different kinds of coverings. Some animals have fur. Some have feathers. Some have scales.
Others have stretchy skin or sharp spines. Each animal needs its covering to survive.

Messages
Living things are alike in many different ways and also different from each other. It is fascinating to learn about animals.
and audiobook versions provided for all Shared
Reading titles.
Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared
and Performance Reading section and also pertinent levels in the Guided Reading section).

Searching, Monitoring, Vocabulary and Language Comprehension: Talking and

Correcting Behaviors Development Writing About Reading
Search
■■ for visual information in Add
■■ new words to oral and Notice
■■ and talk about how texts
words and word parts: covered, reading vocabulary (covering, are alike or different.
covering. slither, slimy, rough). Develop
■■ awareness that
Use
■■ repetitive sentence structure Notice
■■ and use words that add information is provided in
to monitor and correct. description (sleek, fluffy). different formats and places on
the page: labels, map, sidebars,
Fluent Reading Phonics/Word Study
diagram.
Use
■■ line breaks to guide phrasing. Recognize
■■ and say consonant
clusters that blend two or three
consonant sounds.
Recognize
■■ and read the digraph
gh at the end of a word: rough.

About This Book

GENRE FOCUS This expository nonfiction book provides information about animals and their coverings, focusing on
fur, feathers, scales, slimy skin, and quills.
HOW THE BOOK WORKS Each section of the book highlights an animal covering and one animal that has that
covering. Sidebars provide additional information about the covering or the animal.
IMPORTANT CHARACTERISTICS TO NOTICE
Large,
■■ clear, colorful photographs that add interest and support comprehension
Labels,
■■ diagrams, and a map
Repetitive text with
■■ simple punctuation
Some
■■ new descriptive words that are easy to understand in context
Sidebars that
■■ provide additional information

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2118_G2_FurFeathers.indd 3 1/8/18 3:30 PM

Individual Assessments
SMALL GROUP

Student choice and confer with individual Options for student choice include:
INDEPENDENT

students. • Independent reading

• Writing about reading in the Reader's Notebooks
• Work on projects

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 DAY-PLANS GRADE 2 25

DAY 6
MANAGEMENT UMBRELLA 2
DAY 7
MANAGEMENT UMBRELLA 2
USING THE CLASSROOM LIBRARY FOR USING THE CLASSROOM LIBRARY FOR
INDEPENDENT READING INDEPENDENT READING

MGT.U2.RML1: Notice the classroom MGT.U2.RML2: Take good care of the

library is organized so you can books in the classroom library so
make good book choices everyone can enjoy them

TEXT SET 1 TEXT SET 1

THE IMPORTANCE OF FRIENDSHIP THE IMPORTANCE OF FRIENDSHIP
WHOLE CLASS

WHOLE CLASS
Revisit books from text set 1. Revisit books from text set 1.

SUPPLEMENTARY RESOURCE TEXT: Fur, Feathers, and More

POETRY CHART:
They Walked the Lane Together Respond to the SR text by using the
Shared Writing section on your lesson
folder.

Individual Assessments Individual Assessments

SMALL GROUP

SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT

INDEPENDENT

individual students. individual students.

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 26 FOUNTAS & PINNELL CLASSROOM™

DAY 8
MANAGEMENT UMBRELLA 2
DAY 9
MANAGEMENT UMBRELLA 2
USING THE CLASSROOM LIBRARY FOR USING THE CLASSROOM LIBRARY FOR
INDEPENDENT READING INDEPENDENT READING

MGT.U2.RML3: Keep your books MGT.U2.RML4: Choose three or four

and materials organized in your books to keep in your book bag
personal box

TEXT SET 2
TEXT SET 1
CARING FOR EACH OTHER: FAMILY
WHOLE CLASS

THE IMPORTANCE OF FRIENDSHIP

TEXT: Pecan Pie Baby

WHOLE CLASS
Revisit books from text set 1.
Respond to the IRA text by using
the Shared Writing section on your
lesson folder.
TEXT: Fur, Feathers, and More

TEXT: Fur, Feathers, and More

SUPPLEMENTARY RESOURCE

POETRY CHART:
Eye Rhymes

Individual Assessments
SMALL GROUP

Individual Assessments
SMALL GROUP

Student choice and confer with

INDEPENDENT

individual students.
INDEPENDENT

Student choice and confer with

individual students.

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 DAY-PLANS GRADE 2 27

DAY 10
MANAGEMENT UMBRELLA 2
DAY 11
MANAGEMENT UMBRELLA 2
USING THE CLASSROOM LIBRARY FOR USING THE CLASSROOM LIBRARY FOR
INDEPENDENT READING INDEPENDENT READING

MGT.U2.RML5: Choose books that MGT.U2.RML6: Choose books that

are just right for you you want to read

TEXT SET 2 TEXT SET 2

CARING FOR EACH OTHER: FAMILY CARING FOR EACH OTHER: FAMILY

TEXT: Super-Completely and Totally TEXT: Big Red Lollipop

WHOLE CLASS

WHOLE CLASS
the Messiest! Respond to the IRA text by using
Respond to the IRA text by using the Shared Writing section on your
the Shared Writing section on your lesson folder.
lesson folder.
TEXT: Paws and Claws

LETTER-SOUND RELATIONSHIPS 1:
Recognize and Use Ending
Consonant Sounds Sometimes
Represented by Double Consonant
Letters
Individual Assessments
Individual Assessments
SMALL GROUP

SMALL GROUP

Student choice and confer with

INDEPENDENT

INDEPENDENT

Student choice and confer with

individual students. individual students.

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 28 FOUNTAS & PINNELL CLASSROOM™

DAY 12
MANAGEMENT UMBRELLA 2
DAY 13
MANAGEMENT UMBRELLA 2
USING THE CLASSROOM LIBRARY FOR USING THE CLASSROOM LIBRARY FOR
INDEPENDENT READING INDEPENDENT READING

MGT.U2.RML7: Read a book and MGT.U2.RML8: After a good try, you

write your thoughts about your may have a reason to abandon a
reading book

TEXT SET 2
TEXT SET 2
CARING FOR EACH OTHER: FAMILY
CARING FOR EACH OTHER: FAMILY
WHOLE CLASS

TEXT: The Wednesday Surprise

TEXT: Two Mrs. Gibsons

WHOLE CLASS
Respond to the IRA text by using Respond to the IRA text by using
the Shared Writing section on your the Shared Writing section on your
lesson folder. lesson folder.

TEXT: Paws and Claws

TEXT: Paws and Claws

SUPPLEMENTARY RESOURCE

POETRY CHART:
Good Morning, Merry Sunshine!
LETTER-SOUND RELATIONSHIPS 2:
Recognize and Use Medial LETTER-SOUND RELATIONSHIPS 3:
Consonant Sounds and the Letters Recognize and Say Consonant
That Represent Them Clusters That Blend Two or Three
Consonant Sounds (Onsets)
Individual Assessments

Individual Assessments
SMALL GROUP

SMALL GROUP
INDEPENDENT

Student choice and confer with

INDEPENDENT

Student choice and confer with

individual students. individual students.

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 DAY-PLANS GRADE 2 29

DAY 14
MANAGEMENT UMBRELLA 3
DAY 15
MANAGEMENT UMBRELLA 3
ENGAGING IN CLASSROOM LITERACY ENGAGING IN CLASSROOM LITERACY
WORK WORK

MGT.U3.RML1: Read books MGT.U3.RML2: Listen to books in the

independently listening center

TEXT SET 2 TEXT SET 2

CARING FOR EACH OTHER: FAMILY CARING FOR EACH OTHER: FAMILY

WHOLE CLASS
WHOLE CLASS

Revisit books from text set 2. Revisit books from text set 2.

TEXT: Paws and Claws

Respond to the SR text by using
the Shared Writing section on your
lesson folder.

LETTER-SOUND RELATIONSHIPS 5:
LETTER-SOUND RELATIONSHIPS 4:
Recognize and Say Consonant
Recognize and Say Consonant
Clusters That Blend Two or Three
Clusters That Blend Two or Three
Consonant Sounds (Onsets)
Consonant Sounds (Onsets)

Individual Assessments
Individual Assessments
SMALL GROUP
SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT
INDEPENDENT

individual students. individual students.

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 30 FOUNTAS & PINNELL CLASSROOM™

DAY 16
MANAGEMENT UMBRELLA 3
DAY 17
MANAGEMENT UMBRELLA 3
ENGAGING IN CLASSROOM LITERACY ENGAGING IN CLASSROOM LITERACY
WORK WORK

MGT.U3.RML3: Work on words in the MGT.U3.RML4: Write and draw in the

word work center writing center

TEXT SET 3 TEXT SET 3

FINDING YOUR WAY IN A NEW PLACE FINDING YOUR WAY IN A NEW PLACE
WHOLE CLASS

WHOLE CLASS
TEXT: Grandfather Counts TEXT: The Have a Good Day Café
Respond to the IRA text by using
the Shared Writing section on your
TEXT: Inside a Cow
lesson folder.
SUPPLEMENTARY RESOURCE
TEXT: Inside a Cow
POETRY CHART:
When I Was One

LETTER-SOUND RELATIONSHIPS 6:
Hear and Identify Long Vowel LETTER-SOUND RELATIONSHIPS 7:
Sounds in Words and the Letters Recognize and Use Long Vowel
that Represent Them Sounds in Words with Silent e

Form initial GR groups and establish

GR routines. Form initial GR groups and establish
GR routines.
SMALL GROUP

SMALL GROUP

Student choice and confer with

INDEPENDENT

Student choice and confer with

INDEPENDENT

individual students.
individual students.

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 DAY-PLANS GRADE 2 31

DAY 18
MANAGEMENT UMBRELLA 3
DAY 19
Revisit previously taught minilesson.
ENGAGING IN CLASSROOM LITERACY
WORK

MGT.U3.RML 5: Complete your

reading and writing work every day

TEXT SET 3
FINDING YOUR WAY IN A NEW PLACE
TEXT SET 3
TEXT: Roses for Gita
FINDING YOUR WAY IN A NEW PLACE

WHOLE CLASS
WHOLE CLASS

Respond to the IRA text by using

TEXT: Home at Last
the Shared Writing section on your
lesson folder.
TEXT: Inside a Cow
TEXT: Inside a Cow
Respond to the SR text by using the
Interactive Writing section on your
lesson folder.

LETTER-SOUND RELATIONSHIPS 8: LETTER-SOUND RELATIONSHIPS 9:

Contrast Short and Long Vowel Recognize and Use y as a Vowel
Sounds in Words Sound

Form initial GR groups and establish Form initial GR groups and establish
GR routines. GR routines.
SMALL GROUP
SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT

INDEPENDENT

individual students. individual students.

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 32 FOUNTAS & PINNELL CLASSROOM™

DAY 20
Revisit previously taught minilesson.
DAY 21
Revisit previously taught minilesson.

TEXT SET 3
TEXT SET 3
FINDING YOUR WAY IN A NEW PLACE
FINDING YOUR WAY IN A NEW PLACE
WHOLE CLASS

Revisit books from text set 3.

TEXT: Mango, Abuela, and Me

WHOLE CLASS
TEXT: Night of the Ghost Crabs

SUPPLEMENTARY RESOURCE

POETRY CHART:
The Owl and the Pussy-cat

Review previously taught lesson.

Review previously taught lesson.

Form initial GR groups and establish

GR routines. Groups A, B, C
SMALL GROUP

SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT

INDEPENDENT

individual students. individual students.

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 DAY-PLANS GRADE 2 33

DAY 22
Revisit previously taught minilesson.
DAY 23
Revisit previously taught minilesson.

TEXT SET 3 TEXT SET 3

FINDING YOUR WAY IN A NEW PLACE FINDING YOUR WAY IN A NEW PLACE
WHOLE CLASS

Revisit books from text set 3.

WHOLE CLASS
Revisit books from text set 3.

TEXT: Night of the Ghost Crabs

TEXT: Night of the Ghost Crabs
Respond to the SR text by using
the Shared Writing section on your
lesson folder.

Review previously taught lesson.

Review previously taught lesson.

Groups C, A, D
Groups D, B, A
SMALL GROUP

SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT

INDEPENDENT

individual students. individual students.

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 34 FOUNTAS & PINNELL CLASSROOM™

DAY 24
LITERARY ANALYSIS UMBRELLA 1
DAY 25
LITERARY ANALYSIS UMBRELLA 1
THINKING AND TALKING ABOUT BOOKS THINKING AND TALKING ABOUT BOOKS

LA.U1.RML1: The title, author, LA.U1.RML2: Think about the books

illustrator are on the front cover you read and share your thinking
and title page of the book with others

TEXT SET 4 TEXT SET 4

MEMORY STORIES MEMORY STORIES

TEXT: When I Was Young in the TEXT: Bigmama's

WHOLE CLASS
Mountains Respond to the IRA text by using
WHOLE CLASS

Respond to the IRA text by using the Shared Writing section on your
the Shared Writing section on your lesson folder.
lesson folder.

TEXT: Night of the Ghost Crabs

SUPPLEMENTARY RESOURCE

POETRY CHART: SPELLING PATTERNS 2: Recognize

The Tutor and Use Phono­gram Patterns with a
Short Vowel Sound in Single-Syllable
SPELLING PATTERNS 1: Recognize Words
and Use Phonograms with a VC
Pattern
Groups B, A, D
SMALL GROUP

Groups A, C, B
SMALL GROUP

Student choice and confer with

INDEPENDENT
INDEPENDENT

individual students.
Student choice and confer with
individual students.

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 DAY-PLANS GRADE 2 35

DAY 26 DAY 27
LITERARY ANALYSIS UMBRELLA 1
THINKING AND TALKING ABOUT BOOKS

LA.U1.RML4: When you read, mark

places you want to talk about
TEXT SET 4
MEMORY STORIES
TEXT SET 4
TEXT: Aunt Flossie's Hats (and Crab
MEMORY STORIES
Cakes Later)
WHOLE CLASS

TEXT: I Love Saturdays y domingos

WHOLE CLASS
Respond to the IRA text by using
the Shared Writing section on your Respond to the IRA text by using
lesson folder. the Shared Writing section on your
lesson folder.

TEXT: The Amazing Seahorse

TEXT: The Amazing Seahorse

SPELLING PATTERNS 3: Recognize

and Use Phono­grams with a VCe
Pattern SPELLING PATTERNS 4: Recognize
and Use Phono­grams with a VCe
Pattern
Groups A, B, C

Groups C, A, D
SMALL GROUP

TEXT SET See Day 31 for details on books

SMALL GROUP

AUTHOR/ILLUSTRATOR STUDY: and discussion cards.

TOMMIE DEPAOLA
Students read the book they
Using book talks, introduce each selected in preparation for their
book to the whole class. Have upcoming book club.
children select a book to read
in preparation for book club the
following week.
Student choice and confer with
INDEPENDENT

individual students.
Student choice and confer with
INDEPEND.

individual students.

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 36 FOUNTAS & PINNELL CLASSROOM™

DAY 28
LITERARY ANALYSIS UMBRELLA 22
DAY 29
LITERARY ANALYSIS UMBRELLA 22
DAY 30
LITERARY ANALYSIS UMBRELLA 22
UNDERSTANDING PLOT UNDERSTANDING PLOT UNDERSTANDING PLOT

LA.U22.RML1: Stories have a LA.U22.RML2: The high point of LA.U22.RML3: Stories have a
problem that gets solved the story is the exciting part beginning, series of events, high
point, and ending

TEXT SET 4 TEXT SET 4 TEXT SET 4

MEMORY STORIES MEMORY STORIES MEMORY STORIES

TEXT: The Rainbow Tulip Revisit books from text set 4. Revisit books from text set 4.
WHOLE CLASS

Respond to the IRA text by using

the Shared Writing section on
your lesson folder.

TEXT: The Amazing Seahorse TEXT: The Amazing Seahorse

Respond to the SR text by
SUPPLEMENTARY RESOURCE
using the Shared Writing
POETRY CHART:
section on your lesson
Whether the Weather folder.

SPELLING PATTERNS 5: SPELLING PATTERNS 6: SPELLING PATTERNS 7: Recognize

Recognize and Use Phonograms Recognize and Use Phonograms and Use Phonograms That End
with a VCe Pattern with a VCe Pattern with a Double Consonant

Groups D, B, A Groups A, C, B Groups B, A, D

SMALL GROUP

Students read the book they Students read the book they Students read the book they
selected in preparation for their selected in preparation for their selected in preparation for their
upcoming book club. upcoming book club. upcoming book club.

Student choice and confer with Student choice and confer with Student choice and confer with
INDEPENDENT

individual students. individual students. individual students.

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 DAY-PLANS GRADE 2 37

DAY 31
STRATEGIES AND SKILLS UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Monitoring, Searching, and Self-Correcting

Minilessons in This Umbrella

Umbrella 1

Shared Reading
RML 1
SAS.U1.RML1

Monitoring, Searching,
and Self-Correcting
Reading Minilesson Principle
Read the sentence again and think what would make sense,
look right, and sound right.

Goal
Reread and search for and use information from meaning, syntax, and visual
w Run your finger under the whole word as you say it.
Let’s reread the sentence and check to make sure
RML 1
SAS.U1.RML1
Umbrella 1 Monitoring, Searching, and Self-Correcting

Assessment
After you have taught the minilessons in this umbrella, observe children as they talk
RML1 Read the sentence again and think what would make sense, look right, strong makes sense, looks right, and sounds right, too.
Strategies & Skills and sound right. You Will Need information. and write about their reading across instructional contexts: interactive read-aloud,
independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading RML2 Notice who is talking when you read dialogue. a familiar book or poem such as Rationale Have a Try
club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe children’s

MONITORING, SEARCHING, AND SELF-CORRECTING

w

The Perfect Beak by Stephanie

Interactive Read-Aloud Readers use meaning, language, and print simultaneously. When you teach children Invite the children to read a new word with a partner. reading and writing behaviors across instructional contexts.
Petron Cahill, from Shared
Before Teaching Umbrella 1 Minilessons

The Reading
Family Reading Collection how to think about the way these sources of information fit together, they become What evidence do you have of new understandings related to monitoring,
w Repeat the process with the word sharp on page 12. w
more efficient, smooth, and flexible problem solvers as they process text.
For these lessons, use enlarged texts (e.g., big books or books displayed by a w three sticky notes to cover words: searching, and self-correcting?
Read the sentence again to yourself and think about
document camera), so children can see the print. To support the concepts developed needs on page 2, strong on page 4, Assess Learning • Do children notice errors and work to fix them?
what would make sense and sound right. Then turn
sharp on page 12
in these minilessons, use the suggested big book from the Fountas and Pinnell

Minilessons
Observe children when they read aloud to you. Notice if there is evidence of new and talk to your partner. What could that word be? • Do they reread to search for additional sources of information?
Classroom™ Shared Reading Collection listed below, or choose big books from your w chart paper and markers
learning based on the goal of this minilesson. Tell your partner why you think that.
library. For the second minilesson, read and discuss books with a mix of assigned w a document camera (optional) • Are they able to follow who is speaking in the story?
(there is a speaker tag) and unassigned (no speaker tag) dialogue from the Fountas & w When children encounter an unknown word, do they reread and then search for w After they turn and talk, ask a few pairs to share their • Do they understand terms such as makes sense, speaking, sounds right,

Section 3: Strategies and Skills

Section 3: Strategies and Skills

Pinnell Classroom™ Interactive Read-Aloud Collection or your library. Academic Language / additional sources of information? predictions. Then uncover the word to confirm that looks right, quotation marks, and dialogue?
Important Vocabulary Are they able to confirm what they have read by checking multiple sources of it looks right. Reread the sentence to confirm that it

Book
w
Shared Reading Collection w In what other ways, beyond the scope of this umbrella, are they monitoring
information? makes sense and sounds right in the sentence.
their reading?
The Perfect Beak by Stephanie Petron Cahill w make sense
w Do they understand the terms make sense, sound right, look right, and reread?
w sound right Summarize and Apply • Do children attempt to read dialogue the way the character would say it?
Interactive Read-Aloud Collection
w look right • Do they attempt to break apart an unfamiliar word to solve it?
Caring for Each Other: Family Minilesson Summarize the learning and remind children to think about
w reread what makes sense, looks right, and sounds right when Use your observations to determine the next umbrella you will teach. You may also
Pecan Pie Baby by Jacqueline Woodson

SAS.U1.RML1: Read the sentence again and

To help children think about the minilesson principle, cover words that have a solving an unfamiliar word. consult Minilessons Across the Year (pp. 57–60) for guidance.
Big Red Lollipop by Rukhsana Khan Continuum couple of meaningful options and guide children to think about what would make w Make a quick sketch on the chart paper to remind children what they learned. Write
As you read aloud and enjoy these texts together, help children Connection sense, look right, and sound right in the sentence. Here is an example. the principle at the top. Link to Writing
w discuss what the book is about, w Show The Perfect Beak, read the title, and give a brief reminder of the book. When you read today, if there is a word you don’t know, think what would make After teaching the minilessons in this umbrella, help children link the new learning
w Notice when understanding is
lost, and take steps to make a text Turn to page 2 and read, pausing at the covered word needs. sense, look right, and sound right. to their writing or drawing about reading:
w demonstrate how to reread and check if the word makes sense, looks right, and
make sense (monitor) (p. 126)

2
sounds right, and What could this word be? What word would make sense and sound right in w Support children during interactive, shared, and independent writing in
Search for and use visual this sentence? Share
w
monitoring the writing to ensure that it makes sense, looks right, and sounds
Your Every Day Guide for Literacy Teaching w learn how to keep track of who is speaking with both assigned and unassigned information in print: e.g., words,
right. Remind them to reread to both confirm and check all sources of
dialogue. What letter do you expect to see at the beginning of the word needs? Following independent work time, gather children together in the meeting area to talk
word parts, letters, punctuation
(p. 126) about their reading. information.
Let’s check to see if you are right.
Who checked on your reading today? Tell what you did to check it or to read a word w Help children use quotation marks with a speaker tag (assigned). If
w Uncover the word and run your finger underneath it as you say it. appropriate, support them in writing dialogue without a speaker tag
that was tricky for you.

think what would make sense, look right,

Let’s read the sentence again to make sure needs makes sense, looks right, (unassigned).
and sounds right. Extend the Lesson (Optional)
Read the sentence with the word needs.
Reader’s Notebook
w After assessing children’s understanding, you might decide to extend the learning.
Does needs make sense? Does it sound right in the sentence? Does it w Continue to support this behavior in guided reading or independent reading. Use When this umbrella is complete, provide a copy of the minilesson principles (see
look right? prompts such as the following from Fountas & Pinnell Prompting Guide, Part 1 resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
(Fountas and Pinnell 2012a): the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and

TRY-IT SAMPLE LESSONS

w Repeat with the word strong on page 4. Pinnell 2011]), so they can refer to the information as needed.
• Do you know a word that would make sense, look right, and sound right?
What three letters do you expect to see at the beginning of the word
strong? • That made sense and sounded right, but did it look right?

Umbrella 1: Monitoring, Searching, and Self-Correcting 417 418 The Reading Minilessons Book, Grade 2 Umbrella 1: Monitoring, Searching, and Self-Correcting 419 422 The Reading Minilessons Book, Grade 2

and sound right

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 417 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 418 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 419 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 422 9/24/18 1:35 PM

Memory Stories

IRA
TEXT SET 4 Books and lessons from previous days’ instruction are
I Love

Interactive Read-Aloud
Saturdays y
domingos
Alma Flor Ada

When I Was Young Bigmama’s Aunt Flossie’s Hats I Love Saturdays y The Rainbow Tulip
in the Mountains (and Crab Cakes Later) domingos

included in the Preview Pack. Choose one to “revisit”

About This Text Set
Personal memory stories, like memoir, focus on small moments in the writer’s life. These
moments have transformed the writer in a meaningful way, or hold some special significance, and

MEMORY STORIES
they form the basis for the fictional story the writer tells. Children can easily make connections to
their own life experience, and think about what is meaningful to them.

You might also include the following additional books and resources from the Fountas & Pinnell
Classroom collection.

Two Mrs. Gibsons Nana Upstairs and Nana Downstairs

When Lightning Comes in a Jar Tia Isa Wants a Car

Thinking Across Books

While reading the books in this text set, help children make connections across the set, and facilitate
ways of learning and finding out more about memory stories.
with your class. Use the Inquiry Overview Card to help
Revisit books from text set 4.
WHOLE CLASS

■■ How did the illustrations help you think about how the characters feel about each other?

Memory Stories
■■ What did you notice about the settings in each of these books?
■■ How are the messages of these books similar? What do these authors want you to think about?

students bring together what they have learned and

Essential Question and Big Ideas
Engage children by keeping this essential question and these big ideas in mind as you read and talk about
the texts in this set. Be sure to use language appropriate for the grade level. This question can also be
explored through a variety of inquiry projects, including the suggested projects on the next page.

Grade 2
Why is it important
for people to write about Personal experiences
Important memories
personal memories? mean a lot to people
can be a resource

explore a topic in more depth.

for ideas. in their lives.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.

FPC_IRA_G2_ICard_FPP_MemoryStories_3309.indd 1 6/28/2017 11:00:07 AM

Front

TEXT: The Perfect Beak

Afternoon on a Hill

SR
You Will Need Book The Perfect Beak
Author Stephanie Petron
• The Perfect Beak Cahill
• a pointer Genre Nonfiction/
Expository

Shared Reading
• highlighter tape
• chart paper and marker
Visit resources.fountasandpinnell.com
by Edna St. Vincent Millay
to download online resources to support
this lesson, including:
• masking cards
I will be the gladdest thing
Summary
All birds have beaks. They use their beaks as tools to help them get food. Different kinds of birds have different kinds of Under the sun.
beaks. Some beaks are short, and some are long. Some are sharp. Some are hard. Each beak is perfect for helping that
bird get food. A bird’s beak is an important body part and tool.

I will touch a hundred flowers

Messages
And not pick one.
Living things have body parts that help them survive.

Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
I will look at cliffs and clouds

SUPPLEMENTARY RESOURCE
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared
and Performance Reading section and also pertinent levels in the Guided Reading section).

Searching, Monitoring, Acquire

■■ new vocabulary from Comprehension: Talking and With quiet eyes,
Correcting Behaviors listening and use in discussion Writing About Reading
(tool, nutcracker, nectar, marsh,
Search
■■ for and use information in Infer important
■■ ideas about birds

Watch the wind bow down the grass,

sapsucker, tongs).
illustrations and in book and print from reading a nonfiction text.
features. Use
■■ language structure to
Notice
■■ and talk about how the
anticipate the text.
Fluent Reading writer uses descriptive words.
Phonics/Word Study Demonstrate understanding of
And the grass rise.
■■
Use
■■ line breaks to guide phrasing.
Recognize
■■ and use possessives the topic: different kinds of birds
Read
■■ a growing number of words
that add an apostrophe and s to and their beaks.
quickly and automatically.
singular nouns (jay’s, heron’s). Make
■■ connections between ideas
Vocabulary and Language
And when lights begin to show
Recognize
■■ and use contractions in the book by using a graphic
Development with is (it’s). organizer.
Use
■■ contextual information to

POETRY CHART:
understand new words.

Up from the town,

About This Book
GENRE FOCUS This expository nonfiction text tells factual information about six different birds: where the bird
lives, what its beak is like, and how the beak helps the bird get food.
I will mark which must be mine,
HOW THE BOOK WORKS The book uses a repeating pattern to tell about each bird and its beak. Each section

And then start down!

tells about one bird. Labeled photographs and sidebars compare each beak to a specific human tool.
IMPORTANT CHARACTERISTICS TO NOTICE
Detailed,
■■ close-up photographs with labels
Repeating
■■ structure: [Bird] lives in ____. [Her/his] beak is ____. It’s perfect for ____.
Sidebars with
■■ additional information and comparisons

Afternoon on a Hill
Descriptive
■■ language (sharp, pointy, large) and a variety of action verbs (cracking, catching, sipping)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2010_G2_PerfectBeak.indd 3 1/2/18 10:48 AM

© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
Illustration by Elena Selivanova

SPC_2751_G2_Afternoon_PPDF.indd 1 5/30/18 2:25 PM

SPELLING PATTERNS 8: Recognize and

Recognize and Use Phonograms with SPELLING PATTERNS 8
Ending Consonant Clusters (VCC) EARLY MIDDLE LATE

YOU WILL NEED

Plan
Ready Resources
fSP 8 Pocket-Chart Cards
Consider Your Children
XX
Online Resources
This lesson focuses on VCC words that end with consonant

Use Phonograms That End with a Double

fSP 8 Action Tags
clusters. Use this lesson when children know a large number of fSP 8 Word Cards
high-frequency words, most of the consonant letters and
fSP 8 Three-Way Sorts
associated sounds, and some letter clusters. Children should also
have experience noticing word parts and making new words by Other Materials
changing the letter or letters that precede a spelling pattern at fblank chart paper
the end of a word. You may wish to tailor the lesson to focus on fpocket chart
phonograms with which children need more experience.

Working with English Language Learners

XX Generative Lesson
Check to be sure that English language learners can read the A generative lesson has a simple
words you are using for the sort. Talk about the meanings of the structure that you can use to

Consonant
words, and use the words in sentences to provide context. If present similar content or
children offer other examples, add them to the sort. Sorting will concepts. Use this lesson
help children look more closely at the patterns in words; it is a structure to teach children a
very engaging activity. You may want children to complete the variety of phonograms with
sort twice by mixing up the words and sorting them more quickly ending consonant clusters.
the second time.

UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE

Noticing parts of words (beginning letter or letters and the Some words have consonant
ending phonogram, or spelling pattern) makes it easier for clusters at the end. Sometimes
children to break words apart in order to analyze them. Working the sounds of the two consonant
with the parts of words helps children realize the importance of letters are blended together
looking at the entire word, not just the first letter. Connecting  [e.g., mask, lump]; other times
words that have the same phonogram will also help children the two consonant letters stand
learn to look for more recognizable chunks within a word. It is for one sound (digraph) [e.g.,
important for children to notice that some phonograms include path, sing].
consonant clusters (also called consonant blends) and to
understand that you can hear the sound represented by each
Comprehensive
letter, although the sounds are blended smoothly when you say Phonics, Spelling,
the word. and Word Study
Guide
Refer to:
page 35, row 8

Spelling Patterns: Recognize and Use Phonograms with Ending Consonant Clusters (VCC) 201

007081_Fountas_PWS_Grd2_Book_TXT_APP.indb 201 6/27/2018 10:26:43 AM

Groups A, B, C
You Will Need

The Preview Pack contains one title per text level

GR

Book Alien Cosmos

Level P
• Alien Cosmos, Level P Author Dale-Marie Bryan
Illustrator Marcos Calo
Visit resources.fountasandpinnell.com
Guided Reading

to download online resources to support Genre Fiction/Fantasy

this lesson, including:
• Six-Letter Syllable Boxes
• Recording Form
You Will Need
GR

Book Real or Not?

Level J
• Real or Not? Level J Author Judy Kentor Schmauss
• whiteboards Genre Nonfiction/Expository
Goals • wipe-off markers
Guided Reading

from the Grade 2 Guided Reading Collection to try

Think about the readers and the behaviors and understandings to notice, teach for, Visit resources.fountasandpinnell.com
and support at Level P in The Fountas & Pinnell Literacy Continuum. Select goals that match to download online resources to support
the needs of your students. The following may be appropriate. this lesson, including:
• Recording Form
Reading Derive the
■■ meaning of a new word Understand that your experiences
■■

Search
■■ for and use information from the context of the sentence, may influence how you perceive
from illustrations. paragraph, or the whole text things.
YouWord
Will Need
GR

(obsessed). Book Nina’s Rainbow: A Tale

Self-correct
■■ covertly prior to or Work from the Ojibwe Nation
after an error. Infer character traits,
■■
motivations.
feelings, and
■■
• Nina’sBreak apartAtwo-syllable
Rainbow: Tale from thewords
Ojibwe Level I Goals
Notice
■■ a variety of punctuation by syllable. Author retold by John Think about the readers and the behaviors and understandings to notice, teach for, and support at Level J in
and reflect it with the voice. Understand the
■■ perspective from Nation, Level I
Perritano The Fountas & Pinnell Literacy Continuum. Select goals that match the needs of your students. The following may
Guided Reading

which a story is told and talk Writing About Reading

Visit resources.fountasandpinnell.com
Understand word
■■ meaning Illustrator Helen Cann be appropriate.
about why a writer selected it. to download online
Identify resources
the events to support
in a plot.
(cosmos). ■■
Genre Fiction/Folktale
this lesson, including:
Series Classic Tale Series Reading Use
■■ details in photographs to Phonics/Letter and
• Recording Form understand new vocabulary
Search
■■ for and use information Word Work
from pictures. (slope, barrels).
Change
■■ y to i and add -es to a
Analysis of Book Characteristics Alien Cosmos, Level P Use visual
■■ information to predict, Talk
■■ about the text, showing singular noun to make a plural

with a small group of students. (6 copies of each title

Goals
How The Book Works This first-person fantasy is told in chronological order. Black-and-white illustrations serve check, or confirm reading. understanding of topic or content.
Understand that
■■ photographs add
noun.
as contrast to the colored images seen by Kamar. He is obsessed with the Alien Cosmos video game and believes he Use word
■■ parts to solve new Writing About Reading
Think about the readers and the behaviors and understandings to notice, teach for, and to the ideas and information in
sees evidence that his teacher is an alien. words.
support at Level I in The Fountas & Pinnell Literacy Continuum. Select goals that match a text. Express
■■ opinions and support
Read with
■■ appropriate stress and
Genre/Form ■■Descriptive language (My teacher,the needs
Wordsof your students. The following may be appropriate.
Infer the
■■ big idea in a nonfiction those opinions with evidence.
intonation.
Fiction
■■ Ms. Spacey, had tree frog hands!) Many multisyllable words book.
■■
Reading ■■Make predictions based on Phonics/Letter and
Fantasy Language
■■ used to show (apartment, paralyzing, apologize, information in pictures.
■■
Search for and use information
■■ Word Work
chronological order (The next imagination)
from pictures. ■■Recognize common characters Take
■■ apart two-syllable words.
Text Structure morning in class, Ms. Spacey was ■■ Full range of compound words and events in a folktale.
Narrative text with
■■ multiple the same as always.) Reread a word or phrase to
■■
(homework, classroom, bedtime) ■■Notice aspects of the setting
monitor and self-correct.
Writing About Reading Analysis of Book Characteristics Real or Not? Level J
episodes Base words with suffixes (longest, and make inferences to help Identify details found in an
Sentence Complexity ■■ ■■ How The Book Works This expository nonfiction book has some repeating language patterns. Photographs show
Remember information while
■■
Content barely, imagination) understand the story. illustration. artwork and text reveals what is and isn’t real. Chalk artists create realistic works of art that people interact with in
Sentences
■■ beginning with phrases reading to understand the
or subordinate clauses (When the meaning Talk about characters’ feelings public spaces. Things seem real when they are not.
Content
■■ interesting to and of the text.
Illustrations ■■

relevant for the reader (video bell rang, I ran for the buses.) Read with phrasing. based on inferences from pictures
■■ ■■ Illustrations that enhance and Genre/Form Language and Literary Words
games, space aliens) Sentences with common
■■ and text.
Read extend
■■ simple compound
meaning inwords
the text Nonfiction
■■ Features Mostly one-
■■ and two-syllable
connectives (He reached for a (waterfall, rainbow).
Themes and Ideas Expository
■■ Language
■■ used to make words with some picture support
pencil, and it rolled off his desk.) Book and Print Features

provided.)
Abstract theme that
■■ requires comparisons (The woman is real. (artists, chalk, skis)
Many lines
■■ of print on a page Text Structure
inferential thinking (distinguishing Vocabulary But the ski slope isn’t real.) Contractions
■■ and compound
■■ Sentences beginning where the Underlying
■■ structural patterns words (sidewalks, she’s, they’re,
reality from fantasy) Many words that appear in the
Analysis of Book Characteristics Descriptive language (And neither
■■ ■■

vocabulary of mature language

previous sentence ends Nina’s Rainbow: A Tale from the (description, comparison and is the big blue pit.) walkway)
Language and Literary Ojibwe
■■
Nation,
Periods, Level
commas, I marks,
question contrast)
users (obsessed, mastering, Language that
■■ speaks directly to
Features exclamation marks, quotation Illustrations
suction, intense) How The Bookhyphen,
WorksandThisellipses
retelling of an Ojibwe folktale features color names, compound words, vivid verbs, Content the reader (Look at the woman
Main
■■ characters and supporting marks, Illustrations
■■ (photographs) of the
Variation
■■ in words used to assign descriptive language, and symbolism that enrich the story. Nina is sad because she misses the colors of summer, so on skis.)
Familiar content
■■ (art) important content and ideas in
characters dialogue (demanded, asked, she paints them to hold them in her heart.
Basic motifs of modern fantasy
Some
■■ content that goes beyond Sentence Complexity the text
■■ warned, ordered)
students’ immediate experience Sentences with clauses or phrases Illustrations (photographs) with
Genre/Form Language and Literary Words ■■ ■■
SMALL GROUP

(space aliens)
(art that deceives the eye) (They draw on sidewalks and on details that add interest
Fiction
■■ Features One-, two-,
■■ and three-syllable
the floors of buildings.)
Traditional
■■ literature (folktale) Character that
■■ changes very little words with moderate picture Themes and Ideas Book and Print Features
but does some learning support (field, beautiful, summer) Concrete theme close Vocabulary
Series
■■ book ■■ Ellipses
■■ used to indicate pauses
Some
■■ descriptive language (The Simple
■■ plurals using -s to students’ experience Most words that are in common
■■ Periods,
■■ commas, and an
Text Structure field was brown. The sky was A variety of high-frequency words
■■ (imagination) oral vocabulary for younger exclamation mark
Narrative text with
■■ multiple gray.) (was, all, have, down) Clear,
■■ simple idea easy to identify students (Tier 1)
episodesAll rights reserved.
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. 1 Verbs with
■■ inflectional endings (Things are not always what they
Sentence Complexity Some words that
■■ appear in the
(looked, swooped, dipping) seem.) vocabulary of mature language
Content Sentences with
■■ adjectives and
Contractions,
■■ possessives, and users (slope, tunnel, pavement)
Familiar content
■■ (painting, prepositional phrases
FPC_GR_0865_Level P_Alien Cosmos.indd 1 6/27/18 2:45 PM compound words Some
■■ common connectives
seasons) Some
■■ sentences beginning with
(and, but)
Moderate
■■ level of support subordinate clauses Illustrations
provided by picture information A few compound
■■ sentences joined Illustrations that
■■ enhance and
by conjunctions (The sun felt cold, extend meaning in the text
Themes and Ideas
and the sky turned gray.)
Concrete themes
■■ close to Book and Print Features © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. 1
students’ experience (nature, Vocabulary Print
■■ in clear font on white
feelings) Most vocabulary words
■■ known by background
Idea close to students’ experience
■■ students through oral language, Four to
■■ eight lines of text per page FPC_GR_0825_Level J_Real or Not.indd 1 6/25/18 1:44 PM
(expressing feelings) listening to stories, or reading of print
Many adjectives
■■ describing places All
■■ sentences beginning on the left
or things (green grass, yellow
Print
■■ clearly separated from
paint)
pictures
Periods,
■■ commas, exclamation
mark, and quotation marks

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_GR_Lesson_0029_NinasRainbow.indd 3 5/21/18 6:44 PM

The Preview Pack contains the Inquiry Overview Card,

Author/
Tomie dePaola

TEXT SET
BC

Illustrator Study
Book Clubs

Book Clubs Book Clubs Book Clubs Book Clubs

The Baby Sister The Cloud Book Stagestruck Strega Nona:
Her Story

the Discussion Card for each title in the set, and six
Title The Baby Sister Title The Cloud Book Title Stagestruck Title Strega Nona: Her Story
Begin numbering this book Begin numbering this Begin numbering this

AUTHOR/ILLUSTRATOR STUDY:
Grade 2 on the right-hand page Grade 2 Grade Grade 2 book on the right-hand Grade Grade 2 book on the right-hand
About This Text Set Author/ with the text beginning, Author/ Author/ page with the body text Author/ page with the body text
Illustrator Tomie dePaola “Tommy had a mother, Illustrator Tomie dePaola Illustrator Tomie dePaola beginning: “Girls and Illustrator Tomie dePaola beginning: “It all began
Tomie dePaola writes and illustrates books across a variety of genres, including realistic fiction,
Genre Realistic Fiction a father . . .” Genre Expository Nonfiction Genre Realistic Fiction boys . . .” Genre Realistic Fiction one night a long time
folktales, and animal fantasy. His stories are often autobiographical memory stories like ago . . .”
Text Set 1 Author/Illustrator: Text Set 1 Author/Illustrator: Text Set 1 Author/Illustrator: Text Set 1 Author/Illustrator:
Stagestruck. His warmly colored illustrations focus on characters and emotions and often contain
Tomie dePaola Tomie dePaola Tomie dePaola Tomie dePaola
humorous or touching details.

You might wish to refer to the following additional books and Inquiry Overview Card for the
Book Talk Book Talk Book Talk Book Talk
corresponding text set in Interactive Read-Aloud. Tomie’s class is putting on a play, and he is sure that he will get the starring role. He wants
In this story, the main character, Tomie, is excited to meet his new baby sister, but he’s in You may have noticed clouds in the sky, but how much do you really know about them? In this This book is Strega Nona: Her Story as told to Tomie dePaola. Tomie is writing about when
for a surprise. Find out what happens when his strict grandmother, Nana Fall-River, comes book, Tomie dePaola will teach you about the different kinds of clouds and how to tell them to be Peter Rabbit, but he doesn’t get that part. He does get a part, but it’s Mopsy. Tomie is Strega Nona was a little girl. When little Nona was born, her grandmother knew right away
Nana Upstairs and Nana Downstairs

complimentary copies of one of the text set titles.

The Art Lesson Strega Nona
to stay with him and the two of them just can’t get along! apart. You will be surprised at how much there is to learn about clouds! disappointed but then comes up with a plan to get all the audience’s attention. Should he that she would become a strega like her. When Nona finishes school, she attends the

TOMMIE DEPAOLA
do that? And what will his teacher and mother think? Academy for Stregas in the city, but Nona is homesick and return to her grandmother. Will
Bill and Pete Bill and Pete Go Down the Nile Summary Summary
Tomie is very excited for his mom to have a baby and is hoping to have a little sister. While Summary she ever find out the secret ingredient in her grandmother’s pasta pot?
This nonfiction text teaches readers about the different cloud types, how to recognize them
Tomie’s mom is away in the hospital, Aunt Nell is supposed to take care of him. Tomie in the sky, and how we can use clouds to predict the weather. Tomie dePaola also explores Tomie is excited that his class is putting on a play but disappointed when instead of getting Summary
can’t wait to see Aunt Nell, but then his strict Nana arrives to watch Tomie instead, leaving the myths about certain cloud shapes, as well as popular sayings inspired by clouds and the the lead role, he gets a nonspeaking supporting role. Remembering the advice of his dance This story begins with the birth of Strega Nona one night in the hills of Calabria. Grandma
Author/Illustrator Study: Tomie dePaola

Thinking About Books him unhappy and missing his mom. In the end, Tomie has a change of heart, and he and weather. While not technically drawn, the illustrations do capture the details of the cloud teacher to react to others on stage, he comes up with a plan. However, his reactions end up Concetta predicts the baby will become a strega and begins to teach her granddaughter
Nana Fall-River become friends. When Tomie’s baby sister arrives home, he is the happiest types in a fashion that is both entertaining and informative. stealing the spotlight from Johnny. While the audience loves it, his mother does not. Tomie how to use herbs and spells to remedy villagers’ problems. Nona attends the Academy for
While reading the books in this text set, help children make connections to their own experiences, and
boy in the world. goes to school the next day and apologizes to his teacher and his friend. Stregas but soon learns that their new approach isn’t for her. She returns to learn the old-
facilitate ways of learning and finding out more about Tomie dePaola and memory stories. Messages
Messages fashioned way and eventually discovers Grandma Concetta’s secret ingredient: love.
Clouds can help predict weather. There are many stories about clouds. There is more to the Messages
■■ How did the illustrations help you think about how the characters feel about each other? Families come together to help out in hard times and celebrate in good times. It can clouds in the sky than just their shape. You don’t always need to be the center of attention. You should apologize if you hurt Messages
■■ What did you notice about the setting in this book? sometimes be hard to get along with relatives, but love is always there. someone’s feelings. Follow your dreams. There is more than one way to learn something. Friends can be different and still be friends.
Important Text Characteristics
■■ What does the author, Tomie dePaola, want you to think about? Important Text Characteristics: Family traditions and values are important.
Information presented in a descriptive style, without traditional nonfiction text features
■■ Important Text Characteristics
The story is told in a simple narrative form with themes that are familiar to children (family
■■ Expert vocabulary related to the content is presented in italics, with word definitions or
■■ Narrative, straightforward story with themes and ideas close to children’s experience (school,
■■ Important Text Characteristics
relationships, new siblings) descriptions following friendship, feelings) ■■Narrative form, with themes that are familiar to children (grandparents, friends, school,
Essential Question and Big Ideas Content features a relationship between Tomie and Nana Fall-River that grows stronger as the
■■ Relevant content that increases children’s understanding of the physical world (clouds
■■ Text has a few interesting words that may be new to children (bow, stage presence, mumble,
■■ disagreements)
story progresses and weather) rehearsals, stagestruck) ■■Warm, colorful watercolor illustrations that fully support the text and add to the story
Engage children by keeping this essential question and these big ideas in mind as you read and talk about Colorful, detailed illustrations help guide the reader to further understand the plot and setting

Prepare to facilitate book clubs for this text

■■ Large, colorful illustrations that support interpretation as well as enhance and extend meaning
■■
the texts in this set. Be sure to use language appropriate for the grade level. This question can also be Goals Goals
GRADES

PreK–8
GRADES

PreK–8

Goals Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
GRADES

explored through a variety of inquiry projects, including the suggested projects on the next page. Goals
PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
GRADES

PreK–8 The Fountas&Pinnell

Literacy
Connection Continuum
Connection Continuum
Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and choose appropriate goals. Consider these:
A Tool for Assessment, Planning, and Teaching

The Fountas&Pinnell

Literacy Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and choose appropriate goals. Consider these:
Expanded E D I T I O N A Tool for Assessment, Planning, and Teaching

Connection Continuum
The Fountas&Pinnell Expanded E D I T I O N

Literacy
Connection Continuum
choose appropriate goals. Consider these:
A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Listening and Speaking Notice and understand the purpose of

Expanded E D I T I O N

■■
Listening and Speaking Infer the message of the story that family
■■
Listening and Speaking Understand that Tomie and his Nana
■■
Demonstrate respectful listening behaviors
■■
some organizational tools (e.g. index, Listening and Speaking Derive the meaning of words from the
■■ traditions and values are important
Fall-River don’t always get along, but they italicized words) Listen attentively and take turns when
■■
Why do authors or Listen, respond, and build on the
■■ Actively participate in the give and take of
■■
Follow a topic and add to discussion with
■■
context of a paragraph or entire text
speaking
Give reasons (either from the text or from
■■
Personal experiences still love each other Gain new information from both pictures
■■
Compare personal knowledge and
Important memories illustrators sometimes statements of others conversation on-topic comments
■■
Respond to and build on the statements
■■
personal experiences) to support thinking
Recognize details in the illustrations that
■■ and print
Grade 2

can be good ideas for decide to write about their mean a lot to people Compare personal knowledge and
■■ experiences with what is read
show the story is based on real people Building Deep Understanding Use conventions of respectful conversation
■■ of others Writing About Reading
your stories. own life experiences? in their lives. experiences with what is heard Writing About Reading
and events Notice and remember the important
■■ Building Deep Understanding Writing About Reading
Draw and write to show understanding of
■■ Building Deep Understanding Write about connections between the
■■
Building Deep Understanding information in a text (there is more to learn Write to express opinions about a
■■ themes in texts and children’s own
Writing About Reading new concepts and ideas from the text and Notice details in the illustrations and think
■■ Recall important details about
■■
Infer Tomie is excited about becoming about clouds than their shape) character’s traits or behaviors life experiences

set on days 32–35.

■■
Write summaries that include the story’s
■■ to make predictions based on children’s about how characters’ feelings or traits characters after a story is read
a big brother understanding are revealed
main problem and how it is resolved
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_BabySister_7082.indd 1 5/31/2018 9:22:37 AM FPC_BC_G2_PPDF_CloudBook_7083.indd 1 5/31/2018 9:36:44 AM FPC_BC_G2_PPDF_Stagestruck_7084.indd 1 5/31/2018 10:27:57 AM FPC_BC_G2_PPDF_StregaNonaStory_7085.indd 1 5/31/2018 10:29:35 AM
FPC_BC_ICard_G2_PPDF_TomiedePaola_7081.indd 1 6/5/2018 2:16:07 PM
Front
INDEPEND.

Student choice and confer with individual

students.

FPC TRY IT GRADE 2.indd 37 4/4/19 6:17 PM

 38 FOUNTAS & PINNELL CLASSROOM™

DAY 32
STRATEGIES AND SKILLS UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Monitoring, Searching, and Self-Correcting

Minilessons in This Umbrella

Umbrella 1

Shared Reading
RML 2
SAS.U1.RML2

Monitoring, Searching,
and Self-Correcting
Reading Minilesson Principle
Notice who is talking when you read dialogue.

Goal
Identify the speaker of dialogue.
w Run your finger under the whole word as you say it.
Let’s reread the sentence and check to make sure
RML 1
SAS.U1.RML1
Umbrella 1 Monitoring, Searching, and Self-Correcting

Assessment
After you have taught the minilessons in this umbrella, observe children as they talk
RML1 Read the sentence again and think what would make sense, look right, strong makes sense, looks right, and sounds right, too.
Strategies & Skills and sound right. You Will Need and write about their reading across instructional contexts: interactive read-aloud,
Rationale independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading RML2 Notice who is talking when you read dialogue. one or two familiar books that Have a Try
club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe children’s

MONITORING, SEARCHING, AND

w
Readers need to pay attention to the speaker in a story to understand what is
include both assigned and
Interactive Read-Aloud happening. Teaching the signals for assigned dialogue and how to track interchanges Invite the children to read a new word with a partner. reading and writing behaviors across instructional contexts.
unassigned dialogue, such as
Before Teaching Umbrella 1 Minilessons

The Reading
Family the following: to identify the speaker in unassigned dialogue is critical for comprehension. What evidence do you have of new understandings related to monitoring,
w Repeat the process with the word sharp on page 12. w

For these lessons, use enlarged texts (e.g., big books or books displayed by a • Pecan Pie Baby Assess Learning searching, and self-correcting?
Read the sentence again to yourself and think about
document camera), so children can see the print. To support the concepts developed by Jacqueline Woodson, • Do children notice errors and work to fix them?
what would make sense and sound right. Then turn
from Text Set: Family Observe children when they read dialogue. Notice if there is evidence of new learning
in these minilessons, use the suggested big book from the Fountas and Pinnell

Minilessons
based on the goal of this minilesson. and talk to your partner. What could that word be? • Do they reread to search for additional sources of information?
Classroom™ Shared Reading Collection listed below, or choose big books from your • Big Red Lollipop
Tell your partner why you think that.
library. For the second minilesson, read and discuss books with a mix of assigned by Rukhsana Khan, w Can children identify who is speaking in a story? • Are they able to follow who is speaking in the story?
from Text Set: Family
(there is a speaker tag) and unassigned (no speaker tag) dialogue from the Fountas & w Do they understand the terms dialogue, quotation marks, talking, characters, w After they turn and talk, ask a few pairs to share their • Do they understand terms such as makes sense, speaking, sounds right,

Section 3: Strategies and Skills

Section 3: Strategies and Skills

Pinnell Classroom™ Interactive Read-Aloud Collection or your library. w chart paper with dialogue and speaker? predictions. Then uncover the word to confirm that looks right, quotation marks, and dialogue?
prewritten on it from page 28 of it looks right. Reread the sentence to confirm that it

Book
Pecan Pie Baby w In what other ways, beyond the scope of this umbrella, are they monitoring

SELF-CORRECTING
Shared Reading Collection makes sense and sounds right in the sentence.
markers Minilesson their reading?
The Perfect Beak by Stephanie Petron Cahill w

w several different-colored Summarize and Apply • Do children attempt to read dialogue the way the character would say it?
Interactive Read-Aloud Collection highlighters To help children think about the minilesson principle, use texts with a mixture of
• Do they attempt to break apart an unfamiliar word to solve it?
Caring for Each Other: Family w a document camera (optional) assigned and unassigned dialogue. Here is an example. Summarize the learning and remind children to think about
what makes sense, looks right, and sounds right when Use your observations to determine the next umbrella you will teach. You may also
Pecan Pie Baby by Jacqueline Woodson w Display the prepared chart. Show the book and point to the chart.
Academic Language / solving an unfamiliar word. consult Minilessons Across the Year (pp. 57–60) for guidance.
Big Red Lollipop by Rukhsana Khan This is from a book we have read, Pecan Pie Baby.
Important Vocabulary w Make a quick sketch on the chart paper to remind children what they learned. Write
As you read aloud and enjoy these texts together, help children w Read the dialogue. the principle at the top. Link to Writing
w dialogue
w discuss what the book is about, Often when you read what the characters say in a story (the dialogue), the When you read today, if there is a word you don’t know, think what would make After teaching the minilessons in this umbrella, help children link the new learning
w quotation marks
w demonstrate how to reread and check if the word makes sense, looks right, and author tells you who is talking, but not always. The words the characters sense, look right, and sound right. to their writing or drawing about reading:
w talking say have quotation marks around them. Let’s figure out who is talking in

2
sounds right, and w Support children during interactive, shared, and independent writing in
w characters this story. Share
monitoring the writing to ensure that it makes sense, looks right, and sounds
Your Every Day Guide for Literacy Teaching w learn how to keep track of who is speaking with both assigned and unassigned
w speaker Notice the quotation marks. There is one line that is easy to know who is right. Remind them to reread to both confirm and check all sources of
dialogue. Following independent work time, gather children together in the meeting area to talk
saying it. Which line is that? How do you know? about their reading. information.

w Invite a volunteer to highlight the line spoken by Mama and underline her name. Who checked on your reading today? Tell what you did to check it or to read a word w Help children use quotation marks with a speaker tag (assigned). If

SAS.U1.RML2: Notice who is talking when

that was tricky for you. appropriate, support them in writing dialogue without a speaker tag
Mama is talking with someone. You can see what she said is in quotation
(unassigned).
marks. The next line has I said. What character is I? You know from the
Extend the Lesson (Optional)
book that Gia is speaking.
Reader’s Notebook
After assessing children’s understanding, you might decide to extend the learning.
w Invite another volunteer to highlight Gia’s line in a different color. Then label
the line with the speaker’s name. w Continue to support this behavior in guided reading or independent reading. Use When this umbrella is complete, provide a copy of the minilesson principles (see
prompts such as the following from Fountas & Pinnell Prompting Guide, Part 1 resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
Now that you have this information, can you figure out who says each of
(Fountas and Pinnell 2012a): the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
the other lines? How do you know?
TRY-IT SAMPLE LESSONS w With children’s help, highlight and label each line of dialogue.
• Do you know a word that would make sense, look right, and sound right?
Pinnell 2011]), so they can refer to the information as needed.

• That made sense and sounded right, but did it look right?

you read dialogue

Umbrella 1: Monitoring, Searching, and Self-Correcting 417 420 The Reading Minilessons Book, Grade 2 Umbrella 1: Monitoring, Searching, and Self-Correcting 419 422 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 417 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 420 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 419 9/24/18 1:35 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 422 9/24/18 1:35 PM

TEXT SET 4 Memory Stories

IRA
I Love

Interactive Read-Aloud
Saturdays y
domingos
Alma Flor Ada

When I Was Young Bigmama’s Aunt Flossie’s Hats I Love Saturdays y The Rainbow Tulip
in the Mountains (and Crab Cakes Later) domingos

MEMORY STORIES
About This Text Set
Personal memory stories, like memoir, focus on small moments in the writer’s life. These
moments have transformed the writer in a meaningful way, or hold some special significance, and
they form the basis for the fictional story the writer tells. Children can easily make connections to
their own life experience, and think about what is meaningful to them.

You might also include the following additional books and resources from the Fountas & Pinnell
Classroom collection.

Two Mrs. Gibsons Nana Upstairs and Nana Downstairs

When Lightning Comes in a Jar Tia Isa Wants a Car

Revisit books from text set 4.

Thinking Across Books
While reading the books in this text set, help children make connections across the set, and facilitate
ways of learning and finding out more about memory stories.

■■ How did the illustrations help you think about how the characters feel about each other?

Memory Stories
■■ What did you notice about the settings in each of these books?
■■ How are the messages of these books similar? What do these authors want you to think about?
WHOLE CLASS

Essential Question and Big Ideas

Engage children by keeping this essential question and these big ideas in mind as you read and talk about
the texts in this set. Be sure to use language appropriate for the grade level. This question can also be
explored through a variety of inquiry projects, including the suggested projects on the next page.

Grade 2
Why is it important
for people to write about Personal experiences
Important memories
personal memories? mean a lot to people
can be a resource
for ideas. in their lives.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.

FPC_IRA_G2_ICard_FPP_MemoryStories_3309.indd 1 6/28/2017 11:00:07 AM

Front

TEXT: The Perfect Beak

SR
You Will Need Book The Perfect Beak
Author Stephanie Petron
• The Perfect Beak Cahill
• a pointer Genre Nonfiction/
Expository

Shared Reading
• highlighter tape
• chart paper and marker

Visit resources.fountasandpinnell.com
to download online resources to support
this lesson, including:
• masking cards

Summary

Respond to the SR text by using the

All birds have beaks. They use their beaks as tools to help them get food. Different kinds of birds have different kinds of
beaks. Some beaks are short, and some are long. Some are sharp. Some are hard. Each beak is perfect for helping that
bird get food. A bird’s beak is an important body part and tool.

Messages
Living things have body parts that help them survive.

Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared

Shared Writing section on your lesson

and Performance Reading section and also pertinent levels in the Guided Reading section).

Searching, Monitoring, Acquire

■■ new vocabulary from Comprehension: Talking and
Correcting Behaviors listening and use in discussion Writing About Reading
(tool, nutcracker, nectar, marsh,
Search
■■ for and use information in Infer important
■■ ideas about birds
sapsucker, tongs).
illustrations and in book and print from reading a nonfiction text.
features. Use
■■ language structure to
Notice
■■ and talk about how the
anticipate the text.
Fluent Reading writer uses descriptive words.

Use
■■ line breaks to guide phrasing. Phonics/Word Study Demonstrate
■■ understanding of
Recognize
■■ and use possessives the topic: different kinds of birds
Read
■■ a growing number of words
that add an apostrophe and s to and their beaks.
quickly and automatically.
singular nouns (jay’s, heron’s). Make
■■ connections between ideas
Vocabulary and Language Recognize
■■ and use contractions in the book by using a graphic
Development organizer.

folder.
with is (it’s).
Use
■■ contextual information to
understand new words.

About This Book

GENRE FOCUS This expository nonfiction text tells factual information about six different birds: where the bird
lives, what its beak is like, and how the beak helps the bird get food.
HOW THE BOOK WORKS The book uses a repeating pattern to tell about each bird and its beak. Each section
tells about one bird. Labeled photographs and sidebars compare each beak to a specific human tool.
IMPORTANT CHARACTERISTICS TO NOTICE
Detailed,
■■ close-up photographs with labels
Repeating
■■ structure: [Bird] lives in ____. [Her/his] beak is ____. It’s perfect for ____.
Sidebars with
■■ additional information and comparisons
Descriptive
■■ language (sharp, pointy, large) and a variety of action verbs (cracking, catching, sipping)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2010_G2_PerfectBeak.indd 3 1/2/18 10:48 AM

Review previously taught lesson. Lessons from previous days are included in the
Recognize and Use Phonograms with SPELLING PATTERNS 8 Recognize and Use Recognize and Use Phonogram Patterns with
SPELLING PATTERNS 1 SPELLING PATTERNS 2 Recognize and Use Phonograms SPELLING PATTERNS 3
Recognize and Use Phonograms SPELLING PATTERNS 4

Ending Consonant Clusters (VCC) EARLY MIDDLE LATE Phonograms with a VC Pattern a Short Vowel Sound in Single-Syllable Words
EARLY MIDDLE LATE EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE

YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED
Plan Plan Plan Plan Plan
Ready Resources Online Resources Ready Resources Online Resources Ready Resources
fSP 8 Pocket-Chart Cards fSP 4 Pocket-Chart Cards
fSP 1 Action Tags fLowercase Letter Cards fSP 3 Action Tags
Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX XX Consider Your Children
Online Resources fSP 1 Word Cards fSP 3 Word Cards Online Resources

Preview Pack. Choose one to “review” or adapt

Online Resources
This lesson focuses on VCC words that end with consonant fSP 8 Action Tags This lesson will be appropriate for children who already know fSP 1 List Sheets The goal of this lesson is to help children recognize common fSP 2 Action Tags In this lesson, children compare CVC and VCe word pairs, such as fSP 3 Two-Column Sorts Use this lesson when your children know a large number of high- fSP 4 Action Tags
clusters. Use this lesson when children know a large number of several phonograms and have worked with the CVC pattern. You phonograms with short vowel sounds. To benefit from this lesson, kit and kite. Be sure that children have worked with long and short frequency words, most of the consonant letters and associated fSP 4
fSP 8 Word Cards Word Cards
high-frequency words, most of the consonant letters and Other Materials fSP 2 List Sheets Other Materials sounds, and some letter clusters. Children will benefit from this
fSP 8 Three-Way Sorts will want to teach a greater variety of VC patterns, including some children should know the short vowel sounds and have vowels and consonant clusters (including digraphs). Children fSP 4 Three-Way Sorts
fblank chart paper fwhiteboard teaching if they still need to learn to look beyond the first letter
associated sounds, and some letter clusters. Children should also that are less common and have fewer examples, such as -ax, -eg, experience recognizing patterns at the end of words. You may Other Materials generally find long vowel phonograms with the VCe pattern easy
have experience noticing word parts and making new words by Other Materials fwhiteboard when solving words while reading. Children may already be Other Materials
and -em. You can use this lesson several times, focusing on wish to tailor the lesson to focus on a single short vowel sound at to learn.
changing the letter or letters that precede a spelling pattern at fblank chart paper familiar with the VCe pattern, but you will be teaching three fwhiteboard
phonograms with which children need more experience. You will a time: e.g., you may wish to teach five short a phonograms
Generative Lesson Generative Lesson phonograms (-ame, -ate, -ake) that children may not have fpocket chart
the end of a word. You may wish to tailor the lesson to focus on fpocket chart not need to teach all phonograms in formal lessons. Once rather than various phonograms for each of the five vowels. Working with English Language Learners
XX explored in depth. You may wish to tailor the lesson to focus on
phonograms with which children need more experience. children understand that there are patterns and learn how to look A generative lesson has a simple Generative Lesson A generative lesson has a simple
structure that you can use to As English language learners become more familiar with the structure that you can use tophonograms with which children need more experience.
for patterns, they will quickly discover more for themselves. XX Working with English Language Learners A generative lesson has a simple
concept of word patterns and begin to connect and categorize
Working with English Language Learners
XX Generative Lesson present similar content or structure that you can use to present similar content or Generative Lesson
concepts. Use this lesson As children work with spelling patterns, they internalize both the words, they will be able to use what they know about spelling concepts. Use this lessonXX Working with English Language Learners A generative lesson has a simple
Check to be sure that English language learners can read the A generative lesson has X XWorking with English Language Learners
a simple present similar content or
structure to teach children aphonology and the letter-sound relationships in English words. A concepts. Use this lesson
patterns to figure out new words that they may know how to say structure to teach children aWhen teaching about phonograms, be careful that English structure that you can use to
structure that you can use toMaking words is very helpful to English language learners, as it

generative lessons to develop understandings your

words you are using for the sort. Talk about the meanings of the variety of phonograms with key
the goal is making connections among words, which will but not how to read or write. Provide many repetitions of the variety of phonograms withlanguage
the
present similar content or provides an opportunity for them to notice and think carefully structure to teach children a learners don’t rely solely on using beginning and ending present similar content or
words, and use the words in sentences to provide context. If VC pattern. accelerate children’s learning of English as well as their literacy words so that children can hear the sounds and notice the VCe pattern.
concepts. Use this lesson about word parts. Demonstrate making words in an expected variety of phonograms with a parts to solve words. They need to become flexible in how they concepts. Use this lesson
children offer other examples, add them to the sort. Sorting will development. Work with children to be sure they understand and patterns. Use pictures or actions to help them understand the structure to teach children a
structure to teach children away. If some children have minimal English vocabularies, begin by short vowel sound. look at words. Be sure that they sort words both ways, and
help children look more closely at the patterns in words; it is a can pronounce the words you are using as examples. meanings of words. variety of phonograms with the
variety of phonograms with limiting this activity to words they know well and helping them to encourage them to talk about what they are noticing. They should
very engaging activity. You may want children to complete the VCe pattern.
ending consonant clusters. make these words. Gradually increase the number of patterns also be learning new high-frequency words and using letter-
sort twice by mixing up the words and sorting them more quickly
sound relationships as they solve and spell words.
the second time. with which they are working. Be sure to use words the children
understand.

UNDERSTAND THE PRINCIPLE

Noticing parts of words (beginning letter or letters and the
ending phonogram, or spelling pattern) makes it easier for
children to break words apart in order to analyze them. Working
with the parts of words helps children realize the importance of
looking at the entire word, not just the first letter. Connecting 
words that have the same phonogram will also help children
EXPLAIN THE PRINCIPLE
Some words have consonant
clusters at the end. Sometimes
the sounds of the two consonant
letters are blended together
[e.g., mask, lump]; other times
the two consonant letters stand
UNDERSTAND THE PRINCIPLE
As children become familiar with letters and words, they begin to
notice visual patterns and larger parts of words, which is an
important step in understanding how words work. Sorting and
connecting words according to a variety of features will heighten
children’s awareness of word parts and patterns and increase their
flexibility in working with words.
EXPLAIN THE PRINCIPLE
Look at the spelling pattern to
read a word.
Use the spelling pattern to write
a word.

Make new words by putting a

UNDERSTAND THE PRINCIPLE
Recognizing phonograms and other regular spelling patterns that
appear in many words with short vowel sounds will help children
EXPLAIN THE PRINCIPLE
Some words have a short vowel
pattern. You can hear the short
UNDERSTAND THE PRINCIPLE
The English alphabetic system is complex. Many English words
have more letters than sounds. A helpful generalization for
children to know is that when a word ends with a consonant plus
the letter e, the e usually does not represent any sound, and it
EXPLAIN THE PRINCIPLE
Some words have a vowel, a
consonant, and a silent e. The
vowel sound is usually the
name of the first vowel [the a in
UNDERSTAND THE PRINCIPLE
The English alphabetic system is complex. Many English words
have more letters than sounds. A helpful generalization for
children to know is that when a word ends with a consonant plus
the letter e, the e usually does not represent any sound, and it
often signals that the vowel preceding the consonant represents a
long vowel sound. This spelling pattern (CVCe) is common with
the vowels a, i, o, and u. (Only a few words with a long e sound,
EXPLAIN THE PRINCIPLE
Some words have a vowel, a
consonant, and a silent e. The
vowel sound is usually the
name of the first vowel [the a in
place, i in ripe, o in rode, u in
students need to experience over time.
learn to look for more recognizable chunks within a word. It is for one sound (digraph) [e.g., letter or a letter cluster before understand that they can apply what they know about word vowel sound [e.g., cap, best, often signals that the vowel preceding the consonant represents a place, i in ripe, o in rode, u in such as Pete, theme, and these, have this pattern.) Noticing parts tube].
important for children to notice that some phonograms include path, sing]. the pattern. structure to figure out new words. Children also will begin to  pick, not, rust]. long vowel sound. This spelling pattern (CVCe) is common with tube]. of words—beginning letter or letters and the ending phonogram,
consonant clusters (also called consonant blends) and to understand that searching for and recognizing patterns are the vowels a, i, o, and u. (Only a few words with a long e sound, or spelling pattern—makes it easier for children to break words
understand that you can hear the sound represented by each valuable to them as readers and writers. such as Pete, theme, and these, have this pattern.) apart in order to analyze them. Working with the parts of words Comprehensive
Comprehensive Comprehensive Comprehensive Comprehensive Phonics, Spelling,
letter, although the sounds are blended smoothly when you say Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, helps them realize the importance of looking at the entire word, and Word Study
the word. and Word Study and Word Study and Word Study and Word Study not just the first letter. Connecting words that have the same  Guide
Guide Guide Guide Guide
phonogram will also help children learn to look for more Refer to:
Refer to: page 35, row 5
Refer to: Refer to: Refer to: recognizable chunks within a word.
page 35, row 8 page 34, row 4 page 36, row 11 page 35, row 5

Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 185
Spelling Patterns: Recognize and Use Phonograms with Ending Consonant Clusters (VCC) 201 Spelling Patterns: Recognize and Use Phonograms with a VC Pattern 173 Spelling Patterns: Recognize and Use Phonogram Patterns with a Short Vowel Sound in Single-Syllable Words 177 Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 181

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Groups C, A, D
SMALL GROUP

TEXT SET Book Clubs

Title
Grade
The Baby Sister
2
Begin numbering this book
on the right-hand page
Six copies of this title are included in the Preview Pack.
Author/ with the text beginning,
Illustrator Tomie dePaola “Tommy had a mother,
Genre Realistic Fiction a father . . .”

AUTHOR/ILLUSTRATOR STUDY:
Text Set 1 Author/Illustrator:
Tomie dePaola

Book Talk
In this story, the main character, Tomie, is excited to meet his new baby sister, but he’s in
for a surprise. Find out what happens when his strict grandmother, Nana Fall-River, comes
to stay with him and the two of them just can’t get along!

Summary
Tomie is very excited for his mom to have a baby and is hoping to have a little sister. While

TOMIE DEPAOLA
Tomie’s mom is away in the hospital, Aunt Nell is supposed to take care of him. Tomie
can’t wait to see Aunt Nell, but then his strict Nana arrives to watch Tomie instead, leaving
him unhappy and missing his mom. In the end, Tomie has a change of heart, and he and
Nana Fall-River become friends. When Tomie’s baby sister arrives home, he is the happiest
boy in the world.

Messages
Families come together to help out in hard times and celebrate in good times. It can
sometimes be hard to get along with relatives, but love is always there.

Important Text Characteristics:

The story is told in a simple narrative form with themes that are familiar to children (family
■■
relationships, new siblings)
Content features a relationship between Tomie and Nana Fall-River that grows stronger as the
■■
story progresses
Colorful, detailed illustrations help guide the reader to further understand the plot and setting
■■

TEXT: The Baby Sister

Goals
GRADES

PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
Connection Continuum

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

Listening and Speaking Understand that Tomie and his Nana

■■
Fall-River don’t always get along, but they
Listen, respond, and build on the
■■
still love each other
statements of others
Recognize details in the illustrations that
■■
Compare personal knowledge and
■■
show the story is based on real people
experiences with what is heard
and events
Building Deep Understanding
Writing About Reading
Infer Tomie is excited about becoming
■■
Write summaries that include the story’s
■■
a big brother
main problem and how it is resolved
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_BabySister_7082.indd 1 5/31/2018 9:22:37 AM

INDEPEND.

Student choice and confer with individual

students.

FPC TRY IT GRADE 2.indd 38 4/4/19 6:17 PM

 DAY-PLANS GRADE 2 39

DAY 33
LITERARY ANALYSIS UMBRELLA 3 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Studying Authors and Illustrators

Minilessons in This Umbrella

RML1 Learn about authors or illustrators by reading many of their books.

Umbrella 3

Tomie dePaola Studying Authors

and Illustrators
RML 1
LA.U3.RML1
Reading Minilesson Principle
Learn more about authors or illustrators by reading many
of their books.

Goal
Understand that an author’s or illustrator’s work is often recognizable across the
If you aren’t sure whether things happen always
or often, how could you could find out?
RML 1
LA.U3.RML1
Umbrella 3 Studying Authors and Illustrators

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need multiple books. w Continue the activity for Nana Upstairs & Nana talk and write about authors and illustrators in their reading across instructional
RML2 Sometimes authors get ideas for their books from their own lives. Downstairs and Bill and Pete. contexts: interactive read-aloud, independent reading and literacy work, guided
Writing About Reading three or four familiar books by the Rationale
w
What are some other things you notice? reading, shared reading, and book club. Use The Literacy Continuum (Fountas

STUDYING AUTHORS AND ILLUSTRATORS

RML3 You can recognize some books by the author or illustrator. same author and/or illustrator,
When you guide children to recognize the characteristics of an author’s or illustrator’s and Pinnell 2017) to observe children’s reading and writing behaviors across
such as the following from Text
instructional contexts.

The Reading
Set: Tomie dePaola. work, they learn that writing and illustrating books is a process of decision making. Have a Try
Before Teaching Umbrella 3 Minilessons Children become aware of the writer’s or illustrator’s craft and how it contributes to
• The Art Lesson w What evidence do you have of new understanding related to authors and
the full meaning of the book. If children are ready, consider introducing the term craft Invite the children to talk with a partner about another
• Nana Upstairs & illustrators?
In an author or illustrator study (see pp. 41–42), children learn how to notice the in this minilesson. Note that this lesson format can be used for an author, illustrator, Tomie dePaola book.
Nana Downstairs Do children understand that they can learn about authors or illustrators

Minilessons
decisions authors or illustrators made when they created a text. Children gain or author/illustrator study, depending upon the books you choose.
w Show the cover of Bill and Pete Go Down the Nile
•
an understanding of the distinguishing characteristics of a particular author or • Bill and Pete by reading many of their books?
Insects Assess Learning and read a few pages, showing the illustrations.
illustrator. Author study also supports them in noticing and appreciating elements of • Bill and Pete Go • Are they aware that authors sometimes write several books with the same
an author’s or illustrator’s craft—a foundation for thinking analytically and critically Down the Nile Turn and talk about what you notice about Tomie
Observe children when they talk about authors and illustrators. Notice if there is characters in them?
dePaola’s words and illustrations.

Section 2: Literary Analysis

Section 2: Literary Analysis

about texts and for creating texts of their own. These minilessons do not need to be w chart paper and markers evidence of new learning based on the goal of this minilesson.
• Do they recognize some books by their author or illustrator?

Book
taught in order but can be used throughout the year when appropriate. w a basket of additional books by w Do children recognize similar characteristics among books by the same authors w Add ideas to the chart.
The first step in any author study is to collect a set of mentor texts. Use the Tomie dePaola • Do they use academic vocabulary such as author, illustrator, and character
and/or illustrators?
following books from the Fountas & Pinnell Classroom™ Interactive Read-Aloud when talking about books?
w Are they beginning to share opinions about their preferences? Summarize and Apply
Collection text sets or choose books authors or illustrators that engage your class. Academic Language / w In what other ways beyond the scope of this umbrella are the children noticing
Steve Jenkins Do they use the terms author and illustrator?
Important Vocabulary w Summarize the learning and remind children to notice the the work of authors and illustrators?
Tomie dePaola: Writing from Life Steve Jenkins: Nature and Collage author/illustrator’s style as they read.
The Art Lesson • Do children notice how illustrators show how characters feel?
Never Smile at a Monkey author
Minilesson
w
Today you learned that you can read many books
Nana Upstairs & Nana Downstairs • Do they recognize characters that appear in more than one book?

LA.U3.RML1: Learn about authors or

Animals in Flight w illustrator by authors or illustrators to learn how they write or illustrate their books. The way
Bill and Pete I See a Kookaburra! To help children think about the minilesson principle, provide an inquiry-based a person writes or illustrates is called the author’s or illustrator’s craft. Use your observations to determine the next umbrella you will teach. You may also
Bill and Pete Go Down the Nile Biggest, Strongest, Fastest Continuum lesson about an author, illustrator, or author/illustrator. Here is an example. consult Minilessons Across the Year (pp. 57–60) for guidance.
Today, you can choose to read a book by Tomie dePaola from this basket. Look for
Exploring the Natural World: Insects Connection You have read many books by Tomie dePaola. What do you notice about his the things we listed and see if you notice anything new. Bring the book to share.
Jan Brett: Creating Imaginary Worlds
When Lightning Comes in a Jar Honey . . . Honey . . . Lion writing and illustrations? Link to Writing

2
by Patricia Polacco w Make connections (similarities Share
Town Mouse Country Mouse and differences) among texts that After teaching the minilessons in this umbrella, help children link the new learning
Show the covers of several books by Tomie dePaola.
Your Every Day Guide for Literacy Teaching Berlioz the Bear have the same author/illustrator,
w
Following independent work time, gather children together in the meeting area to talk to their own writing or drawing:
setting, characters, or theme What did you notice was true about all of Tomie dePaola’s books? Think
Comet’s Nine Lives Jan Brett about their reading. w Have children create books using the writing or illustrating style of one of the
(p. 42) about what he writes about and his illustrations.
Who read a book by Tomie dePaola? What did you notice? authors or illustrators they particularly enjoyed learning about. For example,
As you read aloud and enjoy these texts together, help children w Connect text by a range of
w On chart paper, write Tomie dePaola’s name at the top, and Noticings under it. they could use photographs to illustrate in the style of Seymour Simon, or
categories (pp. 42, 45)
• make connections among texts by a single author or illustrator, and Create separate sections for Always and Often. As children suggest noticings, help w Add any new ideas to the chart. they could write a story with themselves as a character like Tomie dePaola.
w Recognize some authors by
• begin to recognize the distinctive features of an author’s or illustrator’s work. them distinguish between characteristics the author uses always or much of the time. Encourage them to share their book with others, describing the similarities in

illustrators by reading many of their books

the style of their illustrations,
Extend the Lesson (Optional) style with the author or illustrator whose work they modeled.
characters they use, or typical As I read a few pages from The Art Lesson, think about more things you
plots (p. 43) notice in Tomie dePaola’s writing and drawing. After assessing children’s understanding, you might decide to extend the learning.
w Recognize some authors by the
Repeat the lesson, using books by an author who is not the illustrator, or by an
Reader’s Notebook
topics they choose or the style of w Read page 1 and show the illustration. w

their illustrations (p. 46) illustrator who is not the author. When this umbrella is complete, provide a copy of the minilesson principles (see
What are some other things you notice?
resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
TRY-IT SAMPLE LESSONS
w Provide opportunities for children to view author and illustrator websites with you to
w Continue reading and add ideas to the chart. learn more about the author’s or illustrator’s life and craft. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Pinnell 2011]), so they can refer to the information as needed.

Umbrella 3: Studying Authors and Illustrators 145 146 The Reading Minilessons Book, Grade 2 Umbrella 3: Studying Authors and Illustrators 147 152 The Reading Minilessons Book, Grade 2

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TEXT SET 5
Author/ You Will Need Book The Art Lesson

Prepare to use the books in this text set by

IRA
Tomie dePaola: Writing from Life

IRA
Grade 2
Illustrator Study • The Art Lesson Author/
• Materials to make stick puppets Illustrator Tomie dePaola
or teacher-made stick puppets of Genre Fiction/Realistic

Interactive Read-Aloud
Strega Nona story characters Text Set Tomie dePaola

Interactive Read-Aloud
• Drawing paper and crayons • The Art Lesson
Tomie dePaola
• Writing paper and pencils • Nana Upstairs & Nana
• Chart paper and marker Downstairs
• Strega Nona
• Bill and Pete

familiarizing yourself with the Inquiry Overview Card.

• Bill and Pete Go Down the Nile

The Art Lesson Nana Upstairs, Strega Nona Bill and Pete Bill and Pete Go Down

TOMIE DEPAOLA: WRITING FROM LIFE

Nana Downstairs the Nile
Summary
Tommy wants to be an artist, but he is disappointed by the rules he is expected to follow in his art class at
school. His art teacher suggests a solution that allows Tommy both to follow the rules and express his creativity
About This Text Set and individuality.
For author or illustrator study, be sure that students think and talk about the meaning of each
text before looking for characteristics specific to this author or illustrator.
Tomie dePaola writes and illustrates books across a variety of genres, including realistic fiction,
Messages
Always follow your dreams. Try to be true to yourself, but sometimes you have to compromise. If you think a rule is
folktales, and animal fantasy. His stories are often autobiographical, and his warmly colored
unfair, talk to a grownup and try to find a solution together.
illustrations focus on characters and emotions and often contain humorous or touching details.

Here you’ll find the essential questions, big ideas, and

Goals
Steps in an Author or Illustrator Study Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:
Children will need plenty of opportunity to explore the texts in this set—during read aloud time, and on
Inquiry Communication
their own or in groups or pairs. As they become more familiar with the steps in an author or illustrator
■■Begin to recognize that an author or illustrator may ■■Tell what happened in the story after hearing it read.

TEXT: The Art Lesson

study, they will learn how to notice characteristics common to a particular author or illustrator’s work.
write or illustrate several books. ■■Express opinions about the story and about Tommy and

Author/Illustrator Study: Tomie dePaola

You can follow the steps below for an author or illustrator study.
■■Relate the story to their own lives by discussing support with evidence.
1. Gather and read the books in this text set aloud with the class, and follow each lesson. experiences related to art and individuality. ■■Listen, respond, and build on the statements of others.
■■Make connections with other Tomie dePaola books.
2. Take children on a quick tour of all the books in the set. As you reexamine each book, you might want Vocabulary
to have children do a brief turn and talk with a partner about what they notice. Comprehension ■■Notice and acquire new vocabulary from the story

critical thinking students will explore and investigate

■■Infer the messages about individuality, creativity, (e.g., carpenter, pleased).
3. Have children analyze the characteristics of the author or illustrator’s work, and record their
and compromise. ■■Derive the meaning of words from the context of a
noticings on chart paper.
■■Infer Tommy’s and other characters’ intentions, paragraph or the whole story.
4. You may choose to read a few more books by the author and compare them to the books in this set, feelings, and motivations. ■■Use new vocabulary in discussion of the story.
adding to your noticings as needed. ■■Infer Tommy’s character traits from the story.

About This Book

WHOLE CLASS

GENRE FOCUS In this realistic-fiction story, a boy learns that although it is important to be true to himself,

Respond to the IRA text by using the Shared

sometimes it is necessary to compromise. Second graders will relate to the messages and settings.
HOW THE BOOK WORKS The main character and plot are based on real experiences of the author/illustrator. The

further as they engage with these texts.

story begins by showing Tommy’s love of art. The problem appears near the middle of the story, when Tommy faces
restrictions on his creativity. The climax occurs in his first art lesson. The problem is happily resolved by the end.
IMPORTANT TEXT CHARACTERISTICS
■■Simple, clear illustrations that vary in size and fully support meaning

Grade 2
■■Almost all words in common oral vocabulary for younger children (Tier 1)
■■Familiar topics and themes reflecting everyday life (e.g., families, friends, school, individuality, imagination)
■■Characterdevelopment as a result of plot events (Tommy learns from his art lesson that compromise is okay and
sometimes necessary.)

Writing section on your lesson folder.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_IRA_G2_AS_FPP_TheArtLesson_3316.indd 1 6/28/2017 9:51:54 AM

SR
You Will Need Book The Perfect Beak

TEXT: The Perfect Beak

Author Stephanie Petron
• The Perfect Beak Cahill
• a pointer Genre Nonfiction/
Expository

Shared Reading
• highlighter tape
• chart paper and marker
Visit resources.fountasandpinnell.com
to download online resources to support
this lesson, including:
• masking cards

Summary
All birds have beaks. They use their beaks as tools to help them get food. Different kinds of birds have different kinds of
beaks. Some beaks are short, and some are long. Some are sharp. Some are hard. Each beak is perfect for helping that
bird get food. A bird’s beak is an important body part and tool.

Messages
Living things have body parts that help them survive.

Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared
and Performance Reading section and also pertinent levels in the Guided Reading section).

Searching, Monitoring, Acquire

■■ new vocabulary from Comprehension: Talking and
Correcting Behaviors listening and use in discussion Writing About Reading
(tool, nutcracker, nectar, marsh,
Search
■■ for and use information in Infer important
■■ ideas about birds
sapsucker, tongs).
illustrations and in book and print from reading a nonfiction text.
features. Use
■■ language structure to
Notice
■■ and talk about how the
anticipate the text.
Fluent Reading writer uses descriptive words.

Use
■■ line breaks to guide phrasing. Phonics/Word Study Demonstrate
■■ understanding of
Recognize
■■ and use possessives the topic: different kinds of birds
Read
■■ a growing number of words
that add an apostrophe and s to and their beaks.
quickly and automatically.
singular nouns (jay’s, heron’s). Make
■■ connections between ideas
Vocabulary and Language Recognize
■■ and use contractions in the book by using a graphic
Development with is (it’s). organizer.
Use
■■ contextual information to
understand new words.

About This Book

GENRE FOCUS This expository nonfiction text tells factual information about six different birds: where the bird
lives, what its beak is like, and how the beak helps the bird get food.
HOW THE BOOK WORKS The book uses a repeating pattern to tell about each bird and its beak. Each section
tells about one bird. Labeled photographs and sidebars compare each beak to a specific human tool.
IMPORTANT CHARACTERISTICS TO NOTICE
Detailed,
■■ close-up photographs with labels
Repeating
■■ structure: [Bird] lives in ____. [Her/his] beak is ____. It’s perfect for ____.
Sidebars with
■■ additional information and comparisons
Descriptive
■■ language (sharp, pointy, large) and a variety of action verbs (cracking, catching, sipping)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2010_G2_PerfectBeak.indd 3 1/2/18 10:48 AM

Review previously taught lesson.

Recognize and Use Phonograms with SPELLING PATTERNS 8 Recognize and Use Recognize and Use Phonogram Patterns with
SPELLING PATTERNS 1 SPELLING PATTERNS 2 Recognize and Use Phonograms SPELLING PATTERNS 3
Recognize and Use Phonograms SPELLING PATTERNS 4

Ending Consonant Clusters (VCC) EARLY MIDDLE LATE Phonograms with a VC Pattern a Short Vowel Sound in Single-Syllable Words
EARLY MIDDLE LATE EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE

YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED
Plan Plan Plan Plan Plan
Ready Resources Online Resources Ready Resources Online Resources Ready Resources
fSP 8 Pocket-Chart Cards fSP 4 Pocket-Chart Cards
fSP 1 Action Tags fLowercase Letter Cards fSP 3 Action Tags
Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX XX Consider Your Children
Online Resources fSP 1 Word Cards Online Resources fSP 3 Word Cards Online Resources
This lesson focuses on VCC words that end with consonant fSP 8 Action Tags This lesson will be appropriate for children who already know fSP 1 List Sheets The goal of this lesson is to help children recognize common fSP 2 Action Tags In this lesson, children compare CVC and VCe word pairs, such as fSP 3 Two-Column Sorts Use this lesson when your children know a large number of high- fSP 4 Action Tags
clusters. Use this lesson when children know a large number of several phonograms and have worked with the CVC pattern. You phonograms with short vowel sounds. To benefit from this lesson, kit and kite. Be sure that children have worked with long and short frequency words, most of the consonant letters and associated fSP 4
fSP 8 Word Cards Word Cards
high-frequency words, most of the consonant letters and Other Materials fSP 2 List Sheets Other Materials sounds, and some letter clusters. Children will benefit from this
fSP 8 Three-Way Sorts will want to teach a greater variety of VC patterns, including some children should know the short vowel sounds and have vowels and consonant clusters (including digraphs). Children fSP 4 Three-Way Sorts
fblank chart paper fwhiteboard teaching if they still need to learn to look beyond the first letter
associated sounds, and some letter clusters. Children should also that are less common and have fewer examples, such as -ax, -eg, experience recognizing patterns at the end of words. You may Other Materials generally find long vowel phonograms with the VCe pattern easy
have experience noticing word parts and making new words by Other Materials fwhiteboard when solving words while reading. Children may already be Other Materials
and -em. You can use this lesson several times, focusing on wish to tailor the lesson to focus on a single short vowel sound at to learn.
changing the letter or letters that precede a spelling pattern at fblank chart paper familiar with the VCe pattern, but you will be teaching three fwhiteboard
phonograms with which children need more experience. You will a time: e.g., you may wish to teach five short a phonograms
Generative Lesson Generative Lesson phonograms (-ame, -ate, -ake) that children may not have fpocket chart
the end of a word. You may wish to tailor the lesson to focus on fpocket chart not need to teach all phonograms in formal lessons. Once rather than various phonograms for each of the five vowels. Working with English Language Learners
XX explored in depth. You may wish to tailor the lesson to focus on
phonograms with which children need more experience. children understand that there are patterns and learn how to look A generative lesson has a simple Generative Lesson A generative lesson has a simple
structure that you can use to As English language learners become more familiar with the structure that you can use tophonograms with which children need more experience.
for patterns, they will quickly discover more for themselves. XX Working with English Language Learners A generative lesson has a simple
concept of word patterns and begin to connect and categorize
Working with English Language Learners
XX Generative Lesson present similar content or structure that you can use to present similar content or Generative Lesson
concepts. Use this lesson As children work with spelling patterns, they internalize both the words, they will be able to use what they know about spelling concepts. Use this lessonXX Working with English Language Learners A generative lesson has a simple
Check to be sure that English language learners can read the A generative lesson has X XWorking with English Language Learners
a simple present similar content or
structure to teach children aphonology and the letter-sound relationships in English words. A concepts. Use this lesson
patterns to figure out new words that they may know how to say structure to teach children aWhen teaching about phonograms, be careful that English structure that you can use to
words you are using for the sort. Talk about the meanings of the structure that you can use toMaking words is very helpful to English language learners, as it
variety of phonograms with key
the goal is making connections among words, which will structure to teach children a
but not how to read or write. Provide many repetitions of the variety of phonograms withlanguage
the learners don’t rely solely on using beginning and ending present similar content or
words, and use the words in sentences to provide context. If present similar content or provides an opportunity for them to notice and think carefully accelerate children’s learning of English as well as their literacy words so that children can hear the sounds and notice the
VC pattern. variety of phonograms with a VCe pattern. parts to solve words. They need to become flexible in how they concepts. Use this lesson
children offer other examples, add them to the sort. Sorting will concepts. Use this lesson about word parts. Demonstrate making words in an expected development. Work with children to be sure they understand and patterns. Use pictures or actions to help them understand the
structure to teach children away. If some children have minimal English vocabularies, begin by short vowel sound. look at words. Be sure that they sort words both ways, and structure to teach children a
help children look more closely at the patterns in words; it is a can pronounce the words you are using as examples. meanings of words. variety of phonograms with the
variety of phonograms with limiting this activity to words they know well and helping them to encourage them to talk about what they are noticing. They should
very engaging activity. You may want children to complete the VCe pattern.
ending consonant clusters. make these words. Gradually increase the number of patterns also be learning new high-frequency words and using letter-
sort twice by mixing up the words and sorting them more quickly
sound relationships as they solve and spell words.
the second time. with which they are working. Be sure to use words the children
understand.

UNDERSTAND THE PRINCIPLE

UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
The English alphabetic system is complex. Many English words
Noticing parts of words (beginning letter or letters and the Some words have consonant As children become familiar with letters and words, they begin to Look at the spelling pattern to EXPLAIN THE PRINCIPLE
have more letters than sounds. A helpful generalization for
ending phonogram, or spelling pattern) makes it easier for clusters at the end. Sometimes notice visual patterns and larger parts of words, which is an read a word. UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
children to know is that when a word ends with a consonant plus Some words have a vowel, a
children to break words apart in order to analyze them. Working the sounds of the two consonant important step in understanding how words work. Sorting and The English alphabetic system is complex. Many English words Some words have a vowel, a
Use the spelling pattern to write the letter e, the e usually does not represent any sound, and it consonant, and a silent e. The
with the parts of words helps children realize the importance of letters are blended together connecting words according to a variety of features will heighten UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE have more letters than sounds. A helpful generalization for consonant, and a silent e. The
a word. often signals that the vowel preceding the consonant represents a vowel sound is usually the
looking at the entire word, not just the first letter. Connecting  [e.g., mask, lump]; other times children’s awareness of word parts and patterns and increase their Recognizing phonograms and other regular spelling patterns that Some words have a short vowel children to know is that when a word ends with a consonant plus vowel sound is usually the long vowel sound. This spelling pattern (CVCe) is common with name of the first vowel [the a in
words that have the same phonogram will also help children the two consonant letters stand flexibility in working with words. Make new words by putting a appear in many words with short vowel sounds will help children pattern. You can hear the short the letter e, the e usually does not represent any sound, and it name of the first vowel [the a in the vowels a, i, o, and u. (Only a few words with a long e sound, place, i in ripe, o in rode, u in
learn to look for more recognizable chunks within a word. It is for one sound (digraph) [e.g., letter or a letter cluster before understand that they can apply what they know about word vowel sound [e.g., cap, best, often signals that the vowel preceding the consonant represents a place, i in ripe, o in rode, u in such as Pete, theme, and these, have this pattern.) Noticing parts tube].
important for children to notice that some phonograms include path, sing]. the pattern. structure to figure out new words. Children also will begin to  pick, not, rust]. long vowel sound. This spelling pattern (CVCe) is common with tube]. of words—beginning letter or letters and the ending phonogram,
consonant clusters (also called consonant blends) and to understand that searching for and recognizing patterns are the vowels a, i, o, and u. (Only a few words with a long e sound, or spelling pattern—makes it easier for children to break words
understand that you can hear the sound represented by each valuable to them as readers and writers. such as Pete, theme, and these, have this pattern.) apart in order to analyze them. Working with the parts of words Comprehensive
Comprehensive Comprehensive Comprehensive Comprehensive Phonics, Spelling,
letter, although the sounds are blended smoothly when you say Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, helps them realize the importance of looking at the entire word, and Word Study
the word. and Word Study and Word Study and Word Study and Word Study not just the first letter. Connecting words that have the same  Guide
Guide Guide Guide Guide
phonogram will also help children learn to look for more Refer to:
Refer to: page 35, row 5
Refer to: Refer to: Refer to: recognizable chunks within a word.
page 35, row 8 page 34, row 4 page 36, row 11 page 35, row 5

Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 185
Spelling Patterns: Recognize and Use Phonograms with Ending Consonant Clusters (VCC) 201 Spelling Patterns: Recognize and Use Phonograms with a VC Pattern 173 Spelling Patterns: Recognize and Use Phonogram Patterns with a Short Vowel Sound in Single-Syllable Words 177 Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 181

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Groups D, B, A
SMALL GROUP

TEXT SET Book Clubs

Title The Cloud Book

While the Discussion Card for this title is included in
Grade 2
Author/

the Preview Pack, copies of the book are not. Give this
Illustrator Tomie dePaola
Genre Expository Nonfiction

AUTHOR/ILLUSTRATOR STUDY:
Text Set 1 Author/Illustrator:
Tomie dePaola

Try this Book Club using your

Book Talk
You may have noticed clouds in the sky, but how much do you really know about them? In this
book, Tomie dePaola will teach you about the different kinds of clouds and how to tell them
apart. You will be surprised at how much there is to learn about clouds!

Book Club a try by gathering the copies you need from

Summary

TOMIE DEPAOLA
This nonfiction text teaches readers about the different cloud types, how to recognize them
in the sky, and how we can use clouds to predict the weather. Tomie dePaola also explores
the myths about certain cloud shapes, as well as popular sayings inspired by clouds and the
weather. While not technically drawn, the illustrations do capture the details of the cloud

own copies of The Cloud Book.

types in a fashion that is both entertaining and informative.

Messages
Clouds can help predict weather. There are many stories about clouds. There is more to the
clouds in the sky than just their shape.

your classroom or school libraries.

Important Text Characteristics
Information presented in a descriptive style, without traditional nonfiction text features
■■
Expert vocabulary related to the content is presented in italics, with word definitions or
■■
descriptions following
Relevant content that increases children’s understanding of the physical world (clouds
■■

TEXT: The Cloud Book

and weather)

Goals
GRADES

PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
Connection Continuum

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

Listening and Speaking Notice and understand the purpose of

■■
some organizational tools (e.g. index,
Demonstrate respectful listening behaviors
■■
italicized words)
Actively participate in the give and take of
■■
Gain new information from both pictures
■■
conversation
and print
Building Deep Understanding
Writing About Reading
Notice and remember the important
■■
Draw and write to show understanding of
■■
information in a text (there is more to learn
new concepts and ideas from the text and
about clouds than their shape)
to make predictions based on children’s
understanding
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_CloudBook_7083.indd 1 5/31/2018 9:36:44 AM

Student choice and confer with individual

INDEPENDENT

students.

FPC TRY IT GRADE 2.indd 39 4/4/19 6:17 PM

 40 FOUNTAS & PINNELL CLASSROOM™

DAY 34
LITERARY ANALYSIS UMBRELLA 3 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Studying Authors and Illustrators

Minilessons in This Umbrella

RML1 Learn about authors or illustrators by reading many of their books.

Umbrella 3

Tomie dePaola Studying Authors

and Illustrators
RML 2
LA.U3.RML2
Reading Minilesson Principle
Sometimes authors get ideas for their books from their
own lives.

Goal
Understand that authors sometimes get writing ideas from their own life
Have a Try
Invite the children to apply the new thinking with a partner.
RML 2
LA.U3.RML2
Umbrella 3 Studying Authors and Illustrators

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need experiences. talk and write about authors and illustrators in their reading across instructional
w Hold up the book When Lightning Comes in a Jar.
RML2 Sometimes authors get ideas for their books from their own lives. Read the title, the author’s information on the back contexts: interactive read-aloud, independent reading and literacy work, guided
Writing About Reading several familiar fiction books that Rationale
w
reading, shared reading, and book club. Use The Literacy Continuum (Fountas

STUDYING AUTHORS AND ILLUSTRATORS

RML3 You can recognize some books by the author or illustrator. use ideas from the authors’ own inside cover, and the final sentence in the summary on
When children understand that sometimes authors get ideas from their own lives, the back cover. and Pinnell 2017) to observe children’s reading and writing behaviors across
lives, such as the following:
instructional contexts.

The Reading
they understand how experiences and lessons learned can provide ideas for writing.
• The Art Lesson by Tomie They learn that authors can write about what they know well. Turn and talk about what you learned from the
Before Teaching Umbrella 3 Minilessons dePaola, from Text Set: w What evidence do you have of new understanding related to authors and
author’s information and the summary.
Tomie dePaola Assess Learning illustrators?
In an author or illustrator study (see pp. 41–42), children learn how to notice the
• Nana Upstairs & Nana w After time for discussion, ask children to share ideas. Do children understand that they can learn about authors or illustrators

Minilessons
decisions authors or illustrators made when they created a text. Children gain •
Downstairs by Tomie dePaola, Observe children when they talk about authors and illustrators. Notice if there is
an understanding of the distinguishing characteristics of a particular author or by reading many of their books?
Insects from Text Set: Tomie dePaola evidence of new learning based on the goal of this minilesson. Summarize and Apply
illustrator. Author study also supports them in noticing and appreciating elements of • Are they aware that authors sometimes write several books with the same
• When Lightning Comes in a w Do children recognize that sometimes authors get ideas for their stories from
an author’s or illustrator’s craft—a foundation for thinking analytically and critically Summarize the learning and remind children to think characters in them?
Jar by Patricia Polacco, from their own lives?

Section 2: Literary Analysis

Section 2: Literary Analysis

about texts and for creating texts of their own. These minilessons do not need to be Text Set: Insects about authors’ ideas for stories.
Can they talk about details that show that the author uses something from his • Do they recognize some books by their author or illustrator?

Book
taught in order but can be used throughout the year when appropriate. w
w chart paper and markers or her own life? What did you notice today about where authors
The first step in any author study is to collect a set of mentor texts. Use the • Do they use academic vocabulary such as author, illustrator, and character
get ideas for their stories?
following books from the Fountas & Pinnell Classroom™ Interactive Read-Aloud w Do they use academic language, such as character and author? when talking about books?
Academic Language /
Collection text sets or choose books authors or illustrators that engage your class. Where can you look to find out where the author
Steve Jenkins Important Vocabulary w In what other ways beyond the scope of this umbrella are the children noticing
got an idea for a story?
the work of authors and illustrators?
Tomie dePaola: Writing from Life Steve Jenkins: Nature and Collage Minilesson Let’s make a chart together.
w character • Do children notice how illustrators show how characters feel?
The Art Lesson Never Smile at a Monkey
author To help children think about the minilesson principle, choose familiar texts to provide

LA.U3.RML2: Sometimes authors get ideas

Nana Upstairs & Nana Downstairs Animals in Flight
w
w Write the principle at the top of the chart. • Do they recognize characters that appear in more than one book?
w life, lives an inquiry-based lesson about one way that authors get story ideas. Here is an example:
Bill and Pete I See a Kookaburra! When you read a book in independent reading today, look in these places to find out Use your observations to determine the next umbrella you will teach. You may also
w Show the cover and title page of The Art Lesson and then read the dedication. where the author got the idea for the story. consult Minilessons Across the Year (pp. 57–60) for guidance.
Bill and Pete Go Down the Nile Biggest, Strongest, Fastest
Continuum What do you notice about the dedication?
Exploring the Natural World: Insects Jan Brett: Creating Imaginary Worlds Connection
Why do you think Tomie dePaola dedicated this book to his fifth-grade
Share Link to Writing
When Lightning Comes in a Jar Honey . . . Honey . . . Lion

2
by Patricia Polacco Use evidence from the text to teacher and the Crayola® Company? Following independent work time, gather children together in the meeting area to talk about
Town Mouse Country Mouse w
After teaching the minilessons in this umbrella, help children link the new learning
Your Every Day Guide for Literacy Teaching Berlioz the Bear support statements about the text What do you notice about the character’s name? their reading with a partner.
to their own writing or drawing:
(pp. 42, 45)
Comet’s Nine Lives Jan Brett He wrote this book about when he was young and wanted to be an artist. Turn and talk to your partner. Did you read a story today that you think was an idea
w Have children create books using the writing or illustrating style of one of the
the author got from his own life? Why do you think that?
w Hold up Nana Upstairs & Nana Downstairs and read the title. authors or illustrators they particularly enjoyed learning about. For example,
As you read aloud and enjoy these texts together, help children
they could use photographs to illustrate in the style of Seymour Simon, or
• make connections among texts by a single author or illustrator, and I’m going to read the dedication at the front of the book and the author’s Extend the Lesson (Optional) they could write a story with themselves as a character like Tomie dePaola.
note at the end of the book.

for their books from their own lives

• begin to recognize the distinctive features of an author’s or illustrator’s work. After assessing children’s understanding, you might decide to extend the learning. Encourage them to share their book with others, describing the similarities in
w Read the dedication and the first sentence and first full paragraph of the style with the author or illustrator whose work they modeled.
w Encourage children to check resources to determine if the books they read are based on
author’s note. the author’s life.
What information did you get from the dedication and the author’s note?
Reader’s Notebook
w Encourage children to use experiences from their own lives when they write stories.
Do you think the boy telling the story is Tomie as he remembers himself? Help them understand that they can be the character in the story, or that they can use When this umbrella is complete, provide a copy of the minilesson principles (see
different details and events from their own life. resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
TRY-IT SAMPLE LESSONS Tomie dePaola gets ideas for his stories from his own life. We know that
from reading the dedication and the author’s note.
the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Pinnell 2011]), so they can refer to the information as needed.

Umbrella 3: Studying Authors and Illustrators 145 148 The Reading Minilessons Book, Grade 2 Umbrella 3: Studying Authors and Illustrators 149 152 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 145 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 148 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 149 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 152 9/24/18 1:31 PM

TEXT SET 5
You Will Need Book Nana Upstairs & Nana Downstairs

IRA
Grade 2
• Nana Upstairs & Nana Downstairs Author/
• Chart paper and marker Illustrator Tomie dePaola
• Writing paper and pencils Genre Fiction/Realistic

Interactive Read-Aloud
• Drawing paper and crayons Text Set Tomie dePaola
• The Art Lesson
• Nana Upstairs & Nana
Downstairs
• Strega Nona
• Bill and Pete
• Bill and Pete Go Down the Nile

TOMIE DEPAOLA: WRITING FROM LIFE

Summary
Each Sunday, Tommy visits his grandmother and great-grandmother. He loves spending time with his great-
grandmother (Nana Upstairs). When she dies, Tommy must learn to cope with his first loss of a loved one.

Messages
Relationships between grandparents and grandchildren are special. Death is a difficult but unavoidable part of life.
When someone you love dies, that person lives on in your memory.

Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:

Inquiry Communication
■■Make connections with other Tomie dePaola books. ■■Tell what happened in the story after hearing it read.

TEXT: Nana Upstairs & Nana Downstairs

■■Form opinions about Tomie dePaola and state the ■■Listen to, respond to, and build on the statements of others.
basis for those opinions. ■■Engage actively in conversational routines (e.g., turn
■■Begin to recognize that an author or illustrator may write and talk).
or illustrate several books.
Vocabulary
Comprehension ■■Use some academic language to talk about literary features
■■Recall details about the relationships between Tommy (e.g., beginning, ending, character, events).
and his grandmothers as revealed through dialogue ■■Use some academic language to talk about book and
and behavior. print features (e.g., front cover, title, author, illustration,
■■Discuss the significance of events in the plot (e.g., the author’s note).
falling stars).
■■Infer Tommy’s intentions, feelings, and motivations.
WHOLE CLASS

About This Book

GENRE FOCUS This realistic-fiction story is about a young boy who faces the loss of his great-grandmother. Though

Respond to the IRA text by using the Shared

it reads as fiction, it is based on real events the author recalls from his childhood.
HOW THE BOOK WORKS The story begins by introducing the main characters and establishing the relationships
between them. Near the end, Tommy learns about death for the first time when Nana Upstairs dies. The final page of
the story depicts Tommy as an adult reflecting on the deaths of both of his Nanas.
IMPORTANT TEXT CHARACTERISTICS
■■Illustrations that have a soft, fuzzy, dreamlike quality, suggesting they are based on memories
■■Based on real events in the author’s life (See author’s note on final page.)
■■Realistic characters, settings, and events
■■Themes reflecting everyday life (self, family relationships, home, loss)
■■Sentences that are generally easy to follow, but some that are long and complex
■■Almost all words in the common oral vocabulary for younger children (Tier 1)

Writing section on your lesson folder.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_IRA_G2_AS_FPP_NanaUpstairsDownstairs_3317.indd 1 6/28/2017 9:23:34 AM

SR
You Will Need Book The Perfect Beak
Author Stephanie Petron

TEXT: The Perfect Beak

• The Perfect Beak Cahill
• a pointer Genre Nonfiction/
Expository

Shared Reading
• highlighter tape
• chart paper and marker

Visit resources.fountasandpinnell.com
to download online resources to support
this lesson, including:
• masking cards

Summary
All birds have beaks. They use their beaks as tools to help them get food. Different kinds of birds have different kinds of
beaks. Some beaks are short, and some are long. Some are sharp. Some are hard. Each beak is perfect for helping that
bird get food. A bird’s beak is an important body part and tool.

Messages
Living things have body parts that help them survive.

Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared
and Performance Reading section and also pertinent levels in the Guided Reading section).

Searching, Monitoring, Acquire

■■ new vocabulary from Comprehension: Talking and
Correcting Behaviors listening and use in discussion Writing About Reading
(tool, nutcracker, nectar, marsh,
Search
■■ for and use information in Infer important
■■ ideas about birds
sapsucker, tongs).
illustrations and in book and print from reading a nonfiction text.
features. Use
■■ language structure to
Notice
■■ and talk about how the
anticipate the text.
Fluent Reading writer uses descriptive words.

Use
■■ line breaks to guide phrasing. Phonics/Word Study Demonstrate
■■ understanding of
Recognize
■■ and use possessives the topic: different kinds of birds
Read
■■ a growing number of words
that add an apostrophe and s to and their beaks.
quickly and automatically.
singular nouns (jay’s, heron’s). Make
■■ connections between ideas
Vocabulary and Language Recognize
■■ and use contractions in the book by using a graphic
Development with is (it’s). organizer.
Use
■■ contextual information to
understand new words.

About This Book

GENRE FOCUS This expository nonfiction text tells factual information about six different birds: where the bird
lives, what its beak is like, and how the beak helps the bird get food.
HOW THE BOOK WORKS The book uses a repeating pattern to tell about each bird and its beak. Each section
tells about one bird. Labeled photographs and sidebars compare each beak to a specific human tool.
IMPORTANT CHARACTERISTICS TO NOTICE
Detailed,
■■ close-up photographs with labels
Repeating
■■ structure: [Bird] lives in ____. [Her/his] beak is ____. It’s perfect for ____.
Sidebars with
■■ additional information and comparisons
Descriptive
■■ language (sharp, pointy, large) and a variety of action verbs (cracking, catching, sipping)

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_SR_Lesson_2010_G2_PerfectBeak.indd 3 1/2/18 10:48 AM

Recognize and Use Phonograms with SPELLING PATTERNS 8 Recognize and Use Recognize and Use Phonogram Patterns with
SPELLING PATTERNS 1 SPELLING PATTERNS 2Recognize and Use Phonograms SPELLING PATTERNS 3
Recognize and Use Phonograms SPELLING PATTERNS 4

Ending Consonant Clusters (VCC) EARLY MIDDLE LATE Phonograms with a VC Pattern a Short Vowel Sound in Single-Syllable Words with a VCe Pattern with a VCe Pattern EARLY MIDDLE LATE

Review previously taught lesson.

EARLY MIDDLE LATE EARLY MIDDLE LATE EARLY MIDDLE LATE

YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED
Plan Plan Plan Plan Plan
Ready Resources Online Resources Ready Resources Online Resources Ready Resources
fSP 8 Pocket-Chart Cards fSP 4 Pocket-Chart Cards
SP 1
f Action Tags fLowercase Letter Cards SP 3
f Action Tags
Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX XX Consider Your Children
Online Resources SP 1
f Word Cards Online Resources SP 3
f Word Cards Online Resources
This lesson focuses on VCC words that end with consonant fSP 8 Action Tags This lesson will be appropriate for children who already know SP 1
f List Sheets The goal of this lesson is to help children recognize common fSP 2 Action Tags In this lesson, children compare CVC and VCe word pairs, such as SP 3
f Two-Column Sorts Use this lesson when your children know a large number of high- fSP 4 Action Tags
clusters. Use this lesson when children know a large number of several phonograms and have worked with the CVC pattern. You phonograms with short vowel sounds. To benefit from this lesson, kit and kite. Be sure that children have worked with long and short frequency words, most of the consonant letters and associated fSP 4
fSP 8 Word Cards Word Cards
high-frequency words, most of the consonant letters and Other Materials fSP 2 List Sheets Other Materials sounds, and some letter clusters. Children will benefit from this
fSP 8 Three-Way Sorts will want to teach a greater variety of VC patterns, including some children should know the short vowel sounds and have vowels and consonant clusters (including digraphs). Children fSP 4 Three-Way Sorts
associated sounds, and some letter clusters. Children should also blank chart paper
f
Other Materials whiteboard
f teaching if they still need to learn to look beyond the first letter
that are less common and have fewer examples, such as -ax, -eg, experience recognizing patterns at the end of words. You may generally find long vowel phonograms with the VCe pattern easy
have experience noticing word parts and making new words by Other Materials fwhiteboard when solving words while reading. Children may already be Other Materials
and -em. You can use this lesson several times, focusing on wish to tailor the lesson to focus on a single short vowel sound at to learn.
changing the letter or letters that precede a spelling pattern at fblank chart paper familiar with the VCe pattern, but you will be teaching three fwhiteboard
phonograms with which children need more experience. You will a time: e.g., you may wish to teach five short a phonograms
Generative Lesson Generative Lesson phonograms (-ame, -ate, -ake) that children may not have fpocket chart
the end of a word. You may wish to tailor the lesson to focus on fpocket chart not need to teach all phonograms in formal lessons. Once rather than various phonograms for each of the five vowels. Working with English Language Learners
XX explored in depth. You may wish to tailor the lesson to focus on
phonograms with which children need more experience. children understand that there are patterns and learn how to look A generative lesson has a simple Generative Lesson A generative lesson has a simple
structure that you can use to As English language learners become more familiar with the structure that you can use tophonograms with which children need more experience.
for patterns, they will quickly discover more for themselves. XX Working with English Language Learners A generative lesson has a simple
concept of word patterns and begin to connect and categorize
Working with English Language Learners
XX Generative Lesson present similar content or structure that you can use to present similar content or Generative Lesson
concepts. Use this lesson As children work with spelling patterns, they internalize both the words, they will be able to use what they know about spelling concepts. Use this lessonXX Working with English Language Learners A generative lesson has a simple
Check to be sure that English language learners can read the A generative lesson has X XWorking with English Language Learners
a simple present similar content or
structure to teach children aphonology and the letter-sound relationships in English words. A concepts. Use this lesson
patterns to figure out new words that they may know how to say structure to teach children aWhen teaching about phonograms, be careful that English structure that you can use to
words you are using for the sort. Talk about the meanings of the structure that you can use toMaking words is very helpful to English language learners, as it
variety of phonograms with key
the goal is making connections among words, which will structure to teach children a
but not how to read or write. Provide many repetitions of the variety of phonograms withlanguage
the learners don’t rely solely on using beginning and ending present similar content or
words, and use the words in sentences to provide context. If present similar content or provides an opportunity for them to notice and think carefully accelerate children’s learning of English as well as their literacy words so that children can hear the sounds and notice the
VC pattern. variety of phonograms with a VCe pattern. parts to solve words. They need to become flexible in how they concepts. Use this lesson
children offer other examples, add them to the sort. Sorting will concepts. Use this lesson about word parts. Demonstrate making words in an expected development. Work with children to be sure they understand and patterns. Use pictures or actions to help them understand the
structure to teach children away. If some children have minimal English vocabularies, begin by short vowel sound. look at words. Be sure that they sort words both ways, and structure to teach children a
help children look more closely at the patterns in words; it is a can pronounce the words you are using as examples. meanings of words. variety of phonograms with the
variety of phonograms with limiting this activity to words they know well and helping them to encourage them to talk about what they are noticing. They should
very engaging activity. You may want children to complete the VCe pattern.
ending consonant clusters. make these words. Gradually increase the number of patterns also be learning new high-frequency words and using letter-
sort twice by mixing up the words and sorting them more quickly
sound relationships as they solve and spell words.
the second time. with which they are working. Be sure to use words the children
understand.

UNDERSTAND THE PRINCIPLE

UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
The English alphabetic system is complex. Many English words
Noticing parts of words (beginning letter or letters and the Some words have consonant As children become familiar with letters and words, they begin to Look at the spelling pattern to EXPLAIN THE PRINCIPLE
have more letters than sounds. A helpful generalization for
ending phonogram, or spelling pattern) makes it easier for clusters at the end. Sometimes notice visual patterns and larger parts of words, which is an read a word. UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
children to know is that when a word ends with a consonant plus Some words have a vowel, a
children to break words apart in order to analyze them. Working the sounds of the two consonant important step in understanding how words work. Sorting and The English alphabetic system is complex. Many English words Some words have a vowel, a
Use the spelling pattern to write the letter e, the e usually does not represent any sound, and it consonant, and a silent e. The
with the parts of words helps children realize the importance of letters are blended together connecting words according to a variety of features will heighten UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE have more letters than sounds. A helpful generalization for consonant, and a silent e. The
a word. often signals that the vowel preceding the consonant represents a vowel sound is usually the
looking at the entire word, not just the first letter. Connecting  [e.g., mask, lump]; other times children’s awareness of word parts and patterns and increase their Recognizing phonograms and other regular spelling patterns that Some words have a short vowel children to know is that when a word ends with a consonant plus vowel sound is usually the long vowel sound. This spelling pattern (CVCe) is common with name of the first vowel [the a in
words that have the same phonogram will also help children the two consonant letters stand flexibility in working with words. Make new words by putting a appear in many words with short vowel sounds will help children pattern. You can hear the short the letter e, the e usually does not represent any sound, and it name of the first vowel [the a in the vowels a, i, o, and u. (Only a few words with a long e sound, place, i in ripe, o in rode, u in
learn to look for more recognizable chunks within a word. It is for one sound (digraph) [e.g., letter or a letter cluster before understand that they can apply what they know about word vowel sound [e.g., cap, best, often signals that the vowel preceding the consonant represents a place, i in ripe, o in rode, u in such as Pete, theme, and these, have this pattern.) Noticing parts tube].
important for children to notice that some phonograms include path, sing]. the pattern. structure to figure out new words. Children also will begin to  pick, not, rust]. long vowel sound. This spelling pattern (CVCe) is common with tube]. of words—beginning letter or letters and the ending phonogram,
consonant clusters (also called consonant blends) and to understand that searching for and recognizing patterns are the vowels a, i, o, and u. (Only a few words with a long e sound, or spelling pattern—makes it easier for children to break words
understand that you can hear the sound represented by each valuable to them as readers and writers. such as Pete, theme, and these, have this pattern.) apart in order to analyze them. Working with the parts of words Comprehensive
Comprehensive Comprehensive Comprehensive Comprehensive Phonics, Spelling,
letter, although the sounds are blended smoothly when you say Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, helps them realize the importance of looking at the entire word, and Word Study
the word. and Word Study and Word Study and Word Study and Word Study not just the first letter. Connecting words that have the same  Guide
Guide Guide Guide Guide
phonogram will also help children learn to look for more Refer to:
Refer to: page 35, row 5
Refer to: Refer to: Refer to: recognizable chunks within a word.
page 35, row 8 page 34, row 4 page 36, row 11 page 35, row 5

Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 185
Spelling Patterns: Recognize and Use Phonograms with Ending Consonant Clusters (VCC) 201 Spelling Patterns: Recognize and Use Phonograms with a VC Pattern 173 Spelling Patterns: Recognize and Use Phonogram Patterns with a Short Vowel Sound in Single-Syllable Words 177 Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 181

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Groups A, C, B
SMALL GROUP

TEXT SET Book Clubs

Title Stagestruck
Begin numbering this
While the Discussion Card for this title is included in
Grade Grade 2 book on the right-hand
Author/ page with the body text

the Preview Pack, copies of the book are not. Give this
Illustrator Tomie dePaola beginning: “Girls and
Genre Realistic Fiction boys . . .”

AUTHOR/ILLUSTRATOR STUDY:
Text Set 1 Author/Illustrator:
Tomie dePaola

Try this Book Club using your

Book Talk
Tomie’s class is putting on a play, and he is sure that he will get the starring role. He wants
to be Peter Rabbit, but he doesn’t get that part. He does get a part, but it’s Mopsy. Tomie is
disappointed but then comes up with a plan to get all the audience’s attention. Should he
do that? And what will his teacher and mother think?

TOMIE DEPAOLA Book Club a try by gathering the copies you need from
Summary
Tomie is excited that his class is putting on a play but disappointed when instead of getting
the lead role, he gets a nonspeaking supporting role. Remembering the advice of his dance
teacher to react to others on stage, he comes up with a plan. However, his reactions end up

own copies of Stagestruck.

stealing the spotlight from Johnny. While the audience loves it, his mother does not. Tomie
goes to school the next day and apologizes to his teacher and his friend.

Messages
You don’t always need to be the center of attention. You should apologize if you hurt
someone’s feelings. Follow your dreams.

your classroom or school libraries.

Important Text Characteristics
Narrative, straightforward story with themes and ideas close to children’s experience (school,
■■
friendship, feelings)
Text has a few interesting words that may be new to children (bow, stage presence, mumble,
■■

TEXT: Stagestruck
rehearsals, stagestruck)
Large, colorful illustrations that support interpretation as well as enhance and extend meaning
■■

Goals
GRADES

PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
Connection Continuum

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

Listening and Speaking Derive the meaning of words from the

■■
context of a paragraph or entire text
Follow a topic and add to discussion with
■■
Compare personal knowledge and
■■
on-topic comments
experiences with what is read
Use conventions of respectful conversation
■■

Building Deep Understanding Writing About Reading

Write to express opinions about a
■■
Notice details in the illustrations and think
■■
character’s traits or behaviors
about how characters’ feelings or traits
are revealed
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_Stagestruck_7084.indd 1 5/31/2018 10:27:57 AM

INDEPENDENT

Student choice and confer with individual

students.

FPC TRY IT GRADE 2.indd 40 4/4/19 6:17 PM

 DAY-PLANS GRADE 2 41

DAY 35
LITERARY ANALYSIS UMBRELLA 3 Irene C. Fountas & Gay Su Pinnell
190
Minilessons

Management

Literary Analysis
Studying Authors and Illustrators

Minilessons in This Umbrella

RML1 Learn about authors or illustrators by reading many of their books.

Umbrella 3

Tomie dePaola Studying Authors

and Illustrators
RML 3
LA.U3.RML3
Reading Minilesson Principle
You can recognize some books by the author or illustrator.

Goal
Recognize and compare different authors’ writing and illustrating styles.
Have a Try
Invite the children to apply the new thinking with a partner.
RML 3
LA.U3.RML3
Umbrella 3 Studying Authors and Illustrators

Assessment
After you have taught the minilessons in this umbrella, observe children as they
Strategies & Skills You Will Need talk and write about authors and illustrators in their reading across instructional
Rationale w Repeat the process, reading and sharing the
RML2 Sometimes authors get ideas for their books from their own lives. illustrations from a few pages in three books by contexts: interactive read-aloud, independent reading and literacy work, guided
Writing About Reading multiple books from each of
w
When children begin to recognize books by the same author or illustrator, it supports reading, shared reading, and book club. Use The Literacy Continuum (Fountas

STUDYING AUTHORS AND ILLUSTRATORS

RML3 You can recognize some books by the author or illustrator. several authors or illustrators that Tomie dePaola.
them in anticipating certain characteristics of the book, such as theme, illustrations, and Pinnell 2017) to observe children’s reading and writing behaviors across
have different, recognizable styles, Turn and talk to your partner. What author do you
instructional contexts.

The Reading
including several the children are content, or craft. Children will learn to make connections between multiple examples
of an author or illustrator’s work and be able to compare that work to other authors or think wrote these books? Why do you think that?
Before Teaching Umbrella 3 Minilessons familiar with, and one you have w What evidence do you have of new understanding related to authors and
not read together yet, such as the illustrators.
w Provide time for partners to discuss. Ask a couple of illustrators?
In an author or illustrator study (see pp. 41–42), children learn how to notice the following: Assess Learning children to share. Do children understand that they can learn about authors or illustrators

Minilessons
decisions authors or illustrators made when they created a text. Children gain • Never Smile at a Monkey, •
an understanding of the distinguishing characteristics of a particular author or Animals in Flight, I See a Observe children when they talk about authors and illustrators. Notice if there is by reading many of their books?
Insects
Kookaburra!, and Biggest, evidence of new learning based on the goal of this minilesson.
Summarize and Apply
illustrator. Author study also supports them in noticing and appreciating elements of • Are they aware that authors sometimes write several books with the same
an author’s or illustrator’s craft—a foundation for thinking analytically and critically Strongest, Fastest from Text
w Do children recognize one or more books by the same author or illustrator? Summarize the learning and remind children to think characters in them?
Set: Steve Jenkins

Section 2: Literary Analysis

Section 2: Literary Analysis

about texts and for creating texts of their own. These minilessons do not need to be about who the author or illustrator might be.
• Honey . . . Honey . . . Lion, Town w Can they talk about similarities in the writing/illustrations of certain authors/ • Do they recognize some books by their author or illustrator?

Book
taught in order but can be used throughout the year when appropriate. illustrators?
Mouse Country Mouse, Berlioz Today you learned that you can recognize some
The first step in any author study is to collect a set of mentor texts. Use the • Do they use academic vocabulary such as author, illustrator, and character
the Bear, and Comet’s Nine w Do they use the terms author, illustrator, and recognize? books by the author or illustrator.
following books from the Fountas & Pinnell Classroom™ Interactive Read-Aloud when talking about books?
Lives from Text Set: Jan Brett
Collection text sets or choose books authors or illustrators that engage your class. • The Art Lesson, Nana Upstairs w Write the principle at the top of the chart and record w In what other ways beyond the scope of this umbrella are the children noticing
Steve Jenkins
& Nana Downstairs, Bill and Minilesson children’s responses below. the work of authors and illustrators?
Tomie dePaola: Writing from Life Steve Jenkins: Nature and Collage Pete, and Bill and Pete Go
Let’s make a chart together. What are some of the • Do children notice how illustrators show how characters feel?
The Art Lesson Never Smile at a Monkey Down the Nile from Text Set: To help children think about the minilesson principle, provide an inquiry-based things that authors and illustrators do that will

LA.U3.RML3: You can recognize some books

Nana Upstairs & Nana Downstairs Tomie dePaola • Do they recognize characters that appear in more than one book?
Animals in Flight lesson about authors’ and/or illustrators’ styles. Here is an example: help you recognize who wrote or drew the illustrations in a book you read?
Bill and Pete w sticky notes Use your observations to determine the next umbrella you will teach. You may also
I See a Kookaburra! w Gather three books by an author/illustrator, such as Jan Brett: two that are
chart paper and markers When you read a book in independent reading today, think about how you can
Bill and Pete Go Down the Nile Biggest, Strongest, Fastest
w
familiar to the children, and one that you have not read with them yet. Cover Jan consult Minilessons Across the Year (pp. 57–60) for guidance.
w three large sticky notes with recognize a book from that author. Be prepared to share what you notice.
Exploring the Natural World: Insects Jan Brett: Creating Imaginary Worlds authors’ names (Jan Brett, Steve Brett’s name with sticky notes on the front covers of the books. Hold up one of
When Lightning Comes in a Jar Honey . . . Honey . . . Lion Jenkins, Tomie dePaola) the familiar books, Honey . . . Honey . . . Lion, and read the first couple of pages. Share Link to Writing

2
by Patricia Polacco Town Mouse Country Mouse What author do you think wrote this book? How do you know?
Following independent work time, gather children together in the meeting area to talk about After teaching the minilessons in this umbrella, help children link the new learning
Your Every Day Guide for Literacy Teaching Berlioz the Bear
Academic Language /
their reading. to their own writing or drawing:
Important Vocabulary w Have a child place the sticky note with Jan Brett’s name on the chart paper.
Comet’s Nine Lives Jan Brett Repeat the process for the other two books, sharing the unfamiliar book last. w Have children create books using the writing or illustrating style of one of the
Who would like to share how you can recognize the author or illustrator of your book?
w author w illustrator w recognize authors or illustrators they particularly enjoyed learning about. For example,
As you read aloud and enjoy these texts together, help children These books are all written by Jan Brett. You can think about the detail she
w Choose a few children to share with the class. they could use photographs to illustrate in the style of Seymour Simon, or
uses in her illustrations and how she gives us clues in the borders of each page
• make connections among texts by a single author or illustrator, and they could write a story with themselves as a character like Tomie dePaola.
Continuum to let us know what is going to happen next. The characters in her stories are
Extend the Lesson (Optional)

by the author or illustrator

• begin to recognize the distinctive features of an author’s or illustrator’s work. Connection Encourage them to share their book with others, describing the similarities in
often animals. These are some of the things that we recognize in the books
style with the author or illustrator whose work they modeled.
that Jan Brett writes and illustrates. This helps us know what to expect. After assessing children’s understanding, you might decide to extend the learning.
w Connect texts by a range of
categories (pp. 42, 45) Gather three books by Steve Jenkins and repeat the process. w Keep the chart posted and continue adding things the children recognize about the way
w Reader’s Notebook
authors and illustrators perform their craft.
w Recognize some authors by the style Steve Jenkins writes about the natural world. He writes nonfiction about
of their illustrations, characters they w During writers’ workshop, encourage children to think about ways they could When this umbrella is complete, provide a copy of the minilesson principles (see
animals. He uses collage for the illustrations—after sketching an idea, he cuts
resources.fountasandpinnell.com) for children to glue in the reader’s notebook (in
TRY-IT SAMPLE LESSONS
use, or typical plots (p. 43) incorporate certain techniques from authors/illustrators they have studied into their
and tears the paper and glues it in place. Knowing this about Steve Jenkins
own writing and illustrating. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
helps you know what to expect when you read books by Steve Jenkins.
Pinnell 2011]), so they can refer to the information as needed.

Umbrella 3: Studying Authors and Illustrators 145 150 The Reading Minilessons Book, Grade 2 Umbrella 3: Studying Authors and Illustrators 151 152 The Reading Minilessons Book, Grade 2

FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 145 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 150 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 151 9/24/18 1:31 PM FP_RML_G2_MinilessonsBook_i-xii_1-556.indb 152 9/24/18 1:31 PM

TEXT SET 5
You Will Need Book Strega Nona

IRA
Grade 2 Strega Nona
• Strega Nona Author/
• World map showing Italy Illustrator Tomie dePaola Tomie dePaola
• Two story verses written on separate pieces Genre Fiction/Folktale

Interactive Read-Aloud
of chart paper, and a magic pot prop Text Set Tomie dePaola
• Drawing paper and crayons • The Art Lesson
• Chart paper and marker • Nana Upstairs & Nana
Downstairs
• Strega Nona
• Bill and Pete
• Bill and Pete Go Down the Nile

TOMIE DEPAOLA: WRITING FROM LIFE

Summary
Strega Nona, an old Italian woman with a magic touch, hires Big Anthony to help her with housekeeping. She has one
rule: Never touch the magic pasta pot. Big Anthony ignores her warning while she is away, and a near calamity ensues.

Messages
Respect other people’s things. Follow the rules. When you do something wrong, you have to deal with the consequences.

Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 2 Interactive Read-Aloud and select appropriate goals. You may want to consider these:
WHOLE CLASS

Inquiry Communication
■■Make connections with other Tomie dePaola books. ■■Support opinions about the behavior of Strega Nona
■■Use evidence from the story to support statements and Big Anthony.

TEXT: Strega Nona

about the story. ■■Express opinions about the story and support
■■Recognize that an author or illustrator may write or with evidence.
illustrate several books. ■■Demonstrate respectful listening behaviors.

Comprehension Vocabulary
■■Infer the message about respect for others’ things. ■■Notice and acquire understanding of new vocabulary
■■Predict what will happen next. from the story (e.g., convent, valuable, confess,
overflow, priest, applause, compliments).
■■Infer and discuss Strega Nona’s and Big Anthony’s
■■Derive the meaning of words from the context of a
traits as revealed through dialogue and action.
paragraph or the whole text.

About This Book

GENRE FOCUS Loosely inspired by a German folktale (The Magic Porridge Pot), this original fiction story has many
features of traditional literature: a moral lesson, a touch of magic, a long-ago setting.
HOW THE BOOK WORKS The story is set in Calabria (a region of Italy) “a long time ago.” It begins by introducing

Respond to the IRA text by using the Shared

the characters and building tension, comes to a climax when the pasta threatens to flood the town, and ends with a
suitable and humorous punishment for the mischief-maker.
IMPORTANT TEXT CHARACTERISTICS
■■Clear, simple illustrations in varying sizes that fully support meaning
■■Elements and basic motifs of traditional literature (magic, magical objects, moral lesson)
■■Predictable and static characters with simple traits typical of traditional literature (Big Anthony is foolish and
inattentive; Strega Nona is wise and just.)
■■Some long and complex sentences that require attention to follow
■■Some Italian words (e.g., grazie, si)

Writing section on your lesson folder.

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1

FPC_IRA_G2_AS_FPP_StregaNona_3318.indd 1 6/28/2017 9:47:56 AM

Review previously taught lesson.

Recognize and Use Phonograms with SPELLING PATTERNS 8 Recognize and Use Recognize and Use Phonogram Patterns with
SPELLING PATTERNS 1 SPELLING PATTERNS 2 Recognize and Use Phonograms SPELLING PATTERNS 3
Recognize and Use Phonograms SPELLING PATTERNS 4

Ending Consonant Clusters (VCC) EARLY MIDDLE LATE Phonograms with a VC Pattern a Short Vowel Sound in Single-Syllable Words
EARLY MIDDLE LATE EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE with a VCe Pattern EARLY MIDDLE LATE

YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED YOU WILL NEED
Plan Plan Plan Plan Plan
Ready Resources Online Resources Ready Resources Online Resources Ready Resources
fSP 8 Pocket-Chart Cards fSP 4 Pocket-Chart Cards
fSP 1 Action Tags fLowercase Letter Cards fSP 3 Action Tags
Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX Consider Your Children
XX XX Consider Your Children
Online Resources fSP 1 Word Cards Online Resources fSP 3 Word Cards Online Resources
This lesson focuses on VCC words that end with consonant fSP 8 Action Tags This lesson will be appropriate for children who already know fSP 1 List Sheets The goal of this lesson is to help children recognize common fSP 2 Action Tags In this lesson, children compare CVC and VCe word pairs, such as fSP 3 Two-Column Sorts Use this lesson when your children know a large number of high- fSP 4 Action Tags
clusters. Use this lesson when children know a large number of several phonograms and have worked with the CVC pattern. You phonograms with short vowel sounds. To benefit from this lesson, kit and kite. Be sure that children have worked with long and short frequency words, most of the consonant letters and associated fSP 4
fSP 8 Word Cards Word Cards
high-frequency words, most of the consonant letters and Other Materials fSP 2 List Sheets Other Materials sounds, and some letter clusters. Children will benefit from this
fSP 8 Three-Way Sorts will want to teach a greater variety of VC patterns, including some children should know the short vowel sounds and have vowels and consonant clusters (including digraphs). Children fSP 4 Three-Way Sorts
fblank chart paper fwhiteboard teaching if they still need to learn to look beyond the first letter
associated sounds, and some letter clusters. Children should also that are less common and have fewer examples, such as -ax, -eg, experience recognizing patterns at the end of words. You may Other Materials generally find long vowel phonograms with the VCe pattern easy
have experience noticing word parts and making new words by Other Materials fwhiteboard when solving words while reading. Children may already be Other Materials
and -em. You can use this lesson several times, focusing on wish to tailor the lesson to focus on a single short vowel sound at to learn.
changing the letter or letters that precede a spelling pattern at fblank chart paper familiar with the VCe pattern, but you will be teaching three fwhiteboard
phonograms with which children need more experience. You will a time: e.g., you may wish to teach five short a phonograms
Generative Lesson Generative Lesson phonograms (-ame, -ate, -ake) that children may not have fpocket chart
the end of a word. You may wish to tailor the lesson to focus on fpocket chart not need to teach all phonograms in formal lessons. Once rather than various phonograms for each of the five vowels. Working with English Language Learners
XX explored in depth. You may wish to tailor the lesson to focus on
phonograms with which children need more experience. children understand that there are patterns and learn how to look A generative lesson has a simple Generative Lesson A generative lesson has a simple
structure that you can use to As English language learners become more familiar with the structure that you can use tophonograms with which children need more experience.
for patterns, they will quickly discover more for themselves. XX Working with English Language Learners A generative lesson has a simple
concept of word patterns and begin to connect and categorize
Working with English Language Learners
XX Generative Lesson present similar content or structure that you can use to present similar content or Generative Lesson
concepts. Use this lesson As children work with spelling patterns, they internalize both the words, they will be able to use what they know about spelling concepts. Use this lessonXX Working with English Language Learners A generative lesson has a simple
Check to be sure that English language learners can read the A generative lesson has X XWorking with English Language Learners
a simple present similar content or
structure to teach children aphonology and the letter-sound relationships in English words. A concepts. Use this lesson
patterns to figure out new words that they may know how to say structure to teach children aWhen teaching about phonograms, be careful that English structure that you can use to
words you are using for the sort. Talk about the meanings of the structure that you can use toMaking words is very helpful to English language learners, as it
variety of phonograms with key
the goal is making connections among words, which will structure to teach children a
but not how to read or write. Provide many repetitions of the variety of phonograms withlanguage
the learners don’t rely solely on using beginning and ending present similar content or
words, and use the words in sentences to provide context. If present similar content or provides an opportunity for them to notice and think carefully accelerate children’s learning of English as well as their literacy words so that children can hear the sounds and notice the
VC pattern. variety of phonograms with a VCe pattern. parts to solve words. They need to become flexible in how they concepts. Use this lesson
children offer other examples, add them to the sort. Sorting will concepts. Use this lesson about word parts. Demonstrate making words in an expected development. Work with children to be sure they understand and patterns. Use pictures or actions to help them understand the
structure to teach children away. If some children have minimal English vocabularies, begin by short vowel sound. look at words. Be sure that they sort words both ways, and structure to teach children a
help children look more closely at the patterns in words; it is a can pronounce the words you are using as examples. meanings of words. variety of phonograms with the
variety of phonograms with limiting this activity to words they know well and helping them to encourage them to talk about what they are noticing. They should
very engaging activity. You may want children to complete the VCe pattern.
ending consonant clusters. make these words. Gradually increase the number of patterns also be learning new high-frequency words and using letter-
sort twice by mixing up the words and sorting them more quickly
sound relationships as they solve and spell words.
the second time. with which they are working. Be sure to use words the children
understand.

UNDERSTAND THE PRINCIPLE

UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
The English alphabetic system is complex. Many English words
Noticing parts of words (beginning letter or letters and the Some words have consonant As children become familiar with letters and words, they begin to Look at the spelling pattern to EXPLAIN THE PRINCIPLE
have more letters than sounds. A helpful generalization for
ending phonogram, or spelling pattern) makes it easier for clusters at the end. Sometimes notice visual patterns and larger parts of words, which is an read a word. UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
children to know is that when a word ends with a consonant plus Some words have a vowel, a
children to break words apart in order to analyze them. Working the sounds of the two consonant important step in understanding how words work. Sorting and The English alphabetic system is complex. Many English words Some words have a vowel, a
Use the spelling pattern to write the letter e, the e usually does not represent any sound, and it consonant, and a silent e. The
with the parts of words helps children realize the importance of letters are blended together connecting words according to a variety of features will heighten UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE have more letters than sounds. A helpful generalization for consonant, and a silent e. The
a word. often signals that the vowel preceding the consonant represents a vowel sound is usually the
looking at the entire word, not just the first letter. Connecting  [e.g., mask, lump]; other times children’s awareness of word parts and patterns and increase their Recognizing phonograms and other regular spelling patterns that Some words have a short vowel children to know is that when a word ends with a consonant plus vowel sound is usually the long vowel sound. This spelling pattern (CVCe) is common with name of the first vowel [the a in
words that have the same phonogram will also help children the two consonant letters stand flexibility in working with words. Make new words by putting a appear in many words with short vowel sounds will help children pattern. You can hear the short the letter e, the e usually does not represent any sound, and it name of the first vowel [the a in the vowels a, i, o, and u. (Only a few words with a long e sound, place, i in ripe, o in rode, u in
learn to look for more recognizable chunks within a word. It is for one sound (digraph) [e.g., letter or a letter cluster before understand that they can apply what they know about word vowel sound [e.g., cap, best, often signals that the vowel preceding the consonant represents a place, i in ripe, o in rode, u in such as Pete, theme, and these, have this pattern.) Noticing parts tube].
important for children to notice that some phonograms include path, sing]. the pattern. structure to figure out new words. Children also will begin to  pick, not, rust]. long vowel sound. This spelling pattern (CVCe) is common with tube]. of words—beginning letter or letters and the ending phonogram,
consonant clusters (also called consonant blends) and to understand that searching for and recognizing patterns are the vowels a, i, o, and u. (Only a few words with a long e sound, or spelling pattern—makes it easier for children to break words
understand that you can hear the sound represented by each valuable to them as readers and writers. such as Pete, theme, and these, have this pattern.) apart in order to analyze them. Working with the parts of words Comprehensive
Comprehensive Comprehensive Comprehensive Comprehensive Phonics, Spelling,
letter, although the sounds are blended smoothly when you say Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, helps them realize the importance of looking at the entire word, and Word Study
the word. and Word Study and Word Study and Word Study and Word Study not just the first letter. Connecting words that have the same  Guide
Guide Guide Guide Guide
phonogram will also help children learn to look for more Refer to:
Refer to: page 35, row 5
Refer to: Refer to: Refer to: recognizable chunks within a word.
page 35, row 8 page 34, row 4 page 36, row 11 page 35, row 5

Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 185
Spelling Patterns: Recognize and Use Phonograms with Ending Consonant Clusters (VCC) 201 Spelling Patterns: Recognize and Use Phonograms with a VC Pattern 173 Spelling Patterns: Recognize and Use Phonogram Patterns with a Short Vowel Sound in Single-Syllable Words 177 Spelling Patterns: Recognize and Use Phonograms with a VCe Pattern 181

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007081_Fountas_PWS_Grd2_Book_TXT_APP.indb 201 6/27/2018 10:26:43 AM

007081_Fountas_PWS_Grd2_Book_TXT_APP.indb 173 007081_Fountas_PWS_Grd2_Book_TXT_APP.indb
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6/27/2018 10:26:28 AM 181 6/27/2018 10:26:30 AM

Groups B, A, D
SMALL GROUP

TEXT SET Book Clubs

Title Strega Nona: Her Story

Begin numbering this
While the Discussion Card for this title is included in
Grade Grade 2 book on the right-hand
Author/ page with the body text

the Preview Pack, copies of the book are not. Give this
Illustrator Tomie dePaola beginning: “It all began

AUTHOR/ILLUSTRATOR STUDY:
Genre Realistic Fiction one night a long time
ago . . .”
Text Set 1 Author/Illustrator:
Tomie dePaola

Try this Book Club using your

Book Talk
This book is Strega Nona: Her Story as told to Tomie dePaola. Tomie is writing about when
Strega Nona was a little girl. When little Nona was born, her grandmother knew right away
that she would become a strega like her. When Nona finishes school, she attends the

TOMIE DEPAOLA Book Club a try by gathering the copies you need from
Academy for Stregas in the city, but Nona is homesick and return to her grandmother. Will
she ever find out the secret ingredient in her grandmother’s pasta pot?

Summary
This story begins with the birth of Strega Nona one night in the hills of Calabria. Grandma
Concetta predicts the baby will become a strega and begins to teach her granddaughter

own copies of Strega Nona:

how to use herbs and spells to remedy villagers’ problems. Nona attends the Academy for
Stregas but soon learns that their new approach isn’t for her. She returns to learn the old-
fashioned way and eventually discovers Grandma Concetta’s secret ingredient: love.

Messages
There is more than one way to learn something. Friends can be different and still be friends.

your classroom or school libraries.

Family traditions and values are important.

Important Text Characteristics

■■Narrative form, with themes that are familiar to children (grandparents, friends, school,

TEXT: Strega Nona: Her Story

disagreements)

Her Story.
■■Warm, colorful watercolor illustrations that fully support the text and add to the story

Goals
GRADES

PreK–8

Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell

Literacy
Connection Continuum

choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching

Expanded E D I T I O N

Listening and Speaking Infer the message of the story that family
■■
traditions and values are important
Listen attentively and take turns when
■■
Give reasons (either from the text or from
■■
speaking
personal experiences) to support thinking
Respond to and build on the statements
■■
of others Writing About Reading
Building Deep Understanding Write about connections between the
■■
themes in texts and children’s own
Recall important details about
■■
life experiences
characters after a story is read

© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.

FPC_BC_G2_PPDF_StregaNonaStory_7085.indd 1 5/31/2018 10:29:35 AM

Student choice and confer with individual

INDEPENDENT

students.

FPC TRY IT GRADE 2.indd 41 4/4/19 6:17 PM

 42 FOUNTAS & PINNELL CLASSROOM™

DAY 36
LITERARY ANALYSIS UMBRELLA 23
DAY 37
LITERARY ANALYSIS UMBRELLA 23
UNDERSTANDING CHARACTERS’ UNDERSTANDING CHARACTERS’
FEELINGS, MOTIVATIONS, AND FEELINGS, MOTIVATIONS, AND
INTENTIONS INTENTIONS

LA.U23.RML1: What the characters LA.U23.RML2: What the characters

say and do shows how they are think shows how they are feeling
feeling

TEXT SET 5 TEXT SET 5

TOMIE DEPAOLA: WRITING FROM LIFE

WHOLE CLASS
TOMIE DEPAOLA: WRITING FROM LIFE
WHOLE CLASS

TEXT: Bill and Pete TEXT: Bill and Pete Go Down the Nile

TEXT: Big Bites

TEXT: Big Bites
SUPPLEMENTARY RESOURCE

POETRY CHART:
Sing Your Way Home

WORD-SOLVING ACTIONS 14: Use a

WORD-SOLVING ACTIONS 13: Use
Study Routine to Spell a Word: Look,
a Study Routine to Spell a Word: Say, Cover, Write, Check (Partner
Choose, Write, Build, Mix, Fix, Mix Study 2)
(Partner Study 1)
Groups C, A, D
Groups A, B, C SMALL GROUP
SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT
INDEPENDENT

individual students. individual students.

FPC TRY IT GRADE 2.indd 42 4/4/19 6:17 PM

 DAY-PLANS GRADE 2 43

DAY 38
LITERARY ANALYSIS UMBRELLA 23
DAY 39
LITERARY ANALYSIS UMBRELLA 23
UNDERSTANDING CHARACTERS’ UNDERSTANDING CHARACTERS’
FEELINGS, MOTIVATIONS, AND FEELINGS, MOTIVATIONS, AND
INTENTIONS INTENTIONS

LA.U23.RML3: What the characters LA.U23.RML4: What the characters

think and do helps you understand think and do shows what they really
how they feel about each other want

TEXT SET 5
TEXT SET 5

WHOLE CLASS
WHOLE CLASS

TOMIE DEPAOLA: WRITING FROM LIFE

TOMIE DEPAOLA: WRITING FROM LIFE
Revisit books from text set 5.
Revisit books from text set 5.

TEXT: Big Bites

TEXT: Big Bites

WORD-SOLVING ACTIONS 15: Use WORD-SOLVING ACTIONS 16: Attempt

Known Words to Spell an Unknown to Spell an Unknown Word (Partner
Word (Partner Study 3) Study 4)

Groups D, B, A Groups A, C, B
SMALL GROUP

SMALL GROUP

Student choice and confer with Student choice and confer with
INDEPENDENT

INDEPENDENT

individual students. individual students.

FPC TRY IT GRADE 2.indd 43 4/4/19 6:17 PM

 44 FOUNTAS & PINNELL CLASSROOM™

DAY 40
LITERARY ANALYSIS UMBRELLA 23
UNDERSTANDING CHARACTERS’
FEELINGS, MOTIVATIONS, AND
INTENTIONS

LA.U23.RML5: What you know about

the character can help you predict
what the character will do next

TEXT SET 5
WHOLE CLASS

TOMIE DEPAOLA: WRITING FROM LIFE

Revisit books from text set 5.

Review previously taught lesson

Groups B, A, D
SMALL GROUP

TEXT SET
EXPLORING INSECTS

Introduce text set.

Student choice and confer with

INDEPENDENT

individual students.

FPC TRY IT GRADE 2.indd 44 4/4/19 6:17 PM

 TRANSFORMING LITERACY EDUCATION — EVERY DAY 45

ASSESS TO INFORM INSTRUCTION

OBSERVATION TOOLS WHAT TO OBSERVE WHAT TO LOOK FOR—DOES THE STUDENT:

• OBSERVATIONAL NOTES • Children’s Talk • Respond to the text’s meaning?

• READER’S NOTEBOOK • Share their thinking after reading that indicates understanding?
• Writing About Reading
• WRITING SAMPLES • Use some of the language from the book?

• INTERACTIVE READ-ALOUD RECORD • Respond to the reading through writing that demonstrates understanding?
KEEPING FORM • Actively participate in conversation about the book with the group and other students?

• OBSERVATIONAL NOTES • Children’s Talk • Join in on the reading using appropriate intonation and phrasing?
• READER’S NOTEBOOK • Notice visual signposts, details and use of nonfiction text features?
• Writing About Reading
• WRITING SAMPLES • Revisit the text when working independently?
• Talk about the text in a meaningful way?
• Show evidence of written language in independent writing?

• READING RECORD • Oral Reading • Read with accuracy and fluency?

• OBSERVATIONAL NOTES • Display significant behaviors such as pauses, repetitions, errors, and self-corrections?
• Children’s Talk
• READER’S NOTEBOOK • Show evidence of understanding of the text—beyond simply retelling?
• Writing About Reading
• GUIDED READING RECORD KEEPING • Talk about the “bigger” ideas of the text?
FORM • Articulate understandings and critical thinking through writing/drawing?

• INDEPENDENT READING • Oral Reading • Summarize the story, covering essential parts?
• RECORD KEEPING FORM • Demonstrate sustained attention by reading the entire book?
• Children’s Talk
• READER’S NOTEBOOK • Use language appropriate to the book?
• Writing About Reading
• Demonstrate ability to talk about and write about the book?
• Notice patterns and make connections?

• OBSERVATIONAL NOTES • Children’s Talk • Make comments that indicate an understanding of the book?
• READER’S NOTEBOOK • Listen to other students’ comments and follow along in their book?
• Writing About Reading
• Share their own thinking and build upon the thinking of others?
• Participate in a sustained discussion for a period of time?
• Respond to the meaning of the text?

• OBSERVATIONAL NOTES • Oral Reading • Notice similar patterns in words (sounds and/or letters?)
• APPLICATION ACTIVITIES • Apply principles in reading and writing successfully?
• Systematic Assessment Tasks
• ASSESSMENT GUIDE IN ONLINE • Use known words and word parts to solve new words?
RESOURCES • Continue to acquire a repertoire of known words?
• Use understandings of phonics and core of words to monitor reading?

FPC TRY IT COMMON PAGES.indd 45 4/5/19 12:03 PM

 46 FOUNTAS & PINNELL CLASSROOM™

Keep it going! ADDITIONAL ONLINE TOOLS AND RE

Maintain momentum with these digital
VIDEO QUICK-START PLANNING TOOL
resources and planning tools for

sustained success in implementing ■ Watch a video overview to see how to ■ Download a reproducible Daily
use this eight-week Instructional Plan Template to map out literacy le
Fountas & Pinnell Classroom™. and to get started with FPC. classroom for the days/weeks

INSTRUCTIONAL
DAY

8 WEEK

PLAN

WHOLE CLASS
DAY
AN INSTRUCTIONAL PLAN
FOR THE FIRST 8 WEEKS

WHOLE CLASS
SMALL GROUP

SMALL GROUP
INDEPENDENT

INDEPENDENT
FPC TRY IT COMMON PAGES.indd 46 4/5/19 12:03 PM
 TRANSFORMING LITERACY EDUCATION — EVERY DAY 47

ND RESOURCES ALL AVAILABLE AT FP.PUB/FPCpreview

NING TOOLS GUIDED READING RECORDING FORMS SHARED READING AUDIO BOOKS

ucible Daily Planning ■ A recording form for each FPC Guided Reading ■ All texts for Shared Reading are available as
ut literacy learning in your book can be downloaded from the FPC Online audio books in the FPC Online Resources.
ays/weeks/months ahead. Resources. Monitor progress with recording forms Listen in to the audio files for the titles
for each title identified in this Instructional Plan. identified in this Instructional Plan.

Fountas & Pinnell Classroom, Guided Reading • Chester’s Balloon Ride • Level K • Fiction

Fountas & Pinnell Classroom, Guided Reading • Chester’s Balloon Ride • Level K • Fiction
Part One: Oral Reading continued
Sources of Information Used

Part One: Oral Reading continued E SC

Page Text E SC
M S V M S Fountas
V & Pinnell Classroom, Guided Reading
Sources Chester’s
• Used
of Information Balloon Ride • Level K • Fiction
E SC
Page Text E SC
Student _________________________________________________ Grade ________ Date ___________________________
6 Chester yawned. M S V M S V
cont.
Teacher _________________________________________________ School ___________________________________________
He closed his eyes... 4 with you,” said Dolly.
cont. Recording Form Summary of Scores:
and fell asleep. Chester didn’t want to wait
Accuracy _______
Part One: Oral Reading Self-correction _______
Fluency _______
for his friends Excerpt is taken from pages 2 through 12 Comprehension _______
8 On the other side
Place the book in front of the student. Read the introduction provided and invite the student to read the
in the hot sun. excerpt to you.
of the tent, Introduction: Read this story to find out what happened when Chester, Dolly, and Rose were at the fair on a
hot summer day.
So he went to look Sources of Information Used
Rose and Dolly
E SC
for a cool spot. Page Start Time ____ min. ____ sec. Chester’s Balloon Ride Level K, RW: 256 E SC
were looking for their friend. M S V M S V

“Chester!” cried Rose. 5 Behind the tent 2 Chester, Dolly, and Rose
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann

“Where are you?” was a big balloon were at the fair

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann

called Dolly. with a basket. on a hot summer day.

It looked cool They went on

© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann

10 The ticket seller

inside the basket. most of the rides.
called out,
Chester climbed inside.
“The balloon ride 3 Dolly and Rose bought

is about to start. 6 Chester didn’t mean some apple jelly.

Get your tickets!” to stay there for long. And Chester won

“We should go But it felt so good the pie-eating contest.

in the balloon,” to lie down Then it was time

Rose said. after a long, busy day. to go home.

Subtotal
4 “Let meSubtotal
wash my feathers

Fountas & Pinnell Classroom, Guided Reading 3 before we go,” said Rose.

Fountas & Pinnell Classroom, Guided Reading

“I’ll come into the tent 2

Subtotal

Fountas & Pinnell Classroom, Guided Reading 1

Transform literacy education for your students.

Make Fountas & Pinnell Classroom™ your classroom.

FPC TRY IT COMMON PAGES.indd 47 4/5/19 1:00 PM

 48 FOUNTAS & PINNELL CLASSROOM™

PROFESSIONAL Fountas and Pinnell believe that teacher expertise is at the heart of student achievement.
Fountas & Pinnell Classroom™ is deeply rooted in continuous professional learning. The

DEVELOPMENT following professional learning opportunities are available to further develop the teaching
craft and foster a climate of collegiality and community.

FOUNTAS & PINNELL CLASSROOM™

PROFESSIONAL LEARNING RESOURCES AND OPPORTUNITIES
FPC FPC FPC
INCLUDED WITH YOUR FPC PURCHASE OVERVIEW ALL
CONTEXTS
YEARLONG
PARTNERSHIP
ONLINE
IMPLEMENTATION
COURSE

EMBEDDED Online resources including a Getting Started

RESOURCES INCLUDED AS PART video library and an online implementation ● ● ● ● ● ● ● ●
OF YOUR FPC PURCHASE course.

OPTIONAL FEE-BASED*

ON-SITE
School-based seminars designed to meet your
FOUNTAS & PINNELL-TRAINED ● ● ● ● ● ● ● ● ●
learning needs.
CONSULTANTS COME TO YOU

OFF-SITE Multi-day institute designed and delivered by

●
YOU COME TO THE EXPERTS Fountas and Pinnell for extensive learning.

ONLINE
Recorded webinar series that include chat,
INTERACT DIGITALLY WITH
video demonstrations, and resources to ● ● ● ● ● ● ●
FOUNTAS & PINNELL-TRAINED
support learning.
CONSULTANTS

*Required resource: All participants in Fee-Based Professional Development

are required to have The Fountas & Pinnell Literacy Continuum, Expanded
Edition. Available in print or digital format.

FPC TRY IT COMMON PAGES.indd 48 4/5/19 12:03 PM

JOIN THE
FOUNTAS & PINNELL LITERACY™
COMMUNITY
Designed for teachers, literacy leaders, and district administrators

We invite you to connect with thousands of educators

from around the world on one of the fastest-growing
literacy communities. Free membership gives you
exclusive access to tools, resources, conversations,
videos, tips, inspiration, and more.

FOUNTASANDPINNELL.COM

■■Exclusive Webinars hosted FREE

by Irene C. Fountas and Gay Su Pinnell
MEMBERSHIP
■■Daily Lit Bits, Teacher Tips, and Blogs
■■Consultant-led Discussion Board
■■Instructional Tools and Resource Library
■■Study Guides

CONTINUE THE CONVERSATION ONLINE Your daily retreat to reflect,

recharge, research, and redefine
@FountasPinnell Fountas & Pinnell Literacy™
#FPLiteracy @FountasandPinnell
your literacy instruction
@FountasPinnell Fountas & Pinnell Literacy™ Learning Group
#fountasandpinnell www.facebook.com/groups/FountasPinnell/
 For current pricing and order information:
Phone 800.225.5800 • Fax 877.231.6980 • fountasandpinnell.com

MK-380 4/2019

ISBN 978-0-325-11029-5
90000 >

9 780325 110295