Dog Talk - Houghton Mifflin Harcourt

LESSON 7 TEACHER’S GUIDE
Dog Talk
by Samantha Ronson
Fountas-Pinnell Level J
Informational Text
Selection Summary
Dogs tell us things with their bodies, not words. For example, a
dog wags its tail to show it is friendly, and drops its tail to show it
is afraid. Watch dogs’ ears, tails, hair, and stance. Listen to dogs’
sounds. Then you will understand how dogs talk.
Number of Words: 324
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Informational Text
• Two to three paragraphs per page
• Each page highlights a different dog behavior or posture and tells what it means
• How dogs communicate with body language
• How ears, tails, hair, stance, and sounds convey meaning
• Dogs have moods and feelings that they communicate with their bodies.
• If you watch and listen to dogs, you can understand what they are saying.
• Third-person narrator; text directed to reader: Now you can understand how dogs talk!
• Questions directed to readers work to focus readers’ attention
• Photos well integrated with text
• A mix of simple and compound and complex sentences: If you watch and listen, you can
know what dogs are saying. That is just the way that young dogs play.
• Repeated question: How can you tell?
• Present-tense verbs: watch, listen, wag, hurt, growl, worry, protect, understand;
progressive tense verbs: smiling, hiding, showing, fighting, saying
• One- and two-syllable words; one three-syllable word: understand
• Homophone: its tail; it’s friendly
• Color photos support the text.
• Photo above text on each of nine pages
• Indented paragraphs
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Dog Talk
by Samantha Ronson
Build Background
Read the title with children and talk with them about the dog in the cover photo.
Encourage children to use their knowledge of dogs and communication to think about the
book. Anticipate the text with questions such as these: What are some ways you can “talk”
without using words? How do you think dogs can “talk”?
Introduce the Text
Guide children through the text, noting important ideas, and helping with unfamiliar
language and vocabulary so they can read the text successfully. Here are some
suggestions:
Page 2: Tell children that in this book, they will learn how dogs use their bodies to
show how they feel.
Suggested language: Turn to page 2. Look at the photo. Is the boy happy? How
can you tell? Is the dog happy? How can you tell? The last sentence says: If you
watch and listen, you can know what dogs are saying. What do you think you
should watch and listen for?
Page 3: Why does this dog wag its tail? Look at the photo. How do you think the
dog is feeling? What might it be saying?
Page 9: Look at this photo. Why is the dog pulling its leash? Can you guess what
the dog sees? The sentence says: Dogs need to know how to protect themselves
from other animals. Find the word protect. What is the beginning sound of protect?
How might a dog protect itself from danger?
Page 10: Find the word understand in the last sentence. What does the author
want you to understand about dogs?
Now turn back to the beginning of the book and read to find out what dogs are
really saying.
Learn More Words
protect
Grade 1
understand
2
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Read
As children read Dog Talk, observe them carefully. Guide them as needed, using language
that supports their problem solving ability.
Respond to the Text
Personal Response
Invite children to share their personal responses to the book. Begin by asking what they
liked best about the book, or what they found interesting.
Suggested language: What was most interesting about how dogs talk? What was most
surprising?
Ways of Thinking
As you discuss the text, make sure children understand these teaching points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Dogs use their bodies to say
things and show how they are
feeling.
• Dogs have feelings about people
and events.
• The writer uses questions to get
the reader’s attention.
• In some ways, dogs are like
people.
• The photos give visual
information that helps to explain
the text.
• You can tell if a dog is friendly,
happy, afraid, or angry by
watching and listening to it.
• It is good to understand how
dogs talk.
• The writer believes people should
try to understand animals.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Support
Fluency
Invite children to choose a page from the text and read it as if they are narrating a video
about dogs. Remind them to pause when they see commas and periods, to raise their
voices when they see question marks, and to use appropriate speed, phrasing, and
expression.
Phonics and Word Work
Provide practice as needed with words and sounds, using one of the following activities:
• Homophones Remind children that some words sound the same but look different and
have different meanings. These words are called homophones. Point out the words
know (p. 2), tail (p. 3), and roll (p. 8) and have children say, spell, and define words
that sound the same but have different meanings and spellings: no, tale, role.
• Base Words and Inflected Endings Review base words and how they can change
when -ing or -ed is added. Help children add -ing and -ed to words. Discuss any
spelling changes (i.e., drop final e, double final consonant). Provide practice with
these story words: saying, having, smiling, scared, trying, fighting.
Grade 1
3
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Writing About Reading
Critical Thinking
Read the directions for children on BLM 7.8 and guide them in answering questions.
Responding
Read aloud the questions at the back of the book and help children complete the activities.
Target Comprehension Skill
Details
Remind children that noting the details an author writes about a
topic can help them understand the topic. Model how to think about details:
Think Aloud
The author includes a lot of details about how young dogs often behave
when they are playing together. They roll around in the grass. They
growl at each other. They even bite each other. These details help me
understand how the dogs play. They help me see that the dogs may look
like they are fighting, but they are just playing.
Practice the Skill
Have children share two more details from the text that help them understand the topic.
Writing Prompt
Read aloud the following prompt. Have children write their response, using the writing
prompt on page 6.
Write about what a dog would do if you gave it a treat. How would it move its body? How
would its ears and tail look?
Grade 1
4
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English Language Learners
Cultural Support Dog Ownership: Children from some cultures may not be familiar
with keeping dogs as pets in the home. Explain that the dogs in the book are all pets. They
live with people, and the people feed them and take care of them. Many people think dogs
are good friends to people.
Oral Language Development
Check the children’s comprehension, using a dialogue that best matches their
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: How do dogs talk?
Speaker 1: How can you understand
what a dog is saying?
Speaker 1: What are some ways
that a dog may show it is afraid?
Speaker 2: You watch the dog and listen
to it.
Speaker 2: It may hide or put its
tail between its legs. It may bark
or make its ears flat.
Speaker 2: They move their bodies.
Speaker 1: What parts of a dog’s body
tell how it is feeling?
Speaker 2: tail and ears
Speaker 1: When a dog wags its tail,
how does it feel?
Speaker 1: When do dogs growl?
Speaker 1: Tell two ways that
playing is good for young dogs.
Speaker 2: They growl when they are
angry. They growl when they are
playing.
Speaker 2: Playing is fun, and it
helps the dogs learn to fight and
protect themselves.
Speaker 2: happy
Lesson 7
BLACKLINE MASTER 7.8
Name
Think About It
Dog Talk
Think About It
Write the word that completes each
sentence.
friendly
.
fighting
.
1. A dog wags its tail when it feels
angry
friendly
afraid
2. Young dogs play to learn about
barking
growling
fighting
Making Connections Think of another pet that
talks without words. Draw a picture of what the
pet does to talk. Label your picture.
Read directions to children.
Think About It
10
Grade 1, Unit 2: Sharing Time
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Grade 1
5
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Name
Date
Dog Talk
Write about what a dog would do if you gave
it a treat. How would it move its body? How
would its ears and tail look?
Grade 1
6
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Lesson 7
BLACKLINE MASTER 7.8
Name
Think About It
Dog Talk
Think About It
Write the word that completes each
sentence.
1. A dog wags its tail when it feels
angry
friendly
afraid
2. Young dogs play to learn about
barking
.
growling
.
fighting
Making Connections Think of another pet that
talks without words. Draw a picture of what the
pet does to talk. Label your picture.
Grade 1
7
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Student
Lesson 7
Date
BLACKLINE MASTER 7.13
Dog Talk • LEVEL J
page
4
Dog Talk
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
This dog is having fun. How can you tell?
The dog’s tail is in the air. Its ears are up. It seems to be
smiling.
5
This dog is scared. How can you tell?
It is hiding. It is saying, “I feel afraid.”
You should never pet a dog that is scared.
A scared dog might think you are trying to hurt it.
6
Some dogs use other ways to show they are scared.
They may drop their tail between their legs.
They may make their ears flat. They may bark.
These dogs are also saying, “I feel afraid.”
Comments:
(# words read
correctly/97 × 100)
(# errors + #
Self-Corrections/
Self-Corrections)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 1
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
Word told
T
cat
cat

Error
1413307
Behavior
1
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