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Characteristics of the Text Genre • Nonfi ction
Text Structure • Descriptive; some chronological sequence; some cause and effectContent • Household jobs
• Everyone helpingThemes and Ideas • Families have a lot of work to do at home, but if everyone helps, the work gets done
quickly.Language and
Literary Features• Simple language
Sentence Complexity • Many simple sentences: Dad washes the clothes.• Some longer sentences: What can you do to help your family at home?
Vocabulary • Words relating to household chores: makes bed, washes, dry, fold, clean up, mess, set the table, plates, forks and spoons, plant, bath, jobs
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Number of Words: 157
L E S S O N 2 7 T E A C H E R ’ S G U I D E
Helping at Homeby Emma Buckley
Fountas-Pinnell Level ENonfictionSelection SummaryFamilies have a lot of work to do at home, but when everyone helps, the work gets done quickly.
Build BackgroundRead the title to children and talk with them about the cover photograph. Help children use their knowledge of household chores to think about the book. Build interest with questions such as these: What are some jobs you do at home? What jobs do other people in your family do to help take care of your home?
Introduce the TextGuide children through the text, helping with unfamiliar words so they can read the text successfully. Here are some suggestions:
Page 2: Explain that this book tells about jobs people do to take care of their home.Suggested language: Turn to page 2. What do you see in the photo? What are this mother and child doing? The fi rst two sentences read: Families work at home. There are many different jobs to do. Say the word different. What letter would you expect to see fi rst in the word different? Find the word different and put your fi nger under it.
Page 3: Remind children that they can use information in the pictures to help them read. What is Sam doing here? Yes, he is making his bed. So the fi rst sentence reads: Sam always makes his bed. Say the word always. Find the word always and put your fi nger under it. Do you always make your bed? Why or why not?
Page 4: What job is Jen helping her dad do? How can you tell that she is happy to help?
Page 8: How does Rob help his Grandpa in this picture? Do you like to plant fl owers? Why or why not? What jobs do you like to do around your house?
Now turn back to the beginning and read to fi nd out about work people do to take care of their home.
Words to KnowHave children turn to the Words to Know at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read.
ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Respond to the TextPersonal ResponseInvite 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: Which of the jobs in the book do you do?
Ways of ThinkingAs you discuss the text, help children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• There are many jobs to do at home.
• People can do many things, including: clean their rooms, make their beds, wash and put away clothes, clean the house, set the table, clean up messes, plant gardens, and give dogs baths.
• Families have a lot of work to do at home, but if everyone helps, the work gets done quickly.
• The writer describes many different jobs.
• The writer tells us the steps people take to do their jobs.
• The writer explains why some work needs to be done.
Choices for SupportFluencyInvite children to choose a passage from the text to read aloud. Remind children to use rising and falling tones in a way that is related to text meaning and punctuation.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:
• Clapping Syllables Have children hear and say syllables in words from the book: family, help, washes, fl owers, etc. Have them clap on each syllable: fam-i-ly, help, wash-es, fl ow-ers, etc.
• Listening Game Have children listen for words that rhyme. Have children raise their hands if the words rhyme, and keep their hands in their laps if the words do not rhyme. Say pairs of words including: wakes/makes; dress/mess; keep/cry; picks /likes; then/when; dig/mud; bath/boys.
Writing About ReadingVocabulary PracticeRead the directions and have children complete the Vocabulary questions on BLM 27.1.
RespondingHave children complete the vocabulary activities on page 11.
Building VocabularyJobs at HomeBuild on the words about working at home from Helping at Home. Help children think about the different jobs people do to take care of their home. Suggested language: In this book we learn that people do a lot of things to help their family at home. June helps set the table. Pam helps clean up a mess. What are other things you do to help at home? As children suggest jobs, write their words and sentences on the board or on a large piece of paper. Begin the list with the words I help (or Dad helps or Grandma helps, etc.)
(Possible suggestions: I help feed our chickens. I help clean my room. I help make supper.)
After children have made their suggestions, read the list aloud together, pointing to each word. Look at all the different jobs we have when we help at home!
Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
What is your favorite job to do at home? Draw a picture of that job.
English Language LearnersFront-load Vocabulary Some words may be unfamiliar to English learners. Before reading, check understanding of the following words: families, home, jobs, clothes, toys, table, plate, forks, spoons, yard, and garden.
Cultural Support Helping at home is important to most families around the world, but some of the tasks might be different. Invite children to share the work they do in their family.
Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What is Katie picking up on page 5?
Speaker 2: her things
Speaker 1: What does Grandpa want to put in his garden?
Speaker 2: fl owers
Speaker 1: What does the dog need?
Speaker 2: a bath
Speaker 1: What is Sam doing on page 3?
Speaker 2: making his bed
Speaker 1: What is Pam cleaning up on page 7
Speaker 2: food on the fl oor
Speaker 1: What does June put out when she sets the table?
Speaker 2: She puts out plates, forks, and spoons.
Speaker 1: What do the boys use to give Sandy a bath on page 9?