18 TEACHER’S GUIDE Daffodil Spring - hmhco.com

Number of Words: 456

L E S S O N 1 8 T E A C H E R ’ S G U I D E

Daffodil Springby Irena Freeman

Fountas-Pinnell Level MInformational Text Selection SummaryDaffodils are early spring fl owers that usually grow from underground bulbs, which store food for the plant and also create new bulbs. Shoots, stems, buds, fl owers, and seed pods are some of the parts of a daffodil that grow above ground.

Characteristics of the Text Genre • Informational Text

Text Structure • Paragraphs with main idea and supporting details• Time sequence with cues, such as then, next • Some paragraphs function as extended captions for illustrations.

Content • The parts and growth of a daffodil plant, explained with text and illustrationsThemes and Ideas • A plant has a life cycle.

• Each part of a plant has a role.Language and

Literary Features• Straightforward informational sentences supported by illustrations, many with captions

and labels• Personifi cation: waits for spring, begins to wake up

Sentence Complexity • Mostly simple sentences, a few compound and complex sentences• Occasional subject-verb reversal: Far down in the shoot is the bud.• Some sentences with relative clauses: They store food for the plants that will bloom again

next spring.Vocabulary • Plant terms: seeds, bulbs, fl owers, bloom, bud, shoot, roots, stem, seed pods

Words • Mostly one- or two-syllable words• Words with suffi xes, such as usually, quickly, gardeners

Illustrations • Drawings with labels and captions explain and clarify text.Book and Print Features • Twelve pages of text, with one or two short paragraphs per page, along with illustration

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Daffodil Spring by Irena Freeman

Build BackgroundHave students describe fl owers they know. Build interest by asking a question such as: What does a daffodil look like? Read the title and author. Tell students that this book gives facts about daffodils/.

Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:

Page 3: Tell students that this is a science book about how daffodils grow. Suggested language: Turn to page 3 of this book. The second sentence reads: One of the fi rst fl owers of spring is the daffodil. Why might people be happy to see daffodils? As we read, we can pay attention to what happens to the plant during the rest of the year.

Pages 4–5: Explain that the illustrations help readers understand the information in the paragraphs. I’ll read the fi rst sentence on page 4: How do daffodils grow? What information in the picture will help you understand the answer? Look at the picture on page 5. What does it show?

Page 6: On page 6, the second and third sentences read: There are many parts to a bulb. Each part does something different. What are the parts shown in the illustration?

Page 8: Have students point to the shoot and roots. The roots take in, or absorb, water from the soil. Why is absorbing water an important job?

Page 10: Read the second paragraph to students. What happens after a fl ower blooms? When a fl ower dissolves on the ground, does it grow bigger or does it break apart into tiny pieces?

Now turn back to the beginning of the book and read to fi nd out how daffodils grow.

absorb – soak up, p. 8clumps – n. small groups of

things such as plants or fl owers that grow close together, p. 13

coverings – outside layers that protect what is underneath

dissolve – to mix with liquid and fade away into tiny pieces, p. 10

passages – pathspollen – a fi ne powder that is

made by fl owers and used to make seeds

spines – long, sharp points on a plant or animal’s body

store – v. to put away until needed, p. 5

throughout – all over, p. 5tropical – hot and wet places

near the equator

Target Vocabulary

2 Lesson 18: Daffodil SpringGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read Daffodil Spring silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Question Strategy and to think of questions as they read.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the text. Suggested language: What do you know about daffodils now that you didn’t know before you read the book?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Daffodil fl owers bloom in early spring, last a few weeks, and then fall to the ground.

• The fl ower grows from a bud in the shoot. The shoot grows from an underground bulb. The bulb has roots that bring water and food to the plant.

• Daffodil plants make seeds that can grow into new plants, but most new plants come from bulbs from earlier bulbs.

• If you plant just one daffodil bulb, you may get a lot of fl owers for years.

• Each part of a plant has a job to do so that the whole plant will grow and make new plants.

• A plant makes its own food.

• The illustrations and captions show what is explained in the paragraphs.

• The text takes the reader from one spring to the next, to show how the plant changes over a year.

• The author’s attitude is that daffodils are one of nature’s treasures.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

• Fluency Invite students to choose a page from the text and demonstrate phrased fl uent reading. Remind them to use punctuation to help them group words.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Help students identify the less common sounds for letters in the words usually (/zh/ for s), onion (/y/ for i), and dissolve (/z/ for ss).



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 18.7.

RespondingHave students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillText and Graphic Features

Target Comprehension Skill Tell students that when they use text and

graphic features, they get information from the words and the illustrations together. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

The illustrations in this book are full of information. For example, the illustration on page 3 shows me what daffodils look like. The sentence caption and labels on page 4 help me understand what the main parts of the plant are. The diagram on page 6 shows the parts of a bulb.

Practice the SkillHave students tell what the illustrations on pages 11, 12, and 13 show, and why each is in the book.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about the information in the book.

Assessment Prompts• Find the sentences on page 4 that tell how daffodils are different from most other

plants.

• What is the paragraph on page 5 mainly about?

• Complete this sentence in your own words: The author probably wrote this text to

________________________________________________________________.



English Language DevelopmentReading Support In Introduce the Text (p.2), use pictures, concrete objects, or demonstrations that will help students understand the concepts and ideas in the text. Don’t ask students to read any text they will not understand.

Cognates Help students see and hear the connection between these English/Spanish cognates: fl ower/fl or; bulb/bulbo. Students may recognize that the daffodil is called el narciso in Spanish.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: When do daffodils bloom?

Speaker 2: in early spring

Speaker 1: Where do bulbs grow?

Speaker 2: under the ground

Speaker 1: What part of the plant takes in water?

Speaker 2: the roots

Speaker 1: What grows up and down from a bulb?

Speaker 2: The shoot grows up, and the roots grow down.

Speaker 1: What grows from the shoots?

Speaker 2: The shoots grow into leaves and the stem. The stem holds the daffodil bud.

Speaker 1: The author says, “In early summer, daffodil bulbs rest.” What does the author mean?

Speaker 2: In early spring, the bulbs send out shoots that make the leaves and fl owers. The fl owers bloom for a few weeks. By summer, the fl owers have fallen and the leaves have dried up. The bulbs won’t send out any more shoots until next spring.

Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text What do daffodils usually grow

from?

They usually grow from bulbs.

2. Think within the text Where do daffodil bulbs grow?

They grow under the ground.

3. Think beyond the text How can you make new

clumps of daffodils grow in a garden?

Possible response: by digging up the daffodil bulbs and planting them

somewhere else

4. Think about the text Look at the drawing on page 6 of

your book. What are the main parts of the daffodil?

Possible response: shoot, roots, bud, and skin

Making Connections Describe your favorite kind of flower. Where does it grow? What do you like about this flower?

Write your answer in your Reader’s Notebook.

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Name Date

Grade 3, Unit 4: Extreme Nature9

Lesson 18B L A C K L I N E M A S T E R 1 8 . 7

Daffodil Spring

Critical Thinking

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Daffodil SpringThinking Beyond the Text

Read the paragraph below. Then write your letter on the lines.

Imagine your town or city is building a new park. Write a letter to your newspaper. Tell why a daffodil garden is a good idea for the park. Tell why these flowers are special. Use details from the book in your letter.

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text What do daffodils usually grow

from?

2. Think within the text Where do daffodil bulbs grow?

3. Think beyond the text How can you make new

clumps of daffodils grow in a garden?

4. Think about the text Look at the drawing on page 6 of

your book. What are the main parts of the daffodil?

Making Connections Describe your favorite kind of flower. Where does it grow? What do you like about this flower?

Write your answer in your Reader’s Notebook.

Name Date

Lesson 18B L A C K L I N E M A S T E R 1 8 . 7

Daffodil Spring

Critical Thinking



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Student Date Lesson 18

B L A C K L I N E M A S T E R 1 8 . 1 1

Daffodil SpringRunning Record Form

Daffodil Spring • LEVEL M


Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

5

Spring is the time for flowers. One of the first flowers of spring

is the daffodil. Yellow and white daffodils let us know that

warm, sunny days are on the way.

How do daffodils grow? Most plants grow from seeds.

Daffodils can grow from seeds, but they usually grow another

way. They grow from bulbs.

Daffodil bulbs keep the plants alive a long time. They also

make new daffodils in a special way.

Daffodils can live for years. They make their flowers in the

spring.

Comments: Accuracy Rate (# words read

correctly/85 × 100)

%

Total Self- Corrections


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18 TEACHER’S GUIDE Daffodil Spring - hmhco.com