23 TEACHER’S GUIDE Textiles from Around the World

Number of Words: 851

L E S S O N 2 3 T E A C H E R ’ S G U I D E

Textiles from Around the Worldby Gloria Jasperse

Fountas-Pinnell Level QInformational TextSelection SummaryTextiles made by people of different cultures around the world often contain shapes, symbols, and colors that tell stories or have special meanings. For example, the patterns in textiles made by Navajo and Hopi weavers symbolize important parts of their culture.

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Characteristics of the Text Genre • Informational Text

Text Structure • Table of contents and six sections with descriptive headings • Introduction and conclusion, plus four sections on textiles from different cultures

Content • Textiles around the world• Use of shapes, symbols, and colors in textiles• Textiles made by Navajo, Hopi, Asante, Mayan, and Maori weavers

Themes and Ideas • Textiles often tell stories or have special meanings.• Textiles are part of the culture of many people around the world.

Language and Literary Features

• Clear language with conversational tone • Description but no fi gurative use of language

Sentence Complexity • Longer and more complex sentence structures, some with more than 15 words• Both dependent and independent clauses

Vocabulary • Many textile-related terms, some of which might not be familiar: upright loom, horizontal looms, backstrap loom, fi bers, fl ax

Words • Many multisyllable words, some of them challenging, such as beauty, indigo, unique, specifi c, symbolize, represent, horizontal, relatives

• Many proper nouns and foreign words: Navajo, Hopi, Churro, Asante, Ghana, kente, Sika fre mogya, Maya, Guatemala, maguey, quetzal, Maori

• Compound words: sometimes, landscape, upright, backstrap, woodcarvingIllustrations • One or two photos on every page that support the text

Book and Print Features • Table of contents• Section headings that indicate content• Short phrases as captions for most photos, and one longer caption

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

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Expand Your Vocabulary

fabric – cloth, p. 3geometric – of, relating to, or

based on the principles of geometry, p. 6

intricate – having many parts; complicated, p. 6

motif – a feature in a design, p. 13

symmetric – having or showing close agreement in size, shape, or position of parts, p. 6

textiles – woven or knitted cloths, p. 6

Textiles from Around the World by Gloria Jasperse

Build BackgroundHelp children use their knowledge of textiles to visualize the book. Build interest by asking questions such as the following: Have you ever seen a beautiful rug or wall hanging? What patterns and colors did it have? Read the title and author and talk about the cover illustration. Explain that textiles are woven or knitted cloths, and the cover photo shows a textile. Tell students that this book is informational text, so the words and photos will give factual information about the topic.

Introduce the TextGuide 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: Point out that this book has a table of contents. Remind children that a table of contents lists the parts of a book and the page number on which each section begins.Suggested language: Turn to page 2 of this book. Some of the section titles may be hard to read. Let’s read some titles together. The section that starts on page 4 is titled “The Navajo and the Hopi.” (NAV a hoe, Hoe pee). These are the names of Native Americans in the southwest.

Page 3: Direct attention to the photo on page 3. What do you think this wall hanging is made from? Yarn and threads are used to make fabric, or cloth. Describe the scene in this beautiful piece of fabric. What clues can you fi nd that tell if the textile is old or modern?

Page 6: Tell children that the photos at the top of the page show some patterns that weavers use. Help children read the photo captions. How would you describe the symmetric pattern? In a symmetric pattern, the parts on each side of the center look alike. How would you describe the geometric pattern? What geometric shapes—triangles, squares, and so on—do you see?

Now turn back to the beginning of the book and read to fi nd out about the textiles different people around the world make.

2 Lesson 23: Textiles from Around the WorldGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Textiles from Around the World silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind children to use the Summarize Strategy , and to stop to tell important ideas as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: Which of the different textiles shown in the book did you like the most? What do you like about it?

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

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

• The shapes, symbols, and colors in textiles tell stories or have special meanings.

• People all over the world make textiles.

• People from different cultures use different types of looms or other ways to make textiles.

• Textiles are more than just beautiful pieces of cloth.

• The shapes, symbols, and colors in textiles often express important parts of a people’s culture.

• Textiles are like paintings made of fabric.

• The table of contents shows on what page each text section starts.

• The section headings show which group of people will be covered by the text.

• The writer’s attitude about textiles is that they are very interesting and beautiful.

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

Choices for Further Support• Fluency Invite children to choose a passage from the text and demonstrate phrased

fl uent reading. Remind them to group words in a meaningful way to show that they understand what they are reading.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Remind children that in many words, two letters can stand for one sound, such as th in cloth and think, sh in shapes and sashes, and wh in white. Have children look through the book to fi nd other examples. Use examples children fi nd to create a chart that can be added to throughout the year.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 23.9.

RespondingHave children 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 SkillConclusions

Target Comprehension Skill Remind children that they can use details to fi gure out more

about the text. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

The chart on page 15 has one detail in it: “Colors can have meanings.” To complete the chart, I have to look for two other details and then make a conclusion based on the details. On page 9, the text explains that patterns of textiles have meanings, too. I’ll add that detail and one other one to the chart. Then I’ll use the three details to draw a conclusion.

Practice the SkillHave children fi nd three details in the book that help them conclude that textiles can be made from different materials.

Writing Prompt: Thinking Beyond the TextHave children 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 what happens in the story.

Assessment Prompts• Which words on page 6 help the reader understand the meaning of the word

symmetric?

• Complete this sentence in your own words: This book was most likely written to

________________________________________________________________.



English Language DevelopmentReading Support Help children compose a group summary about the different kinds of weavings.

Vocabulary Provide assistance with challenging words that are not defi ned directly in text, such as upright (page 5), symbolize (page 6), represent and unique (page 7), horizontal (page 8), and specifi c (page 9).

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches theirEnglish profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is this book about?

Speaker 2: textiles

Speaker 1: What did the Navajo and Hopi grow to weave into clothing?

Speaker 2: cotton

Speaker 1: What did they use later?

Speaker 2: wool

Speaker 1: How does the book describe kente cloth?

Speaker 2: The book says that kente cloth is bold and bright.

Speaker 1: Where does a weaver wear a backstrap loom?

Speaker 2: The weaver wears the loom around the waist.

Speaker 1: What do all the types of textiles described have in common?

Speaker 2: All the textiles use shapes, symbols, and colors that have special meaning for the people who weave the textiles.

Read directions to children.

Think About ItRead and answer the questions.

1. How are Maori textiles different from other textiles

from around the world?

2. Compare a textile made by one of the groups in the

book to one you wear.

3. Explain some of the ways that textiles from around

the world are similar to each other.

Making Connections How is weaving similar to other arts and crafts you know about? How is it different?

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 5: Changes, Changes Everywhere

Lesson 23B L A C K L I N E M A S T E R 2 3 . 9

Think About It

Textiles from Around the World

Think About It



Name Date

Textiles from Around the WorldThinking Beyond the Text

Think about the question below. Then write your answer in one or two paragraphs.

On page 3, the author says: “You may find shapes, symbols, and colors that tell stories or have special meaning.” What shapes, symbols, or colors did you see in the textiles that especially interested you? Explain why you liked a particular example. From what you have learned from this book, what story do you think the textile tells?



Think About ItRead and answer the questions.

1. How are Maori textiles different from other textiles

from around the world?

2. Compare a textile made by one of the groups in the

book to one you wear.

3. Explain some of the ways that textiles from around

the world are similar to each other.

Making Connections How is weaving similar to other arts and crafts you know about? How is it different?

Write your answer in your Reader’s Notebook.

Name Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 9


Think About It



1413645

Student Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 1 3

Textiles from Around the World • LEVEL Q Running Record Form


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

12

13

The Maori are very skilled at weaving. But

Maori weaving is different from weaving in most

other parts of the world. Maori weavers do not use

looms. Instead they weave strands together with

their fingers, and they place the fabric on pegs in

the ground.

The patterns in Maori textiles often have

special meanings. Some tell about the customs of

a particular group. Sometimes one symbol means

more than one thing. For example, a diamond

motif can stand for either a fish or a group of stars.

Woven mats have special meaning, too.

Comments: Accuracy Rate (# words read

correctly/93 × 100)

%

Total Self- Corrections



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23 TEACHER’S GUIDE Textiles from Around the World