5 TEACHER’S GUIDE Not Just Second Place · 2012-08-16 · Number of Words: 1,918 LESSON 5 TEACHER’S GUIDE Not Just Second Place by Tracey E. Dils Fountas-Pinnell Level Q Realistic

Number of Words: 1,918

L E S S O N 5 T E A C H E R ’ S G U I D E

Not Just Second Placeby Tracey E. Dils

Fountas-Pinnell Level QRealistic FictionSelection SummaryAfter relocating with her family from Arizona to a new place, Lauren, who is hearing-impaired, meets Meg, who encourages her to try out for the basketball team. Lauren must decide whether to reveal her basketball talents—and disability—or hide behind her fear.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person continuous narrativeContent • Basketball

• Sports and teamwork• Living with disabilities/impairments • Relocation to a new town

Themes and Ideas • Living with a disability or impairment is not what defi nes individuals.• Making new friends can help in a time of transition. • Teaching and leading others can improve self-confi dence.

Language and Literary Features

• Combination of narrative description and dialogue • Figurative language: come out of her shell, get them next time

Sentence Complexity • Some longer introductory clauses• Dialogue• Questions, ellipses

Vocabulary • Multiple-meaning basketball terms: drills, baskets, dribbling• Most words accessible

Words • Some multisyllable words: supposedly, preliminary• Words with infl ectional endings: determined, introduced, impairment

Illustrations • Illustrations support textBook and Print Features • Thirteen pages of text, with illustrations on most pages

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

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Target Vocabulary

brutal – cruel or harsh behaviorsembarrassed – feeling ashamed

and uncomfortable, p. 3gorgeous – very beautiful or

gracefulobvious – very noticeable or easy

to see, p. 8

offi cially – done with proper consent or in an authorized way

opponents – people who compete against one another, often in a contest, p. 8

preliminary – something that comes before the main event, p. 7

supposedly – thought to be true without having proof, p. 4

sweeping – movement or action covering a wide space or range, p. 4

typically – done regularly, on an ordinary basis, or always in the same way

Not Just Second Place by Tracey E. Dils

Build BackgroundHelp students use their knowledge about basketball and getting acquainted with new students to understand the story. Build interest by asking a question such as the following: What team sports do you like to play or watch? Read the title and author and talk about the cover illustration. Tell students that this is realistic fi ction, so while the events are not real, they are similar to what could happen.

Introduce the TextGuide students 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: Explain that this is a story about a girl, Lauren, who has just transferred to a new school in a new state. Suggested language: Turn to page 2. Read the second sentence: The hall was buzzing. Ask: What does buzzing mean in this sentence? What does the illustration show?

Page 3: Have students look at the highlighted word. Explain that Lauren wears a small hearing aid that no can see. She’s still a little embarrassed about her hearing aid. Ask: What other kinds of things are people sometimes embarrassed about?

Page 7: Have students look at the sentence with the highlighted word. Ask: What do you think it means to run some preliminary drills?

Page 13: Point out the fi rst sentence. Suggested language: Lauren helps the coach plan drills. Ask: What does this sentence tell you about how good a basketball player Lauren is?

Now go back to the beginning of the story and read to fi nd out what happens to Lauren and her team, the Blue Streaks.

2 Lesson 5: Not Just Second Place Grade 5© Houghton Mifflin Harcourt Publishing Company


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

Remind students to use the Visualize Strategy as they read to picture in their heads how Lauren’s hearing impairment might affect her experience playing team sports.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Has anyone ever helped you in a new situation? How do you think Meg’s help made Lauren feel?

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

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

• Lauren transfers to a new school, but her hearing impairment causes her to avoid unnecessary attention.

• A student, Meg, befriends Lauren, encouraging her to try out for the basketball team.

• Lauren’s previous basketball experience is an asset to her new team. She gains confi dence, and her hearing impairment is less important.

• New situations create challenges and opportunities for people.

• Participating in extracurricular activities and making friends can help people adjust to new surroundings.

• A person’s impairments and disabilities are just one aspect of who that person is.

• The fi rst two pages of the story provide context for Lauren’s behavior and help explain the problem.

• The plot describes Lauren’s struggles and accomplishments on a basketball team, which are similar to typical experiences playing team sports.

• The story’s title has double meaning for both basketball and Lauren’s success.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to act out and demonstrate

phrased fl uent reading. Remind them to adjust rate when a passage’s punctuation calls for it and to vary tone, pitch, and volume in giving expression to the characters’ dialogue.

• 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. Have students defi ne the adverb supposedly based on its use on page 4. Ask students if they can name the root in supposedly (suppose).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 5.7.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillTheme

Target Comprehension Skill Remind students that the motives and actions of characters can

reveal the theme of a story. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The theme is about fi tting in despite disabilities or obstacles. Lauren chooses to share her skills and advice with her teammates so that they become better competitors. Lauren is less worried about her hearing impairment. Add this detail to one of the detail boxes. It contributes to the story’s theme.

Practice the SkillHave students share examples of other stories in which the theme requires characters to overcome obstacles.

Writing Prompt: Thinking Beyond the TextHave students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What is the meaning of sweeping on page 4?

• What is the main idea of the second paragraph on page 6?

• What can you conclude about Lauren’s determination to fi t in at her new school?



Critical ThinkingRead and answer the questions.

1. Think within the text How does Lauren hide her hearing aid?

2. Think within the text Why doesn’t Lauren teach Meg how to

dribble correctly at fi rst?

3. Think beyond the text What does the title tell the reader about the

theme of the selection?

4. Think about the text What characteristics does Lauren have that

help to explain her success?

Making Connections Everyone has traits, talents, or interests that make them stand out from the crowd. Write about something that makes you different and how you handle it with your peers.

Write your answer in your Reader’s Notebook.

9

Not Just Second PlaceCritical Thinking

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

Grade 5, Unit 1: School Spirit!

Name Date

Lesson 5B L A C K L I N E M A S T E R 5 . 7

by covering her ears with her hair

Lauren doesn’t want anyone to know that she is good at

basketball because she doesn’t want to appear different from the

others in yet another way.

The title shows how even though the team came in second,

Lauren feels like a “fi rst-class” person for conquering her fears

and succeeding in her new school.

Lauren has a positive attitude. She sets goals for herself and is

determined to meet them. She knows how to be patient and wait

for the right moment to show off her basketball skills. Although it

takes work, Lauren adapts well to new situations.

Possible responses shown.

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English Language DevelopmentReading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that because of her previous basketball experience, Lauren can really help her new team.

Idioms The story includes some idioms that might be unfamiliar. Explain the meaning of expressions such as I’m going to break you into teams (page 7) and up to her level (page 8). The term get when referring to beating an opponent might be confusing to English learners and may need to be explained.

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: Who is the main character?

Speaker 2: Lauren

Speaker 1: Where does the story mostly take place?

Speaker 2: at her new school

Speaker 1: What award do the basketball players win at the end of the story?

Speaker 2: a second-place trophy

Speaker 1: How does Lauren help Meg?

Speaker 2: Lauren provides Meg with tips for improving her game.

Speaker 1: Why does Caroline comment on Lauren’s ear?

Speaker 2: She notices Lauren’s hearing aid.

Speaker 1: What causes Lauren to become more animated during the game?

Speaker 2: The team is down at halftime and Lauren wants to inspire them.

Speaker 1: What does the trophy represent to Lauren?

Speaker 2: It reminds her that she had a good year and made many friends.


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Name Date

Not Just Second Place Thinking Beyond the Text

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

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Lauren helps her teammates become better basketball players. How does Lauren help her new teammates? Why does helping her teammates improve Lauren’s confidence in herself? Why do you think people usually feel better about themselves when they help others?



Critical ThinkingRead and answer the questions.

1. Think within the text How does Lauren hide her hearing aid?

2. Think within the text Why doesn’t Lauren teach Meg how to

dribble correctly at fi rst?

3. Think beyond the text What does the title tell the reader about the

theme of the selection?

4. Think about the text What characteristics does Lauren have that

help to explain her success?

Making Connections Everyone has traits, talents, or interests that make them stand out from the crowd. Write about something that makes you different and how you handle it with your peers.

Write your answer in your Reader’s Notebook.

Not Just Second PlaceCritical Thinking

Name Date

Lesson 5B L A C K L I N E M A S T E R 5 . 7



1414

279

Student Date Lesson 5

B L A C K L I N E M A S T E R 5 . 1 1

Not Just Second PlaceRunning Record Form

Not Just Second Place • LEVEL R

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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3 Lauren smiled at the kids she passed in the hallway of her new

school. The hall was buzzing. Lauren couldn’t make out all the

words, but she did hear laughter. The school was much

smaller than her school in Arizona. Still, it seemed like a

friendly place.

Just keep smiling, Lauren told herself. That was the way to

make friends.

Lauren had always had a little trouble making friends. She was

shy and kept to herself most of the time. But this year, at her

new school, she was determined to come out of her shell. But

how?

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Total Self- Corrections



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5 TEACHER’S GUIDE Not Just Second Place · 2012-08-16 · Number of Words: 1,918 LESSON 5 TEACHER’S GUIDE Not Just Second Place by Tracey E. Dils Fountas-Pinnell Level Q Realistic