LESSON 13 TEACHER’S GUIDE My Flower Garden - …€¦ · • Exclamation for emphasis ... without the prior written permission of the copyright owner ... Now have children My Flower

Characteristics of the Text Genre • Informational Text

Text Structure • First-person narrative: the child is the narrator• Focuses on a single topic• Each page focuses on a different colored fl ower.• Last page summarizes main idea: See my garden!

Content • Familiar, easy content: fl owers and fl ower garden • Colors• All concepts supported by picture information.

Themes and Ideas • It’s fun to have a fl ower garden.• Gardeners feel pride in taking care of a garden.

Language and Literary Features

• Simple, straightforward language• Meaning provided through integration of pictures with text.

Sentence Complexity • Repetitive sentence pattern, changing only one word on most pages.• Most sentences are four words; last sentence is three words• Simple sentence structure: See my _____ fl owers.

Vocabulary • Names of colors supported by illustrations: red, blue, yellow, whiteWords • Easy, high-frequency words: see, my

• Two two-syllable words: fl ower, gardenIllustrations • Lively drawings support and extend the text.

Book and Print Features • Five pages of text with one illustration on each page• Exclamation for emphasis

© 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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Number of Words: 19

L E S S O N 1 3 T E A C H E R ’ S G U I D E

My Flower Gardenby Irma Singer

Fountas-Pinnell Level AInformational TextSelection SummaryA young girl proudly shows the fl owers of different colors in her garden.

K_302171_OL_LRTG_L13_MyFlowerGarden.indd 1 11/3/09 4:50:51 PM

my see

Words to Know

My Flower Garden by Irma Singer

Build BackgroundRead the title to children and talk with them about the cover illustration. Ask them what they think they will learn about the girl and the fl owers in this book. Then ask: Have you ever planted fl owers in a garden? What kind of fl owers did you plant? What color were the fl owers?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features such as the repetition of the phrase, See my _____ fl owers, that identities the colors of the different fl owers in the garden. Here are some suggestions:

Page 2: Explain that this is a book about the fl owers in a girl’s garden. The fl owers are many different colors. Suggested language: Turn to page 2. The girl is pointing to her fl owers. What color are they? She says: See my red fl owers. Say my. What letter would you see fi rst in my? Find the word my and put your fi nger under it.

Page 3: Explain that children can use information in the pictures to help them read. Turn to page 3. Look at the picture. What is the girl showing? What color do you see? The girl says: See my blue fl owers. Find see and put your fi nger under it. How do you think the girl feels about her fl owers? How can you tell?

Page 4: Turn to page 4. Look at the picture. What is the color of the fl owers the girl wants you to see? That’s right, she wants you to see her yellow fl owers. What will she say?

Now turn back to the beginning and read to fi nd out about all the fl owers the girl has planted in her garden.

2 Lesson 13: My Flower GardenKindergarten© Houghton Mifflin Harcourt Publishing Company

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ReadNow have children My Flower Garden softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseAsk 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 did you learn about fl ower gardens by reading this book?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

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

• There are different kinds of fl owers in the girl’s fl ower garden.

• The fl owers are red, blue, yellow, and white.

• The girl is proud of her fl ower garden.

• It’s fun to grow a fl ower garden.

• Taking good care of a fl ower garden makes you feel proud of yourself.

• The author wants to tell us about the different colors of fl owers in a garden.

• The language is almost the same on each page.

• The pictures help readers understand the book.

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

Choices for SupportConcepts of PrintPractice early reading behaviors such as pointing under each word and understanding the concepts of letter and word.

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 the following words from the book: fl owers, blue, see, yellow, my, garden. Have them clap on each syllable: fl ow-ers; blue; see; yel-low; my; gar-den.

• Recognize High-Frequency Words Materials: index cards, box. Print the following high-frequency words on index cards: a, I, and, is, like, my, no, see, to, it. Put the index cards in a box. Ask children to choose an index card and read the word.

• Finding Letters Have children recognize letters by name and locate them quickly in words. Use letters from the words in the book, including: see, my, red, blue, yellow, fl owers, garden.



Writing About ReadingCritical ThinkingRead the directions to children on BLM 13.3 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillAuthor’s Purpose

Target Comprehension Skill Tell children that an author writes a book for a reason

or purpose. Sometimes an author writes to tell us facts or information about a topic. Sometimes the author writes to tell us how to do something. Sometimes the author writes to tell us a made-up story. Model how to identify the author’s purpose:

Think Aloud

What is the author’s purpose for writing this book? On every page the author writes about a fl ower of a different color. These fl owers are in the girl’s garden. The author’s purpose for writing this book was to tell us about fl owers of different colors in a garden.

Practice the SkillHave children think of another book they have read. Guide them in identifying the author’s purpose for writing the book.

Writing PromptRead aloud the following prompt. Have children write and draw their response, using the writing prompt on page 6.

Think about the different fl owers in the girl’s garden. Draw a picture of a fl ower from her garden.

Now write about the color of the fl ower.



Think About It Children look at the pictures and circle the one that answers the question.

1. What did the girl in the story do to her garden to help it grow?

Children draw a picture of their favorite color flower and label it.

2.

5

Name Date Lesson 13

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

My Flower GardenThink About It

Kindergarten, Unit 3: Outside My DoorThink About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Read directions to children.

GK_246208RTXEAN_BLM13.3.indd 5 2/24/09 2:46:08 PM

English Language LearnersFront-Load Vocabulary Preview these words from the story: fl ower, garden, red, blue, white and yellow. Use the illustrations to reinforce the meanings.

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: Point to a red fl ower.

Speaker 2: [Points to a red fl ower]

Speaker 1: Point to a yellow fl ower.

Speaker 2: [Points to a yellow fl ower]

Speaker 1: Where are the fl owers?

Speaker 2: in a garden

Speaker 1: Where is the girl?

Speaker 2: Here is the girl.

Speaker 1: Name the color of one of the fl owers in the garden.

Speaker 2: Possible answers: red, yellow, blue, white.

Speaker 1: Where are all the fl owers in this book?

Speaker 2: The fl owers are in the girl’s fl ower garden.

Speaker 1: How does the girl feel about her garden?

Speaker 2: The girl feels happy (or proud).



Name Date

My Flower GardenThink about the different flowers in the girl’s garden. Draw a picture of a flower from her garden.

Now write about the color of the flower.



Think About It Children look at the pictures and circle the one that answers the question.

1. What did the girl in the story do to her garden to help it grow?

Children draw a picture of their favorite color fl ower and label it.

2.

Name Date Lesson 13

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

My Flower GardenThink About It



1413549

Student Date

My Flower Garden • LEVEL A My Flower GardenRunning Record Form

Lesson 13B L A C K L I N E M A S T E R 1 3 . 7

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

2

3

4

5

6

See my red flowers.

See my blue flowers.

See my yellow flowers.

See my white flowers.

See my garden!

Comments: Accuracy Rate (# words read

correctly/19 x 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



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LESSON 13 TEACHER’S GUIDE My Flower Garden - …€¦ · • Exclamation for emphasis ... without the prior written permission of the copyright owner ... Now have children My Flower