1 schools then and now - hmhco.com · • the narrative text offers a historical perspective on the...

Number of Words: 622

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

Schools Then and Nowby Stephanie Cohen

Fountas-Pinnell Level NNonfictionSelection SummaryIn the 1800s, many children attended school in one-room schoolhouses. Students shared desks and used outhouses. Teachers, who were sometimes teenagers, wrote lessons on chalkboards and taught reading with the McGuffey’s Reader. There are many differences between schools then and now, but children learned something new every day, just as today’s students do.

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Compare and contrast• Organized in eight sections with headings, most sections one page long

Content • What schools were like in the 1800s• Comparison of present day schools and 19th century schools

Themes and Ideas • The differences between today’s schools and 19th century schools are vast.• The narrative text offers a historical perspective on the evolution of education in the U.S.

Language and Literary Features

• Clear language with simple descriptions • Writer talks to reader (second person): Your school probably has many classrooms

and teachers.Sentence Complexity • Many long, complex sentences

• Nouns in series, divided by commas• Short questions: No cafeteria? No school bus?

Vocabulary • Many words relating to pioneers and schools: dugout, chalkboard, outhouse, slates, McGuffey’s Reader

Words • Some multisyllable words: conditioner, usually, cafeteria• Words with complex spelling patterns: temperatures, usually, chalkboard

Illustrations • Color photographs with captions that support and extend the textBook and Print Features • Nine pages of text, photographs on every page

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

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Target Vocabulary

announced– made known to many people, p. 6

certainly – surely or defi nitely, p. 2

fi ne – very nice or of excellent quality, p. 6

principal – leader of a school, p. 10

proud – pleased with oneself, p. 8 soared – fl ew upward toward the

sky, p. 4

strolled – walked slowly, without hurrying, p. 5

worried – feeling concerned about something bad that may happen, p. 10

Schools Then and Now by Stephanie Cohen

Build BackgroundHelp students use their knowledge of schools and history to visualize the book. Build interest by asking a question such as the following: What would school be like without electricity, plumbing, and modern transportation? Read the title and author and talk about the cover photograph. Tell students that this story is nonfi ction and they will learn about schools in the 1800s.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

: Explain that this book compares schools in the 1800s to schools today. Suggested language: Turn to page 2. This book will be comparing schools in the 1800s with schools today. Listen to the fi rst paragraph: Imagine what school was like for children in the 1800s. School was just one room. There was only one teacher. Children of all ages learned together. Do you think it would be fun to be in a classroom with children of all ages? Why or why not?

Page 3: Have students read the section heading. Section headings tell what information you’ll fi nd in each section. What do you think you’ll learn about in this section? Look at the picture. What can you tell about the schoolhouse and the students?

Page 4: Explain that old schools were heated with stoves like the one in the picture. In warm weather, when temperatures soared, there were no air conditioners to cool the school. How do you think the children stayed cool when the temperature soared?

Page 5: What do these photos show you about how children got to school long ago? Some walked miles each way. Very few children strolled leisurely to school, the way many children do today.

Page 8: Point out that captions can add information to the text. Students were proud to move to the next McGuffey’s Reader the way you are proud when you move to the next grade.

Page 10: Explain that there wasn’t a principal at the one-room school. Without a principal, who do you think led the school?

Now turn back to the beginning of the book and learn many ways that schools have changed over the years.

2 Lesson 1: Schools Then and NowGrade 3© Houghton Mifflin Harcourt Publishing Company

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

Remind students to use the Summarize Strategy and to tell the important parts of the text in their own words.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book.Suggested language: Would you like to have gone to school in the 1800s? Why or why not?

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

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

• Many students went to one-room schools with children of all ages who learned from one teacher.

• Children walked to school, shared desks, and used slates and chalk.

• Teachers were often young and took care of the schoolhouse as well as teaching the students.

• There are many differences between today’s schools and 19th century schools.

• Students had recess and learned new things in the 1800s, just as they do now.

• Public education has evolved enormously over the last 200 years.

• Archival photos bring the text alive.

• Captions help explain the photos and add to information in the text.

• Section headings tell what each section is about.

• The author’s purpose is to show how education has changed in this country.

© 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 read aloud. Remind

them to pay attention to punctuation, especially commas, and to pause slightly at each comma when reading a series of items.

• 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. Remind students how to recognize base words in longer words, to help them decode and understanding the meanings. Work with words from the text, such as certainly/certain-ly, lucky/luck-y, and properly/proper-ly.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 1.1.

RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: soared)

Reading Nonfi ctionNonfiction Features: Section Headings and Photo Captions Remind children that nonfi ction has many features to help readers fi nd and understand important information. Section headings and photo captions are two of these features. Explain that section headings, such as Where’s the Bathroom? and Time to Learn in this book, tell readers what a section will be about. Reading the section headings in a nonfi ction book is a good way to preview the book before reading the main text.

Photo captions are another important source of information. They tell what the photo is about and can add information that is not in the text. Have children read the caption on page 2. Ask what information they can get from the caption (other uses of the one-room schoolhouse). Then have children choose another caption in the book and tell what they learn from that caption.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.

Assessment Prompts• Find the word on page 8 that means almost the same as pleased with themselves.

• What does the word strolled mean in this sentence? If you live closer, maybe you’ve strolled to school a few times.

• How might teachers have announced the start of school?



Read directions to students.

Target VocabularyFill in two more Examples and Non-examples for proud. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.

announced

fi ne

proud

strolled

certainly

principal

soared

worried

Vocabulary

Definitionfeeling pleased or satisfied about a trait, action, or possession

Example

• making a good grade

•

•

SentenceI was proud of my performance in the choir concert.

Non-example

• forgetting a homework assignment

•

•

proud

Schools Then and NowTarget Vocabulary

accidentally breaking a dish

being rude to a friend

winning a soccer game

having a neat and clean room

Possible responses shown.

Name Date

Grade 3, Unit 1: Good Citizens3Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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

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English Language DevelopmentReading Support Make sure the text matches the student’s reading level. Language and content should be accessible with regular teaching support.

Vocabulary Help students understand “the three Rs,” and explain the use of apostrophes in ‘riting and ‘rithmetic. You can also point out the similarity between the English and Spanish words announced and anunció.

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: How many teachers did one-room schoolhouses have?

Speaker 2: one

Speaker 1: How did most children get to school years ago?

Speaker 2: walked

Speaker 1: What did students write on in schools long ago?

Speaker 2: slates

Speaker 1: How did students learn to read in one-room schoolhouses?

Speaker 2: They read from the McGuffey’s Reader.

Speaker 1: How did teachers start each day of school?

Speaker 2: They rang a bell.

Speaker 1: What did pioneer teachers have to do each day before school started?

Speaker 2: They had to fi ll the stove with coal, clean the chimney, and fi ll the water buckets.



Name Date

Schools Then and NowThinking Beyond the Text

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

On page 10, the book says that a one-room schoolhouse was very different from your school. How is school today different than it was in the 1800s? How is it the same? Use details from the book in your answer.



Target VocabularyFill in two more Examples and Non-examples for proud. Then create your own Four-Square Maps for two of the remaining Target Vocabulary words.

announced

fi ne

proud

strolled

certainly

principal

soared

worried

Vocabulary

Definitionfeeling pleased or satisfied about a trait, action, or possession

Example

• making a good grade

•

•

SentenceI was proud of my performance in the choir concert.

Non-example

• forgetting a homework assignment

•

•

proud

Schools Then and NowTarget Vocabulary

Name Date

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



1414173

Student Date Lesson 1

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

Schools Then and NowRunning Record Form

Schools Then and Now • LEVEL N

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

2

3

Imagine what school was like for children in the 1800s.

School was just one room. There was only one teacher.

Children of all ages learned together.

Your school probably has many classrooms and teachers.

All of the children in your class are probably about the same

age. And you certainly don’t have to walk more than three

miles to get to school today. But pioneer children often did.

American pioneers began to move west during the 1800s.

The first schools were built out of blocks of grass stacked like

bricks. Some schools were built from logs.

Comments: Accuracy Rate (# words read

correctly/96 × 100)

%

Total Self- Corrections



1 schools then and now - hmhco.com · • the narrative text offers a historical perspective on the...

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