1 teacher’s guide lucy and billy - houghton mifflin · pdf filelesson 1 teacher’s...

Number of Words: 317

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

Lucy and Billyby Pauline Cartwright

Fountas-Pinnell Level LRealistic Fiction Selection SummaryAt the pet shop, Lucy chooses a parakeet for her birthday. She names him Billy, and vows to teach him to talk. Lucy works at it every day, saying, “My name is Billy.” Lucy’s brother Thomas wants to help, but whenever Thomas talks to the parakeet, Lucy says, “Don’t do that!” Instead of his name, Billy learns to say “Don’t do that!”

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative• Organized chronologically

Content • Mild sibling rivalry• Training a pet

Themes and Ideas • Training a pet takes great patience.• Life has a way of surprising us.

Language and Literary Features

• Simple conversational language among family members• Dialogue, all assigned

Sentence Complexity • Mostly simple sentences• A few complex sentences with clauses. Example: Lucy was so excited she could hardly

talk herself!• Dialogue repeated like a refrain: My name is Billy. Don’t do that!

Vocabulary • Descriptive adjectives: curly, straight, fl oppy• Adverbs: carefully, fi nally, hardly

Words • Mostly one- and two-syllable words• Use of pet as both a noun and a verb

Illustrations • Cheerful cartoon-like illustrations• Illustrations support the text

Book and Print Features • Twelve pages of text; illustrations on every page • Two to six lines of text per page

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

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Target Vocabulary

collars – leather, metal, or plastic bands that are put around the necks of animals, p. 4

curly – something with curves or twists, p. 4

drooled – watered at the mouth, p. 4

fl oppy – hanging down loosely, p. 8

row – n. a number of people or things arranged in a line, p. 3

stood – to be a certain height when standing, p. 11

straight – something with no curves, turns, or bends, p. 4

weighed – something placed on a scale, p. 6

Lucy and Billy by Pauline Cartwright

Build BackgroundHelp children think about things that animals can learn, and how people can teach them. Ask questions such as: What kinds of animals can do jobs, or perform tricks, or talk? Have you ever tried to teach a pet to do something? Read the title and author and talk about the cover. Tell children that this story is realistic fi ction, so the characters will act like real people.

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 3: Explain that this is a story about a girl named Lucy. Lucy wants a pet for her birthday, and her family goes to the pet shop to fi nd one. Suggested language: Turn to page 3. Here is a picture of Lucy, her brother Thomas, and her mother and father. Read the fi rst sentence to fi nd out what kind of pet Lucy wants: Lucy wanted a bird for her birthday. How do you think Lucy will choose?

Page 4: Explain that Lucy picked a little bird called a parakeet. The parakeet has straight green feathers and a curly yellow beak. The words straight and curly have to do with shape. Is Lucy’s hair straight or curly?

Page 8: Direct children to the illustration on page 8. Lucy named her bird Billy. Do you think Lucy is taking good care of Billy? The book says she liked to talk to him and to pet his fl oppy head. What does a fl oppy head look like? Show me.

Now turn back to the beginning of the story and read to fi nd out what Lucy and her brother teach Billy the bird to do.

2 Lesson 1: Lucy and Billy Grade 2© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Lucy and Billy silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Remind students to use the Infer/Predict Strategy and use clues in the text to fi gure out more about story parts.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book.Suggested language: How do you think Lucy felt when she heard the fi rst words Billy spoke? What was she probably thinking?

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

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

• Lucy wants to teach her new pet parakeet how to talk, all by herself.

• She does not realize the parakeet may repeat anything he hears a lot.

• Lucy is surprised because Billy learns to talk, but he does not say the words she tried to teach him.

• Training a pet takes a lot of hard work and patience.

• Sometimes what you plan is not what happens.

• When people want to help you, you should let them.

• Some of the language is like the refrain of a song, because it is repeated over and over without any changes (“My name is Billy.” “Don’t do that!”)

• The dialogue that expresses disagreement between the brother and sister sounds very realistic.

• The ending is a surprise because we expect Billy to say his name since Lucy has tried so hard to teach him.

© 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 to act out. Tell them to think

about how Lucy and Thomas might feel as they talk to each other. Remind them to use expression to make the children’s conversation sound realistic.

• 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 to change a word to mean more than one of something, add an s. For example, cage/cages; beak/beaks; brother/brothers. Ask children to make a list of singular and plural nouns used in the story. Have them make the singular nouns plural by adding s and the plural nouns singular by taking away the s.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 1.8.

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 SkillSequence of Events

Target Comprehension Skill Remind children that it is important to pay attention

to the order in which things happen. Knowing the order of events will help them understand the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

To understand the story, I need to think about what happens fi rst, what happens next, and what happens last. When I look at the chart on page 15, I see that First has been fi lled in with Lucy talked to Billy every day. When I think about what happened Next, I think that Lucy told Thomas, “Don’t do that.” That’s because she wanted him stop talking when she tried to teach Billy to talk. And what happened last? That’s what goes in the bottom box.

Practice the SkillHave pairs of children choose a favorite story and work together to tell what happens fi rst, next, and last in the story.

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• Look at this sentence: Some of the birds drooled. What does the word drooled mean

in this sentence?

• What did Lucy learn about parakeets?



Think About It Read and answer the questions.

1. What is the first thing Lucy tries to teach her

parakeet Billy to say?

2. What does Lucy say every time her brother tries to

help Billy learn to talk?

3. What is the first thing Billy learns to say? Why?

Making Connections In Lucy and Billy, Lucy tries to teach her pet parakeet to talk. Think about a time when you tried to teach a person or animal to do something new. What did you teach? Was teaching easy or hard? Why?

Write your answer in your Reader’s Notebook.Read directions to children.

Lucy and BillyThink About It

Think About It

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

Name Date

Grade 2, Unit 1: Neighborhood Visit

English Language DevelopmentReading Support Pair advanced and intermediate readers to read aloud a few paragraphs of the story. Remind them to make their voices sound as if Lucy and Thomas are really talking.

Idiom Explain the meaning of the expression couldn’t believe her ears (page 14) and talk about why the author used it at the end of the story.

Oral Language DevelopmentCheck 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: Who is the girl in the story?

Speaker 2: Lucy

Speaker 1: What does Lucy get at the pet store?

Speaker 2: a bird (parakeet)

Speaker 1: What does Lucy want the bird to do?

Speaker 2: talk

Speaker 1: Why does Lucy say “My name is Billy” every day?

Speaker 2: She thinks Billy will copy her words.

Speaker 1: What does Billy learn to say?

Speaker 2: Don’t do that!

Speaker 1: How does Billy learn to say “Don’t do that”?

Speaker 2: He hears Lucy say it to Thomas a lot.

Speaker 1: How would you teach Billy a new sentence?

Speaker 2: Possible response: I would say the sentence over and over and use a lot of expression.



Name Date

Lucy and BillyThinking Beyond the Text

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

Billy learns to talk, but his words are a big surprise to Lucy. Why do you think he learns to say “Don’t do that!” instead of “My name is Billy”? Do you think the way Lucy said these two things made a difference?



Think About It Read and answer the questions.

1. What is the fi rst thing Lucy tries to teach her para-

keet Billy to say?

2. What does Lucy say every time her brother tries to

help Billy learn to talk?

3. What is the fi rst thing Billy learns to say? Why?

Making Connections In Lucy and Billy, Lucy tries to teach her pet parakeet to talk. Think about a time when you tried to teach a person or animal to do something new. What did you teach? Was teaching easy or hard? Why?

Write your answer in your Reader’s Notebook.

Lucy and BillyThink About It

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

Name Date



1413822

Student Date Lesson 1

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

Lucy and BillyRunning Record Form

Lucy and Billy • LEVEL L


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

Lucy wanted a bird for her birthday. The

whole family went to the pet shop.

“There must be a hundred birds in a row!”

said Thomas, her little brother.

Lucy looked at each bird carefully.

Some of them drooled. Some of them had

collars. Some were big. Some were small.

Finally, Lucy found the bird she wanted. It

was a parakeet with straight green feathers and

a curly yellow beak.

Lucy decided that her bird’s name would be

Billy.

Lucy told Dad, “Parakeets can learn to talk.”

Comments: Accuracy Rate (# words read

correctly/87 × 100)

%

Total Self- Corrections


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