19 teacher’s guide aldo and abby - hmhco.com

Number of Words: 235

L E S S O N 1 9 T E A C H E R ’ S G U I D E

Aldo and Abbyby Myka-Lynne Sokoloff

Fountas-Pinnell Level IHumorous FictionSelection SummaryAldo is an artist. His assistant Abby, a would-be painter, forgets to cover Aldo’s paint cans. When Aldo’s dogs chase a cat into the room, they tip the cans and track spilled paint on Aldo’s paintings. Aldo likes the new paintings and asks Abby to help him create more.

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Characteristics of the Text Genre • Humorous fi ction

Text Structure • Third-person narrative • The story is organized chronologically.

Content • A painter and his assistant discovering a new way to work together• Dogs and cats solving the problem in a funny way

Themes and Ideas • People need to be happy in their work.• Accidents can lead to happy outcomes or endings.• Creativity can be full of surprises.

Language and Literary Features

• Conversational language • Humor

Sentence Complexity • Short sentences; some with introductory phrases: Just, Then, At last• Split dialogue

Vocabulary • Sequence words: First, Next, Then • Art-related terms: artist, painter, painting, brushes

Words • Mostly one and two syllable words• Challenging multisyllable words: assistant, everywhere• One compound word: everywhere

Illustrations • Humorous, cartoonish illustrations support the text.• A full-page illustration reveals the surprise ending.

Book and Print Features • Eight pages of text, illustrations on each page • One full-page illustration with no text

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

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Target Vocabulary

agreed – had the same opinion or idea, p. 9

assistant – a person who helps someone else, p. 2

cleared – made a place neat or empty by taking something away

failed – did not succeedpolite – having good mannerstearing – pulling or ripping apart,

p. 3trouble – a problem that makes

something diffi cult, p. 8

wisdom – knowledge or understanding that comes from experience

Aldo and Abby by Myka-Lynne Sokoloff

Build BackgroundHelp children think about what artists do. Build interest by asking questions such as the following: What kinds of art projects do artists create? How does a painter work in his or her studio? Read the title and author and talk about the cover illustration. Tell children that this story is humorous fi ction, so it will contain funny parts.

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:

: Explain that this is a story about an artist, Aldo, and his assistant, or helper, Abby. Abby wants to be an artist, too. In the meantime, she helps Aldo by being his assistant and doing what he asks.Suggested language: Turn to page 2. Here is a picture of Aldo. He’s painting, while Abby sweeps. Read the fi rst two sentences: Aldo was an artist. But he was not a great painter. What can an artist do to make better pictures?

Page 3: Aldo is tearing up his painting. He is ripping it into pieces. What does this action tell you about Aldo’s feelings about his painting? Do you think you would ever tear up a picture you had made?

Pages 6–7: Remind children that this story is humorous fi ction. Humorous fi ction makes us laugh. What is funny in the illustrations? Why is it funny?

Now turn back to the beginning of the story and read to fi nd out what happens with Aldo’s paintings.

2 Lesson 19: Aldo and AbbyGrade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Remind children to use the Question Strategy from the last page of the book and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story. Suggested language: How do you think Abby felt when Aldo asked her to help him paint the new pictures? How would you feel? Why?

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

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

• At the beginning of the story, Aldo and Abby do things they don’t enjoy.

• Aldo tears up his painting because he doesn’t like it.

• The dogs and cat cause a problem when they spill paint and make tracks on the paintings.

• Aldo likes the new paintings and asks Abby to help him make more.

• People need to be happy in their work.

• Accidents can lead to happy outcomes or endings.

• Creativity can be full of surprises.

• The dialogue in the story sounds very realistic, the way people really sound.

• The ending is a funny surprise because we see how the animals help with the painting. The ending is an important part of the story’s humor.

© 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 or use for

Reader’s Theater. Remind them to pay attention to the dialogue and to use expression to show how people really sound.

• 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 unfamiliar words can be broken down to fi nd familiar words and to fi gure out meaning. For example, the word tearing contains the word tear and the ending –ing.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 19.7.

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 SkillText and Graphic Features

Target Comprehension Skill Remind children that text and graphic features

like labels can help them understand the story better. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I can use the labels to help me understand what is happening in the text. On page 3, the label says: Tearing a painting and I can add the page number and the label to the fi rst and second box in the chart on page 11. The label tells me what Aldo is doing to his painting. It helps explain what is happening in the illustration. I can write that in the last box.

Practice the SkillHave children write a sentence about why it was helpful that some of the more complicated illustrations in Aldo and Abby had labels.

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 personal knowledge to think about what happens in the story.

Assessment Prompts• On page 2, which word helps the reader understand the meaning of assistant?

• Complete this sentence in your own words. A funny part of this story is

________________________________________________________________.



Read directions to children.

Think About ItRead and answer the questions.

1. What happens after Abby leaves the paint cans

uncovered?

2. If you were Abby, how would you feel after the dogs

and cat do this? Why?

3. What do you think is surprising about how Aldo acts

when he sees the mess?

Making Connections Aldo sees the good side to the problem in the story. Write about a time when you looked on the “bright side” of a problem.

Write about it in your Reader’s Notebook.

Name Date

Grade 2, Unit 4: Heroes and Helpers

Lesson 19B L A C K L I N E M A S T E R 1 9 . 7

Aldo and AbbyThink About It

Think About It

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

Cognates Explain that the English word assistant is very similar to a word in Spanish: asistente

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: What is the girl’s name in the story?

Speaker 2: Abby

Speaker 1: What is Aldo’s job?

Speaker 2: He is a painter.

Speaker 1: What job does Abby do?

Speaker 2: Abby helps Aldo by sweeping and doing other things.

Speaker 1: What problem does Abby have when Aldo leaves?

Speaker 2: The dog and cat leave tracks on Aldo’s paintings.

Speaker 1: How does Abby’s problem with the dog and cat work out in the end?

Speaker 2: Aldo likes the painting the dogs and cat made with their wet feet, so he invites Abby and the animals to help him.



Name Date

Aldo and Abby Thinking Beyond the Text

Think about the questions below. Then write your answer in one paragraph.

On the last page of the story, Aldo and Abby happily work together with the animals. How did an accident lead to this happy ending? What might have made the ending unhappy? Use details from the story in your answer.



Think About ItRead and answer the questions.

1. What happens after Abby leaves the paint cans

uncovered?

2. If you were Abby, how would you feel after the dogs

and cat do this? Why?

3. What do you think is surprising about how Aldo acts

when he sees the mess?

Making Connections Aldo sees the good side to the problem in the story. Write about a time when you looked on the “bright side” of a problem.

Write about it in your Reader’s Notebook.

Name Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 7

Aldo and AbbyThink About It



1413656

Student Date

Aldo and AbbyRunning Record Form

Lesson 19B L A C K L I N E M A S T E R 1 9 . 1 1

Aldo and Abby • LEVEL I

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

8

9

10

Just then, the dogs ran into the

room, chasing a cat!

“Where did you come from?”

Abby asked the cat.

But the cat didn’t answer.

The dogs and the cat knocked

the cans of paint off the table.

Paint spilled everywhere!

And the animals tracked paint

all over Aldo’s paintings.

Just then, Aldo returned.

Abby thought she was in

big trouble.

Comments: Accuracy Rate (# words read

correctly/61 × 100)

%

Self-Correction Rate

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

1:



19 teacher’s guide aldo and abby - hmhco.com

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