23 teacher’s guide binxie gets lost

Number of words: 819

L E S S O N 2 3 T E A C H E R ’ S G U I D E

Binxie Gets Lostby Dixie Lee Petrokis

Fountas-Pinnell Level LFantasySelection SummaryNo one notices when Binxie, a beagle, hops out of his family’s van. The family drives off, but with the help of a number of other animals, Binxie catches up with the family at a rest stop and they fi nish the journey home together.

Characteristics of the Text Genre • Fantasy

Text Structure • Problem described on second and third page• Episodic plot

Content • Lost dog• Family car trips

Themes and Ideas • Being lost, then fi nding the way home• Solving problems with help from others

Language and Literary Features

• Fantasy: animals talk like people• Conversational language• First-person narrator (a dog)

Sentence Complexity • Some longer sentences: He was about to close the door when Alvin and Trina started having one of their very loud conversations.

• Some short sentences for emphasis: Well, it was a fi ght.Vocabulary • Transportation words: pickup, van, train, traffi c

Words • Mostly one and two syllable wordsIllustrations • Illustrations support the text.

• Captions add to information from text.Book and Print Features • Thirteen pages of text; illustrations on every page

• Names and labels for some illustrations• Capital letters used for emphasis: “YES!” I screamed.

© 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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Binxie Gets Lost by Dixie Lee Petrokis

Build BackgroundHelp students use their knowledge of family trips to visualize the story. Build interest by asking a question such as the following: Have you ever taken a long car trip with your family? Read the title and author and talk about the cover illustration. Point out that the story is fantasy, but has the feel of realistic fi ction—from the point of view of a dog.

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:

: Explain that this is a story about the adventures of a dog named Binxie, told from Binxie’s point of view.Suggested language: Turn to page 2. Let’s read the fi rst two sentences: My family loaded up the van. We were about to start the long trip home to Georgia. Binxie is telling this story. Can you see him and his family in their loaded van? What might Binxie be looking at? What might happen next?

Page 3: Draw attention to the illustration. Binxie chases a bunny! What about the family van? Where is it headed? What is Binxie’s problem now?

Pages 8–9: Draw attention to the illustrations. Binxie is still traveling, now by train, in the company of Frankie, a cat. How does this scene show the book is a fantasy?

Page 10: Point out the highlighted word: managed. Binxie may be a storyteller, but he still stays true to a dog’s character. He fi gured out a way to steal a chunk of meat and managed to eat like a king.

Now turn back to the beginning of the story and read to fi nd out if Binxie ever fi nds his family again.

conversations – talkscurrently – as of nowinspired – to have fi lled someone

with emotion or moved that person to action

loaded – put into a vehicle or container to be carried, p. 2

loveliest – the most beautiful and delightful

managed – succeeded in doing something, p. 10

pleasure – enjoyment

reunion – a gathering of people who have been separated, p. 14

sincere – honest and truthful, p. 11

terror – great fear

Target Vocabulary

2 Lesson 23: Binxie Gets LostGrade 3© Houghton Mifflin Harcourt Publishing Company

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

Remind students to use the Analyze/Evaluate Strategy to think about what they read and form an opinion about it.

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story. Suggested language: What seemed real about Binxie’s adventures? What seemed like it could not happen in real life?

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

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

• Binxie chases a rabbit and gets left behind by his family.

• He travels many ways and meets many friends on his journey to rejoin his family.

• You can solve problems with help from others.

• It is hard to be separated from your family.

• The language sounds realistic, even though animals are talking.

• The main character is a dog, but he has human feelings.

© 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 phrasing to help them read with meaning.

• 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 that contractions can make a dialogue sound true to life, such as the following example on page 7:“I can’t wait to introduce you to my family!” Ask students to list some of the contractions used in the story and have students take them apart.



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 23.7.

RespondingHave students 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 students that when they pay attention to the

time order in which events happen, they can understand a story better. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

I can keep track of the time order of events in the beginning of the story. First, Dad puts Binxie in the back seat. Next, Alvin and Trina start fi ghting. Then, Binxie sees the bunny and jumps out of the van. Finally, Dad slams the door. Now I can see why Binxie gets out of the van and is forgotten in the confusion.

Practice the SkillHave students list the sequence of events in another scene from Binxie Gets Lost, using signal words such as fi rst, then, next, after, and fi nally.

Writing Prompt: Thinking Beyond the TextHave students 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• Find a sentence on page 3 that shows that Binxie acts like a dog.

• In paragraph 2 on page 2, fi nd the word that means almost the same as discussions or talks.

• Complete this sentence in your own words: This story was most likely written to

________________________________________________________________.



English Language DevelopmentReading Support In Introduce the Text (p.2) include as much practice as needed to help students become familiar with the language structures of the book.

Idioms Help students understand the meaning of the phrases Thanks for the lift (page 7) and a real pussycat (page 9). They also might need help with place names, such as the Big Apple (page 9) and There is nothing little or rocky about Little Rock (page 10).

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: What kind of animal is Binxie?

Speaker 2: a dog

Speaker 1: Where did Binxie get left?

Speaker 2: in a campground

Speaker 1: Where was Binxie going with his family?

Speaker 2: to Georgia

Speaker 1: Why did Binxie jump out of the van?

Speaker 2: He wanted to chase a bunny.

Speaker 1: Where did Binxie meet Parker the pigeon?

Speaker 2: They met under a bridge.

Speaker 1: How did Binxie travel to get back to his family?

Speaker 2: He rode in a truck and a train.

Speaker 1: What did Binxie do when he saw his family at the rest stop?

Speaker 2: He jumped into Trina’s arms.

Critical ThinkingRead and answer the questions.

1. Think within the text Why didn’t Dad notice Binxie hopping out of the car to chase the bunny?

Dad was glaring at Alvin and Trina who were � ghting.

2. Think within the text What did Binxie learn about Little Rock?

It is not little, it is not rocky, and it has great ribs.

3. Think about the text How did Parker the pigeon know about Binxie’s family?

Parker had been at the rest stop and had overheard the family.

4. Think beyond the text What do you think the family will do differently on the drive from Little Rock to Georgia?

They will pay attention to where Binxie is.

Making Connections How is Binxie’s trip like the trip that Oliver K. Woodman took?

Write your answer in your Reader’s Notebook.

Possible responses shown.

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

Name Date

Grade 3, Unit 5: Going Places

9

Lesson 23B L A C K L I N E M A S T E R 2 3 . 7

Binxie Gets Lost

Critical Thinking

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First Pass



Binxie Gets LostThinking Beyond the Text

Read the paragraph below. Then write your diary entry in one or two paragraphs.

Imagine that Binxie could write a diary about his adventure. What would he say about what happened? Write a diary entry from Binxie’s point of view. Use details from the story in the entry.

Name Date



Name Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 7

Binxie Gets Lost

Critical Thinking


Critical ThinkingRead and answer the questions.

1. Think within the text Why didn’t Dad notice Binxie hopping out of the car to chase the bunny?

2. Think within the text What did Binxie learn about Little Rock?

3. Think about the text How did Parker the pigeon know about Binxie’s family?

4. Think beyond the text What do you think the family will do differently on the drive from Little Rock to Georgia?

Making Connections How is Binxie’s trip like the trip that Oliver K. Woodman took?

Write your answer in your Reader’s Notebook.


1414

119Behavior 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

My family loaded up the van. We were about to start the long

trip home to Georgia.

Dad put me in the back seat. He was about to close the door

when Alvin and Trina started having one of their very loud

conversations. Well, it was a fight. Dad stood there and glared

at them.

That’s when I saw the bunny.

And that’s when I made my BIG mistake. I decided to chase the

bunny.

You see I’m a beagle. And there’s nothing a beagle likes better

than chasing bunnies. I jumped out of the van just as Dad was

about to slam the door.

Comments: Accuracy Rate (# words read correctly/105 ×

100)

%

Total Self- Corrections

Student Date Lesson 23

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

Binxie Gets LostRunning Record Form

Binxie Gets Lost • LEVEL L



23 teacher’s guide binxie gets lost

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