3 teacher’s guide lana and miguel’s park -...

Number of Words: 381

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

Lana and Miguel’s Park by Frankie Bruno

Fountas-Pinnell Level JRealistic Fiction Selection SummaryMiguel, Lana, and their father enjoy going to the park every day. When the children hear about plans to build a parking garage on top of the park land, they set about saving the park. They raise money, buy art supplies, and make posters to spread the news. At a big meeting with the mayor, a solution is found and the park is saved, resulting in a new name: Lana Miguel Park.

Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative • Organized chronologically• Problem presented in the beginning

Content • Family enjoys spending time in the park • City plans to turn park into a parking garage• Children plan campaign to save the park

Themes and Ideas • Kids can infl uence public policy.• People are community-minded.• Determination and hard work pay off.

Language and Literary Features

• Conversational language • Full sentence captions give additional information.

Sentence Complexity • Mostly simple declarative and exclamatory sentences• A few complex sentences. Example: If other people fi nd out what’s going on, they will

want to help save the park, too.Vocabulary • Many civic terms: mayor, reporter, evening news, garage

Words • Many multisyllable words such as terrible, fi gure, supplies, customers, spreadingIllustrations • Realistic illustrations support the text, showing all of the action

• Some pages have multiple snapshot-like illustrationsBook and Print Features • Nine pages of text; illustrations on every page

• All illustrations have explanatory captions and some have word labels as well© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Lana and Miguel’s Park by Frankie Bruno

Build BackgroundHelp students think about community spaces they enjoy. Build interest by asking questions such as the following: Do you like to play in a park or swim in a pool in your neighborhood? What special places are there in your community? Read the title and author and talk about the cover illustration. Tell students that this story is realistic fi ction, so the characters are going to act like real people.

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:

Page 1: Explain that this is a story about a brother and sister, Miguel and Lana, and their father, who like to visit the park every day. Suggested language: Turn to page 2. Look at the picture and notice the labels. Point to Lana and to Miguel. Who else is in the picture? Now read the caption that tells about the picture: Miguel and Lana played ball in the park. Why do you think this family likes going to the park?

Page 3: Read the caption with me: Miguel and Lana heard about plans to build a garage on the park. How do you think the children feel about this news? They need to figure out what to do. They need a plan to solve their problem.

Pages 4-5: Explain that Lana and Miguel want to save the park. Lana and Miguel decide to make posters to let people know what is happening. First they need to fi nd a way to collect or raise money for art supplies. Look at the picture on page 5. Were they able to raise some money?

Page 7: Explain that the woman at the desk is the mayor, an elected offi cial. Draw attention to the poster. Look at the red circle with the line through it. Have you seen this symbol before? What do you think it means?

Now turn back to the beginning of the story and read to fi nd out what happens to the park.

afford – to be able to pay for something

block – the section of a street between two other streets

contacted – got in touch with

customers – people who buy things at a store, p. 5

earn – to get money, praise, or respect from others as a result of efforts or actions

fi gure – to decide or to solve, p. 3

raise –a way to collect money, p. 4

spreading – something that is stretching out or expanding, p. 10

Target Vocabulary

2 Lesson 3: Lana and Miguel’s ParkGrade 3© Houghton Mifflin Harcourt Publishing Company

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ReadAs students read Lana and Miguel’s Park, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

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

Discuss and Revisit the Text Personal ResponseInvite students to share their personal responses to the story. Suggested language: What do you think about the way Lana and Miguel solved the problem about the garage on the park? Do you think this could happen in real life? Why or why or 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

• Lana and Miguel want to save the park from being turned into a garage.

• The children share their concern with other people around the city.

• The park is saved when someone offers land for the garage. The park is renamed after the two children.

• People – even children – can work together to help their community.

• Working for something you care about helps others and is personally rewarding, too.

• The children’s speech in the story sounds very realistic.

• The illustrations have captions and look like snapshots, making the story seem realistic.

• The children help to solve an important problem, and do so in a way that children really could — by making posters.

• The author believes that parks are important.

© 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 act out. Remind them

to place stress on words to show what the characters mean and how they feel, and to sound as if Lana and Miguel are really speaking.

• 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 the ending –ed added to an action word means the action happened in the past. For example, the words asked and wanted on page 5 are changed from the words ask and want with the ending –ed added to show the actions have already happened.



Writing about ReadingCritical Thinking Have students complete the Critical Thinking questions on BLM 3.7.

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 Skill Understanding Characters

Target Comprehension Skill Remind students that they can understand

a story character by noting what the character does and what the character says in the story. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

Lana and Miguel have a big problem. They do not want to lose the park where they play. So what do they do about this problem? They try to fi gure out a way to save their park. They work hard and they tell lots of adults about saving the park. I know that’s not easy to do. I think they are very determined!

Practice the SkillHave students think of a character in another story they have read. Ask them to write two sentences telling what they learned about the character from what he or she does in the story.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• In paragraph 3 on page 4, fi nd the word that means almost the same as collect.

• Tell one word that best describes Miguel or Lana. Use details from the story to support your answer.

• Find the sentence on page 10 that shows how Lana and Miguel feel after the park is saved.



Read directions to students.

Critical ThinkingRead and answer the questions.

1. Think within the text Why did Miguel and Lana need

to raise money for art supplies?

They wanted to make posters to help save the park.

2. Think within the text What did people do when they

saw the posters?

They started talking about ways to save the park.

3. Think about the text Do you think posters are a good

way to spread a message? Explain your answer.

Possible response: Yes. Students in our school used posters during class

elections, and everyone paid attention to what the posters said.

4. Think beyond the text Why do you think people in the

story wanted to save the park?

Possible response: They enjoyed having a green area where they could relax and

have fun.

Making Connections What message would you like to share with people in your community? Plan a poster. Use words and drawings to make your point.

Write your answer in your Reader’s Notebook.

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

Name Date

Grade 3, Unit 1: Good Citizens9

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

Lana and Miguel’s Park

Critical Thinking

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English Language DevelopmentReading Support Check regularly on students’ oral reading to determine accuracy, fl uency, and comprehension.

Idioms Explain the meaning of the expressions fi gure out (page 3); raise the money on p. 4; and showed up on page 9.

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: Where do Lana and Miguel like to play?

Speaker 2: They like to play at the park.

Speaker 1: Who goes to the park with Lana and Miguel?

Speaker 2: their father

Speaker 1: Where do some people want to build a garage?

Speaker 2: They want to build it on top of the park.

Speaker 1: What do Lana and Miguel want to do?

Speaker 2: They want to save the park.

Speaker 1: What do the children do to save the park?

Speaker 2: They make posters and go to a meeting.

Speaker 1: Why do Lana and Miguel make posters?

Speaker 2: They want to get more people interested in saving the park.

Speaker 1: What does the mayor do when she sees the posters?

Speaker 2: The mayor calls a meeting. Then she renames the park to show that Lana and Miguel helped to save it.



Lana and Miguel’s ParkThinking About the Text

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

At the end of the story, the mayor gives the park a new name. Why do you think the author has her do this? Do you think it is good name for the park? Why or why not?

Name Date



Critical ThinkingRead and answer the questions.

1. Think within the text Why did Miguel and Lana need

to raise money for art supplies?

2. Think within the text What did people do when they

saw the posters?

3. Think about the text Do you think posters are a good

way to spread a message? Explain your answer.

4. Think beyond the text Why do you think people in the

story wanted to save the park?

Making Connections What message would you like to share with people in your community? Plan a poster. Use words and drawings to make your point.

Write your answer in your Reader’s Notebook.

Name Date

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


Critical Thinking



1414043

Student Date

Lana and Miguel’s Park LEVEL J


Running Record Form

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


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

6

7

8

The kids were able to raise enough money to buy art supplies.

They made lots of posters.

Their parents helped them put the posters up all around

the city.

Soon after the posters went up, the whole city knew the news.

Everyone was talking about the park. No one wanted to see a

garage go up in its place.

The mayor called a big meeting.

Miguel and Lana’s father called the TV news. He told a reporter

about the meeting with the mayor.

The reporter said she would go to the meeting. She would tell

about it on the evening news.

Comments: Accuracy Rate (# words read

correctly/101× 100)

%

Self-Correction Rate

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

1:


3 teacher’s guide lana and miguel’s park -...

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