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Characteristics of the Text Genre • Nonfi ction

Text Structure • Sequence of things, including people, that a train can holdContent • Trains as a form of transportation for people

• Trains as a means of shipping different productsThemes and Ideas • Trains are a versatile form of transportation.

• People, animals, and products need to travel all over the country. Language and

Literary Features• Repetition

Sentence Complexity • A repeated pattern on many pages: A train can hold ___.Vocabulary • New word on each page includes several words likely to be familiar to children: cars,

rocks, people• All new words, including less familiar ones—pipes, wood, cow, band—have strong photo

support.Words • Highlighted high-frequency words: friend, full, good, hold, many, pull

Illustrations • Color photographs support the new word (e.g., pipes, cars, people).Book and Print Features • Nine pages of text, each with a photograph and one or two lines of text underneath

• Some photos include labels for new words, to focus attention (cars, cow, band, engine)• Extra space between each word

© 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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Number of Words: 65

L E S S O N 5 T E A C H E R ’ S G U I D E

Trainsby Geetha Havalad

Fountas-Pinnell Level CNonfictionSelection SummaryThe photographs in this book show different things trains hold: pipes, wood, cars, rocks, a cow, a band, and people. The fi nal page of the book shows an engine pulling a train as it travels along the track.

1_300924_BL_VRTG_L05_Trains.indd 1 1/13/10 3:06:51 PM

friend full good hold many pull

Words to Know

Trains by Geetha Havalad

Build BackgroundRead the title to children and draw on their knowledge of trains to build interest. Ask questions like these: Have you ever been on a train or seen a train? What was it like? How do trains move? Discuss the cover photograph, identifying the train as a circus train that carries circus workers, animals, and equipment from one town to another.

Introduce the TextGuide children through the text, helping with unfamiliar language so that they can read the text successfully. Here are some suggestions:

: Explain that in this book children will read about trains and the things they hold. Suggested language: Turn to page 2 and look at the picture. What is the train holding here? The train is holding big pipes. So the book says: A train can hold pipes. Say the word hold. What letter would you expect to see fi rst in the word hold? Find the word hold and put your fi nger under it.

Page 3: Remind children that they can use information in the pictures to help them read. What can you see in this picture? Yes, there are big logs of wood. So the book says: A train can hold wood.

Page 4: Explain that some pictures in the book have labels to name things. The label in this picture says: cars. There are so many of them on the train! What will the book say on this page? The book says: A train can hold many cars. Say the word many. What letter would you expect to see fi rst in many? Find the word many and put your fi nger under it.

Page 8: Turn to page 8 and look at the photo. What will the book say here? Yes, the train can hold people, too. So the book says: A train can hold people. It is full of people. Say the word full. What letter would you expect to see fi rst in the word full? Find the word full and put your fi nger under it. Would you like to go for a train ride? What would you like about it?

Now go back to the beginning and read to fi nd out different things that trains can hold.

Words to KnowHave children turn to the Words to Know at the back of the book. Read each word aloud and then together. Explain any unknown words. Tell children to look for these words as they read.

2 Lesson 5: TrainsGrade 1© Houghton Mifflin Harcourt Publishing Company


ReadNow have children read Trains softly while pointing under each word. Observe children as they read.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting.Suggested language: Would you like to ride on a train? Why or why not?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

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

• Trains hold many things: pipes, wood, cars, rocks, a cow, a band, and people.

• An engine pulls all the cars in a train.

• Trains can do a lot of different jobs.

• People need ways to travel all over the country.

• People need to send things all over the country.

• A sentence pattern is repeated on many pages.

• The labels help the reader know where to look in the photo to see what the text is talking about.

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

Choices for SupportConcepts of PrintSelect a pair of pages from Trains. Have children take turns pointing to different words on these pages and naming the fi rst and last letter in the word they point to.

Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Listen for Final Sounds Have children listen as you say pairs of words from the book. They should signal thumbs-up for words that have the same ending sound and thumbs-down for words that do not have the same ending sounds. Use these word pairs: band/wood, pull/pipe, engine/car, rock/hold. You may want to extend the practice by adding these word pairs: ball/bit, pen/man, ham/thumb, bus/puff.

• Plurals Materials: sentence strips. Review singular and plural using the words pen and pens, displaying pens as props to show “one” and “more than one.” List these words from the book: trains, rocks, pipes, cars. Help children identify the singular form of each word; list it beside the plural. Pick different sets of words and have children plug the singular and plural into one of these two frames, displayed on sentence strips: Here is one ___. Here are two ___.



Writing About ReadingVocabulary PracticeRead the directions and have children complete the Vocabulary questions on BLM 5.1.

RespondingHave children complete the vocabulary activities on page 11.

Building VocabularyTransportation WordsPoint out that people can get from one place to another on a train or a car. Have children fi nd pictures of these two forms of transportation in Trains. Begin a displayed list of kinds of transportation, listing train and car. Help children think of other kinds of transportation (truck, van, plane, bike) and what each kind can hold. Prompt them with clues if needed to complete the list (e.g., you can ride this one by yourself, people ride this one up in the air).

As children name a form of transportation, add it to the list. Read the completed list together. Display this sentence from the book: A ____ can hold ___. Guide children to insert each transportation word and what it holds into the frame, and read the new sentence together.

Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.

Would you like to take a train ride? Draw a picture of you on a train.

Write about what you are doing.



Read directions to children.3

Words to KnowDraw lines to show words that rhyme.

friend good many

full hold pull

Word Bank

1. friend told

2. full any

3. good pull

4. hold wood

5. many bend

Words to Know© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 1, Unit 1: Around the Neighborhood

Name Lesson 5

B L A C K L I N E M A S T E R 5 . 1

TrainsWords to Know

1_246215RTXEAN_U1WtK.indd 53 2/6/09 8:31:17 AM

English Language LearnersFront-Load Vocabulary Discuss the words pipes, wood, and engine in more detail. Provide defi nitions (e.g., hollow tubes that are big or small; what trees are made of; the machine that moves the train). Then use each word in a sentence.

Oral Language DevelopmentCheck the 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: Look at page 6. Point to the cow.

Speaker 2: [Points to the cow.]

Speaker 1: Look at page 10. Point to the train.

Speaker 2: [Points to the train.]

Speaker 1: Look at page 10. What does the picture show?

Speaker 2: the engine of a train

Speaker 1: Look at page 4. What can the train hold?

Speaker 2: cars

Speaker 1: Turn to a page and tell me what the picture shows. Start with the words A train can hold.

Speaker 2: A train can hold pipes (wood, cars, rocks, a cow, a band, people).

Speaker 1: Look at page 10. What can the engine pull?

Speaker 2: It can pull the train.



Name Date

TrainsWould you like to take a train ride? Draw a picture of you on a train.

Write about what you are doing.



Words to KnowDraw lines to show words that rhyme.

friend good many

full hold pull

Word Bank

1. friend told

2. full any

3. good pull

4. hold wood

5. many bend

Name Lesson 5

B L A C K L I N E M A S T E R 5 . 1

TrainsWords to Know



1413407

Student Date Lesson 5

B L a c k L i n e m a s t e r 5 . 2 3

TrainsRunning Record Form

Trains • level c

Behavior Code Error

Read word correctly ✓ cat 0

Repeated word, sentence, or phrase

® cat

0

Omission — cat 1

Behavior Code Error

Substitution cut cat 1

Self-corrects cut sc cat 0

Insertion the

ˆcat 1

Word told T cat 1

page Selection Text Errors Self-Corrections

2

3

4

5

6

A train can hold pipes.

A train can hold wood.

A train can hold

many cars.

A train can hold

many rocks.

A train can hold

a cow.

Comments: Accuracy Rate (# words read

correctly/28 × 100)

%

Self-Correction Rate

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

1:



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