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Characteristics of the Text Genre • Informational Text

Text Structure • First-person narrator (a young boy)• Focused on a single topic

Content • Pet shop• Choosing a pet

Themes and Ideas • Everyone has choices to make.• Pets are important members of a family.• Having a pet is a big responsibility.

Language and Literary Features

• Simple, straightforward language• Meaning provided through integration of pictures with text.

Sentence Complexity • Repetitive fi ve-word sentences, changing only last word on pages 2–5 and last two words on page 6.

• Simple sentence structure: I can see (a, my) ___.• First fi ve sentences end with period; last one ends with an exclamation mark.

Vocabulary • Pet-related words: Pet Shop (sign in picture on page 2), dog, rabbit, fi sh, bird, petWords • Easy high-frequency words repeated: I, can, see, a

• Familiar animal words supported by the pictures: dog, rabbit, fi sh, birdIllustrations • Illustrations that add information by showing what an animal looks like and what the

chosen pet is (a cat)Book and Print Features • Five pages, with one line of text below the illustration on each page

• One illustration (page 2) contains text (Pet Shop sign)• Extra spacing between words

© 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: 25

L E S S O N 5 6 T E A C H E R ’ S G U I D E

My Petby William Lawrence

Fountas-Pinnell Level AInformational TextSelection SummaryThe narrator says, “I can see a dog (rabbit, fi sh, bird). Carrying a cat home at the end, he says, “I can see my pet!”

K_301990_OL_LRTG_L06_mypet.indd 1 11/3/09 4:32:57 PM

a I see

Words to Know

My Pet by William Lawrence

Build BackgroundRead the title aloud and tell children that they will see these two words in the story. Talk about pets and the cover art, anticipating the content of the book. Anticipate the text with a question like: What kind of animals do people have as pets?

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the phrase I can see. Here are some suggestions:

: Explain that in this story, a boy and his dad go to a pet shop. The boy is telling the story so he uses the word I.Suggested language: Turn to page 2. Look at the picture. A boy and his dad are at a shop. The sign in the window says Pet Shop. What is the boy pointing at? Yes! It’s a dog. The boy is telling this story, so he says: I can see a dog. Say the word I. I is a small word. It has only one letter. The word I is always spelled with an uppercase I. Can you fi nd I and put your fi nger under it?

Page 3: Remind children that they can use information in the pictures to help them read. Turn to page 3. Now what does the boy say? He says: I can see a rabbit. The word see begins with the letter s. Say the word see. Find the word see and put your fi nger under it.

Page 4: On page 4, what do you see? So what will the boy say?

Now go back to the beginning and read to fi nd out what pets the boy sees and which one he picks.

2 Lesson 6: My PetKindergarten© Houghton Mifflin Harcourt Publishing Company

K_301990_OL_LRTG_L06_mypet.indd 2K_301990_OL_LRTG_L06_mypet.indd 2 7/29/09 5:33:50 PM7/29/09 5:33:50 PM

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

Respond to the TextPersonal ResponseAsk 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: Which of the animals in the book would you pick to be your pet? Why would you pick this animal?

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

• The boy sees a dog, a rabbit, a fi sh, and a bird at the pet shop.

• The boy picks a cat to be his pet.

• Sometimes you have to choose one thing from many different things you like.

• It’s great to have a pet, but you need to take good care of it.

• The boy tells the story, so the text says I see and my pet.

• You have to look at the picture on page 6 to see what kind of animal the boy picked, because the sentence just says my pet.

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

Choices for SupportConcepts of PrintHelp children begin to understand that text and pictures convey distinct information and that the pictures often support the text. On each page of the story, read the sentence with children, and have them point out the I in the picture (the boy) and the animal the boy sees. Then have them say what the picture shows.

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

• Listening Game Have children listen for words that rhyme. Tell them you will say two words. They should raise their hands if the words rhyme and keep their hands down if the words do not rhyme. Give an example of a rhyme (bed/red) and a non-rhyme (bed/chair). Use these pairs of words, which include words from the story: I/my, dog/cat, see/he, fi sh/mouse, can/kid, pet/met.

• Build Sentences Write these high-frequency words from My Pet on individual index cards: I, see, a. Then on other index cards, write the content words: dog, rabbit, fi sh, bird. Have children identify the animal on the cover as a cat and add cat to the mix. Then have children build sentences, using the word cards, and read the sentences they make. You might have them pick a sentence to illustrate.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 6.3 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillCompare and Contrast

Target Comprehension Skill Tell children that when they compare two things,

they tell how the things are the same. When they contrast two things, they tell how the things are different. Model how to compare and contrast:

Think Aloud

The dog and the rabbit are the same in some ways. They both have fur. They both have four legs and a tail. They both have big ears. They are different, too. The dog has spots, but the rabbit doesn’t. The rabbit can hop, but the dog can’t. The dog can bark, but the rabbit can’t.

Practice the SkillHave children choose two other pets in this book and tell how they are the same and different.

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

What do you think happens after the boy brings his pet home? Draw a picture of the boy and his pet at home.

Write about what happens at home.



Think About It Children look at the pictures and circle the one that answers the question.

1. Which animal did the boy choose to be his pet?

Children draw a picture of the pet from the story that they would choose and label it.

2.

5

Name Date Lesson 6

B L A C K L I N E M A S T E R 6 . 3

My PetThink About It

Kindergarten, Unit 2: Show and Tell Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved

Read directions to children.

GK_246208RTXEAN_BLM6.3.indd 5 2/24/09 2:29:42 PM

English Language LearnersCultural Support Children may be unfamiliar with the concept of a pet store. Explain how the store is set up—with cages (for animals like cats, dogs, rabbits, and birds that are for sale) and tanks fi lled with water for fi sh that are for sale. Discuss what people in the shop do as they look for a pet and what they need to do before they can take a pet home.

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: On page 6, point to the boy who tells the story.

Speaker 2: [Points to the boy.]

Speaker 1: Point to his pet.

Speaker 2: [Points to pet.]

Speaker 1: What kind of animal is his pet?

Speaker 2: cat

Speaker 1: Who is telling the story?

Speaker 2: a boy

Speaker 1: He sees four animals at the Pet Shop. Name one of the animals.

Speaker 2: Possible answers: dog, rabbit, fi sh, bird, cat

Speaker 1: At the end of the story, he takes one animal home. What kind of animal is it?

Speaker 2: a cat

Speaker 1: Who is telling the story?

Speaker 2: A boy is telling the story.

Speaker 1: He sees some animals that he doesn’t pick. Name an animal he sees.

Speaker 2: He sees a dog (rabbit, fi sh, bird).

Speaker 1: He picks an animal to be his pet. What animal does he pick?

Speaker 2: He picks a cat.



Name Date

My PetWhat do you think happens after the boy brings his pet home? Draw a picture of the boy and his pet at home.

Write about what happens at home.



Think About It Children look at the pictures and circle the one that answers the question.

1. Which animal did the boy choose to be his pet?

Children draw a picture of the pet from the story that they would choose and label it.

2.

Name Date Lesson 6

B L A C K L I N E M A S T E R 6 . 3

My PetThink About It



1413519

Student Date

My Pet • LEVEL A My PetRunning Record Form

Lesson 6B L A C K L I N E M A S T E R 6 . 7


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

2

3

4

5

6

I can see a dog.

I can see a rabbit.

I can see a fish.

I can see a bird.

I can see my pet!

Comments: Accuracy Rate (# words read

correctly/25 x 100)

%

Self-Correction Rate

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

1:


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