3rd Grade Eight Week Plan

GRADE 3
INSTRUCTIONAL
8 WEEK
GRADE 3
PLAN
AN INSTRUCTIONAL PLAN
FOR THE FIRST 8 WEEKS
FOUNTAS & PINNELL CLASSROOM™
Every child has the right

to live a literate life
every day, in every
classroom.

TRANSFORMING LITERACY EDUCATION — EVERY DAY 1
CONTENTS
WELCOME TO
2
FOUNTAS & PINNELL
INTRODUCTION
4
THE BIG PICTURE: A PLAN FOR THE
CLASSROOM™
FIRST EIGHT WEEKS
6
TRANSFORMING LITERACY
EDUCATION: EVERY DAY
AND THE POWER OF

RESPONSIVE TEACHING 10 THE FPC PREVIEW PACK
12
The moment-to-moment instructional decisions that THE INSTRUCTIONAL ANCHOR:
THE LITERACY CONTINUUM
teachers make, based on their observations and
14
MAKING THIS INSTRUCTIONAL PLAN
analysis of students’ learning behaviors, are honored YOUR OWN
and supported by Fountas & Pinnell Classroom™.
In this system, you teach individual children, not a

16 LEARNING SPACES
program, and not a bunch of books. Consider each

18 FITTING IT ALL IN
lesson a blueprint, and each book an opportunity to
best support the learners in your classroom. Let your 20 INSTRUCTIONAL PLAN
teaching be what it is intended to be—authentic and

45 ASSESS TO INFORM INSTRUCTION
responsive to the children in your classroom.
46
ADDITIONAL ONLINE TOOLS AND
RESOURCES
48 PROFESSIONAL LEARNING
FPC TRY IT COMMON PAGES.indd 1 4/5/19 12:03 PM

2 FOUNTAS & PINNELL CLASSROOM™
Let’s get started!

You’ve opened the boxes.
You’ve organized your books and
teaching resources.
You’ve set up your classroom.
It’s ready for the hustle and
bustle of learning to begin.
Now, you may be asking
yourself, “But how and where
do I get started with Fountas
& Pinnell Classroom™?” Start
here, with this instructional
plan—follow it, lean

on it, and shape it into
your own.

ABOUT THIS INSTRUCTIONAL PLAN

What is it? THE BLUEPRINT One example of the first eight weeks of instruction.
When do I use it? AS NEEDED Use it to get started, gain momentum, or simply as reference during the first eight weeks.
BUILD
Why do I use it? Get started with FPC—build familiarity and a rhythm with the system.
FAMILIARITY
Who uses it? FPC EDUCATORS Teachers, administrators, staff developers, literacy coaches, interventionists.
The Importance of Friendship
IRA
Interactive Read-Aloud
Jessica
Big Al and
Kevin Henkes
Shrimpy
Andrew Clements
A Visitor for Bear Big Al and Shrimpy I’m the Best Jessica Yo! Yes?
About This Text Set

Making friends and being a friend are familiar experiences for most children. Friendship is fun
and rewarding, but sometimes it can be challenging to make friends and to know how to be a
good friend. The books in this text set explore the importance of friendship and what it means
to be a good friend.
You might also include the following additional books and resources from the Fountas & Pinnell
Classroom collection.
Wemberly Worried Ruby the Copycat My Friend Rabbit
How do I use it? AS A GUIDE Follow it, lean on it, shape it into your own.
I Know a Lady Not Quite Right Hand in Hand
Thinking Across Books
The Importance of Friendship

While reading the books in this text set, help children make connections across the set, and
facilitate ways of learning and finding out more about friendship.
■■ How did the illustrations help you learn how the characters feel about each other?
■■ What did you notice about the ways the characters changed or something they learned?
■■ How are the messages of these books similar? What do these authors want you to think about?
Essential Question and Big Ideas

Engage children by keeping this essential question and these big ideas in mind as you read and
talk about the texts in this set. Be sure to use language appropriate for the grade level. This
question can also be explored through a variety of inquiry projects, including the suggested
projects on the next page.
Kindergarten
What does it mean to Friends can be similar to
Friends are kind be a good friend? you or different
to each other.
from you.
You have to be a friend to have a friend.
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
FPC_IRA_K_ICard_PPDF_Friendship_3025.indd 1 6/29/2017 11:36:33 PM

Front
Watch a Video Overview to see how to use this 8-Week Instructional Plan
What should LISTEN
to get started with Fountas & Pinnell Classroom™.
I do first? AND LEARN
To view, visit fp.pub/FPCpreview or scan the QR code.
A few things to note:

The FPC Preview Pack Planning Tools Student Listening Library
If you are using this Instructional Plan in Maintain momentum with digital resources and All Shared Reading texts are available
conjunction with the FPC Preview Pack, you will planning tools to sustain your success with as audio books in the FPC Online
see those resources pictured throughout. Fountas & Pinnell Classroom™. See page 46 for Resources. See page 47 for more information.
more information.

THE BIG PICTURE THE FIRST EIGHT WEEKS

A Plan for the First Eight Weeks GRADE 3
PREVIEW PACK RESOURCES FOR DAYS 1–5
The first eight weeks of school is a critical and important time—
WEEK 1 WEEK 2
time to get to know your students, introduce the classroom
learning spaces, establish routines and expectations, and plan
DAYS 1–5 DAYS 6–10
priority instructional actions.
n Establish morning meeting and n Involve students in Shared Writing.
The culture of a classroom is often very different from any
routines.
n Teach students the guidelines for
environment that students have experienced outside of school.
n MANAGEMENT UMBRELLA 1: Identify Reader’s Workshop.
In the classroom, students must learn how to work together areas of the room, and teach students
n MANAGEMENT UMBRELLA 3: Help
responsible use of classroom
to become a community of learners. The additional routines, students understand that they can
materials.
abandon a book if they have a reason.
possible larger class size, and higher expectations may take
n n MANAGEMENT UMBRELLA 2:
time getting used to. That is why a specialized plan for the first n Show students that they can choose
Introduce tubs of books in the
books from a variety of fiction and
eight weeks of school is critical to establishing a productive and classroom library for INDEPENDENT
nonfiction genres.
READING .
positive classroom community. n WRITING ABOUT READING UMBRELLA 1:
n Help students learn how to select
Fountas & Pinnell Classroom™ is a system that allows you Introduce the Reader’s Notebook to
books to read and return them to the
the students and teach students to
to operationalize the vision and goals of responsive teaching— classroom library.
keep a record of their reading.
teaching that responds to the needs, capabilities, and interests n MANAGEMENT UMBRELLA 3: Show
n When students are involved in
students how to make good book
of each individual student. The calendar at right provides an independent literacy work, conduct
choices.
assessment conferences.
overview (the milestones) of the instructional plan that follows. n n Introduce INTERACTIVE READ-ALOUD
View it as a blueprint for creating a successful “getting started” and SHARED READING .
period with FPC. Of course, adjust the first eight-week blueprint n LITERARY ANALYSIS UMBRELLA 1: Help
students talk with others about their
that follows to fit the competencies of your students. thinking about books.
Adapted from Fountas & Pinnell Classroom™ System Guide. Portsmouth, NH: Heinemann. All rights reserved.
FPC TRY IT COMMON PAGES.indd 4 THIS PAGE UNIQUE TO GRADE 3 4/5/19 12:09 PM
PREVIEW PACK RESOURCES FOR DAYS 21–25
WEEK 3 WEEK 4 WEEKS 5–6 WEEKS 7–8

DAYS 11–15 DAYS 16–20 DAYS 21–30 DAYS 31–40
n Continue to read aloud and use n WRITING ABOUT READING UMBRELLA 2: n Begin to convene a few guided reading n Continue to monitor independent work
shared reading and shared writing to Teach students to create a list of their groups each day. Help students learn and help students self-assess and
establish the learning community and reading interests. the routines of the lesson. problem-solve as needed.
build up common reading materials
n Teach students to remember their n STRATEGIES AND SKILLS UMBRELLA 1: n n LITERARY ANALYSIS UMBRELLA 4:
and mentor texts for writing.
thinking to prepare for writing in the Help students notice when they lose Teach students how to participate in a
n Continue to introduce new books to Reader’s Notebook. understanding of a text. They need to BOOK CLUB .
n.
students and develop the habit of search for information.
n Teach students how to make book
reading silently for a period of time.
recommendations to others. n STRATEGIES AND SKILLS UMBRELLA 2:
n LITERARY ANALYSIS UMBRELLA 1: Teach students how to solve unknown
n Teach students ways of responding to
Teach students how to turn and talk words.
text through talk to support writing in
: to each other in response to reading.
the Reader’s Notebook. n Help students expand the ways they
n WRITING ABOUT READING UMBRELLA 3: can write about their reading in the
n E xplain the Guided Reading area to
Ask students to write a short letter Reader’s Notebook.
students and what they will be doing
to you in the Reader’s Notebook.
there. The idea is to establish the n Teach students effective ways to
Respond to their letters and invite
routine of the reading table. Explain derive the meaning of new vocabulary
students to talk about your response.
why you need no interruptions. words.
n Complete individual assessments and
n Hold at least three short GUIDED n LITERARY ANALYSIS UMBRELLA 7: Help
form tentative guided reading groups
READING groups a day for a few days. students infer the writer’s message
to begin in week 4.
Since you are teaching the routine, from the texts they are reading.
n Teach students the routines for you can use any book that students
n LITERARY ANALYSIS UMBRELLA 4: Teach
Writers’ Workshop. can read quickly, even ones they have
students to use stick-on notes to mark
previously read.
n Help students understand that there places to talk about during share time.
are a variety of topics they can write
n LITERARY ANALYSIS UMBRELLAS 5, 6:
about.
Help students understand the
n Begin PHONICS/SPELLING/WORD characteristics of genres.
STUDY lessons.
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TRANSFORMING
LITERACY EDUCATION
READING MINILESSONS • Get started with this suggested sequence of
umbrellas, but the needs of your students always take priority when
selecting the right minilesson for the right time.
Every Day INTERACTIVE READ-ALOUD • Establish the foundation of instruction with the
text set Inquiry Overview Cards, Lesson Folders and accompanying books
chosen to align with this suggested sequence.
Fountas & Pinnell Classroom™ is based

SHARED READING • Build community with Big Books that reflect this
on responsive teaching—this 8 Week suggested sequence with a few adjustments to accommodate observations
this teacher made to strengthen connections with interactive read-aloud.
Instructional Plan is just one example Support independent reading with small copies of each Big Book for
students to revisit and reread.
of how you might begin instruction in Expand children’s oral and written language abilities with Words That
Sing: Poetry Charts for Shared Reading—selected here to apply principles
your own classroom. learned in other instructional contexts.
FPC was not designed to supplant

PHONICS, SPELLING, AND WORD STUDY • Dive into letters, words and how
language works with lessons that reflect the suggested sequence with
teacher expertise, but rather to
some modifications to accommodate observed classroom needs.
elevate and honor your expertise and

GUIDED READING • Use the time you will eventually allot to guided reading
instructional decision making. Use this to assess your students and determine their instructional reading level
in the first few weeks of school followed by instruction within guided
instructional plan/suggested sequence reading groups.
to get started, as a model, or to build BOOK CLUBS • Activate student agency and connect to learning with
books that stir captivating discussion and correspond to the text sets in
familiarity with the system, BUT rely on Interactive Read-Aloud.
your observations to guide your next

INDEPENDENT READING • Children choose books from the classroom library
teaching move. based on their interests: topics, authors, genres, etc. and spend time daily
reading and writing independently. Create a daily/weekly schedule to confer
with individual students.

Lessons/books/
resources are
identified by
38
name on the day
they are taught
DAY
the first time.
LITERARY ANALYSIS UMBRELLA 14 Understanding Characters in Stories
Minilessons in This Umbrella
RML1 Stories have important characters.

Umbrella 14
School
RML 1
LA.U14.RML1
Understanding Characters
in Stories
Reading Minilesson Principle
Stories have important characters.
Goal
Identify the important characters in simple fictional narratives.
Have a Try
Invite the children to talk about the important characters in
RML 1
LA.U14.RML1
Umbrella 14 Understanding Characters in Stories
Assessment
After you have taught the minilessons in this umbrella, observe children as they talk
You Will Need Big Al and Shrimpy. and write about their reading across instructional contexts: interactive read-aloud,
RML2 Sometimes the animals act like people in stories.
Rationale independent reading and literacy work, guided reading, shared reading, and book
w Show the front cover and the first few pages of Big Al
w three or four books that have club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe children’s
Characters are an essential element of fiction texts. Children need to be able and Shrimpy.
UNDERSTANDING CHARACTERS IN STORIES

RML3 The words and pictures help you understand how a character feels. strong main characters, such as
to identify and think about the important characters in a story so that they can reading and writing behaviors across instructional contexts.
Friendship
the following: Turn and talk to your partner about who the most
RML4 Sometimes you feel like a character in a book. appreciate the meaning of the text and are able to discuss it with others. The What evidence do you have of new understandings related to characters?
• A Visitor for Bear important characters are in this book. w
important characters children identify and think about are the animals or people
by Bonny Becker, • Can children identify the most important characters in a story?
the story is mostly about. w After children have shared their thinking with their
from Text Set: Friendship
Before Teaching Umbrella 14 Minilessons partner, ask a few children to share. • Can children identify when animal characters are acting like people?
• Big Al and Shrimpy Assess Learning
Read and discuss books that have simple plots with one or two important characters by Andrew Clements, How did you know Big Al and Shrimpy were the • Are children using the pictures and words in a story to understand the
whose feelings can be easily inferred from the pictures and words. Use the following from Text Set: Friendship Observe children when they talk about the characters in stories they have heard important characters in the story? way the characters feel?
books from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection or read. Notice if there is evidence of new learning based on the goal of this
• I Love You All Day Long w Record the characters’ names and draw sketches on the • Are children making connections between their own feelings and the
by Francesca Rusackas, minilesson.
text sets, or choose other books that have one or two important characters. feelings of characters in a story?
Section 2: Literary Analysis

chart.
Section 2: Literary Analysis

from Text Set: School w Are children able to identify the important characters in books?
chart paper and markers • Do they know and use academic words, such as character, illustration,
Learning and Playing Together: School Are they able to distinguish the most important characters from less
Thumbnails serve
w w Summarize and Apply illustrator, and writer, when they talk about stories?
Look Out Kindergarten, Here I Come! by Nancy Carlson important characters?
Academic Language / Summarize the learning and remind the children to think w In what other ways, beyond the scope of this umbrella, are the children talking
w Do the children use the terms story and important character?
The Importance of Friendship Important Vocabulary about the important characters in a story while they read. about characters?
A Visitor for Bear by Bonny Becker w Review the chart with the children. • Have they begun to express opinions about characters?
I Love You All Day Long by Francesca Rusackas
w story Minilesson What does the chart show?
w important character • Do they talk about characters’ motivations?
LA.U14.RML3: The words and pictures help

Yo! Yes? by Chris Raschka To help children think about the minilesson principle, choose familiar texts and Today you learned that stories have important characters. • Can they identify character traits?
Big Al and Shrimpy by Andrew Clements Continuum examples to use in an inquiry-based lesson. Here is an example. w Write the principle on the chart. • Do they notice problems that characters face?
Connection w Show the front cover of A Visitor for Bear. If you read a story today, think about which characters the story is mostly about. Be
As you read aloud and enjoy these texts together, help children Use your observations to determine the next umbrella you will teach. You may also
A character in a story can be an animal or a person. In A Visitor for Bear, ready to share who the characters are. Remember that sometimes only one character consult Minilessons Across the Year (p. 51) for guidance.
• notice and name important characters, w Notice and remember characters in
which characters is the story mostly about? is important.
• notice when animals act like people, simple narratives (p. 29)
Write the characters’ names on chart paper, along with a quick sketch of Link to Writing
• think about how the characters feel throughout the story, and w Share
Bear and the mouse. After teaching the minilessons in this umbrella, help children link the new learning
• think about a time they felt the way the characters feel. Following independent work time, gather children together in the meeting area to talk about
as a visual queue
Bear and the mouse are the most important characters. Why are these to their own writing or drawing:
the characters in their reading.
characters important? w Help children talk about the characters in their stories and how the characters
Who were the important characters from the story you read today?
w Read the first two pages of I Love You All Day Long. feel. Have them draw facial expressions that show emotion and label their
Why did you think that these were the important characters?
pictures with feeling words (e.g., happy, sad, mad).
you understand how a character feels.

Who are the most important characters in this story?
How can you tell Owen and his mommy are the most important
Extend the Lesson (Optional)
characters in this story? After assessing children’s understanding, you might decide to extend the learning.
w Again, write the characters’ names, along with a quick sketch of Owen and w Encourage dramatic play involving important characters from books you have read to the class.
his mommy. Show pages 10 and 11. During interactive read-aloud and shared reading, discuss how some characters are
TRY-IT SAMPLE LESSONS
w
Notice there are other characters in the story, but the story is mostly animals and some books have the names of the important characters in the titles.
about Owen and his mommy. w Drawing/Writing About Reading Have children draw and label the important characters
from familiar books.
Umbrella 14: Understanding Characters in Stories 273 274 The Reading Minilessons Book, Kindergarten Umbrella 14: Understanding Characters in Stories 275 282 The Reading Minilessons Book, Kindergarten
to try out that

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TEXT SET 4 You Will Need Book Max and the Tag-Along Moon
lesson/day/week
IRA
Grade 1
• Max and the Tag-Along Moon Author/
• Chart paper and marker Illustrator Floyd Cooper
• Toy red car and yellow ball Genre Fiction/Realistic
• Moon-cycle resources from the library or Text Set Taking Care of Each Other: Family
from the FPC

the Internet • A Birthday Basket for Tía
• Black construction paper • Max and the Tag-Along Moon
• Yellow and white chalk • When I Am Old with You
• Crayons and pencils • Papá and Me
• Self-sticking notes • The Relatives Came
TAKING CARE OF EACH OTHER: FAMILY

Visit resources.fountasandpinnell.com to
download online resources to support this
lesson, including:
• Family Characters Chart
Summary
When Max leaves Grandpa’s house, Grandpa says the moon will always shine for Max. On the drive home, Max keeps
watching the moon until dark clouds hide it. Back home Max misses Grandpa and is glad to see the moon reappear.
Preview Pack.
Message
You can feel a person’s love even when they are not with you.
Goals
TEXT: Max and the Tag-Along Moon

Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
Continuum for Grade 1 Interactive Read-Aloud and select appropriate goals. You may want to consider these:
Inquiry Communication
■■Understand when a story could happen in real life and ■■Articulate why they like Max and the Tag-Along Moon.
when it could not happen. ■■Compare personal knowledge with what is heard.
■■Notice and understand obvious themes, e.g., ■■Build on the statements of others.
imagination, family, relationships, feelings.
■■Infer Grandpa and Max’s traits from the story events.
Vocabulary
■■Notice and acquire understanding of new vocabulary
Comprehension (tag-along, trailing behind, bright orb, gazed, embraced
■■Refer to important information and details, and use as and directional/positional words).
WHOLE CLASS
evidence in discussion to support statements. ■■Use new vocabulary in discussion of the text.
■■Relate the text to one’s own life.
About This Book
Respond to the IRA text by using the

GENRE FOCUS This realistic-fiction story, told in the third person, begins at night with dialogue between two
characters in the grandparent’s home and tracks the journey of the grandchild to his home.
HOW THE BOOK WORKS The author/illustrator, Floyd Cooper, begins the story with the child, Max, and his
Grandpa hugging goodbye with a few words about the full moon. The child does not fully understand his Grandpa’s
words until he first sees the moon shining for him, then hiding its light, and finally shining again at the end.
IMPORTANT TEXT CHARACTERISTICS
■■Simple narrative structure with a beginning, middle with a series of events, and an ending
■■Illustrations that provide a high level of support for comprehension of the text
■■Scenes that feature parts of the full moon and its glow on the route the boy travels home in a red car, with the
faint shape of the driver visible
■■A moon that almost is a third character
Interactive Writing section on your lesson

■■Playful descriptions that treat the moon as a character: tag-along, play peek-a-boo, bounce along, stayed quietly,
kept up, waited
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1
FPC_IRA_G1_B9_PPDF_MaxTag-Along_3166.indd 1 5/3/2018 12:33:46 PM
folder.
TEXT: Kate’s Party When the

SR
You Will Need Book Kate’s Party
Author Jane Simon
• Kate’s Party Illustrator John Gordon
• a pointer Genre Realistic Fiction
Shared Reading
• highlighter tape
• chart paper
Summary
instructional plan
Kate invites four friends to her party and sets the table for four. When there is
no place for Kate to sit, her friends help her figure out why and she learns she
forgot to count herself.
Messages
Friends help each other solve problems. Knowing how to count helps you in many ways. Looking again at a
problem and thinking about it can help you solve it.
SUPPLEMENTARY RESOURCE
Goals
Refer to The Fountas & Pinnell Literacy Continuum (see the Shared and Performance Reading section) and choose
some goals. Consider these:
calls for “Revisit

Early Literacy Behaviors
■■ Notice features of words: e.g., uppercase and lowercase letters.
Searching,
■■ Monitoring, Correcting Reading Behaviors Use memory of repeating language patterns to
monitor accuracy.
■■Fluent Reading When reading individually or in unison with others, adjust the voice to reflect emotional
aspects of the text.
Vocabulary and
■■ Language Development Remember and use new language from reading enlarged texts in
unison [number words].
Phonological Awareness/Phonics/Word
■■ Study Locate known high-frequency words in print.
POETRY CHART:
Comprehension: Talking
■■ and Writing About Reading Infer humor in a text.
About This Book
previously taught
GENRE FOCUS This is a realistic fiction story as well as a number book about a girl named Kate who invites four
friends to a party.
HOW THE BOOK WORKS This story presents a problem that Kate’s friends help her solve through counting.
The book has repeating language patterns that are used with number words and numerals.
IMPORTANT CHARACTERISTICS TO NOTICE
Repeating
■■ language patterns
Two Little Blackbirds

Number words
■■ and numerals 1–5
List
■■ of proper names
Simple
■■ dialogue with quotation marks and said
Illustrations that
■■ closely support the text
Useful
■■ high-frequency words (to, have, a, and, I, the, so, you, we, no)
lesson” refer to a
FPC_SR_Lesson_2017_KatesParty_update.indd 3 3/5/18 6:20 PM
previous week’s
Review previously taught lesson.
resources.
Individual Assessments: Text Reading

Level, High-Frequency Words, Word Writing
SMALL GROUP
TEXT SET Book Clubs
Title
Grade
Author/
The Baby Sister
2
Illustrator Tomie dePaola

Begin numbering this book
on the right-hand page
with the text beginning,
“Tommy had a mother,
Genre Realistic Fiction a father . . .”
Text Set 1 Author/Illustrator:
THE IMPORTANCE OF FRIENDSHIP

Tomie dePaola
Book Talk
In this story, the main character, Tomie, is excited to meet his new baby sister, but he’s in
for a surprise. Find out what happens when his strict grandmother, Nana Fall-River, comes
to stay with him and the two of them just can’t get along!
Summary
Tomie is very excited for his mom to have a baby and is hoping to have a little sister. While
Tomie’s mom is away in the hospital, Aunt Nell is supposed to take care of him. Tomie
can’t wait to see Aunt Nell, but then his strict Nana arrives to watch Tomie instead, leaving
him unhappy and missing his mom. In the end, Tomie has a change of heart, and he and
Nana Fall-River become friends. When Tomie’s baby sister arrives home, he is the happiest
boy in the world.
Messages
TEXT: The Baby Sister

Families come together to help out in hard times and celebrate in good times. It can
sometimes be hard to get along with relatives, but love is always there.
Important Text Characteristics:

The story is told in a simple narrative form with themes that are familiar to children (family
■■
relationships, new siblings)
Content features a relationship between Tomie and Nana Fall-River that grows stronger as the
■■
story progresses
Colorful, detailed illustrations help guide the reader to further understand the plot and setting
■■
Goals
GRADES
PreK–8
Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade 2 and
The Fountas&Pinnell
Literacy
Connection Continuum
choose appropriate goals. Consider these:

A Tool for Assessment, Planning, and Teaching
Expanded E D I T I O N
Listening and Speaking Understand that Tomie and his Nana

■■
Fall-River don’t always get along, but they
Listen, respond, and build on the
■■
still love each other
statements of others
Recognize details in the illustrations that
■■
Compare personal knowledge and
■■
show the story is based on real people
experiences with what is heard
and events
Building Deep Understanding
Writing About Reading
Infer Tomie is excited about becoming
■■
Write summaries that include the story’s
■■
a big brother
main problem and how it is resolved
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
FPC_BC_G2_PPDF_BabySister_7082.indd 1 5/31/2018 9:22:37 AM

INDEPENDENT
Student choice and confer with individual

students.
Instructional Plan pages showing a single, full-width table identify the instructional resources that are
provided as samples in the FPC Preview Pack for you to use in conducting the day’s instruction.

Your classroom As you prepare to implement or “experience a few weeks” in Fountas &
is a place where students learn how to Pinnell Classroom™, consider how this sequence of books may impact
your decision making and use of this instructional plan.
read, write, and expand their language
skills, but it is so much more. It is a INTERACTIVE READ-ALOUD • Books are in a recommended sequence based
on typical instructional emphases and the likely needs of a classroom
community throughout the school year.
place where they learn how to be
confident, self-determined, curious,

SHARED READING • Big Books are in a recommended sequence based on
kind, literate members of a community. genre and/or connecting topics.
Here, they grow as thoughtful users
of literacy, engage in learning that GUIDED READING • Books are organized by text level according to the F&P
Text Level Gradient™. Language structures and high-frequency words
extends beyond the walls of the were considered in providing a recommended sequence.
classroom, and see themselves and
the world reflected in the books they BOOK CLUBS • Text Sets are in a recommended sequence and are related
to the text sets in Interactive Read-Aloud, focusing on genres, authors,
read, write, think about, and talk about themes, or topics that are common to both.
every day.
INDEPENDENT READING • There is no sequence of books for Independent
Reading as children select books to read based on their interests. However,
it is important to provide support and guidance for productive choices
through book talks, minilessons, and quick individual conferences.
“Texts are the tools of your craft.”

The goal is to continuously select the right texts for
the many precise jobs that are required to sustain and
expand children’s literacy learning.

DAY 26
LITERARY ANALYSIS UMBRELLA 1
DAY 27
THINKING AND TALKING ABOUT BOOKS THINKING AND TALKING ABOUT BOOKS
LA.U1.RML3: Turn and talk to share LA.U1.RML4: When you read, mark
your thinking places you want to talk about
The instructional
TEXT SET 4
plan highlights
TEXT SET 4
MEMORY STORIES MEMORY STORIES
opportunities
to include
TEXT: Aunt Flossie's Hats (and Crab TEXT: I Love Saturdays y domingos
WHOLE CLASS
the shared or
WHOLE CLASS
Cakes Later) Respond to the IRA text by using
interactive
Respond to the IRA text by using the Shared Writing section on your
the Shared Writing section on your lesson folder.
writing activity.
lesson folder.
TEXT: The Amazing Seahorse TEXT: The Amazing Seahorse
SPELLING PATTERNS 3: Recognize SPELLING PATTERNS 4: Recognize

and Use Phonograms with a VCe and Use Phonograms with a VCe Use the right-
Pattern Pattern
hand column
for notes and
Groups A, B, C
Groups C, A, D observations.
SMALL GROUP
SMALL GROUP
TEXT SET
AUTHOR/ILLUSTRATOR STUDY:
TOMIE DEPAOLA Students read the book they
selected in preparation for their
Using book talks, introduce each book upcoming book club.
to the whole class. Have children
select a book to read in preparation
for book club the following week.
Student choice and confer with

INDEPENDENT

INDEPENDENT
individual students.
Use the pages with multiple tables per page to follow the progression of teaching
suggested by this 8-week instructional plan.

EXPERIENCE A NEW FRONTIER IN LITERACY EDUCATION

THE FOUNTAS & PINNELL CLASSROOM™ Preview Pack
Whole Group Instruction
WHAT’S IN THE BOX?
Shared Reading Big Books

See p. 47 for details on accessing the audio book for each Shared Reading
book in the Preview Pack.
Independent Reading Independent Reading
Independent Reading
Independent Reading Conferring Card
Independent Reading Conferring Card
Conferring Card Conferring Card
Title Mercy Watson: Mercy Watson Thinks Like Title Alia’s Mission: Saving the Books of Iraq
Title Experiments in Forces and Motion with a Pig [Mercy Watson] Title Bug Out! The World’s Creepiest,
Toys and Everyday Stuff [Fun Science] Crawliest Critters Grade 3
Grade 3
Grade 3 Grade 3 Author/
Author Kate DiCamillo Illustrator Mark Alan Stamaty
Author Emily Sohn Author Ginjer L. Clarke
Illustrator Chris Van Dusen
Photographers Various Illustrator Pete Mueller Genre Nonfiction/Biography
Genre Fiction/Animal Fantasy
Genre Nonfiction/Procedural Genre Nonfiction/Expository Message(s) Books contain a civilization’s history and
Message(s) Events don’t always turn out like you culture. Anyone can be a leader and make a
Message(s) You will understand the world around planned. Everyone enjoys sharing good Message(s) Nature’s creatures are always fascinating— difference in the world. Courage, creativity,
you better if you know how natural food. Acting in anger is not a good idea. and sometimes alarming. There is great cooperation, and determination can help
forces cause things to behave. Simple diversity in nature. Some creatures that solve big problems.
experiments can help you learn how force look scary are actually nonthreatening
changes motion in the real world. and helpful.
Book Talk
This is another book about Mercy Watson, a pig with a big appetite. Have you read other books in
Book Talk Book Talk Book Talk
the Mercy Watson series? In this book, Mercy sees flowers in the yard next door, and she does what
Have you ever wondered what keeps a plane in the air or why a soccer ball goes farther the harder The world is full of creepy, yet fascinating, bugs. There’s a bug so big it can catch and eat frogs.
any hungry pig would do—she eats them. Unfortunately, the flowers belong to crabby Eugenia In 2003, Alia Muhammad Baker was the head librarian in the main library in the city of Basra,
you kick it? This book has the answers. It’s full of experiments you can do to learn how force There’s a scorpion that can even kill a person. There are army ants, jumping spiders, and killer bees.
Lincoln, who decides to take extreme measures. What follows is confusion, but lots of fun. Iraq. As war began there, Alia worried that the many thousands of books in her library might be

causes objects to move in different ways. Become a scientist and read this book to study the You’ll probably never see most of these bugs in real life, but they’re all in this book, waiting to startle
destroyed. She was determined to save the books, because she knew how important they were
and intrigue you!
world around you. Summary to the people of Iraq. But what could she do when her government wouldn’t help her? Read this
When Mr. and Mrs. Watson’s pig, Mercy, eats all of Eugenia Lincoln’s newly planted pansies, dramatic graphic novel to find out about this real-life heroine!
Summary Summary
Eugenia calls Animal Control Officer Francine Poulet. Eugenia’s sister Baby warns the Watsons.
This book has step-by-step, illustrated instructions to guide the student in doing seven Bug Out! features a selection of fearsome creepy creatures calculated to fascinate, and in some
“An unmentionable horror approaches,” she tells them. Meanwhile, siblings Frank and Stella invite Summary
experiments. The student learns about Newton’s First Law of Motion in simple terms. (Objects at cases excite or startle, the student. An Introduction explains the difference between insects
Mercy to a tea party, promising her lots of food. Officer Poulet rushes to the scene, picking up some This comic-book-style biography tells the inspiring true story of the heroic actions, in 2003, of Alia
rest remain at rest and objects in motion remain in motion unless acted upon by an outside force.) and arachnids, with diagrams of a beetle and a spider. There are four chapters. “Bugs That Hurt”
stray dogs on her way. Determined to “think like a pig,” she searches back yards, and finally climbs Muhammad Baker, the chief librarian of Basra Central Library in Iraq. The story of the burning of
Then related concepts—such as force, friction, gravity, mass, and the lever—are explained. Each describes the tarantula hawk wasp, various scorpions, the giant water bug, killer bees, and
a tree, from which she spots Stella’s tea party. In the meantime, Mercy has sadly discovered that the great Baghdad library hundreds of years earlier haunted Alia as the Iraq War was beginning.
experiment focuses on one concept and its effects on objects in motion or at rest. Experiment mosquitoes. “Bugs That Help” features the aphid-eating wolf spider, robber flies, silk moths,
the food at the tea party is imaginary. Francine jumps from the tree and grabs Mercy. The Watsons, Alia was determined to save her library’s treasures, which recorded the history and culture of her
materials are items the student is likely to find at home or in the classroom. These include rulers, honeybees, and ladybugs. “Bugs That Hunt” looks at jumping spiders, assassin bugs, diving beetles,
who have been searching for Mercy, soon arrive, too. All ends well, when Mrs. Watson serves the people. As the war drew closer, the government refused to help her save the books. Instead, the
cardboard, balloons, string or rope, and toys, such as cars, marbles, and building blocks. The book dragonflies, and army ants. “Bugs That Hide” includes the camouflaged crab spiders, ant lions, thorn
whole crowd her wonderful buttered toast. government stationed an anti-aircraft gun on the library roof and used the library as a command
begins with a table of contents and ends with a section that further explains how each experiment bugs, cicadas, and New Zealand’s giant wetapunga. Each page features a dramatic illustration.
center. This made the library a military target. Soon, Alia began secretly taking books to her own
works and a glossary and an index. Focus on Illustrations Focus on Words home each day. Then, she called on friends and neighbors for help, and they worked courageously
Draw the student’s attention to the many thoughtful details in Chris Van Dusen’s illustrations. day and night to save more than 30,000 books before the library was set on fire. During the ordeal,
Focus on Vocabulary Invite the student to locate words with pronunciation guides (pages 7, 10, 16, 18, 30, 38, 44) and
Talk about how the pictures add greatly to the comedy of the story. Invite the student to share Alia suffered a stroke, but she recovered and went on to oversee the building of a new library.
Help the student connect prior experiences and observations to Newton’s First Law of Motion, to practice saying them. Encourage the student to find other challenging words that do not have
interesting and amusing visual details (e.g., Eugenia’s skinny ankles, Francine’s license plate and
Sample Conferring Cards to use in conjunction with the corresponding book

introduced on page 6. Then talk about other terms introduced in the book. Turn to page 8 and guides, such as abdomen and thorax. Explain that scientists give Latin names to all living things.
beak-like nose, Mercy’s expression at the tea party). Focus on Genre/Form
point out the boldface word friction at the bottom of the page. Discuss its meaning, and consider Find examples of these in the illustrations on pages 28 and 30. Assist volunteers in pronouncing
Alia Muhammad Baker’s story is told graphically, with dramatic black-and-white drawings. Talk
different examples of friction in action. Preview or review other glossary terms. the scientific names.
with the student about what makes this book a nonfiction biography (it’s a true story about a
real person) and what he thinks about a real story being told in this form. Have the student share
examples of illustrations that help tell the story and make it exciting and interesting. You may wish
to talk about other nonfiction books in this form that the student has read.
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
from your own classroom library collection or your school/local library

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FPC_IR_G3_B1_PPDF_ExperimentsForcesMotion_5594.indd 1 6/19/2018 11:42:01 AM FPC_IR_G3_B8_PPDF_BugOut_5504.indd 1 6/21/2018 11:11:28 AM
Phonics, Spelling, and Word Study Lesson Folders
A sampling of The Reading Minilessons Book that contains the reading

minilessons identified for the two-week preview
Experience a New Frontier in Lit
Interactive Read-Aloud Books, Inquiry Overview Cards, and Lesson Folders

Small Book versions (six copies of each title) of the accompanying Big Books
and Lesson Folders

If you are using this instructional plan in conjunction with the FPC Preview Pack, use this diagram to familiarize yourself
with the resources provided for you to “try out” two full weeks of instruction in Fountas & Pinnell Classroom™
Say and Touch Two Little Blackbirds

Say red and touch your head. Two little blackbirds
Say sky and touch your eye. Sitting on a hill.
Say bear and touch your hair. One named Jack,

Say hear and touch your ear. One named Jill.
Say south and touch your mouth. Fly away, Jack,
Say rose and touch your nose. Fly away, Jill.
Say in and touch your chin. Come back, Jack,
Say rest and touch your chest. Come back, Jill.
Here Is a House Say farm and touch your arm. WHAT’S IN THE BOX?
Say yummy and touch your tummy.
Here is a house built up high
Say bee and touch your knee.
With two tall chimneys reaching the sky.
Here are the windows.

Say neat and touch your feet. Words That Sing Poetry Charts for Shared Reading
Here is the door.
If we peep inside
(Available for grades PreK–2 only)
We’ll see a mouse on the floor.
© 2019 by Irene C. Fountas and Gay Su Pinnell. Portsmouth, NH: Heinemann.
Illustration by Neil Chapman

Illustration by Juan Caminador
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Illustration by George Doutsiopoulos
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5/18/18 10:30 AM
4/24/18 12:54 PM
SPC_2584_GK_HereHouse_PPDF.indd 1
Small Group Instruction
Small Group Instruction A mix of engaging fiction/nonfiction books that span the text levels
on the F&P Text Level Gradient™ for each grade collection—1 title
(6-pack) per text level and accompanying Lesson Folder

rience a New Frontier in Literacy Education

Inquiry Overview Card, Discussion Cards, and one title (6 copies) to
conduct one of the book clubs from the identified text set

THE INSTRUCTIONAL Refer to The Literacy Continuum as you plan your lessons, identify specific
teaching goals, observe the children in your classroom, and assess the
ANCHOR effectiveness of your teaching and the extent of children’s learning.
THE LITERACY CONTINUUM: PAGE 37
The Fountas & GRADE 1
Selecting Goals Behaviors and Understandings to Notice, Teach, and Support (cont.) Every FPC resource
Pinnell Literacy
AND LITERATURE DISCUSSION

Interactive Read-Aloud and Literature Discussion
addresses selected goals
INTERACTIVE READ-ALOUD
nonFIcTIon TexTS
and multiple teaching points
Continuum is General
●● Ask questions to deepen understanding of a text
● Articulate why they like a text
● Form opinions about authors and illustrators and state the basis
●● Notice and ask questions when meaning is lost or
understanding is interrupted
for those opinions
● Connect texts by obvious categories: e.g., author, character,
directly from The Literacy
Continuum.
●● Refer to important information and details and use as evidence topic, genre, illustrator
the foundation in discussion to support opinions and statements

●● Understand and talk about everyday activities: e.g., playing,
making things, eating, getting dressed, bathing, cooking,
Genre
●● Understand that there are different types of texts and that you
can notice different things about them
shopping
● Notice and understand when a book is nonfiction (true
●● Understand content that reflects beginning understandings information)
for every lesson, of physical world and social world: e.g., health, social studies,
science, mathematics, arts
● Notice and understand the characteristics of some specific
nonfiction genres: e.g., expository text, narrative nonfiction, You Will Need Book What Do You Do When
IRA
●● Notice and respond to stress and tone of voice while listening biography, memoir, procedural text, persuasive text Something Wants to Eat You?
and afterward • What Do You Do When Something
● Notice and understand texts that take the form of poems, Wants to Eat You?
Grade 1
●● Join in on refrains or repeated words, phrases, and sentences nursery rhymes, rhymes, and songs Author/
goal and book

after hearing them several times • Drawing paper and crayons
Notice when a writer is describing a step-by-step procedure Illustrator Steve Jenkins
What Do You Do When . . .?

• Pencils Respond to the Text
●● Tell the important information in a text after hearing it read Supporting English Learners
Notice when a writer is trying to persuade readers • Chart paper Genre Nonfiction/Expository
◆ Gain new information from both pictures and print Engage the children in additional experiences
TexttoSet
enhance their appreciation
Exploring Nonfiction and interpretation of Support children during the
Recognize informational texts with some examples of simple• Marker
the text. • Tools independent writing activity.
◆ Understand simple problems that occur in everyday life argument and persuasion • Paper of various colors
INDEPENDENT WRITING Invite children to write and • Water: Up, Down,
draw about one ofand All Around
the animals in the book. ● Provide oral sentence
◆ Give reasons (either text-based or from personal experience) to • Glue
Sold
frames to help children
organization
in Fountas
Distribute • What If You Had Animal Teeth?
support thinking • Nonfiction Books chartdrawing
from paper, crayons, and pencils. Fold your paper in two. On the left side, draw an share drawings such as,
● Follow and understand nonfiction texts with clearly defined • Surprising
animal being threatened, and then on the right side, show the animalSharks
protecting itself. Write the words
lesson for Tools This is a/an _______. It’s in
◆ Use background knowledge of content to understand nonfiction • What Do You Do When
separately topics
●
overall structure and simple categories
Understand that some nonfiction books are like a story
for the danger on your first drawing and the way the animal protects itself on the second side. Have
Something
children share with a partner the first drawing showing the Wants
danger. Then, to Eat
have theirYou?
partner guess the
danger because _____. Make
predictions, such as I guess
it protects itself by ______.
◆ Relate texts to their own lives way the animal protects itself before looking at the other side.
(narrative structure)
◆ Recognize and understand that nonfiction texts may be about
● Notice that some nonfiction books tell information and are not
& Pinnell Classroom™. But The Summary

a variety of places and that customs and people’s behavior may like a story (nonnarrative structure)
reflect those places
● Notice when a writer uses a question-and-answer structure Steve Jenkins illustrates and describes the unique ways animals react to and escape predators. He depicts fourteen
◆ Use evidence from the text to support statements about the text
● Identify the organization of a text: e.g., time order or established different animals using their special means of self-defense.
◆Use evidence from the text to support predictions
Grade 1
sequences such as numbers, time of day, days of the week, or
◆ Use basic conceptual understandings to understand a nonfiction seasons
Continuum (like this instructional plan)

text: e.g., colors, shapes, counting, sorting, size, alphabet, Notice when a writer is telling information in order (a sequence)
●
positions, textures
● Understand that a writer can tell about something that usually
Messages
● Recognize that an author or illustrator may write or illustrate happens in the same order (temporal sequence) Animals have different ways to protect themselves in the wild. Living things have body parts and ways of behaving
several books that help them survive.
● Notice that a nonfiction writer puts together information related
● Identify and discuss interesting information in a text to the same topic (category)
is not prescriptive. It doesn’t dictate

● Express opinions about a text: e.g., interesting, funny, and
exciting
Goals
Think about the reading behaviors and understandings your children control. Refer to The Fountas & Pinnell Literacy
a static scope and sequence, but ● Refer to important information Inquiry MOVEMENT As you reread the book, pause before turning
■■Notice tell what
and they remember
ask questions whenabout how the
meaning is lost
children to act out the animal’s movement.
understanding is interrupted.
Communication
animal
the page, and invite volunteers to show or
or protects itself. Then,and
■■Identify turndiscuss
the pageinteresting
and guide all of the
information in the text.
and details and use as evidence ■■Form opinions about the author/illustrator, and state
■■Follow the topic and add to the discussion.
SCIENCE Reread the book, pausing to list on chart paper what each animal does to protect itself from
■■Talk with confidence.
danger, i.e. squirt ink, shoot hot chemicals, swell up like a prickly balloon. Review the list. Which animals
the basis for the opinion.
in discussion to support opinions
rather is descriptive: it describes, with
change their bodies? l Which ones move very fast? l What other ways are these animals alike?
Vocabulary
Comprehension
Notice
■■ and acquire understanding of new vocabulary
●●
and statements.
Thinking Within the Text Thinking Beyond the Text
◆ ● Thinking About the Text ■■Referto important information and details, and use as
evidence in discussion to support statements.
from read-aloud content (avoid this fate, predators,
enemies, mimicking, attacker).
■■Relate
the text to one’s own life. Think about how ■■Use new vocabulary in discussion of the text.
precision, the characteristics of texts

Interactive Read-Aloud and Literature Discussionhumans protect
37 themselves from danger.
◆ Relate texts to their own lives About This Book
and the observable behaviors and GENRE FOCUS This informational text presents a series of examples to answer the title question about how
animals in the wild protect themselves from predators.
HOW THE BOOK WORKS Created by author/illustrator Steve Jenkins, this science picture book addresses the title
question with a series of fourteen visually focused examples, each explained by brief but complex statements. Each
animal’s problem leads to a solution on the next page.
understandings of proficient readers, Use The Literacy Continuum to tailor IMPORTANT TEXT CHARACTERISTICS
■■A Steve Jenkins’ book that develops the question stated in the title
instruction and set goals for your

■■Illustrations of how animals deal with danger
■■Textured, cut, and torn-paper illustrations of accurately shaped animals in their environment
writers, and language users.

■■Text on page 2 with the main idea and the author’s purpose for writing this book
classroom’s specific needs. Swap
out goals as needed depending upon © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 3
what students still need to master. © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
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FPC INTERACTIVE READ-ALOUD LESSON FOLDER, GRADE 1

FPC_IRA_G1_B5_PPDF_WhatDoYouDo_3211.indd 1 7/2/2017 3:44:54 PM

THE LITERACY CONTINUUM: PAGE 469
You Will Need
GR
Book Chester’s Sweater
LEVEL J Level J
• Chester’s Sweater, Level J Author Catherine Nichols
Discussing and Revisiting the Text
• whiteboards Illustrator Hannah McCaffery
Chester’s Sweater Level J

• wipe-offEngage
markers
Selecting Goals Behaviors and Understandings to Notice, Teach, and Support (cont.)
all group members in sharing their responses to the book. Encourage them to listen and
Guided Reading
Genre Fiction/Animal
respond to each other’s thinking during the discussion. Fantasy Prompting
Visit resources.fountasandpinnell.com
SeriesSweater.
Chester and Friends Guide, Part 2
to download■■ Invite
onlinestudents to share
resources their thinking about Chester’s
to support
Series Refer to pages 23, 37,
THINKING BEYOND THE TEXT this lesson,■■
including:
To encourage discussion, you may want to select from the following questions/prompts or refer to and 43 as needed
• Recording Form
Prompting Guide, Part 2:
• Look at pages 2 and 3. Tell what happened at the beginning of the story. Why does the
PrediCting synthesizing
illustrator show Dolly?
◆ Use sentences with varied placement of subject, verb, adjectives, ◆ Talk about what the reader knows about the topic before reading the Supporting English Learners
and adverbs, variety in placement of clauses, and some compound text and identify new knowledge gained from reading Goals• Reread the note on page 4. What did Chester misunderstand about the note? Do you think Support students’ discussion of
◆ Infer meaning of story or

sentences to anticipate the text Chester should have been able to guess that Dolly gave him the sweater? Why? the text.
◆ Talk about the text, showing understanding of events, topic, or
◆ Make predictions based on information in illustrations and graphics content Think about the readers and thegot
• When Chester behaviors and
to Dolly’s understandings
house, to notice,
he was surprised teach
to learn thatfor,
his and support
sweater at Level
was gone. J in
What ● Check that students
The Fountas & Pinnell Literacy understand the concept
to Continuum. Select goals that match the needs of your students. The following may
content from pictures that
◆ Make predictions based on background knowledge and experience ◆ Talk about what is learned from the characters, the problem, and the happened it? How do you know?
of giving and receiving an
be appropriate.
in reading texts resolution of the problem • Tell how Dolly helped Chester solve the problem. anonymous gift.
Ask why someone might
Predict events of the plot, behavior of characters, and the ending of a
add meaning to the text.
●
◆ Reading • How would you describe ■■Understand
Chester the meanings
as a character? of Dolly.
Describe Phonics/Letter and give a gift without a name
story based on understanding of the setting, problem, and inFerring Reread to
■■ search for andand
• Chester
adjectives describing a sweater
useDolly are animals Word Work (anonymous).
that talk, dress, and act like humans. Is this story fiction or
characters ◆ Infer meaning of story or content from pictures that add meaning to information from languageTell (soft, wool).
or how you know.
nonfiction? ■■ Take apart compound words and
◆ Make predictions based on understanding of narrative structure the text meaning.■■ ■■Make connections among books
Continue the discussion, guiding students toward the key understandings andnotice parts
the main that appear
messages of in many
◆ Make predictions based on knowledge from personal experiences ◆ Notice aspects of the setting from the text and pictures and make Use word parts to problem solve
■■ in a series.
the text. Some key understandings students may express: compound words.
and from reading: e.g., food, cooking, pets, animals of the world, inferences about setting to help understand the story new words. ■■Infer meaning of content from
health and the human body, community, the environment, machines pictures that add meaning to the Writing About Reading
◆ Talk about characters’ feelings based on inferences from pictures and Notice
■■ periods, quotation marks,
◆ Make predictions based on knowledge of underlying text structures: text, especially dialogue Thinking Within the Text text.
commas, exclamation marks,
Thinking Beyond the■■ Text a story andAbout the Text
Discuss a problem inThinking
e.g., description, temporal sequence, question and answer, ●● Chester got a present from “Guess Who.” It the solution.
◆ Dolly made a sweater for Chester and hid to ■● The writer shows how much Dolly cared for
◆ Talk about the pictures, revealing interpretation of a problem or of and question marks, and begin
chronological sequence characters’ feelings was a soft wool sweater the color of mushed
to reflect them with the voice watch him find the gift. ■■Express opinions aboutChester
how a by having her make the sweater,
◆ Make predictions based on a temporal sequence: e.g., plants
growing, eggs hatching, making something, the water cycle
◆ Infer obvious humor: e.g., humorous characters, language, and story ◆ Make connections among peas. Chester put it on and went to show
through intonation and pausing.
Dolly. When he got to Dolly’s house, the
◆ Chester thought the sweatercharacter
was fromacts.
a person named Guess Who, but Dolly
help Chester retrace the yarn, and remake
the sweater.
problems sweater was gone.
books in a series.
GUIDED READING
expected Chester to guess it was from her. ■● The writer shows how much Chester cared
◆ Infer ideas about familiar content ●● Dolly found yarnfrom the sweater. They ◆ Chester didn’t notice the sweater unraveling for Dolly by having him run to show her his
making ConneCtions Infer temporal sequences and reasons for each step followed the yarn to Chester’s. Dolly put the new sweater.
Analysis of Book Characteristics as he ran to Dolly’s house.
◆
◆ Make connections between personal experience and texts Chester’s Sweater, Level J
yarn in her pocket and went home.
◆ Chester was sad when he realized what ■● Theillustrator provides information to help
●● The next day, Chester found another readers understand the story. She shows
◆Use prior knowledge to understand the content in a nonfiction text How The Book Works This animal fantasy is told in third-person happened to his sweater.
narrative Dolly tooksequence
in chronological the yarn over two days.
present. It was a sweater exactly like the home to make him a new sweater. Dolly watching Chester and the sweater
◆ Make connections among books in a series The problemfirst
arises when thetomain
one. He ran showcharacter
it to Dolly. gets his new sweater caught on a nail as he goes out to see hisunraveling.
friend. The
◆ Use background knowledge to understand settings sweater unravels completely, but he has no idea. His friend Dolly gives
◆ Dolly saw the
himsweater
a newunraveling
one, but itagain.
snags on the same nail
Teaching goals from each and unravels, too.

IRA
◆ Make connections between a text and an illustration that supports

MESSAGES A good friend knows just what you need. Being a good friend takes support, patience, and
interpretation, enhances enjoyment, or sets mood Genre/Form Language and Literary Words
kindness.
◆ Use background knowledge of traditional literature to recognize
common characters and events in a folktale FPC lesson align with Fiction
■■
Animal
■■ fantasy
Features
Descriptive
■■ language
Many two-
■■ and three-syllable
words (present, perfectly,
What Do You Do When . . .?
◆ Use background knowledge (from experience and reading) to

another)
The Literacy Continuum. Series Teaching Point
book Plot that includes multiple
h Learners ■■ ■■
understand settings in stories
uring the episodes One
■■ four-syllable word (anybody)
◆ Make connections among texts on the same topic or with similar Text Structure
Select a teaching point that will be most helpful to your group of readers. If it’s■appropriate, use the
g activity. Plurals (peas, friends)
■■ Clear evidence of character ■
content Prompting
Remember to choose or
ence
suggestion
Narrative
■■ text withbelow, which supports thinking within the text.
attributes A variety of high-frequency words
■■ Guide, Part 1
ildren ◆ Access background knowledge to understand description or
straightforward structure (said, from, down) Refer to pages 17
uch as, temporal sequence
■■Elements of fantasy (animals
Maintaining Fluency: Notice Punctuation
(beginning, series of episodes, and 18 as needed
modify goals that match

___. It’s in talking) marks, exclamation marks, and question
Contractions
■■Readers use periods, commas, quotation ■■ marks to and
guidepossessives
_____. Make and an ending) Prompting
as I guess (didn’t,
their reading. Turn to pages 8 and 9. Listen to me read the first two paragraphs on pagecouldn’t, Dolly’s)
8. Listen for
Sentence Complexity Guide, Part 2
y ______. Content when I pause. Notice when my voice goes up. Read the first two paragraphs,
■■ modeling
Compound appropriate
words (outside) Refer to pages 37
the learning needs of your Some sentences beginning with
intonation and pausing. ■■
Familiar content
■■ (friendship, and 43 as needed
subordinate clauses (When Dolly Illustrations
presents)■■When did you hear me pause? h Pause briefly after a comma. Pause slightly longer after an end
opened the door, Chester twirled ■■ Illustrations of the important
punctuation mark, such as a period or exclamation mark.
students and that will lead Themes and Ideas
When
■■
Concrete themes
■■ close to ■■
around for her.)
Sentences with simple common
content and ideas in the text
did you hear my voice rise? h Raise your voice when you read a question.
■■Illustrations that enhance and
Have the students read the text on page 13 to a partner, using the punctuation to guide their reading.
Grade 1
■■
connectives
them forward in their ability
students’ experience (friendship, extend meaning in the text
feelings)
Vocabulary Book and Print Features
Ideas
■■ close to students’
Most vocabulary words known by
to process and talk about
■■
experience (giving gifts, Many lines
■■ of text on a page of
children through oral language, print
surprising others, problem
listening to stories, or reading
solving) Italics
■■ for emphasis
texts in a meaningful way. Embedded

■■ handwritten note
J2 Periods,
■■
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann.
commas, quotation
marks, question marks, and 3
exclamation marks
Guided Reading 469 © 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann. 1
FPC GUIDED READING LESSON FOLDER, GRADE 1
You’re ready to go.

Activate responsive teaching Signposts to guide you
Remember, this instructional plan is just one variation of the first eight As you implement the lessons and
weeks in FPC. As you use it, lean on it and adapt it to implement each books of FPC, be on the lookout for the
Continuum
instructional context, regularly ask: What are my students showing Connection “Continuum Connection”—a direct link
that they know and can do? A thoughtful, informed response will guide to the goals and characteristics of texts
/2017 3:44:58 PM
the moment-to-moment instructional decisions that you make. Your from The Literacy Continuum.
/2017 3:44:54 PM
instructional decisions should be based on the strengths and needs of

your students.

A blueprint for MAKING THIS INSTRUCTIONAL

literacy instruction PLAN YOUR OWN
We encourage you to adjust the Follow It, Lean on It, Shape It to Meet Your Needs
sequence of, and vary, lessons in any This instructional plan was created as one suggestion for working with children
during the first eight weeks and was adapted from the Fountas & Pinnell
way justified by information gathered
Classroom™ System Guide. As you begin to work with the books and lessons in
from your ongoing assessment and this instructional plan, you may want to follow the suggested sequence. But
as you grow familiar with the resources of the system, use them flexibly to
observation of learners’ strengths
meet the needs of the children you teach based on your ongoing observations
and needs. across instructional contexts.
DAY
DAY
Y
DA
SS LA
WH OLE CLA SS
LE C
WHO
S
AS
CL
E
OL
UP
H
RO
W
SM ALL GRO UP
LL G
SMA
P
OU
NT
GR
NDE
NDE NT
L
AL
E
SM
DEP

No lesson plan can be written to fit all learners. Your decision making within and across the lessons is critical. While it wouldn’t make sense
to consistently eliminate lessons or components of lessons or to drastically slow down or speed up instruction, you should tailor lessons to
meet your student’s needs. Choose Fountas & Pinnell Classroom™ resources according to the instructional needs of your class, and do not
be concerned if you do not use them in this exact order throughout the first eight-weeks and across the year.
■■OMIT lessons that ■■REPEAT lessons that ■■MODIFY lessons ■■MOVE lessons to ■■RESEQUENCE lessons
you think are not you think need more using different accommodate your to be consistent with
necessary for your time and instructional examples for a observations of the curriculum that
students (based on attention (based particularly rich students strengths is adopted in your
assessment and your on observation literacy experience. and needs and to school or district.
experiences with of children across make connections
them in Interactive reading contexts.) across instructional
Read-Aloud.) contexts.
Helpful Tips
Take a tour Block your time Create consistency
At the beginning of the year, take your You may find it helpful to create Once you’ve created an effective,
students on a tour of the classroom. Introduce blocks of instructional time on smooth schedule, as much as possible,
children to their classroom “home”—the cards or stick-on notes and move keep it consistent so that your children
books and resources, different areas of the them around “fixed” times, such as experience predictability and a rhythm
classroom: whole-group meeting area, small- lunch and specials, until you have a to the day.
group area, and independent work areas. workable daily schedule.

As you plan
the layout of your
classroom, consider how
to incorporate three types
of spaces for learning in
whole-group, small-group,
and independent settings.
When all tools and resources
have a place and are accessible,
students can work efficiently and
establish a sense of agency; and your
classroom will become a place of continuous
inquiry, activity, and joy.

LEARNING SPACES
WHOLE-GROUP AREA SMALL-GROUP AREA INDEPENDENT WORK AREA
DESCRIPTION n An area with enough space for all n A quiet corner of the room containing n Children either choose from a list of literacy
children to sit comfortably on the floor a round or horseshoe table situated so options and perform independent work at their
without touching each other. that you can easily monitor children in tables or rotate to centers to work on various
other areas of the room. learning tasks.
PURPOSE n Whole-class meetings n Small-group reading instruction n E xploration and play

n Read-alouds n Small-group writing instruction n Choice reading
n Minilessons n Application of learning from whole- n Application of learning from whole- and small-
group lessons group lessons
FOUNTAS & PINNELL n INTERACTIVE READ-ALOUD n GUIDED READING n INDEPENDENT READING (and Conferring)
CLASSROOM™
n SHARED READING n BOOK CLUBS n PHONICS, SPELLING, AND WORD STUDY (Apply)
INSTRUCTIONAL
CONTEXTS n READING MINILESSONS n PHONICS, SPELLING, AND WORD STUDY
n PHONICS, SPELLING, AND WORD STUDY (Apply)
(Teach and Share)
ESSENTIAL AND n Large, colorful rug n Plastic caddy, basket, or tub n Work board for independent work areas or list of
HELPFUL MATERIALS independent literacy activities
n Teacher’s chair n Leveled books and lessons
AND RESOURCES
n Two easels, one for group writing and n Records of children’s reading n Read a Book: wide variety of books in the
one for enlarged texts classroom library
n Paper and writing materials
n Big books, poetry charts, or other n Work on Writing: writing supplies such as a variety
n Thin markers and pencils
enlarged texts of types of paper, a stapler, pencils, markers, and
n Two sets of lower-case and one set of crayons
n Long pointer upper-case magnetic letters, organized
n Letter/Word Work: word cards and magnetic
n Chart paper and markers for student use
letters
n Pocket chart n One set of lower-case and upper-
n Listen to a Book: an audio player, such as a tablet,
n Magnetic letters organized on a case magnetic letters, organized
and print books
magnetic surface alphabetically on a magnetic surface
for demonstration n Dramatic play area enriched with functional
n Stick-on notes print (e.g., menus, coupons), environmental print
n Easel with chart paper
n Highlighter tape (e.g., signs, container labels), and literacy tools,
n Blank word cards including pencils, pens, and notepads
n Masking card
n White correction tape
n Name chart
n Alphabet Linking Chart
n White correction tape
Adapted from Fountas & Pinnell Classroom™ System Guide. Portsmouth, NH: Heinemann. All rights reserved.

Fitting it all in
How much time does your daily schedule allow
for language and literacy teaching? Within
your daily schedule, what is the best way
to organize your instructional time to
prioritize responsive teaching? The
table at right provides suggestions
for utilizing the instructional
contexts of Fountas & Pinnell
Classroom™ within your
classroom. The instructional
contexts do not have to be
conducted in this order; you will
want to arrange these to fit your
own classroom schedule.

DAY-PLANS GRADE 3 19
SUGGESTED DAILY FRAMEWORK

MINUTES INSTRUCTIONAL CONTEXT ACTIVITY OPTIONS
EACH DAY
5
GROUP MEETING Bring the classroom community together to introduce/discuss the day and set goals.
Teacher reads aloud a book from a text set and children share their thinking. The text experience
INTERACTIVE READ-ALOUD
often leads to writing about reading in the Reader’s Notebook.
25
Teacher engages children in shared reading using enlarged print books and shared poetry charts
SHARED READING and often leads to shared/interactive writing.
(Science and social studies topics and themes are integrated into the IRA and SR lessons.)
BREAK
10 Teacher provides an explicit minilesson for children to apply to their independent reading and
READING MINILESSON
writing about reading.
TOTAL: 3.25 HOURS
n Teacher meets with Guided Reading groups each day.

GUIDED READING
n Teacher initiates Book Clubs as appropriate, and they meet about once per month.
60 BOOK CLUBS n Students engage in:

• Independent reading
• Writing about reading in the Reader’s Notebook
INDEPENDENT
LITERACY WORK
5
GROUP SHARE Gather children together to reflect on and share learning.
BREAK
Teacher provides an explicit, inquiry-based lesson on a phonics principle that students can apply
PHONICS, SPELLING, AND WORD
30 to reading and writing. Students work individually, with partners, or in small groups to apply their
STUDY LESSON AND APPLICATION
understanding of the principle.
Teacher provides an explicit minilesson, supports students’ independent writing, or convenes a

60 WRITERS’ WORKSHOP
guided writing group.
©2
018 Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann.
FPC TRY IT GRADE 3.indd 19 4/5/19 12:49 PM

DAY 1
MANAGEMENT UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
200
Minilessons
Management
Literary Analysis
Working Together in the Classroom

Umbrella 1
Classroom
RML 1
MGT.U1.RML1
Working Together in the

Show respect to each other.
Goal Have a Try

RML 1
MGT.U1.RML1
Umbrella 1 Working Together in the Classroom
Assessment
OBSERVATIONS AND NOTES
Explore and define what it means to show respect to each other. Invite the students to talk with a partner about respect. After you have taught the minilessons in this umbrella, observe students as they
RML1 Show respect to each other.
Strategies & Skills You Will Need work in the classroom.
Rationale Can you think of other ways you can show respect
RML2 Use an appropriate voice level. for each other? Turn and talk to your partner about
WORKING TOGETHER IN THE CLASSROOM

w chart paper and markers w What evidence do you have that they understand how to work together in the
When you engage students in discussing ways to show respect to each other, they anything else you think we should add to our list.
RML3 Find ways to solve problems when the teacher is working with others. classroom?
become conscious of their behavior and ways to improve it. When they are active
Academic Language /
Ask a few pairs to share their thinking, and add new Do students behave considerately and respectfully toward each other?
The Reading
RML4 Return materials to where they belong. participants in creating a list of guidelines for being respectful, they take ownership w •
Important Vocabulary of the guidelines and are more likely to follow them. suggestions to the list. • Do they use an appropriate voice level?
Before Teaching Umbrella 1 Minilessons w respect Assess Learning Summarize and Apply • How well do they attempt to problem solve independently before asking
for your help?
Minilessons
The purpose of this umbrella is to help you maintain a respectful, efficient, and Observe students when they interact with each other. Notice if there is evidence of
Summarize the learning and remind students to show Do they return materials to where they belong?
organized classroom community. The establishment of rituals and routines supports new learning based on the goal of this minilesson. •
respect for each other.
students’ ability to function as responsible members of the classroom. While w Do students behave respectfully toward each other? • Can they use terms such as respect, voice level, volume, appropriate,
teaching these routines explicitly, it is important also to incorporate opportunities w Can they talk about ways to show respect to each other?
w Reread and review the list. problem, solve, and emergency?
to read aloud and talk about books. Read books from your library or use books
Section 1: Management
Why is it important to show respect to your What other minilessons might you teach to maintain and grow independent
Book
w Do they understand the word respect and use it correctly? w
from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection about classmates? reading habits?
friendship and family to discuss what it means to be part of a caring and considerate
When you show respect, you help everyone do • Do students know where to find books they want to read in the
community. Create a warm and inviting student-centered classroom in which Minilesson their best work. classroom library?
students can take ownership of their space and materials.
To help students think about the minilesson principle, engage them in discussing After you read a book today, you’re going to talk • Are they able to choose books that are just right for them?
Designate a whole-group meeting area where the class gathers to think and
MGT.U1.RML1: Show respect to each other

w
and making a list of ways to show respect. Here is an example. about the book with a few of your classmates.
learn together. Use your observations to determine the next umbrella you will teach. You may also
Think about ways you can show respect when you
consult Minilessons Across the Year (pp. 55-57) for guidance.
w Post a daily schedule so students know what to expect each day. w Write the word respect in large letters on chart paper. Say the word aloud. are talking in a group about the book you read.
w Find appropriate places throughout the classroom to house materials Raise your hand if you’ve seen or heard this word before.
and supplies. Share Reader’s Notebook
What do you think it means?
w Organize and label the Following independent reading time, gather students together in groups of three or four to When this umbrella is complete, provide a copy of the minilesson principles (see
containers or shelves where w Invite several students to share their ideas.
talk about their reading. resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
materials are stored. When you show respect for someone, you treat them in a way that shows the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Your Every Day Guide for Literacy Teaching w Allow many opportunities for you care about them and their feelings. What are some ways you can show w Have students share a little bit about their books in small groups. Then bring the Pinnell 2011]), so they can refer to the information as needed.
respect for your classmates? groups together.
students to browse for and
choose books. How did you show respect to the others in your group when you talked about the
w Make a list of students’ responses on the chart paper. If students have trouble
books you read? Can you give an example?
w Set up a regular time each day generating ideas, prompt them with questions such as the following:
for students to read books they • How should you act when one of your classmates is speaking? Extend the Lesson (Optional)
choose from an organized,
inviting classroom library. • What words should you use if someone does something nice for you?
After assessing students’ understanding, you might decide to extend the learning.
What words should you use if you want someone to help you or do
something for you? w Display the list of respectful behaviors, and regularly review and add to it. Positively
• What can you do to make sure that other people’s feelings do not get hurt? reinforce behavior when they act respectfully, and remind them of the list when they
do not.
• What should you do if several of you want to read the same book or use
TRY-IT SAMPLE LESSONS •

something, but there’s only one of that thing?
How should you act when it’s time to read a book alone or work on an
w Read aloud and discuss books that focus on respect. Help students identify examples
of behaviors that show respect in books they read. Discuss how the lessons in the
books can be applied to students’ lives.
activity alone? How can you help your classmates do their best work?
Umbrella 1: Working Together in the Classroom 77 78 The Reading Minilessons Book, Grade 3 Umbrella 1: Working Together in the Classroom 79 86 The Reading Minilessons Book, Grade 3
FP_RML_G3_MinilessonsBook_i-x_1-574.indb 77 7/16/18 2:53 PM FP_RML_G3_MinilessonsBook_i-x_1-574.indb 78 7/16/18 2:53 PM FP_RML_G3_MinilessonsBook_i-x_1-574.indb 79 7/16/18 2:53 PM FP_RML_G3_MinilessonsBook_i-x_1-574.indb 86 7/16/18 2:53 PM
TEXT SET 1 The Importance of Kindness You Will Need Book Enemy Pie
Prepare to use the books in this text set by
IRA
IRA
Grade 3
• Enemy Pie Author Derek Munson
• Chart paper and markers Illustrator Tara Calahan King
• Paper, pencils, and crayons Genre Fiction/Realistic
Text Set The Importance of Kindness
• Enemy Pie
• Sophie’s Masterpiece: A
Spider’s Tale
• Last Day Blues
familiarizing yourself with the Inquiry Overview Card.

• Under the Lemon Moon
• The Can Man
Enemy Pie Sophie’s Masterpiece Last Day Blues Under the The Can Man
THE IMPORTANCE OF KINDNESS

Lemon Moon
Summary
About This Text Set A boy’s perfect summer is ruined when Jeremy Ross moves into the neighborhood and becomes the boy’s biggest
Learning how to treat others with kindness and respect is an important part of growing up. The books in enemy. The boy’s father has a secret recipe guaranteed to get rid of enemies: Enemy Pie. Part of the secret recipe is
that while Dad makes the pie, his son has to spend the day with his enemy and be nice to him.
this text set show how an act of kindness, whether small or large, can make a real difference in someone’s
life. Readers also explore ways that their own kind actions impact others and how they might feel when
others are kind to them in return.
Messages
Here you’ll find the essential questions, big ideas, and

You might also include the following additional books and resources from the Fountas & Pinnell Don’t judge people until you get to know them. The best way to make an enemy into a friend is to treat him or her
Classroom collection. with kindness. It’s important to treat everyone with kindness and respect.
The Sunsets of
Crickwing Tomás and the Library Lady First Day in Grapes
Miss Olivia Wiggins
Goals
WHOLE CLASS
Think about the reading behaviors and understandings your students control. Refer to The Fountas & Pinnell Literacy
TEXT: Enemy Pie

While reading the books in this text set, help students make connections across the set, and facilitate ■■Notice and understand characteristics of realistic ■■Actively listen to the oral reading of Enemy Pie.
ways of learning and finding out more about kindness. fiction, such as believable settings and characters. ■■Express reasons why the story in Enemy Pie could
■■Relate their own experiences to the narrator’s. happen in real life.
The Importance of Kindness Grade 3

What do the authors of these stories want you to think about?
critical thinking students will explore and investigate

■■
■■ What personal connections can you make to the characters and events in these stories? Comprehension Vocabulary
■■Notice and understand when a problem is solved. ■■Use academic vocabulary to talk about literary features
■■ What are some of the different ways that the characters in these stories showed kindness toward others? (e.g., problem, events, character change).
■■Infer themes that are close to their own experience (e.g.,
friendship, how to handle relationships and conflict). ■■Use academic language to talk about the fiction genre
■■Noticecharacter change, and infer reasons from the (e.g., realistic fiction).
Essential Question and Big Ideas events in the story. ■■Use academic language to talk about special types of
Engage students by keeping this essential question and these big ideas in mind as you read and talk fiction (e.g., friends story).
about the texts in this set. Be sure to use language appropriate for the grade level. This question can also
be explored through a variety of inquiry projects, including the suggested projects on the next page.
About This Book
further as they engage with these texts.

GENRE FOCUS In this realistic-fiction story, the narrator learns a lesson about judging people and treating people
kindly. The setting, plot, and characters are true to life.
You can make someone Why is it important to be
It feels good when HOW THE BOOK WORKS The story is told in the first-person, and it takes place during a single day in the summer.
feel better by being kind to others?
someone is kind to you. Illustrations of big-headed wide-eyed characters add humor to the story.
kind to them.
■■Narration in a conversational style with realistic dialogue interspersed
■■Almost all words in common oral vocabulary for children (Tier 1)
Showing kindness can make a difference ■■Simple problem that students can relate to and a satisfying resolution (The boy thinks Jeremy is his enemy, but after
they spend the day together and he gets to know him, Jeremy becomes his friend.)
in someone’s life.
■■Characters that could exist in contemporary life
■■Realistic illustrations that depict real-life situations while conveying humor at the same time
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. 1
FPC_IRA_G3_ICard_PPDF_ImportanceKindness_3581.indd 1 7/2/2018 2:56:11 PM

Front FPC_IRA_G3_B4_PPDF_EnemyPie_3582.indd 1 6/22/2018 11:20:39 AM
Individual Assessments: Text Reading Guided reading groups do not typically begin in
Level, High-Frequency Words, Vocabulary the first few weeks of school. Use the time you
will eventually allot to guided reading to conduct
SMALL GROUP
beginning-of-year individual assessments.
Book Clubs do not typically begin during the first week

of school.
Establish a classroom community and Use the time you will eventually allot to student
INDEPENDENT
routines. choice/conferring to establish a classroom community

and routines (through the Reading Minilessons)
that students will use to work with one another and
independently during independent work time.

DAY 2
200
Minilessons
Management
Literary Analysis

Umbrella 1
RML 2
MGT.U1.RML2

Classroom
Use an appropriate voice level.
Goal w Add 2 strong voice and whole class to the chart.

Elicit other examples from students.
RML 2
MGT.U1.RML2
Assessment
Learn to manage voice levels. After you have taught the minilessons in this umbrella, observe students as they
Rationale Have a Try
RML2 Use an appropriate voice level.

w a familiar book from your Invite the students to talk with a partner about using an w What evidence do you have that they understand how to work together in the
When you teach students appropriate voice levels for different settings, they learn
RML3 Find ways to solve problems when the teacher is working with others. classroom library outside voice. classroom?
to independently determine which voice level to use and modulate their voices
chart paper and markers Do students behave considerately and respectfully toward each other?
The Reading
RML4 Return materials to where they belong.
w
accordingly. •
w Write 3 outside voice on the chart.
Academic Language / Assess Learning • Do they use an appropriate voice level?
When is it appropriate to use a loud or outside
Before Teaching Umbrella 1 Minilessons Important Vocabulary voice at school? Turn and talk about that. • How well do they attempt to problem solve independently before asking
Observe students when they use their voices in different settings. Notice if there is
for your help?
Minilessons
The purpose of this umbrella is to help you maintain a respectful, efficient, and evidence of new learning based on the goal of this minilesson. w Ask a few pairs to share their thinking. Add students’
w voice level
suggestions, if appropriate, to the chart. • Do they return materials to where they belong?
organized classroom community. The establishment of rituals and routines supports w volume w Can students explain which voice level is appropriate for a particular situation?
students’ ability to function as responsible members of the classroom. While • Can they use terms such as respect, voice level, volume, appropriate,
appropriate w Do they adjust their voice levels according to the situation?
teaching these routines explicitly, it is important also to incorporate opportunities
w Summarize and Apply problem, solve, and emergency?
w Do they understand the terms voice level, volume, and appropriate?
What other minilessons might you teach to maintain and grow independent
Book
Continuum
Summarize the learning and remind students to use a voice w
from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection about reading habits?
Connection
level appropriate for their activities.
friendship and family to discuss what it means to be part of a caring and considerate Minilesson • Do students know where to find books they want to read in the
community. Create a warm and inviting student-centered classroom in which w Reread and review the chart.
w Speak at an appropriate volume classroom library?
students can take ownership of their space and materials. To help students think about the minilesson principle, engage them in discussing When you use an appropriate voice level, others
(p. 335)
voice levels and creating a reference chart. Here is an example. • Are they able to choose books that are just right for them?
Designate a whole-group meeting area where the class gathers to think and will not be distracted and will be able to do their
MGT.U1.RML2: Use an appropriate voice

w
learn together. w Demonstrate reading a book silently for a few moments. best work. Use your observations to determine the next umbrella you will teach. You may also
consult Minilessons Across the Year (pp. 55-57) for guidance.
w Post a daily schedule so students know what to expect each day. What did you notice about my voice while I read? w Write the minilesson principle at the top of the chart.
w Find appropriate places throughout the classroom to house materials My voice was silent while I read. When your voice is silent, your voice level is 0. When you read today, what voice level will you use? After you read, bring your
and supplies. Reader’s Notebook
book to share. You can show the book in a small group and use an appropriate
w Write 0 silent and reading alone on chart paper.
w Organize and label the voice level. When this umbrella is complete, provide a copy of the minilesson principles (see
containers or shelves where Reading alone is a time when you need to use voice level 0. What are other
resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
materials are stored. times when you should use voice level 0? Share the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Your Every Day Guide for Literacy Teaching w Allow many opportunities for w Record students’ responses on the chart. Pinnell 2011]), so they can refer to the information as needed.
Following independent reading time, gather students together in the meeting area to talk
students to browse for and about their reading in groups of three. After small groups, have a whole-class discussion.
w Invite a student (who may have been prepared beforehand) to sit with you and
choose books.
quietly talk about the book you were reading.
level
What voice level did you use when you were reading?
w Set up a regular time each day
What did you notice about our voice level? What type of voice did we use What voice level did you use when you were talking in a small group?
for students to read books they
when we talked about the book?
inviting classroom library. When you are talking with me privately, you should use a soft voice, which Extend the Lesson (Optional)
is voice level 1.
w Write 1 quiet voice and talking with the teacher on the chart paper. Ask
w Display the voice level chart in the classroom. Review it regularly, or as needed.
students for other examples of times when they should use a soft voice, and
add to the chart.
TRY-IT SAMPLE LESSONS What kind of voice should you use when we’re talking together as a class?
What do you notice about my voice right now?
TEXT SET 1
You Will Need Book Sophie’s Masterpiece: A Spider’s Tale
IRA
Grade 3
• Sophie’s Masterpiece Author Eileen Spinelli
• Paper, pencils, and crayons Illustrator Jane Dyer
• Photographs, videos, and books
Genre Fiction/Fantasy
about spiders
• Enemy Pie
Spider’s Tale
• Last Day Blues
• The Can Man
THE IMPORTANCE OF KINDNESS Summary

Sophie the spider spins works of art, trying to help the residents of the boardinghouse where she lives, but they
swat her away. Finally, old and tired, she finds a home with a young pregnant woman. When Sophie learns that the
woman is too poor to buy yarn to knit a blanket, Sophie creates a masterpiece for the newborn baby.
Messages
Don’t be discouraged if the people you are trying to help reject your kindness. Appreciate others who are kind, and
be kind to them. Continue being kind to someone even if that kindness is not returned.
Goals
TEXT: Sophie’s Masterpiece:

WHOLE CLASS
■■Notice and understand characteristics of fantasy, such ■■Engage actively in conversational routines.
as animals doing impossible things and events that ■■Describe how words and illustrations affect mood in
couldn’t happen in the real world. Sophie’s Masterpiece.
■■Understand that a story’s lesson can be applied to ■■Express personal connections to ideas in the book.
one’s own life.
Vocabulary
Comprehension
■■Use academic language to talk about book and print
■■Notice and remember important events of the text features (e.g., inside back cover).
in sequence.
■■Use academic language to talk about fiction genres
■■Inferthemes of kindness, generosity, and determination
A Spider’s Tale
(e.g., fantasy).
in Sophie’s Masterpiece.
About This Book

GENRE FOCUS In this story, a spider lives among humans and spins webs like a real spider. But she has human
qualities, and the story has a realistic theme about human life.
HOW THE BOOK WORKS The story is a third-person narrative told in chronological sequence over many “spider
years.” Whimsical, mostly realistic illustrations support the mood and enrich the narration.
■■Some words that appear in the vocabulary of mature language learners (Tier 2)
■■Powerful descriptive word choice (e.g., swatted, scampered, screeched, flung, drab)
■■An imaginary character and events that occur in fantasy along with characters, setting, and events that could occur
in contemporary life
■■Language, events, and illustrations that create moods that are whimsical and poignant
■■Simple sentence structures with very little dialogue
■■Internal dialogue indicated with italics instead of quotes
FPC_IRA_G3_B4_PPDF_SophieMasterpiece_3583.indd 1 6/20/2018 2:31:34 PM
Individual Assessments
SMALL GROUP
Establish a classroom community and

INDEPENDENT
routines.

DAY 3
200
Minilessons
Management
Literary Analysis

Umbrella 1
Classroom
RML 3
MGT.U1.RML3

Find ways to solve problems when the teacher is working
with others.
Goal Have a Try

RML 1
MGT.U1.RML1
Assessment
Learn how to problem solve independently. Invite the students to talk with a partner about respect. After you have taught the minilessons in this umbrella, observe students as they
Rationale Can you think of other ways you can show respect
RML2 Use an appropriate voice level. for each other? Turn and talk to your partner about

w chart paper and markers w What evidence do you have that they understand how to work together in the
When you teach students different ways to problem solve on their own, they become anything else you think we should add to our list.
RML3 Find ways to solve problems when the teacher is working with others. classroom?
more independent and confident, allowing you more time to work with small groups
Academic Language /
Ask a few pairs to share their thinking, and add new Do students behave considerately and respectfully toward each other?
The Reading
RML4 Return materials to where they belong. or with individual students. w •
Important Vocabulary
suggestions to the list. • Do they use an appropriate voice level?
Assess Learning
Before Teaching Umbrella 1 Minilessons w problem • How well do they attempt to problem solve independently before asking
Observe students as they work independently and problem solve. Notice if there is Summarize and Apply
for your help?
Minilessons
w solve
The purpose of this umbrella is to help you maintain a respectful, efficient, and evidence of new learning based on the goal of this minilesson.
w emergency Summarize the learning and remind students to show • Do they return materials to where they belong?
organized classroom community. The establishment of rituals and routines supports w Can students explain ways to solve different kinds of problems? respect for each other.
w Do they attempt to solve most everyday problems on their own?
teaching these routines explicitly, it is important also to incorporate opportunities w Reread and review the list. problem, solve, and emergency?
w Do they understand the words problem, solve, and emergency?
Why is it important to show respect to your What other minilessons might you teach to maintain and grow independent
Book
w
from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection about classmates? reading habits?
friendship and family to discuss what it means to be part of a caring and considerate Minilesson When you show respect, you help everyone do • Do students know where to find books they want to read in the
community. Create a warm and inviting student-centered classroom in which
their best work. classroom library?
students can take ownership of their space and materials. To help students think about the minilesson principle, engage them in a discussion
about how to problem solve independently, so you can work with a small group After you read a book today, you’re going to talk • Are they able to choose books that are just right for them?
MGT.U1.RML3: Find ways to solve problems

w
without interruption. Here is an example. about the book with a few of your classmates.
learn together. Use your observations to determine the next umbrella you will teach. You may also
Think about ways you can show respect when you
Sometimes I need to work with a small group, and it’s important that the consult Minilessons Across the Year (pp. 55-57) for guidance.
w Post a daily schedule so students know what to expect each day. are talking in a group about the book you read.
group is not interrupted. You might have a problem when you are working.
w Find appropriate places throughout the classroom to house materials
Sometimes you might need to ask an adult for help, but other times you
and supplies. Share Reader’s Notebook
can solve your problems on your own.
w Organize and label the Following independent reading time, gather students together in groups of three or four to When this umbrella is complete, provide a copy of the minilesson principles (see
What are some problems you might have in our classroom?
containers or shelves where talk about their reading. resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
materials are stored. w As students suggest ideas, ask other students how each problem might the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Your Every Day Guide for Literacy Teaching w Allow many opportunities for be solved. If students have trouble generating ideas, prompt them with w Have students share a little bit about their books in small groups. Then bring the Pinnell 2011]), so they can refer to the information as needed.
questions such as the following: groups together.
students to browse for and
choose books. • What can you do if you don’t know what activity to do next? How did you show respect to the others in your group when you talked about the
when the teacher is working with others

books you read? Can you give an example?
w Set up a regular time each day • What can you do if you don’t know where to find the materials you need?
for students to read books they
• What can you do if you don’t understand something you’re reading? Extend the Lesson (Optional)
inviting classroom library. w Record the problems and solutions students suggest on chart paper. After assessing students’ understanding, you might decide to extend the learning.
Although there are many problems you can solve on your own, sometimes w Display the list of respectful behaviors, and regularly review and add to it. Positively
there are emergencies. When there is an emergency, you need to come to reinforce behavior when they act respectfully, and remind them of the list when they
another adult or me right away, no matter what we’re doing. What types of do not.
problems are emergencies?
TRY-IT SAMPLE LESSONS w Ensure students understand they need to speak to an adult right away in an
w Read aloud and discuss books that focus on respect. Help students identify examples
of behaviors that show respect in books they read. Discuss how the lessons in the
emergency, such as illness or injury. books can be applied to students’ lives.
TEXT SET 1
You Will Need Book Last Day Blues
IRA
Grade 3
• Last Day Blues Author Julie Danneberg
• Chart paper and marker Illustrator Judy Love
• Paper, pencils, and crayons
Genre Fiction/Realistic
• Enemy Pie
Spider’s Tale
• Last Day Blues
• The Can Man

Summary
As the last day of school approaches, the children in Mrs. Hartwell’s class are excited for summer but sad thinking
about how miserable their teacher will be without them. They try to come up with the perfect present to cheer her
up. Finally they make a poster with a poem and drawings of all the things they’ll miss about school, especially her.
Messages
People can show they value other people’s feelings with their words and actions. Showing how much you appreciate
someone is an act of kindness. Teachers get excited about summer, just like students do.
Goals
TEXT: Last Day Blues

■■Notice special types of fiction (e.g., school story). ■■Include the problem and its solution in an oral summary
■■Notice how Julie Danneberg shows the passage of time of Last Day Blues.
(e.g., “On the . . . before the Friday . . .”) ■■Express reasons why the story in Last Day Blues could
happen in real life.
Comprehension
■■Inferthe importance of the school setting to the plot of Vocabulary
WHOLE CLASS
Last Day Blues. ■■Use academic vocabulary to talk about book and print
■■Recognize how illustrations add humor to the text. features (e.g., front cover, back cover).
■■Use academic language to talk about the fiction
■■Infercharacters’ feelings from their facial expressions
or gestures. genre and special types of fiction (e.g., realistic
fiction, school story)
■■Infer the theme of kindness.
About This Book

GENRE FOCUS This realistic-fiction story has a contemporary setting and characters who students will find familiar.
The plot revolves around a real-life problem that students can relate to.
HOW THE BOOK WORKS The story takes place during a single week at the end of the school year. Colorful
illustrations add humor and enrich the narration.
■■Simple plot with one problem and a clear, satisfying resolution
■■Almost all words in common oral vocabulary for children (Tier 1)
■■Colorful, detailed, humorous illustrations that support the plot and bring to life a lively classroom setting
■■Characters’ expressive faces that depict feelings and emotions
■■Repetition that adds an element of fun to the text
■■Ideas and events close to the experiences of many students (e.g., end of school year, trying to find a perfect gift)
FPC_IRA_G3_B4_PPDF_LastDayBlues_3584.indd 1 6/20/2018 2:31:56 PM
TEXT: Far Above Earth In addition to the Big Book, there are six small books
SR
You Will Need Book Far Above Earth:
A Day on the Space
Station
• Far Above Earth
Author Jane Simon
• a pointer
Genre Nonfiction/Expository
Shared Reading
• chart paper and marker
Summary
and audiobook versions provided for all Shared

Far above Earth, astronauts live on the space station. They do many of the same activities
we do on Earth. They wake up, get around, wash, and eat. They exercise and have free time.
However, doing these things in space is very different from doing them on Earth.
Messages
Life in space is different from life on Earth. Reading nonfiction helps you understand the world around you, including
outer space.
Reading titles.
Goals
Think about the reading behaviors and understandings your children control. Select goals that will develop their
abilities to think like readers as they process a text. Refer to The Fountas & Pinnell Literacy Continuum (see the Shared
and Performance Reading section and also pertinent levels in the Guided Reading section).
Searching, Monitoring, Vocabulary and Language Comprehension: Talking and

Correcting Behaviors Development Writing About Reading
Search
■■ for information in Use
■■ contextual information and Talk
■■ about personal connections
sentences with multiple clauses illustrations to understand the to text content.
or phrases. meaning of content words in a Synthesize
■■ new content about the
nonfiction text (space station, difference between daily living on
Fluent Reading gravity, tortillas). Earth and in space.
Reflect
■■ punctuation with the
voice (comma) during shared Phonics/Word Study Make connections between ideas
■■
reading. Understand
■■ and talk about rules in the text and children’s own life
for spelling words with suffixes experiences and write about them.
Read
■■ orally with integration of all
dimensions of fluency: pausing, and endings. Reflect
■■ beginning understandings
phrasing, word stress, intonation, Use
■■ a glossary to find information of the physical world in writing
and rate. about content words. about the text.
About This Book

GENRE FOCUS This expository nonfiction text explains how astronauts perform some of their everyday tasks on
the space station, where there is much less gravity than on Earth.
HOW THE BOOK WORKS The book uses a repeating pattern to tell how astronauts perform familiar, daily
activities on the space station. Each section explains one activity and the changes that living in space requires.
Content that
■■ reinforces and expands a child’s experience and knowledge of the world
Repeating
■■ structure: But ______is very different from ______on Earth.
Table
■■ of contents, glossary
Sidebars with
■■ additional information
Detailed
■■ photographs
FPC_SR_Lesson_2046_G2_AboveEarth.indd 3 5/3/17 1:46 PM
SMALL GROUP

INDEPENDENT
routines.

DAY 4
200
Minilessons
Management
Literary Analysis

Umbrella 1
Classroom
RML 4
MGT.U1.RML4

Return materials to where they belong.
Goal Have a Try

RML 4
MGT.U1.RML4
Assessment
Learn to return supplies and materials independently. Invite the students to discuss with a partner the After you have taught the minilessons in this umbrella, observe students as they
Strategies & Skills You Will Need importance of taking good care of materials and returning work in the classroom.
RML2 Use an appropriate voice level.
Rationale them to where they belong.

w a student who has been prepared w What evidence do you have that they understand how to work together in the
When you teach students to return materials to where they belong, they learn to be Why is it important to return materials to where
RML3 Find ways to solve problems when the teacher is working with others. beforehand to demonstrate classroom?
more independent and also to consider needs of others. The organization and care of they belong when you’re finished with them?
various materials such as paper, Do students behave considerately and respectfully toward each other?
The Reading
RML4 Return materials to where they belong.
w
materials foster a positive learning environment for everyone. Turn and talk to your partner about why this
•
pencils, markers, scissors, and a
glue stick Assess Learning is important. • Do they use an appropriate voice level?
Before Teaching Umbrella 1 Minilessons w chart paper and markers w After students turn and talk, ask several pairs to • How well do they attempt to problem solve independently before asking
Observe students when they use and return materials. Notice if there is evidence of
for your help?
Minilessons
new learning based on the goal of this minilesson. share ideas with the class. Make a list of responses on
The purpose of this umbrella is to help you maintain a respectful, efficient, and Academic Language /
chart paper. • Do they return materials to where they belong?
organized classroom community. The establishment of rituals and routines supports Important Vocabulary w Do students return materials to where they belong?
w Can they explain why it is important to return materials to where they belong? Summarize and Apply
teaching these routines explicitly, it is important also to incorporate opportunities w return problem, solve, and emergency?
w Do they use the terms return and materials correctly?
materials Summarize the learning and remind students to return What other minilessons might you teach to maintain and grow independent
Book
w w
from the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection about materials to where they belong. reading habits?
friendship and family to discuss what it means to be part of a caring and considerate Minilesson What did you learn about using materials? • Do students know where to find books they want to read in the
community. Create a warm and inviting student-centered classroom in which
When you return materials to where they belong, classroom library?
students can take ownership of their space and materials. To help students think about the minilesson principle, engage them in a
demonstration and discussion of how to return materials to where they belong. everyone can find the materials they need and do • Are they able to choose books that are just right for them?
MGT.U1.RML4: Return materials to where

w
Here is an example. their best work. Use your observations to determine the next umbrella you will teach. You may also
learn together.
Write the minilesson principle at the top the list. consult Minilessons Across the Year (pp. 55-57) for guidance.
w Post a daily schedule so students know what to expect each day. w Before class, prepare one student to act as a model for this minilesson. Set the w
w Find appropriate places throughout the classroom to house materials student up at a table with various materials, such as paper, pencils, markers, If you use materials for an activity today, remember where you found the items
and supplies. scissors, and a glue stick. and make sure to return them to where they belong when you’re done with them. Reader’s Notebook
Organize and label the has been hard at work writing and drawing, but now she is
w
Share When this umbrella is complete, provide a copy of the minilesson principles (see
containers or shelves where finished with this work. Watch what she does now.
resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
materials are stored. Following independent reading time, gather students together in the meeting area to the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Have the student demonstrate returning each item to its proper place in the
Your Every Day Guide for Literacy Teaching w Allow many opportunities for
w
classroom. Before class, make sure the student knows where each item belongs. discuss returning materials. Pinnell 2011]), so they can refer to the information as needed.
students to browse for and Raise your hand if you used materials today and returned them to where
What did you notice did when she finished?
choose books. they belong.
they belong
returned the materials she was using to where they belong.
w Set up a regular time each day What materials did you use?
for students to read books they Where did she return the paper?
Where did you return them?
choose from an organized, Where did she return the scissors?
inviting classroom library.
w Ensure students understand where frequently used materials belong in your Extend the Lesson (Optional)
classroom. Also make sure that students know how to treat the materials with After assessing students’ understanding, you might decide to extend the learning.
care.
w Make sure the materials in your classroom are organized, labeled, and easy to find
and return. Many materials can be kept in labeled baskets or bins. Invite students to
TRY-IT SAMPLE LESSONS assist in organizing materials and creating labels.
TEXT SET 1
You Will Need Book Under the Lemon Moon
IRA
Grade 3
• Under the Lemon Moon Author Edith Hope Fine
• Chart paper and marker Illustrator René King Moreno
• World map
Genre Fiction/Fantasy
• Paper, pencils, and crayons
• Enemy Pie
Spider’s Tale
• Last Day Blues
• The Can Man

Summary
Rosalinda discovers the Night Man stealing lemons from her lemon tree and later sees him selling the lemons. The
tree gets sick, but a wise old woman tells Rosalinda how to heal it. Soon the tree is full of lemons, which Rosalinda
shares. She gives one to the Night Man so he can plant the seeds and grow his own lemons to help feed his family.
Messages
Forgive people and be kind to them, even if they’ve hurt you. You can change someone’s life by being kind to him or
her. The best way to feel good about yourself is to be kind and generous to the people around you.
Goals
TEXT: Under the Lemon Moon

■■Learnabout Mexican culture (e.g., Spanish words ■■Express reasons why the story in Under the Lemon
and phrases). Moon could not happen in real life.
■■Inferthe importance of ideas relevant to their world, ■■Talk about messages related to kindness and
such as forgiveness and generosity. forgiveness in the text.
WHOLE CLASS
Comprehension Vocabulary
■■Infercharacters’ feelings from their dialogue ■■Notice and derive the meaning of Spanish words from
and behavior. the text (e.g., mi arbolito, lo siento).
■■Noticehow the author uses sound devices and poetic ■■Use academic language to talk about the book and
language (e.g., puc-buc-buc, dripping with lemons). print features (e.g., dedication, text, illustrations).
About This Book

GENRE FOCUS A bit of fantasy (the magical appearance of La Anciana and the miraculous transformation of the
lemon tree) is woven into a story with human characters in a realistic setting.
HOW THE BOOK WORKS This third-person narrative is told sequentially through a series of events in which the
main character learns the power of forgiveness.
■■Simple plot with chronological sequence and a single setting: the Mexican countryside
■■Some words that appear in the vocabulary of mature language users (Tier 2)
■■Some Spanish words, many defined within the context of the text (e.g., Mi arbolita, my little tree)
■■A guide to pronunciation and meanings of Spanish words in the text provided on the copyright page
■■Use of sound words (onomatopoeia) and poetic language
FPC_IRA_G3_B4_PPDF_UnderLemonMoon_3585.indd 1 6/20/2018 2:31:03 PM
TEXT: Far Above Earth
SR
A Day on the Space
Station
• Far Above Earth
Author Jane Simon
• a pointer
Shared Reading
Summary
Respond to the SR text by using the

Messages
outer space.
Goals
Shared Writing section on your lesson

Search
Reflect
■■
reading. Understand
Read
folder.
About This Book

Content that
Repeating
Table
Sidebars with
Detailed
■■ photographs
SMALL GROUP

INDEPENDENT
routines.

DAY 5
200
Minilessons
Management
Literary Analysis
Strategies & Skills

The Reading
Minilessons
Book
Revisit previously taught minilesson. Your Every Day Guide for Literacy Teaching
3
TEXT SET 1
You Will Need Book The Can Man
IRA
Grade 3
• The Can Man Author Laura E. Williams
• Chart paper and marker Illustrator Craig Orback
• Books and articles about reducing, reusing, Genre Fiction/Realistic
and recycling
• Paper, pencils, and crayons • Enemy Pie
Spider’s Tale
• Last Day Blues
• The Can Man

Summary
Tim wants a skateboard for his birthday, but his family can’t afford to buy one for him. When Tim sees a homeless
man collecting empty cans for the redemption money, he decides he can earn money for the skateboard the same
way. In the end, he gives his money to the homeless man when he realizes the man needs it to buy a warm coat.
Messages
Helping others is more important than helping yourself. We can help people who are homeless and don’t have
things we have. An act of kindness can be spread.
Goals
TEXT: The Can Man

■■Makeconnections between the book’s themes of ■■Discuss themes reflecting everyday life
compassion and kindness and their own experiences. (e.g., compassion, homelessness, recycling).
■■Relate ideas in The Can Man to ideas in other texts. ■■Discuss how realistic illustrations provide details about
characters, setting, and plot events.
Comprehension
Vocabulary
WHOLE CLASS
■■Notice and infer the importance of ideas relevant to

their world (e.g., life’s challenges). ■■Use some academic vocabulary to talk about literary
■■Recognize how the main character (Tim) grows and features (e.g., problem, events, character change).
changes in the story. ■■Use some academic language to talk about the fiction
■■Recognize more than one problem in a story. genre (e.g., realistic fiction).
About This Book

GENRE FOCUS This realistic-fiction story has a believable plot and characters. Students may or may not be familiar
with the urban setting, but the story will prompt them to think about topics such as homelessness, the difference
between needs and wants, and the satisfaction of helping others.
HOW THE BOOK WORKS This third-person narrative unfolds sequentially through a series of events in which the
main character changes and demonstrates compassion for another person.
■■Realistic illustrations that depict the characters and urban setting
■■Some interesting words that may be new (e.g., homeless, crate, redemption center)
■■Some long and complex sentences that require attention to follow
■■Descriptive language that conveys sensory experiences (e.g., whizzed up, bumped the bags, crackled and clanked)
and figurative language such as similes (e.g., clinking like coins)
■■Character development as a result of plot events
FPC_IRA_G3_B4_PPDF_TheCanMan_3586.indd 1 6/20/2018 2:35:22 PM
TEXT: Far Above Earth
SR
A Day on the Space
Station
• Far Above Earth
Author Jane Simon
• a pointer
Shared Reading
Summary
Messages
outer space.
Goals

Search
Reflect
■■
reading. Understand
Read
About This Book

Content that
Repeating
Table
Sidebars with
Detailed
■■ photographs
SMALL GROUP
Student choice and confer with individual Options for student choice include:
INDEPENDENT
students. • Independent reading

• Writing about reading in the Reader’s Notebook

DAY 6
MANAGEMENT UMBRELLA 2
DAY 7
EXPLORING THE CLASSROOM LIBRARY EXPLORING THE CLASSROOM LIBRARY
MGT.U2.RML1: Some books in the MGT.U2.RML2: Some books in the

classroom library are organized by classroom library are organized by
author, illustrator, or topic genre
TEXT SET 1 TEXT SET 1
THE IMPORTANCE OF KINDNESS THE IMPORTANCE OF KINDNESS
WHOLE CLASS
Revisit books from text set 1 and/or
WHOLE CLASS

have students identify projects for have students identify projects for
further exploration from the Inquiry further exploration from the Inquiry
Overview Card. Overview Card.
SMALL GROUP
SMALL GROUP
TEXT SET
CARING FOR EACH OTHER: FAMILY
Using book talks, introduce each book

to the whole class. Have students
for book club on days 12–15.
Student choice and confer with Student choice and confer with
INDEPENDENT
INDEPENDENT
individual students. individual students.

DAY 8
DAY 9
EXPLORING THE CLASSROOM LIBRARY GETTING STARTED WITH INDEPENDENT
READING
MGT.U2.RML3: Take good care of the
books in the classroom library MGT.U3.RML1: Read a book or write
your thoughts about your reading
TEXT SET 1
THE IMPORTANCE OF KINDNESS TEXT SET 2
CONNECTING ACROSS GENERATIONS:
WHOLE CLASS
WHOLE CLASS
FAMILY
have students identify projects for
further exploration from the Inquiry TEXT: In My Momma’s Kitchen
Overview Card.
SMALL GROUP
SMALL GROUP
Students read the book they

upcoming book club.
upcoming book club.
INDEPENDENT
INDEPENDENT

DAY 10
DAY 11
GETTING STARTED WITH INDEPENDENT GETTING STARTED WITH INDEPENDENT
READING READING
MGT.U3.RML2: Choose books that MGT.U3.RML3: Choose books that

you want to read are just right for you

CONNECTING ACROSS GENERATIONS: CONNECTING ACROSS GENERATIONS:
WHOLE CLASS
FAMILY FAMILY
WHOLE CLASS
TEXT: Sitti’s Secrets TEXT: Mooncakes
TEXT: Trapped in Tar
LETTER-SOUND RELATIONSHIPS 1:
Recognize and Say Consonant
Clusters That Blend Two or Three
Consonant Sounds (Onsets)
SMALL GROUP
SMALL GROUP
Students read the book they TEXT SET

selected in preparation for their CARING FOR EACH OTHER: FAMILY
upcoming book club.
Prepare to facilitate book clubs for
this text set on days 12–15.

INDEPENDENT
INDEPENDENT
DAY 12
DAY 13
GETTING STARTED WITH INDEPENDENT GETTING STARTED WITH INDEPENDENT
READING READING
MGT.U3.RML4: After a good try, you MGT.U3.RML5: Keep your books

may have a reason to abandon a and materials organized in your
book personal box

WHOLE CLASS
WHOLE CLASS
FAMILY FAMILY
TEXT: Knots on a Counting Rope TEXT: Storm in the Night
TEXT: Trapped in Tar TEXT: Trapped in Tar
LETTER-SOUND RELATIONSHIPS 2: WORD-SOLVING ACTIONS 1:

Recognize and Use Consonant Recognize and Use Onsets and
Clusters (Blends) at the End of Rimes to Read Words
a Word
Individual Assessments Individual Assessments
SMALL GROUP
SMALL GROUP
TEXT SET TEXT SET

CARING FOR EACH OTHER: FAMILY CARING FOR EACH OTHER: FAMILY
Facilitate one book club. Facilitate one book club.
INDEPENDENT
INDEPENDENT

DAY 14
Revisit books from previously taught
DAY 15
Revisit books from previously taught
minilesson. minilesson.

FAMILY FAMILY
WHOLE CLASS
Revisit books from text set 2.
WHOLE CLASS
WORD-SOLVING ACTIONS 3:
WORD-SOLVING ACTIONS 2:
Recognize and Use Onsets and
Recognize and Use Onsets and
Rimes to Read Words
Rimes to Read Words
SMALL GROUP
SMALL GROUP
TEXT SET TEXT SET
CARING FOR EACH OTHER: FAMILY CARING FOR EACH OTHER: FAMILY
Facilitate one book club. Facilitate one book club.
INDEPENDENT
INDEPENDENT

DAY 16
DAY 17
THINKING AND TALKING ABOUT BOOKS THINKING AND TALKING ABOUT BOOKS
LA.U1.RML1: Think about the books LA.U1.RML2: Turn and talk to share
you read and share your thinking their thinking
with others
TEXT SET 2
TEXT SET 2 CONNECTING ACROSS GENERATIONS:
CONNECTING ACROSS GENERATIONS: FAMILY
WHOLE CLASS
FAMILY
WHOLE CLASS


WORD-SOLVING ACTIONS 4: Use
Onsets and Rimes in Known Words
to Read and Write Other Words with
the Same Parts
Form initial GR groups and establish
GR routines.
Form initial GR groups and establish
GR routines.
SMALL GROUP
SMALL GROUP
TEXT SET See Day 21 for details on books and

SHARING OUR WORLD: ANIMALS discussion cards.
Using book talks, introduce each book

to the whole class. Have students
for book club.
INDEPENDENT
INDEPENDENT

DAY 18
DAY 19
DAY 20
Revisit a previously taught
THINKING AND TALKING ABOUT THINKING AND TALKING ABOUT minilesson.
BOOKS BOOKS
LA.U1.RML3: When you read, LA.U1.RML4: Share your

mark places you want to talk opinion and support it with
about evidence
TEXT SET 2 TEXT SET 3 TEXT SET 3

CONNECTING ACROSS SHARING OUR WORLD: ANIMALS SHARING OUR WORLD: ANIMALS
WHOLE CLASS
GENERATIONS: FAMILY
TEXT: I Love Guinea Pigs TEXT: A Friend for Lakota: The
Revisit books from text set 2. Incredible True Story of a Wolf
Who Braved Bullying
Review previously taught WORD-SOLVING ACTIONS 5: WORD-SOLVING ACTIONS 6:

lesson. Break a Word into Syllables to Recognize and Use Word
Decode Manageable Units Parts to Solve an Unknown
Word and Understand its
Meaning
Form initial GR groups and Form initial GR groups and Form initial GR groups and
establish GR routines. establish GR routines. establish GR routines.
SMALL GROUP

selected in preparation for
their upcoming book club.
Student choice and confer Student choice and confer Student choice and confer
INDEPENDENT
with individual students. with individual students. with individual students.

DAY 21
WRITING ABOUT READING UMBRELLA 1 Irene C. Fountas & Gay Su Pinnell
200
Minilessons
Management
Literary Analysis
Introducing a Reader’s Notebook
RML1 Collect your thinking in your reader’s notebook.

Umbrella 1
Independent Reading
RML 1
WAR.U1.RML1
Introducing a Reader’s
Notebook
Collect your thinking in your reader’s notebook.
Goal
Understand that a reader’s notebook is a special place to collect thinking about
Have a Try
Invite the students to talk with a partner about the
RML 1
WAR.U1.RML1
Umbrella 1 Introducing a Reader’s Notebook
Assessment
After you have taught the minilessons in this umbrella, observe students as they talk
Strategies & Skills You Will Need books read. reader’s notebook. and write about their reading across instructional contexts: interactive read-aloud,
RML2 Write the title and author of each book you read on your reading list. independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading a reader’s notebook for each Rationale Turn and talk to your partner about what you
w
club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe students’
INTRODUCING A READER’S NOTEBOOK

RML3 Write the genre of each book on your reading list. student (if using a plain notebook, understand about what you will do in the
Students need numerous opportunities to respond to reading in different forms. A reader’s notebook. reading and writing behaviors across instructional contexts.
set up tabbed sections for Reading
The Reading
RML4 Keep a tally of the kinds of books you read. List, Choosing Books, Minilessons, reader’s notebook is a special place for them to keep a record of their reading lives
and to share their thinking about books they have read. w Ask a few students to share their responses. Confirm w What evidence do you have of new understandings relating to using a
and Writing About Reading)
RML5 Write E (easy), JR (just right), or D (difficult) for each book on your their understanding of a reader’s notebook, and clear reader’s notebook?
reading list. w chart paper prepared with a four- Assess Learning
column chart up any misconceptions that may have arisen. • Do students understand the purpose of a reader’s notebook?
Minilessons
RML6 Follow the guidelines in your reader’s notebook to do your best reading
markers Observe students when they use a reader’s notebook. Notice if there is evidence of • Do they understand the purpose of each section?
and writing work. w
Summarize and Apply
new learning based on the goal of this minilesson.
• Do they record the title, author, date completed, genre, and difficulty level
Academic Language / Do students understand the purpose of a reader’s notebook?
Section 4: Writing About Reading

w Help students summarize the learning and remind
Before Teaching Umbrella 1 Minilessons (easy, just right, difficult) of the books they read on their reading list?
Important Vocabulary w Do they understand the purpose of each section of a reader’s notebook? them to collect their thinking about their reading in a • How well do they keep a tally of the kinds of books they have read?
The minilessons in this umbrella demonstrate how to introduce Reader’s Notebook: reader’s notebook.
Book
reader’s notebook w Do they collect their thinking about books they have read in a reader’s
Intermediate (Fountas and Pinnell 2011) to your students; however, if you do not w • Can they follow the guidelines for literacy work?
notebook? Talk about how you will use your reader’s notebook.
have it, a plain notebook can be used instead. The goal of a reader’s notebook is for w reading list • Do they use vocabulary such as reader’s notebook, genre, and guidelines?
w Do they understand the terms reader’s notebook, reading list, minilessons, and
students to have a consistent place to collect their thinking about their reading (see w minilessons w Write the principle at the top of the chart.
writing about reading? w What other parts of the reader’s notebook might you have the students start
pp. 46-49 for more on using a reader’s notebook). writing about reading
w A reader’s notebook is a special place for you to using based on your observations?
Before introducing the reader’s notebook, it would be helpful to teach the
collect your thinking about your reading.
minilessons in Section One: Management. For this umbrella, use the following books Use your observations to determine the next umbrella you will teach. You may also
Minilesson
from the Fountas & Pinnell Classroom™ Independent Reading Collection or any Reader’s Notebook Today, you will read and then write a few sentences about what you are thinking consult Minilessons Across the Year (pp. 55-57) for guidance.
WAR.U1.RML1: Collect your thinking in your

other fiction and nonfiction books from your classroom library. Give each student a reader’s notebook and provide a lesson that introduces students about the book in the Writing About Reading section with the green tab. You will
to the contents and purpose of the notebook. Here is an example. share what you wrote when we come together in the meeting area.
Independent Reading Collection Reader’s Notebook
Each of you has your own reader’s notebook, which you will use this year. Share
The Absent Author by Ron Roy When this umbrella is complete, provide a copy of the minilesson principles (see
Take a couple of minutes to look through it.
Captain Awesome to the Rescue! by Stan Kirby Following independent reading time, gather students together in the meeting area to talk in resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
What do you notice about the reader’s notebook? What do you think you the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Avalanches by Lisa Bullard will do with it?
pairs about what they wrote.
Your Every Day Guide for Literacy Teaching Turn and talk to your partner about the book you read. Share what you wrote
Pinnell 2011]), so they can refer to the information as needed.
w Draw students’ attention to the tabs at the top of the reader’s notebook. about your thoughts in a reader’s notebook.
The reader’s notebook has four sections. You can use the tabs at the
top to find each section. Open your notebook to the yellow tab that says
w After pairs share their reader’s notebooks, invite a volunteer to share with the class.
Reading List.
reader’s notebook
What do you think you will write in this section?
w Record students’ responses in the first column of the chart, under the heading
Reading List. w Have students personalize their notebook covers to take ownership of them.
w Continue in a similar manner with the three remaining sections (Choosing w Have students establish a place to store the reader’s notebook in their personal boxes
Books, Minilessons, and Writing About Reading). Students might need help (see Umbrella 3: Getting Started with Independent Reading, found in Section One:
TRY-IT SAMPLE LESSONS understanding that they will glue a copy of the minilesson principles in the
Minilessons section so that they have them as a reference.
Management).
Umbrella 1: Introducing a Reader’s Notebook 483 484 The Reading Minilessons Book, Grade 3 Umbrella 1: Introducing a Reader’s Notebook 485 496 The Reading Minilessons Book, Grade 3
Prepare to use the books in this text set by

TEXT SET 3
Sharing Our World: Animals
IRA
You Will Need Book Moon Bear
IRA
Grade 3
• Moon Bear Author Brenda Z. Guiberson
• Paper and pencils Illustrator Ed Young
• Books, articles, and websites about
Genre Nonfiction/Narrative
A Friend endangered bear species such as polar bears,
Text Set Sharing Our World: Animals
familiarizing yourself with the Inquiry Overview Card.

for Lakota sun bears, grizzly bears, and giant pandas • I Love Guinea Pigs
Jim and Jamie
• Colored pencils, watercolors, and/or • A Friend for Lakota
Dutcher poster paints • Moon Bear
• Ape
• And So They Build
I Love Guinea Pigs A Friend for Lakota Moon Bear Ape And So They Build
SHARING OUR WORLD: ANIMALS

Summary
About This Text Set A moon bear wakes from its sleep in the spring, spends the summer seeking and eating different kinds of food, and
sleeps very deeply through the following winter. When she awakes again, she has three baby moon bears.
The texts in this set of nonfiction books explore a variety of animals, including guinea pigs, wolves, apes,
birds, and bears. Each book provides facts about the animals in a narrative or expository structure,
and includes detailed color illustrations that provide additional information. Students will notice how Messages
Here you’ll find the essential questions, big ideas, and

different authors approach similar topics in different ways, both in the language choices they make, and All animal species are unique and fascinating. It is important to study and protect endangered species and
in the way they organize and present information. wild animals.
Bats! Strange and
Goals
North: The Amazing Story Almost Gone: The World’s
of Arctic Migration Rarest Animals Wonderful Think about the reading behaviors and understandings your students control. Refer to The Fountas & Pinnell Literacy
Peregrine’s Journey Shell, Beak, Tusk A Mother’s Journey
A Wolf Pack ■■Noticethe characteristics of an informational book and ■■Support ideas with reasons from the text.
Saving Cranes
TEXT: Moon Bear

an animal story in Moon Bear. ■■Express ideas about the author’s message, and listen
■■Learn new concepts about moon bears. actively to others’ ideas on the topic.
critical thinking students will explore and investigate

Thinking Across Books ■■Inferthe author’s message about how humans should
treat animals.
Vocabulary

■■Use academic vocabulary to talk about genre and book
While reading the books in this text set, help students make connections across the set, and facilitate
Comprehension features (e.g., animal story, informational book,
ways of learning and finding out more about different animals. author’s note).
■■Notice and critique the author’s use of repetition.
■■Derive meanings of Tier 2 and domain-specific words
■■ What types of information do you learn about animals from the words and illustrations? ■■Infer the author’s attitude toward moon bears.
(e.g., oozing, drenching, scuttles, bamboo shoots).
■■ What similarities and differences do you notice among the different animals in these books? ■■Noticethe language, especially adjectives, that the .
WHOLE CLASS
author uses to convey different moods.

■■ What are the different ways that the authors provide facts and information?

About This Book
Engage students by keeping this essential question and these big ideas in mind as you read and talk GENRE FOCUS This narrative nonfiction book is an animal story about a year in the life of a moon bear. The typical
further as they engage with these texts.

about the texts in this set. Be sure to use language appropriate for the grade level. This question can also behaviors of a moon bear are described accurately, but using poetic language.
be explored through a variety of inquiry projects, including the suggested projects on the next page. HOW THE BOOK WORKS The book consists principally of two-page illustrated spreads, each focusing on a moon
bear behavior. The text on each pair of pages is structured as a question and response about the behavior. The
author’s note contains information about moon bear rescue efforts.
Grade 3
Why is
Learning about animals it important to learn You can ask ■■Narrative following a year in the life of a moon bear
can help you understand about the animals that questions to learn ■■Repetitive sentence structure featuring questions and answers
the natural world. share our world? more about animals. ■■Simple sentence structures, but generous use of Tier 2 and domain-specific vocabulary (e.g., oozing, gulps,
drenching, scuttles, Himalaya, monsoon, bamboo shoots)
■■Use of adjectives and other descriptive language to set a different mood in each spread
Learning about animals can inspire you to care more ■■Full-bleed illustrations in a collage style
about animals and the earth. ■■Author’s note with facts about moon bear rescue operations and ways individuals can help
FPC_IRA_G3_ICard_PPDF_SharingWorldAnimals_3593.indd 1 7/2/2018 3:04:05 PM
Front
FPC_IRA_G3_B5_PPDF_MoonBear_3596.indd 1 6/20/2018 2:42:26 PM
TEXT: Tiny but Fierce
SR
You Will Need Book Tiny but Fierce
Author Cheri Colburn
• Tiny but Fierce Genre Nonfiction/
• a pointer Persuasive
Shared Reading
Summary
Dragonflies are tiny creatures, but their small size does not keep them from being
successful hunters. These beautiful insects have all the tools they need to see, catch, and
eat their food. In fact, dragonflies may be better hunters than sharks or lions.
Messages
Even a small living thing can be strong and dangerous. Bigger isn’t always better.
Goals

Self-monitor reading
■■ using Understand the
■■ meaning of Search
■■ for information in
multiple sources of information content words in a nonfiction text photographs and sidebars.
(i.e., meaning, language (fierce, directions, prey). Express
■■ opinions about the text
structure, visual information). Recognize
■■ and use comparative and justify with evidence.
Fluent Reading words (better, best, most, almost). Use
■■ graphic organizers (charts,
Recognize
■■ and reflect Phonics/Word Study web, etc.) to compare different
punctuation with the voice when kinds of information.
Read
■■ high-frequency words
reading in chorus. quickly and easily. List the
■■ significant ideas in an
informational text.
Recognize
■■ possessives.
About This Book

GENRE FOCUS This persuasive nonfiction text highlights the hunting tools of a dragonfly and compares the
dragonfly’s skill to a lion’s and a shark’s, arguing that dragonflies are the “world’s best” hunters.
HOW THE BOOK WORKS The book presents the tools and skills a dragonfly uses to make it a successful hunter.
Large photographs support the text. Sidebars add information about sharks and lions.
Factual,
■■ persuasive text on a science topic
Compare/contrast
■■ structure with detailed descriptions and photographs
Onomatopoetic words
■■ (Snap, Zap)
Comparative vocabulary (best,
■■ better, most, almost)
Many high-frequency words
■■
Possessives
■■ (dragonfly’s, shark’s, lion’s, world’s)
FPC_SR_Lesson_2020_G3_TinyButFierce.indd 3 5/1/17 4:54 PM
WORD-SOLVING ACTIONS 7: Use Alpha

7 WORD-SOLVING ACTIONS Connect Learning Across Contexts Use Alphabetical Order to Locate Information WORD-SOLVING ACTIONS 7
EARLY MIDDLE LATE Shared Reading You may wish to use the following Shared Reading title from About Words in a Variety of Reference Tools EARLY MIDDLE LATE
Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a
glossary.
YOU WILL NEED
Exploring Underground by Louis Petrone
Plan
Guided Reading When students are reading books with indexes or glossaries,
Ready Resources
point out how they are organized in alphabetical order. Have students practice Alphabet Strips
ff
Consider Your Students
XX WSA 7
ff Pocket-Chart Cards
using them.
betical Order to Locate Information About

By third grade, students know the alphabet and have worked with Online Resources
Shared Writing As you write together, have students use alphabetical order to alphabetical order in a variety of ways (e.g., putting names in
locate words in dictionaries and thesauruses. WSA 7
ff Action Tags
order), but they may not be fluent using letter order in more
WSA 7
ff Word Cards
Independent Writing Help children use alphabetized word lists or simple sophisticated ways. Use this lesson to help students understand
the fundamental process of putting words in alphabetical order as WSA 7
ff List Sheets
dictionaries as tools for locating words.
well as the use of the alphabet as an organizing tool. You can use Other Materials
the words provided in this lesson or create your own list of words. pocket chart
ff
Extend Learning student dictionaries
ff
Give
■f students lists of words that start with the same letter and require them to
Working with English Language Learners
XX
notice the second, third, or even fourth letters of words. You can easily Students’ levels of familiarity with alphabetical order will depend
construct these lists by using a student dictionary and focusing on one letter on their previous experiences, not only with written English but Generative Lesson
(e.g., machine, mad, made, magic, magical, magnet, make, mammal, man, also with print in their own languages. Remember that students’ A generative lesson has a simple
home languages may not be represented in writing with the structure that you can use to
Words in a Variety of Reference Tools

mane, mango, many, map, mark, market, mask, math, maze, meal, mean, meat,
medicine, meeting, men, meow, messy, met, might, mine, mist, mistake, model, Western alphabet. Give students plenty of opportunities to put present similar content or
moist, monkey, more, mud, musk, my, mystery). If students can easily simple words in order before moving to secondary levels of concepts. Use this lesson
alphabetize a list such as this one, they will not need much more practice. organization (using second or third letters). As always, it is best to structure to teach students to use
create lists of words that students can read and understand. alphabetical order to locate
Let
■f students choose sets of words (e.g., number words, color words, animal
information about words in a
words), and see how quickly they can alphabetize them. Use a timer to add
variety of reference tools.
interest.
You
■f may want to help students develop some systematic ways of using
searching tools on electronic devices.
UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
Connect with Home
XX The alphabet is a powerful tool for organizing and accessing Common reference tools with
Have students construct lists of “home words” (family and pet names, rooms, toys information. Most reference tools use alphabetical order as the information about words
and other possessions), alphabetize them, and then bring their alphabetized lists organizing structure. Becoming familiar with and fluent in using include glossaries, dictionaries,
to share. alphabetical order will help students find information more and thesauruses.
quickly and free their attention for learning. Sometimes
alphabetical order is referred to as “ABC order.” Information in most reference
tools is arranged in alphabetical
order.
Use alphabetical order to find

information in a glossary,
7
dictionary, or other reference

WORD-SOLVING ACTIONS
tool.
Comprehensive
Phonics, Spelling,
and Word Study
Guide
Refer to:
page 81, row 38
Word-Solving Actions: Use Alphabetical Order to Locate Information

460 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 457
You Will Need
The Preview Pack contains one title per text level

GR
Book The Feathers
Groups A, B, C
and the Fox
• The Feathers and the Fox, Level I Level I
• whiteboards Author Amber Fitch
• magnetic letters Genre Nonfiction/
Guided Reading
Expository
to download online resources to support
You Will Need
GR
this lesson, including: Book Frank and Bean

• Recording Form Level M
• Frank and Bean, Level M Author Debra Rose Herman
• magnetic letters Illustrator Bill Basso
Guided Reading
Visit resources.fountasandpinnell.com Genre Fiction/Realistic
from the Grade 3 Guided Reading Collection to try

(Graphic/Short
Stories)
You Will Need
GR
Book
this lesson, including: The Hidden City: Based
Goals • Recording Form on a True Story
• The Hidden City: Based onto
a True Story, Level Q
Think about the readers and the behaviors and understandings notice, teach for, and support at Level I in
Level Q Author Harold Williams
The Fountas & Pinnell Literacy Continuum. Select goals that match the needs of your students. The following may
be appropriate. Illustrator Amit Tayal
Guided Reading
Genre Fiction/Historical
Reading ■■ Understand words with an Phonics/Letter and
this lesson, including:
■■Search for and use information • Recording apostrophe indicating possession Word Work
Form
from pictures. (bird’s).
Recognize, make, and break apart
Goals
■■
■■Use multiple sources of

■■ Understand that a nonfiction book one-syllable words with a variety
information to monitor and gives facts. of phonogram patterns.
Think about the readers and the behaviors and understandings to notice, teach for, and support at Level M in
self-correct. ■■ Recognize that a process happens The Fountas & Pinnell Literacy Continuum. Select goals that match the needs of your students. The following may
in time order. Writing About Reading
■■Read with appropriate stress and
intonation. ■■
Goals
Understand that photographs add
be appropriate.
■■Discuss how a text is organized by
Reading the seasons. to notice, teach for, ■■Infer the larger message in the Phonics/Letter and
■■Understand some words that Think about theideas
to the readersandand the behaviors
information in and understandings
require the use of multiple and support at Level Q in The Fountas & Pinnell
a text. ■■ Literacy
Sustain Continuum.
searching Select goals that text, that impatience can create
for information Word Work
with a small group of students. (6 copies of each title

match ■the needs problems.
sources of information ■Infer the of yourmessage
larger students.inThe
thefollowingovermay be appropriate.
a text. ■■Take apart two-syllable words
text, that animals have special ■■ ■■Solve new words independently.
■■Infer information about characters, by syllable.
(ptarmigan, change).
Reading Understand how a setting is Word Work
plot, and action from graphic
ways to survive. ■■Notice punctuation and begin to
■■Search for and use information important. ■■ texts, in and
Recognize which illustrations
solve words in carry Writing About Reading
reflect it with the voice through
from a wide variety of ■■ Recognize and understand much
which one ofconsonant
the meaning. sound is ■■Recognize what a writer does to
intonation and pausing.
illustrations and graphics. variations in plot structure: represented
■■Notice andby several different
understand humor in create humor in a text.
Understand words that appear in
Analysis of Book Characteristics
■■
flashback. letters or letter clusters.
■■Notice a variety of punctuation The Feathersthe and the Fox,
language Level
of mature usersI and
a text.
and reflect it with the voice. ■■ Infer the larger message in ■■Notice the evidence a writer
How The Book Works This expository nonfiction explains how the ptarmigan’s infeathers
written change
the text,
texts (Tier in order to Writing About Reading
2) (plump,
colors
that it may take
■■Add to vocabulary through concentrate). provides to show character
protect it from the predatory fox. The book features strong photograph support and is organized
perseverance by season.
to reach an Recognize the importance of the
■■
reading (pyramid, failure). attributes and motives.
important goal. setting to plot in historical fiction.
Genre/Form ■■InferThemes
information and Ideas
about Vocabulary
■■Nonfiction characters,
■■ setting,
Concrete themeplot,close
and to students’ ■■Most vocabulary words known by
action experience
from graphic texts, in
(nature) children through oral language,
■■Expository text
which■■
illustrations carry much of
Clear, simple idea easy to
Analysis of Book Characteristics
listening to stories, or reading Frank and Bean, Level M
Text Structure the meaning.
identify and understand (animal How The Book Works This realistic fiction graphic text is organized into humorous short stories about siblings
Narrative text with
Words
■■ camouflage) Frank and Bean. Frank is cautious and levelheaded, while Bean is adventurous and impulsive. The print is displayed in
■Mostlyspeech
text■boxes, one- and two-syllable
provided.)
straightforward structure bubbles, and thought bubbles.
(beginning, series of episodes, Language and Literary words with some picture support
and an ending) Analysis of Book Characteristics
Features Genre/Form The Hidden City:Language
(fox, winter, feathers) Based on andaLiterary
True Words
Underlying
■■ structural patterns Story, ■■ Level not
Settings Q typical of many ■■Fiction Features A wide variety of verbs with
■■
Illustrations
(categorical, chronological children’s experiences ■■Realistic (Humorous) ■■ Plots with conflict and resolution inflectional endings (belongs,
How The Book Works This historical fiction graphic ■■ text is organized
Photographs chronologically, with some flashback. Graphics
of the important
sequence, problem and solution) (wilderness) ■■Graphic Textand ideas ■■ Characters revealed by what they filled, kidding)
carry much of the meaning and are important to understanding
content the setting. Ivan and his
in the text team search the rainforest
say, think, and do and by what Wide
■■ range of contractions
Content for theSentence
ruins of oldComplexity
Maya cities.
TextBookStructure
and Print Features others say and think about them (doesn’t, you’re, aren’t)
More
■■ content that goes beyond Genre/Form ■■Some longer sentences with more ■■Variation in narrative (collection
Themes ■■ and
Five toIdeas
nine lines of print per page Vocabulary
students’ immediate experience than fifteen words of■short storiesthat
related to an Sentence Complexity Illustrations
■■Fiction ■■ Ideas and
■Boldthemes require
word for emphasis (all) ■■ Some idioms (you can say good-
(different environments, animals ■■A few compound sentences joined overarching of theme) ■■ Some longer sentences with more Illustrations that
■■ enhance and
■■Historical understanding
Photos, label cultural
(fox) diversity bye, a close call, keep your eyes
of the world) by conjunctions (The winter ■■
than fifteen words extend meaning in the text
Graphic text and the snow starts to (the Maya culture)
Content open, Beat it)
Moderate
■■ level of support ■■ comes, ■■ Periods, commas, and ■■ Some sentences beginning with Illustrations that
■■ carry much of
provided by picture information fall.) Language
■■ exclamation
Content interesting
and mark
Literary to and Words subordinate clauses (If it falls, it the meaning in a graphic text
Text Structure
relevant for the reader (sibling
Features ■■ Manywillmultisyllable
fall in our yard.)
words
■■Variation in structure (simple Book and Print Features
SMALL GROUP
differences) (explorer, wonderful, fascinating,

flashback)
■■ Setting that is distant in time and
Vocabulary Information
■■ shown in a variety of
geography
Themes and (MayaIdeas
forest) discovered)
Content ■■ Some words that appear in the picture and print combinations
■■ Language
■■Concrete that creates
themes suspense
close to
■■ Base words with affixes (deadly,
vocabulary of mature language in a graphic text (thought and
■■Text with new content that will (Butstudents’
it’s also full of dangers
experience like
(family disappeared, carefully)
© 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. 1 2) (plump, concentrate,
users (Tier speech bubbles)
engage and interest readers and snakes, bees, and wild cats.)
relationships)
expand knowledge (the Maya
Illustrations
brim)
■■ Use of expressive language in
culture) ■■ ■■ Words with
Illustrations multiple
that meanings
enhance and
dialogue (Look out! Wow!)
FPC_GR_0513_Level I_The Feathers and theFox_.indd 1 ■■ (nails,the
extend catch)
text 6/6/18 12:20 AM
Setting that requires content
knowledge of geography and Sentence Complexity
Book and Print Features
history (Maya empire, tropical Many sentences
■■ beginning with
Mostly small
■■ but readable font size
forests) phrases (For explorers like us,
the forest
© 2019 by Irene is full
C. Fountas andofGay
wonderful ■■Variety
Su Pinnell from Fountas in Classroom™.
& Pinnell print placement
Portsmouth, NH: Heinemann. All rights reserved. 1
surprises. Apart from the snakes,
there are spiders.)
TEXT SET Sharing Our World: Animals

The Preview Pack contains the Inquiry Overview Card,
BC
Book Clubs Book Clubs Book Clubs Book Clubs

Dog Finds Lost Hope for Winter Tiger in
Book Clubs
the Discussion Card for each title in the set, and six
Dolphins! David Yates, Craig Trouble!
Title Dog Finds Lost Dolphins! Hope for Winter Title Hope for Winter: The True Title Shark ATTACK! Tiger in Title Tiger in Trouble!

Elizabeth Hatkoff, Juliana Kelly Milner Dog Finds Story of a Remarkable
Begin numbering this
Carney Hatkoff, and Halls
Grade 3
David Yates, Craig book on the left-hand Grade Grade 3 Trouble! Grade 3
Lost Dolphins! Dolphin Friendship page showing the photo
Isabella Hatkoff Author Elizabeth Carney Author Cathy East Dubowski Author Kelly Milner Halls
Hatkoff, Juliana Grade 3 of rescuers holding the Kelly Milner
Elizabeth Genre Narrative Nonfiction Illustrators Malcolm McGregor and Genre Narrative Nonfiction
Hatkoff, and Authors David Yates, Craig Hatkoff, baby dolphin. Halls
Dog Finds Lost Hope for Winter Shark Attack! Tiger in Trouble! Carney Text Set 2 Sharing Our World: Animals Peter Dennis Text Set 2 Sharing Our World: Animals
Isabella Hatkoff Juliana Hatkoff, and Isabella
Dolphins! Genre Hybrid Nonfiction
Hatkoff
Text Set 2 Sharing Our World: Animals
Genre Narrative Nonfiction
Book Talk Text Set 2 Sharing Our World: Animals Book Talk
About This Text Set This book tells the story of Nitro, a 10-year-old tiger who was found living in a backyard in
In this inspiring book, you’ll meet Cloud, a black lab, and the first dog ever to be trained
The texts in this set of nonfiction books explore a variety of animals, including dogs, dolphins, sharks, Book Talk Kansas and taken to Carolina Tiger Rescue where he will live happily for the rest of his life.
to rescue dolphins. You’ll also read on to learn about Kasey, the miracle monkey who has
and tigers. Each book provides facts about the animals in a narrative or expository structure and This book is full of stories about real-life encounters with sharks–including people who have There are two more stories about rescued animals, including an albino bat named Ethereal
complimentary copies of one of the text set titles.

helped her owner get better after a car accident, and finally, a group of rats that have Book Talk survived shark attacks and lived to tell the tale. But are sharks really the savage killers
includes photographs that provide additional information. Students will notice how different authors and a group of monkeys, and one baboon, who make up a surprising family.
become heroes in Africa. You will be amazed at what these animals can accomplish! This is the true story of a baby dolphin named Hope who was rescued and brought to
approach similar topics in different ways, both in the language choices they make and in the way they people think they are, or are they just misunderstood?
Clearwater Marine Aquarium to recover. You may have heard of another dolphin named Summary
organize and present information. Summary Winter, who was rescued and went to Clearwater five years before. This book is about how Summary This nonfiction chapter book introduces readers to some real-life animal rescues. The first
You might wish to refer to the following additional books and Inquiry Overview Card for the This nonfiction chapter book introduces readers to some real-life animal heroes. The first these two dolphins became friends. Despite the name, this nonfiction chapter book teaches readers about much more than section is about a tiger named Nitro who was rescued from a man’s backyard in Kansas. The
section is about a black lab named Cloud who has been trained to find and rescue dolphins. shark attacks. Readers will learn facts about different kinds of sharks, how sharks are
Prepare to facilitate book clubs for this text

corresponding text set in Interactive Read-Aloud. second section is a about a rare albino Mexican free-tailed bat who, trying to escape an owl,
The second section focuses on a capuchin monkey named Kasey who is trained to help Summary sometimes misunderstood, and how important it is to prevent sharks from becoming
This story is about the rescue of a baby dolphin named Hope. She was found abandoned flew into an old house owned by Bat World Sanctuary. The last story is about three monkeys
The Peregrine’s Journey A Mother’s Journey North Hachiko people with disabilities. And lastly, a group of rats have been trained to detect land mines, extinct. Captioned photographs add to readers’ understanding, and stories of real-life shark
very close to the place another dolphin, Winter, was rescued exactly five years and one day and one baboon who, after being rescued, created their own unlikely family at the Primate
saving thousands of lives. encounters will engage readers even more.
earlier. The Clearwater Marine team took Hope in just as they had Winter and nursed the Rescue Center.
Messages new dolphin back to health. She and Winter became fast friends, and they now live together Messages Messages
Thinking About Books Animals can do incredible things. Sometimes heroes are found in unexpected packages. at the aquarium where they spend their days swimming, eating, and playing happily. Learning about animals can help you better understand them. Each species of animal is Some animals are not meant to be pets. People can help animals in need through rescue
Animals and people have connections, and they often depend on and help each other. unique and important in its own way. organizations. It’s important to respect wild animals and to treat them with kindness.
While reading the books in this text set, help students make connections to their own experiences, and Messages
facilitate ways of learning and finding out more about different animals. Important Text Characteristics Everyone needs a friend, even animals. Animals are social and need family just like people. Important Text Characteristics: Important Text Characteristics
Provides factual information about a topic (animals trained to be heroes)

■■ Hybrid nonfiction, containing chapters that are expository as well as narrative
■■
Provides factual information about a topic (animal rescues)
■■
■■ What types of information do you learn about animals from the words and photographs? Important Text Characteristics Contains detailed illustrations as well as captioned and labeled photographs, designed to give
■■
Contains captioned photographs, designed to give readers additional information
■■ Contains some words that may be unfamiliar to students (hyperthermia, echolocation)
■■
■■ What do you notice about the animals in this book? Inspiring nonfiction narrative tells the story of how two rescued dolphins became friends
■■
readers additional information
Resources and organizational tools typical of nonfiction, including Table of Contents and index
■■ Resources and organizational tools typical of nonfiction, including Table of Contents and index
set on days 22–25.

■■
■■ What are the different ways that the author provides facts and information? Contains large captioned photographs that enhance the text
■■
Resources and organizational tools typical of nonfiction, including Table of Contents, index,
■■
GRADES
PreK–8
Goals Resources and information in the back of the book give information about Clearwater Marine
■■
and glossary
Goals
GRADES
PreK–8
Continuum The
Literacy
Fountas&Pinnell
Refer to The Fountas & Pinnell Literacy Continuum for Grade 3 and Aquarium, similarities between Winter and Hope, and more information about dolphins Continuum
Fountas&Pinnell
Goals
The

Literacy
choose appropriate goals. Consider these: Connection Continuum

GRADES
PreK–8

Goals
Continuum
GRADES
PreK–8
The Fountas&Pinnell
Literacy
Engage students by keeping this essential question and these big ideas in mind as you read and talk Continuum

Listening and Speaking
The Fountas&Pinnell
Notice how the three stories in the book are

Literacy
■■
choose appropriate goals. Consider these: Listening and Speaking Understand the ways kids can help the
■■
related to one another
be explored through a variety of inquiry projects, including the suggested projects on the next page. Use evidence from the text to support
■■ Listening and Speaking Use evidence from the text to explain what
■■
Use evidence from the text to support
■■
rescue organizations in this book
statements about the text Listening and Speaking Notice similarities between the two
■■ makes sharks such good hunters
Writing About Reading Use background knowledge to understand
■■ statements about the text
Identify and discuss interesting, surprising,
■■ dolphin’s stories and facts about dolphins Give reasons to support thinking about
■■ Writing About Reading
■■Write about one of the animal heroes
Follow a topic and add to discussion with on
■■ the topic Identify and discuss interesting, surprising,
■■
and important information in a text Use evidence from the text to explain how
■■ whether their ideas about sharks have Write about how students can help one
Why is using details from the text to support
topic comments Express opinions and support with
■■ and important information in a text
■■
the two dolphins saved each other changed based on the reading of the rescue organizations featured in
Learning about animals it important to learn You can ask Building Deep Understanding your thinking
Express opinions and support with evidence
■■ evidence
Grade 3
can help you understand about the animals that questions to learn the text
Building Deep Understanding Writing About Reading Writing About Reading
the natural world. share our world? more about animals.
Understand that humans can train animals
■■ Building Deep Understanding Infer that even if a person isn’t breaking
■■
to do many things, and infer that Write about the similarities and differences
■■ Write to explain how student’s thinking has
■■
Understand that Hope and Winter were each
■■ Notice and remember information about
■■ the law by their treatment of animals,
sometimes animals can do even more than between the two dolphin’s stories changed about the topic using evidence
rescued because neither could have the characteristics of different sharks they might not be doing what is best for
what they were trained to do survived in the wild from the text
that animal
Learning about animals can inspire you to care more © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved. © 2019 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom™. Portsmouth, NH: Heinemann. All rights reserved.
about animals and the earth.
FPC_BC_G3_PPDF_DogFindsDolphins_7127.indd 1 6/7/2018 1:47:51 PM FPC_BC_G3_PPDF_HopeforWinter_7128.indd 1 6/7/2018 12:25:27 PM FPC_BC_G3_PPDF_SharkATTACK_7129.indd 1 6/7/2018 12:46:16 PM FPC_BC_G3_PPDF_TigerTrouble_7130.indd 1 6/7/2018 12:50:25 PM
FPC_BC_ICard_G3_PPDF_SharingWorldAnimals_7126.indd 1 6/7/2018 12:43:31 PM

Front
INDEPEND.

students.

DAY 22
200
Minilessons
Management
Literary Analysis

Umbrella 1
Independent Reading
RML 2
WAR.U1.RML2
Notebook
Write the title and author of each book you read on your
reading list.
Goal
Learn to record the book title, author, and the date the book is completed in the
w Point to the Date Completed column.
What should I write in this column?
RML 2
WAR.U1.RML2
Assessment
Strategies & Skills You Will Need reader’s notebook. When I finish reading this book, I will write the date. and write about their reading across instructional contexts: interactive read-aloud,
RML2 Write the title and author of each book you read on your reading list. independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading two books, such as these from the Rationale Have a Try
w
club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe students’

RML3 Write the genre of each book on your reading list. Independent Reading Collection:
Recording the books they have read on a reading list helps students remember which reading and writing behaviors across instructional contexts.
• The Absent Author Invite the students to discuss with a partner how to
The Reading
RML4 Keep a tally of the kinds of books you read. books they have read and enjoyed. It also helps them remember which books they
by Ron Roy record books. w What evidence do you have of new understandings relating to using a
found overly difficult or did not enjoy, and those examples help them make better
RML5 Write E (easy), JR (just right), or D (difficult) for each book on your • Captain Awesome to the reading choices and develop self-awareness as readers. reader’s notebook?
w Display the cover of Captain Awesome to the Rescue!
reading list. Rescue! by Stan Kirby • Do students understand the purpose of a reader’s notebook?
Assess Learning I’ve decided to read this book next. Turn and talk
Minilessons
RML6 Follow the guidelines in your reader’s notebook to do your best reading w chart paper prepared to look
and writing work. to your partner about how I should list this book • Do they understand the purpose of each section?
like the reading list in Reader’s
Observe students when they use a reader’s notebook. Notice if there is evidence of
Notebook: Intermediate (Fountas on my reading list. • Do they record the title, author, date completed, genre, and difficulty level
and Pinnell 2011)

Before Teaching Umbrella 1 Minilessons After students turn and talk, ask a few pairs to share
(easy, just right, difficult) of the books they read on their reading list?
w markers w Do students understand the purpose of the reading list and how to use it? w
their thinking. Write the title, author, and number on • How well do they keep a tally of the kinds of books they have read?
The minilessons in this umbrella demonstrate how to introduce Reader’s Notebook: Do they record the title, author, and date completed of books they have read?
Book
w a reader’s notebook for each w
Intermediate (Fountas and Pinnell 2011) to your students; however, if you do not the enlarged reading list. • Can they follow the guidelines for literacy work?
student w Do they use the terms reader’s notebook, reading list, title, and author?
have it, a plain notebook can be used instead. The goal of a reader’s notebook is for w Save the chart to use in RML3. • Do they use vocabulary such as reader’s notebook, genre, and guidelines?
students to have a consistent place to collect their thinking about their reading (see Academic Language /
w What other parts of the reader’s notebook might you have the students start
pp. 46-49 for more on using a reader’s notebook). Important Vocabulary Minilesson Summarize and Apply
using based on your observations?
minilessons in Section One: Management. For this umbrella, use the following books w reader’s notebook To help students think about the minilesson principle, demonstrate how to fill in the Summarize the learning and remind students to list the Use your observations to determine the next umbrella you will teach. You may also
from the Fountas & Pinnell Classroom™ Independent Reading Collection or any Reader’s Notebook reading list in a reader’s notebook. Here is an example. books they read on the reading list. consult Minilessons Across the Year (pp. 55-57) for guidance.
WAR.U1.RML2: Write the title and author of

w reading list
other fiction and nonfiction books from your classroom library. You learned how to write information about books you read on a list.
w title w Direct students to find the yellow tab that says Reading List. Then tell them to
Independent Reading Collection w author turn to the white page titled Reading List. Why do you think it’s a good idea to keep a list of the books you read? Reader’s Notebook
The Absent Author by Ron Roy What do you think you should write on this page? During independent reading today, choose a book to read and write the title and
When this umbrella is complete, provide a copy of the minilesson principles (see
Continuum author on your reading list. Then read and enjoy the book! If you finish reading the
Captain Awesome to the Rescue! by Stan Kirby On this page, you will keep a list of the titles of the books you have read. resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
Connection book today, write today’s date in the Date Completed column. Bring your reader’s
Avalanches by Lisa Bullard the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
notebook to share your reading list when we come back together.
Your Every Day Guide for Literacy Teaching w Record in Reader’s Notebook the
w Display the prepared chart. Hold up The Absent Author. Pinnell 2011]), so they can refer to the information as needed.
I’m going to read this book today, but first I need to put it on my reading
titles, authors, illustrators, genre Share
of texts read, and the dates read list. What do you think I should write first?
(pp. 186, 189) There is a column that says Title, so I will start by writing the title of the book. Following independent reading time, gather students together in the meeting area to share
You can look at the book to see how to write the title. their reading lists.
Turn and tell to your partner about a little bit about the book you read today. Show
each book you read on your reading list

w Write the title of the book on the prepared chart paper.
how you recorded the book on your reading list.
What should I write next?
The next column says Author, so I will write the name of the author here. Extend the Lesson (Optional)
w Write the name of the author. Then write the numeral 1 in the first column. After assessing students’ understanding, you might decide to extend the learning.

Why do you think I wrote 1 here? w If most of your students are reading longer books over multiple sittings, have them
This is the first book on my list, so it is number 1. write the title and author when they start and add the date when they finish the book.
TEXT SET 3
You Will Need Book Ape
IRA
Grade 3
• Ape Author Martin Jenkins
• Colored markers Illustrator Vicky White
• Drawing paper, pencils, paints Genre Nonfiction/Expository
• Videos of apes in their natural environments
Text Set Sharing Our World: Animals
• Rope, about 1–2 feet in length • I Love Guinea Pigs
• Towel tied with rope, or other object to • A Friend for Lakota
approximate the size of a tree trunk • Moon Bear
Visit resources.fountasandpinnell.com to • Ape
download online resources to support this • And So They Build
lesson, including:
• Five-Column Sorting Sheet

Summary
The five kinds of apes in the world–orangutans, chimps, bonobos, gorillas, and humans–have many things in
common, including the way they look and how smart they are.
Messages
All animal species are unique and should be respected. It is important to care for the environment so different
species can survive.
Goals
Inquiry ■■Notice and use organizational tools in a text
TEXT: Ape
■■Notice and understand the characteristics of some (e.g., map, index).
specific nonfiction genres (e.g., expository). ■■Understand that animal species should be cared for.
■■Notice the topic of a nonfiction text and that subtopics Communication
are related to the main topic.
■■Engage actively in turn and talk.
■■Infer the significance of nonfiction content to their
■■Demonstrate respectful listening behaviors.
own lives.
Vocabulary
Comprehension
■■Derivethe meaning of words from the context of a
■■Use background knowledge of content to understand
paragraph or the whole text (e.g., clutching, grasp).
nonfiction topics.
About This Book

GENRE FOCUS This nonfiction expository book shares details through vivid text and illustrations about four of the
species of apes and encourages the reader to connect the animals to the fifth species—humans.
WHOLE CLASS
HOW THE BOOK WORKS This nonfiction book is divided into sections—Orangutans, Chimps, Bonobos, and
Gorillas—that describe each species, discussing food, family, and activities, with a habitat map at the end. Captions
provide additional facts that support and extend the text and illustrations.
■■Informational text with clearly defined structure and categories
■■Content that promotes inquiry and investigation
■■Sentence structure adapted to fit purpose and form of book and print features (e.g., caption)
■■Some interesting words that may be new (clutching, grasp)
■■Detailed, accurate illustrations in a variety of forms (e.g., drawing with caption, map with legend)
FPC_IRA_G3_B5_PPDF_Ape_3597.indd 1 6/20/2018 2:47:33 PM
SR
Shared Reading
Summary
Respond to the SR text by using the

Messages
Goals
Shared Writing section on your lesson

Recognize
Read
informational text.
Recognize
■■ possessives.
folder.
About This Book
Factual,
Compare/contrast
Onomatopoetic words
■■ (Snap, Zap)
■■
Possessives
WORD-SOLVING ACTIONS 8: Use

8 WORD-SOLVING ACTIONS Connect Learning Across Contexts Use Alphabetical Order to Locate Information WORD-SOLVING ACTIONS 8
EARLY MIDDLE LATE Shared Reading You may wish to use the following Shared Reading title from About Words in a Variety of Reference Tools EARLY MIDDLE LATE
Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a
glossary.
YOU WILL NEED
Trapped in Tar by Hannah Cales
Plan
Guided Reading When reading informational texts, call students’ attention to
Ready Resources
ffWSA 8 Pocket-Chart Cards
glossaries and indexes. Have students identify the guide words. Help students use
XX ffWSA 8 Pocket-Chart Cards
the guide words to locate information quickly.
Alphabetical Order to Locate Information

Earlier in elementary school, students have used simple (long)
Shared Writing As you construct pieces of writing, model pausing to check the dictionaries and glossaries. Use this lesson when students are Online Resources
spelling of words. Ask students to look up the words in the dictionary and tell the ready to begin using longer, more comprehensive dictionaries and ffWSA 8 Action Tags
guide words that helped them find the correct page. need to become efficient with finding specific words or entries.
ffWSA 8 Word Cards
Independent Writing Ask students to proofread their independent writing to be ffWSA 8 Three-Way Sorts
sure they have correctly spelled each word. Prompt them to use a dictionary when Working with English Language Learners
XX
they are unsure of a word’s spelling. Remind them to use guide words to help Other Materials
The dictionary is an important tool for English language learners
them locate a word more quickly. ffpocket chart
as they acquire new words and need to check their meanings.
ffstudent dictionaries
However, more understanding is needed to make dictionary work
Extend Learning valuable. As examples of guide words and for the words students
are locating, be sure to use words that students know how to
■fExpand spell (at least the first three or four letters) so that they can focus Generative Lesson
this lesson by using a collection of challenging words and asking
About Words in a Variety of Reference

students to play Twenty Questions. One student says, I am thinking of a word. their attention on how a dictionary works. You may wish to begin A generative lesson has a simple
Students ask questions such as: Is it in the first part of the dictionary? Is it in the with a dictionary designed for English learners. structure that you can use to
middle of the dictionary? Is it in the last part of the dictionary? Then they ask present similar content or
whether the word starts with a certain letter, and so on. Students finally ask concepts. Use this lesson
whether the word is between certain guide words, and then they guess the structure to teach students to use
word. The challenge is for the first student to keep a word secret for all twenty alphabetical order to locate
questions. The student who guesses the word then chooses another word and information about words in a
play resumes. variety of reference tools.
■fHave small groups work with several different kinds of dictionaries.
UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE
Connect with Home
XX The alphabet is a powerful tool for organizing and accessing Use alphabetical order to find
information. Most reference tools use alphabetical order as the information in a glossary,
Tools
Send home dictionaries for students to practice looking up words with family
organizing structure. Becoming familiar with and fluent in using dictionary, or other reference
members.
alphabetical order will help students find information more tool.
quickly and free their attention for learning. Sometimes
Words that appear at the top of
alphabetical order is referred to as “ABC order.” To help users find
a page in some printed
specific information more efficiently within large, printed
reference tools identify the first
reference tools, organizational aids called guide words are
and last words on that page.
provided at the tops of pages. The first guide word on a page
They are guide words.
represents the first entry that begins on that page; the second
guide word represents the last entry on that page. By scanning Guide words make it easier to
8
just the guide words, a user knows which words will fall find a word quickly in an
alphabetically on a page.
alphabetized reference tool.
Comprehensive
Phonics, Spelling,
and Word Study
Guide
Refer to:
page 81, row 38
Word-Solving Actions: Use Alphabetical Order to Locate Information

464 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 461
Groups C, A, D
SMALL GROUP
TEXT SET Dog Finds

Lost Dolphins!
Book Clubs
Title
Grade
Dog Finds Lost Dolphins!
3
While the Discussion Card for this title is included in
Facilitate this Book Club using
Author Elizabeth Carney
Elizabeth Genre Narrative Nonfiction
the Preview Pack, copies of the book are not. Give this
Carney Text Set 2 Sharing Our World: Animals
SHARING OUR WORLD: ANIMALS Book Talk

In this inspiring book, you’ll meet Cloud, a black lab, and the first dog ever to be trained
to rescue dolphins. You’ll also read on to learn about Kasey, the miracle monkey who has
helped her owner get better after a car accident, and finally, a group of rats that have
become heroes in Africa. You will be amazed at what these animals can accomplish!
your own copies of Dog Finds Lost

Summary
This nonfiction chapter book introduces readers to some real-life animal heroes. The first
Book Club a try by gathering the copies you need from

section is about a black lab named Cloud who has been trained to find and rescue dolphins.
The second section focuses on a capuchin monkey named Kasey who is trained to help
people with disabilities. And lastly, a group of rats have been trained to detect land mines,
saving thousands of lives.
TEXT: Dog Finds Lost Dolphins!

Messages
Animals can do incredible things. Sometimes heroes are found in unexpected packages.
Animals and people have connections, and they often depend on and help each other.
Important Text Characteristics
Dolphins! by Elizabeth Carney.

Provides factual information about a topic (animals trained to be heroes)
■■
Contains captioned photographs, designed to give readers additional information
your classroom or school libraries.

■■
■■
Goals
GRADES
PreK–8
Continuum
The Fountas&Pinnell
Literacy

Listening and Speaking Notice how the three stories in the book are
■■
related to one another
■■
statements about the text Writing About Reading
■■
■■Write about one of the animal heroes
and important information in a text
using details from the text to support
Building Deep Understanding your thinking
Understand that humans can train animals
■■
to do many things, and infer that
sometimes animals can do even more than
what they were trained to do
FPC_BC_G3_PPDF_DogFindsDolphins_7127.indd 1 6/7/2018 1:47:51 PM

INDEPEND.
students.

DAY 23
200
Minilessons
Management
Literary Analysis

Umbrella 1
Independent Reading Introducing a Reader’s

Notebook
RML 3
WAR.U1.RML3
Write the genre of each book on your reading list.
Goal
Identify and record the genre of a book that has been read.
Have a Try
Invite the students to discuss the genre of a third book
RML 3
WAR.U1.RML3
Assessment
Strategies & Skills You Will Need with a partner. and write about their reading across instructional contexts: interactive read-aloud,
RML2 Write the title and author of each book you read on your reading list.
Rationale independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading two or three books of different w Show the cover of Avalanches. Write the title and
w
When students list the genre of a book on a reading list, they notice trends among club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe students’

RML3 Write the genre of each book on your reading list. genres, such as these from the author on the chart.
the books they have chosen, helping them develop their identities as readers. reading and writing behaviors across instructional contexts.
Independent Reading Collection:
The Reading
RML4 Keep a tally of the kinds of books you read. This helps you and your students set goals for expanding their repertoires. Before Think about the genre of this book. Use Genres at
• The Absent Author teaching this lesson, make sure that your students have a solid understanding of the w What evidence do you have of new understandings relating to using a
a Glance in the reader’s notebook if you need help.
RML5 Write E (easy), JR (just right), or D (difficult) for each book on your by Ron Roy reader’s notebook?
genres that will be discussed. Then turn and talk to your partner about what I
reading list. • Captain Awesome to the should write on the chart. • Do students understand the purpose of a reader’s notebook?
Rescue! by Stan Kirby Assess Learning
Minilessons
and writing work. After students turn and talk, ask a few pairs to share. • Do they understand the purpose of each section?
• Avalanches by Lisa Bullard w
Observe students when they identify and record the genre of books they have read.
chart of the reading list from RML2 Write I (for informational) as the genre code. • Do they record the title, author, date completed, genre, and difficulty level
w Notice if there is evidence of new learning based on the goal of this minilesson.

Before Teaching Umbrella 1 Minilessons markers w Save the chart to use in RML5. (easy, just right, difficult) of the books they read on their reading list?
w
w Do students record the genre of books they have read?
• How well do they keep a tally of the kinds of books they have read?
The minilessons in this umbrella demonstrate how to introduce Reader’s Notebook: Do they use the terms reading list, reader’s notebook, genre, realistic fiction, Summarize and Apply
Book
w
Academic Language / Can they follow the guidelines for literacy work?
Intermediate (Fountas and Pinnell 2011) to your students; however, if you do not fantasy, and informational? •
Important Vocabulary Help students summarize the learning and remind them to
have it, a plain notebook can be used instead. The goal of a reader’s notebook is for • Do they use vocabulary such as reader’s notebook, genre, and guidelines?
students to have a consistent place to collect their thinking about their reading (see record the genre of the books they read on their reading list.
w reading list Minilesson w What other parts of the reader’s notebook might you have the students start
pp. 46-49 for more on using a reader’s notebook). You learned how to write the genre of a book on
w reader’s notebook using based on your observations?
Before introducing the reader’s notebook, it would be helpful to teach the your reading list. Every time you finish a book,
minilessons in Section One: Management. For this umbrella, use the following books w genre To help students think about the minilesson principle, demonstrate how to record Use your observations to determine the next umbrella you will teach. You may also
write the code for the genre on your reading list.
from the Fountas & Pinnell Classroom™ Independent Reading Collection or any Reader’s Notebook realistic fiction the genre of a book on a reading list. Here is an example. consult Minilessons Across the Year (pp. 55-57) for guidance.
WAR.U1.RML3: Write the genre of each

w
During independent reading today, choose a book to read. Before you start
other fiction and nonfiction books from your classroom library. w fantasy w Make sure each student has a reader’s notebook. Have them turn to the Genres reading, write the title and author on your reading list. When you’re finished
Independent Reading Collection w informational at a Glance page (on the back of the yellow tab). reading, fill in the genre code. If you’re not sure what code to record, look at the Reader’s Notebook
This page lists codes for different genres. How do you think you will use Genres at a Glance page for help.
The Absent Author by Ron Roy When this umbrella is complete, provide a copy of the minilesson principles (see
Continuum these codes?
Captain Awesome to the Rescue! by Stan Kirby Share resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
Connection
Avalanches by Lisa Bullard w Display the chart from RML2. Then show the cover of the first book on the list. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Your Every Day Guide for Literacy Teaching w Understand that there are different Is this book fiction or nonfiction? How do you know?
Following independent reading time, gather students together in the meeting area to talk Pinnell 2011]), so they can refer to the information as needed.
types of texts and that they have about their reading lists.
different characteristics (p. 50) The Absent Author is a made-up story, so it must be fiction.
Raise your hand if you recorded the genre of a book on your reading list.
w Record in Reader’s Notebook the Now look at Genres at a Glance. Is The Absent Author realistic fiction,
titles, authors, illustrators, genre historical fiction, traditional literature, or fantasy? w Ask several students to share the title and genre of their books and how they knew
of texts read, and the dates read what genre to record.
How do you know?
book on your reading list

(pp. 186, 189)
The Absent Author is realistic fiction because it tells a story that could Extend the Lesson (Optional)
happen in real life. What is the code for realistic fiction?
Where should I write RF on my reading list?
w Depending on your students’ needs and abilities, you may want to have them write
w Write the letters RF in the Genre Code column.
only F (for fiction) or N (for nonfiction) on the reading list at first, but eventually you
TRY-IT SAMPLE LESSONS w Show the cover of the second book on the list.
What should I write in the genre column for this book? What is the genre of
can expand this.
this book?
TEXT SET 3
You Will Need Book And So They Build
IRA
Grade 3
• And So They Build Author/
• Books, articles, and websites about selected Illustrator Bert Kitchen
animal species from And So They Build Genre Nonfiction/Expository
• Paper, pencils, and colored pencils or paint Text Set Sharing Our World: Animals
• I Love Guinea Pigs
• A Friend for Lakota
• Moon Bear
• Ape
• And So They Build

Summary
Many different species of birds, fish, insects, and mammals build structures to attract mates, protect themselves, or
give birth to and nurture their young.
Messages
All animal species are unique and fascinating. Animals take advantage of the natural materials around them to
build impressive and useful structures.
Goals
■■Synthesize prior knowledge and new information and ■■Discuss problems and solutions in And So They Build.
TEXT: And So They Build

revise their thinking in response. ■■Support their ideas about the topic and main idea with
■■Understand that the author of And So They Build is evidence from the text.
presenting related facts about a single topic.
Vocabulary
Comprehension ■■Use academic vocabulary to talk about literary features
■■Compare and contrast ideas within the book and (e.g., main idea, problem, solution).
across texts. ■■Learnand use domain-specific vocabulary (e.g., bower,
■■Infer the main ideas of And So They Build. woodland, camouflaged, spawning).
■■Notice and analyze Bert Kitchen’s choice of words to
convey a scientific tone.
About This Book

GENRE FOCUS This expository nonfiction book revolves around the topic of animals that build structures for
different purposes. Each species is profiled on a separate two-page spread.
HOW THE BOOK WORKS Each two-page spread consists of text on the left-hand page and a detailed, realistic
WHOLE CLASS
illustration on the right-hand page. Twelve animal species are featured.

■■Consistent layout, with each right-hand page containing text about the animal and each left-hand page containing a
detailed, accurate illustration
■■Sophisticated sentence structures, including complex sentences and embedded clauses
■■Frequent use of Tier 2 and domain-specific words (e.g., exclusively, unique, spawning, courtship)
■■Page headings that feature repetition of the phrase “and so [he/she] builds . . .”
■■Detailed, accurate illustrations showing how each animal builds a useful structure
FPC_IRA_G3_B5_PPDF_AndSoTheyBuild_3598.indd 1 6/20/2018 2:47:52 PM
SR
Shared Reading
Summary
Messages
Goals

Recognize
Read
informational text.
Recognize
■■ possessives.
About This Book

Factual,
Compare/contrast
Onomatopoetic words
■■ (Snap, Zap)
■■
Possessives
WORD-SOLVING ACTIONS 9: Use a

9 WORD-SOLVING ACTIONS Connect Learning Across Contexts Use a Dictionary to Solve and WORD-SOLVING ACTIONS 9
EARLY MIDDLE LATE Shared Reading You may wish to use the following Shared Reading title from Find Information About Words EARLY MIDDLE LATE
Fountas & Pinnell Classroom™ to point out words about which students may find
more information in a dictionary.
YOU WILL NEED
Exploring Underground by Louis Petrone
Plan
Guided Reading Discuss the meanings of new words that students encounter in a
Online Resources
ffWSA 9 Dictionary Entry
text. Have students occasionally check the dictionary when a meaning is unclear.
XX ffWSA 9 Action Tags
During word work, you may wish to model using a dictionary with a small group of
Dictionary to Solve and Find Information

students who need more experience. Use this lesson once students are quick and flexible at putting ffWSA 9 Word Cards
words in alphabetical order as well as finding words that are in ffWSA 9 Two-Way Sorts
Shared Writing Have students occasionally look up in the dictionary the order. They should also have previous experience using guide
meanings of words that you wish to use in a piece of writing. Discuss which Other Materials
words to locate words in a dictionary (Word-Solving Actions 8).
definition of a word you are using. ffdictionaries
You may want to create a large reference chart that shows an
Independent Writing Ask students to proofread their independent writing to be entry from your classroom dictionary with labels that explain the
sure they have correctly spelled each word. Prompt them to use a dictionary when kinds of information each entry provides about a word.
Generative Lesson
they are unsure of a word’s spelling.
Working with English Language Learners
XX A generative lesson has a simple
structure that you can use to
Extend Learning The dictionary is an important tool for English language learners present similar content or
as they acquire new words and need to check their meanings. In concepts. Use this lesson
■fYou may wish to show an online dictionary and compare its features with those the beginning, work with simple entries and known words. Be structure to teach students to use
About Words
in a print dictionary. sure that students understand (with your help) not only the a variety of types of dictionaries.
specific word you are locating but also the words in the definition.
■fRepeat the lesson with additional entry words, or teach additional features of
Since entries represent a new type of text, read them aloud to
an entry, such as:
students as many times as needed. You may want to “unpack” an
parts of speech: A word’s part of speech is listed as an abbreviation near the entry by making the format more accessible (e.g., creating a list
beginning of the entry or of each definition. For example, n stands for out of the alternative definitions). You may wish to begin with a
“noun,” and v stands for “verb.” dictionary designed for English learners.
example sentences: Some entries include example sentences that show how
a particular meaning is indicated in context.
EXPLAIN THE PRINCIPLE
usage labels: Some entries include usage labels, such as old, slang, or
informal. These labels identify forms or meanings that are limited in some A dictionary is a book or digital
way. tool that contains information
about the words of a language
■fHave students compare meanings of a word that has more than one definition.
or of some special subject.
Students can construct sentences with the word, and other students can
identify the precise definition that is used. A dictionary entry gives different
types of information about a
Connect with Home
XX word, such as a word’s spelling,
syllables, pronunciation,
Send home dictionaries for students to practice looking up words with family
UNDERSTAND THE PRINCIPLE meaning or meanings, as well
members.
as its history.
Even though searchable dictionaries are available electronically,
9
students need a basic understanding of how dictionaries “work.” Entries in a dictionary are
Students who have the ability to notice visual features of words
arranged in alphabetical order.

and understand the concept of alphabetical order can use a
dictionary effectively to learn more about words. It is important
Comprehensive
for students to know the types of information that dictionaries Phonics, Spelling,
generally provide about words. With this knowledge, students and Word Study
will understand why a dictionary is such a powerful tool and will Guide
begin to use it with greater independence to explore words and Refer to:
page 81, row 40
expand their vocabularies.
468 Fountas & Pinnell Word Study Lessons, Grade 3 Word-Solving Actions: Use a Dictionary to Solve and Find Information About Words 465
Groups D, B, A
SMALL GROUP
TEXT SET Hope for Winter

David Yates, Craig
Book Clubs
Title Hope for Winter: The True

Story of a Remarkable
Begin numbering this
book on the left-hand
Facilitate this Book Club using your
Dolphin Friendship page showing the photo
Hatkoff, Juliana Grade 3 of rescuers holding the
Hatkoff, and Authors David Yates, Craig Hatkoff, baby dolphin.

Isabella Hatkoff Juliana Hatkoff, and Isabella
Hatkoff
Hope for
Book Talk
This is the true story of a baby dolphin named Hope who was rescued and brought to
Clearwater Marine Aquarium to recover. You may have heard of another dolphin named
own copies of Hope for Winter by

Winter, who was rescued and went to Clearwater five years before. This book is about how
Winter
these two dolphins became friends.

Summary
This story is about the rescue of a baby dolphin named Hope. She was found abandoned
very close to the place another dolphin, Winter, was rescued exactly five years and one day
earlier. The Clearwater Marine team took Hope in just as they had Winter and nursed the
TEXT: Hope for Winter

new dolphin back to health. She and Winter became fast friends, and they now live together
at the aquarium where they spend their days swimming, eating, and playing happily.
Messages
Everyone needs a friend, even animals. Animals are social and need family just like people.
David Yates.

Inspiring nonfiction narrative tells the story of how two rescued dolphins became friends
■■
Contains large captioned photographs that enhance the text
■■
Resources and information in the back of the book give information about Clearwater Marine
■■
Aquarium, similarities between Winter and Hope, and more information about dolphins
Goals
GRADES
PreK–8
Continuum
The Fountas&Pinnell
Literacy

Listening and Speaking Notice similarities between the two

■■
dolphin’s stories and facts about dolphins
Follow a topic and add to discussion with on
■■
Use evidence from the text to explain how
■■
topic comments
the two dolphins saved each other
Express opinions and support with evidence
■■
Building Deep Understanding Writing About Reading

Write about the similarities and differences
■■
Understand that Hope and Winter were each
■■
between the two dolphin’s stories
rescued because neither could have
survived in the wild
FPC_BC_G3_PPDF_HopeforWinter_7128.indd 1 6/7/2018 12:25:27 PM

INDEPENDENT

students.

DAY 24
200
Minilessons
Management
Literary Analysis

Umbrella 1
Independent Reading Introducing a Reader’s

Notebook
RML 4
WAR.U1.RML4
Keep a tally of the kinds of books you read.
Goal
Keep track of how many books are read in a particular genre in the reader’s notebook.
w Demonstrate tallying the first four books on the chart.
After I read the fifth book, I’ll make a mark that
RML 4
WAR.U1.RML4
Assessment
You Will Need goes through the first four marks. After I read
Strategies & Skills and write about their reading across instructional contexts: interactive read-aloud,
Rationale the sixth book, I will make a new mark that is
independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading six realistic fiction books separate from the first five. When I have read a
w
When students read a certain number of books from each genre (and to keep track club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe students’

RML3 Write the genre of each book on your reading list. two biographies lot of realistic fiction books, I will be able to count
w of their progress), they become well-rounded readers. Reading books outside of their reading and writing behaviors across instructional contexts.
them easily by counting by fives.
The Reading
RML4 Keep a tally of the kinds of books you read. w chart prepared with the Reading preferred genres allows students to step outside the comfort zone and expand their
Requirements page from Reader’s reading interests. w What evidence do you have of new understandings relating to using a
RML5 Write E (easy), JR (just right), or D (difficult) for each book on your Notebook: Intermediate (Fountas Have a Try reader’s notebook?
reading list. and Pinnell 2011) filled in with the Assess Learning • Do students understand the purpose of a reader’s notebook?
specific reading requirements you Invite the students to talk with a partner about how to
Minilessons
have chosen for your students Observe students when they use a reader’s notebook. Notice if there is evidence of tally books. • Do they understand the purpose of each section?
and writing work.
w markers w Display two biographies from your classroom library. • Do they record the title, author, date completed, genre, and difficulty level
Do students keep a tally in of the genres of the books they have read?

w
Before Teaching Umbrella 1 Minilessons Turn and talk to your partner about how to tally
(easy, just right, difficult) of the books they read on their reading list?
Academic Language / w Do they use the terms genre, requirement, realistic fiction, biography, and fantasy?
these books on the Reading Requirements page. • How well do they keep a tally of the kinds of books they have read?
The minilessons in this umbrella demonstrate how to introduce Reader’s Notebook: Important Vocabulary
Book Intermediate (Fountas and Pinnell 2011) to your students; however, if you do not • Can they follow the guidelines for literacy work?
w Ask a few students to share their thinking.
have it, a plain notebook can be used instead. The goal of a reader’s notebook is for w genre Minilesson • Do they use vocabulary such as reader’s notebook, genre, and guidelines?
Demonstrate how to add two tally marks to the
students to have a consistent place to collect their thinking about their reading (see requirement
w
To help students think about the minilesson principle, demonstrate how to tally Biography/Autobiography row. w What other parts of the reader’s notebook might you have the students start
pp. 46-49 for more on using a reader’s notebook). realistic fiction
w
books on the Reading Requirements page of a reader’s notebook (adjust to fit your using based on your observations?
w biography specific book requirements). Here is an example.
Summarize and Apply
from the Fountas & Pinnell Classroom™ Independent Reading Collection or any Reader’s Notebook w fantasy Summarize the learning and remind students to tally the kinds of books they read. consult Minilessons Across the Year (pp. 55-57) for guidance.
WAR.U1.RML4: Keep a tally of the kinds of

w Display the prepared chart.
other fiction and nonfiction books from your classroom library. This year you will read some books from lots of different genres, but most of the
This page is in the reader’s notebook, just before the reading list. What do
Independent Reading Collection you think you might write on it?
books you read can be from any genre. For example, if you love fantasy books, you Reader’s Notebook
can read as many as you like!
The Absent Author by Ron Roy The title is Reading Requirements. A requirement is something that you are When this umbrella is complete, provide a copy of the minilesson principles (see
When you read today, read any book you like. When you finish reading it, make a
Captain Awesome to the Rescue! by Stan Kirby expected to do. Your reading requirement this year is to read at least forty- resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
tally mark on your Reading Requirements page next to the name of the genre.
Avalanches by Lisa Bullard five books. the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Your Every Day Guide for Literacy Teaching w Point to the numbers in the Requirement column. Share
Pinnell 2011]), so they can refer to the information as needed.
What do you think these numbers mean? Following independent reading time, gather students together in the meeting area to talk
You will be required to read a certain number of books in each genre. For about their reading.
example, the number five here means that you need to read at least five Show your partner how you recorded the genre of the book you read.
realistic fiction books this year.
books your read

w Point to the tally column.
What do you think you might do in this column? After assessing students’ understanding, you might decide to extend the learning.
You will show how many books you have read in each genre by keeping a w The reading requirements listed in this minilesson are suggestions. Adjust them to fit
tally. I will show you how to make a tally. your students. Review students’ tallies regularly to make sure they are on track to

meet the requirements and are reading a variety of books.
w Point to a pile of six realistic fiction books.
Here are six realistic fiction books that I plan to read this year. After I read
the first one, I will write one mark here.
TEXT SET 3
Use the Inquiry Overview card to help students bring
IRA
A Friend
for Lakota
Jim and Jamie
Dutcher
together what they have learned and explore a topic

A Friend for
About This Text Set
Lakota
and includes detailed color illustrations that provide additional information. Students will notice how
different authors approach similar topics in different ways, both in the language choices they make, and
in the way they organize and present information.
in more depth through the suggested projects.

North: The Amazing Story Almost Gone: The World’s Bats! Strange and
WHOLE CLASS
of Arctic Migration Rarest Animals Wonderful
A Wolf Pack Saving Cranes


ways of learning and finding out more about different animals.
■■ What types of information do you learn about animals from the words and illustrations?
■■ What similarities and differences do you notice among the different animals in these books?

Engage students by keeping this essential question and these big ideas in mind as you read and talk
Grade 3
Why is
Learning about animals it important to learn You can ask
can help you understand about the animals that questions to learn
Learning about animals can inspire you to care more


Front
Recognize and Use Onsets and 7 WORD-SOLVINGWORD-SOLVING Recognize Learningand

AcrossUse Onsets and 8 WORD-SOLVINGWORD-SOLVING ACTIONS Use Alphabetical Order to Locate Information ACTIONS Use Alphabetical Order to Locate Information Use a Dictionary to Solve and
Five lessons from previous days are included in

1 WORD-SOLVING ACTIONS Connect Learning Across Contexts 2 WORD-SOLVING ACTIONS Connect Learning Across Contexts ACTIONS ACTIONS 1
Connect Contexts Connect
ACTIONS 2 Learning Across Contexts 9 WORD-SOLVINGWORD-SOLVING Connect
ACTIONS 7 Learning Across Contexts WORD-SOLVING ACTIONS 8 WORD-SOLVING ACTIONS 9

EARLY MIDDLE LATE EARLYor MIDDLE LATE
Interactive Read-Aloud After you reread a book aloud, select one or two new Rimes to Read Words EARLY MIDDLE LATE EARLY MIDDLE Rimes
Shared Reading You may wish to use the following Shared Reading title from
LATE toYouRead
Shared Reading may wish Words About
EARLY MIDDLE LATE EARLY MIDDLE
to use the following Shared Reading title from LATE Words
Shared inmay
Reading You a Variety
wish to use theof Reference
following Tools
Shared Reading About
title from LATE Words
Shared inmay
following Tools
Shared Reading title from EARLY MIDDLE LATE Find Information About Words EARLY MIDDLE LATE
more challenging one-syllable words and quickly write them on the whiteboard. Fountas & Pinnell Classroom™ to point out onsets and rimes. Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a Fountas & Pinnell Classroom™ to point out words about which students may find
Have students tell how to separate each one into onset and rime and then blend glossary. glossary. more information in a dictionary.
From Buds to Bananas by Betty Riggs YOU WILL NEED YOU WILL NEED
the parts to read the words. YOU WILL NEED YOU WILL NEED Exploring Underground by Louis Petrone YOU WILL NEED
Plan
Guided Reading When students encounter an unfamiliar word, remind them to PlanExploring Underground by Louis Petrone PlanTrapped in Tar by Hannah Cales Plan Plan
Puss in Boots by Jerry Pinkney Online Resources Ready Resources Ready Resources Guided Reading Discuss the meanings of new words that students encounter in a Ready Resources Online Resources
make connections with known words using prompts such as: Do you see a part Guided Reading When students are reading books with indexes or glossaries, Guided Reading When reading informational texts, call students’ attention to
ffWSA 1 Action Tags WSA 2
ff Pocket-Chart Cards ffAlphabet Strips ffWSA 8Pocket-Chart Cards ffWSA 9 Dictionary Entry
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ffWSA 1 Word Grids XX
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XX Consider Your Students
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ff Word Cards ffWSA 7 Action Tags Shared Writing Have students occasionally look up in the dictionary the
From Beans to Chocolate by June Schwartz sounds in certain parts of words. Even though students will Grids makewords in dictionaries
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order),of words.
but Ask students
they may to look
not be fluent up the
using words
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more ready to begin using longer, more comprehensive dictionaries and order. They should also have previous experience using guide
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Independent Writing Have students use known words as resources for writing ffWSA 7 Word Cards meanings of words that you wish to use in a piece of writing. Discuss which ffWSA 8Action Tags Other Materials
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ffWSA 7 List Sheets
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Generative Lesson
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Generative Lesson
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mane, that many,
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medicine, learning
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XX language learners using different examples.
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Send home a word grid and dice. Have students set a timer for five minutes and Let
word. The challenge is for the first student to keep a word secret for all twenty information about words in a beginning of the entry or of each definition. For example, n stands for alphabetical order to locateout of the alternative definitions). You may wish to begin with a
go through the card, crossing out matches on the word grid. words), and see how quickly they can alphabetize them. Use a timer to add “noun,” and v stands for “verb.”
questions. The student who guesses the word then chooses another word and variety of reference tools. information about words indictionary
a designed for English learners.
interest. variety of reference tools.
play resumes. example sentences: Some entries include example sentences that show how
You
■f may want to help students develop some systematic ways of using a particular meaning is indicated in context.
searching tools on electronic devices. EXPLAIN THE PRINCIPLE
usage labels: SomeUNDERSTAND
entries include THEusagePRINCIPLE
labels, such as old, slang, or EXPLAIN THE PRINCIPLE
UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE informal. These labels identify forms or meanings that are limited in some A dictionary is a book or digital
Connect with Home
XX Connect with Home
tool that contains information
The alphabet is a powerful tool for organizing and accessing Common reference tools with way. information. Most reference tools use alphabetical order as the information in a glossary,
Have students construct lists of “home words” (family and pet names, rooms, toys Send home dictionaries for students
information. toreference
Most practice tools
looking
useup words with
alphabetical family
order as the information about words■fHave students compare about the words of a language
organizing structure.
meanings Becoming
of a word that familiar
has more withthan
and one
fluent in using
definition. dictionary, or other reference
and other possessions), alphabetize them, and then bring their alphabetized lists members. organizing structure. Becoming familiar with and fluent in using include glossaries, dictionaries, or of some special subject.
alphabetical
Students can construct sentences order willthe
with help students
word, and find information
other students more
can tool.
to share. alphabetical order will help students find information more and thesauruses. quickly andthat
identify the precise definition freeistheir attention for learning. Sometimes
used. A dictionary entry gives different
students need to experience over time.

quickly and free their attention for learning. Sometimes Words that appear at the top of
Information in most reference alphabetical order is referred to as “ABC order.” To help users find types of information about a
alphabetical order is referred to as “ABC order.” a page in some printed
tools is arranged in alphabetical specific information more efficiently within large, printed
reference tools identify the first word, such as a word’s spelling,
UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE reference tools, organizational aids called guide words are syllables, pronunciation,
order. Send home dictionaries for students to practice and last words on that page.
In a one-syllable word, the onset is the consonant letter or letters Look at the first part and the last In a one-syllable word, the onset is the consonant letter or letters Look at the first part and the last provided at the tops of pages.looking
The firstup words
guide with
word on family
a page meaning or meanings, as well
members. They are guide words. UNDERSTAND THE PRINCIPLE
that come before the vowel. The rime is the vowel and all of the part of a word to read the word. that come before the vowel. The rime is the vowel and all of the part of a word to read the word. Use alphabetical order to find represents the first entry that begins on that page; the second as its history.
letters that come after it. Noticing onsets and rimes helps information in a glossary, guide word represents the last entry on that page. By scanning Guide words make it easier to Even though searchable dictionaries are available electronically,
1
9
letters that come after it. Noticing onsets and rimes helps
2
students break words apart and think about the sounds of vowels Use parts of words you know to Use parts of words you know to dictionary, or other reference just the guide words, a user knows which words will fall find a word quickly in an students need a basic understanding of how dictionaries “work.” Entries in a dictionary are
students break words apart and think about the sounds
read an unknown word. alphabetically on a page. arranged in alphabetical order.
and various letter sequences. Working with word parts (such as represented by vowels and by various letter sequences. Working read an unknown word. tool. alphabetized reference tool.
onsets and rimes) in a flexible way helps students build the and understand the concept of alphabetical order can use a
with word parts (such as onsets and rimes) in a flexible way helps
automatic word-solving skills that they need to use when reading. dictionary effectively to learn more about words. It is important
Comprehensive students build the automatic word-solving skills that they need to Comprehensive
Comprehensive Comprehensive Comprehensive for students to know the types of information that dictionaries
Phonics, Spelling, use when reading. Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling,
and Word Study and Word Study and Word Study and Word Study generally provide about words. With this knowledge, students and Word Study
Guide Guide Guide Guide will understand why a dictionary is such a powerful tool and will Guide
Refer to: Refer to: Refer to: Refer to: begin to use it with greater independence to explore words and Refer to:
page 78, row 19 page 78, row 19 page 81, row 38 page 81, row 38 page 81, row 40
Word-Solving Actions: Use Alphabetical Order to Locate Information Word-Solving Actions: Use Alphabetical Order to Locate Information
436 Fountas & Pinnell Word Study Lessons, Grade 3 440 Word-Solving
Fountas & Pinnell Word Study Lessons, Grade 3 Actions: Recognize and Use Onsets and Rimes to Read Words 460 433 Fountas & Pinnell Word Study Lessons, Grade 3 Actions: Recognize and Use Onsets and Rimes to Read Words 464
Word-Solving 437 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 468 457 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 461 Word-Solving Actions: Use a Dictionary to Solve and Find Information About Words 465
Groups A, C, B
SMALL GROUP
TEXT SET Book Clubs

Six copies of this title are included in the Preview Pack.
Title A Bedtime for Bear
Begin numbering this book

Grade Kindergarten on the right-hand page
Author Bonny Becker with body text beginning:
Illustrator Kady MacDonald Denton “Everything had to be just
so for Bear’s bedtime.”
Genre Fiction
Text Set 2 The Importance of
Friendship
Book Talk
Have you ever heard the expression “quiet as a mouse”? This book is about a mouse
who isn’t quiet at all, and he’s driving his friend Bear crazy! Bear just wants Mouse to
leave him alone and go to sleep, but when he finally does, something surprising happens
to make Bear wake Mouse up again.
Summary
Bear needs everything to be just right when he goes to bed. When Mouse shows up,
TEXT: Shark Attack!

determined to spend the night, he tests Bear’s patience with his non-stop chatter. Finally,
Mouse falls asleep, but then Bear can’t sleep and he wakes his friend. Mouse cheerfully
helps Bear and then tells him a bedtime story, and they fall happily asleep together.
Messages
Friends can be different from each other and still be friends. A good friend is there to
help when you need one.

This story is told in narrative form with a beginning, a middle with several episodes, and a
■■
humorous and satisfying ending
Exuberant color illustrations that add humor to the text
■■
Large font and all caps used for emphasis in the text
■■
Goals
GRADES
PreK–8
Continuum
Refer to The Fountas & Pinnell Literacy Continuum for Grade K and
The Fountas&Pinnell
Literacy

Listening and Speaking Follow a the plot, and understand that

■■
■■Look at the speaker when spoken to at first, Bear is frustrated with Mouse
■■Speak at appropriate volume for being loud, but in the end, Bear is
■■Take turns when speaking happy to have Mouse’s company

Draw and write about what Bear and
■■
■■Infer that even though Bear and Mouse
Mouse are like
are different from each other, they are
still friends and care about each other
FPC_BC_K_PPDF_BedtimeForBear_7008.indd 1 6/4/2018 2:09:40 PM

INDEPENDENT
students.

DAY 25
200
Minilessons
Management
Literary Analysis

Umbrella 1
Independent Reading
RML 5
WAR.U1.RML5
Notebook
Write E (easy), JR (just right), or D (difficult) for each book on
your reading list.
Goal
Determine and record on the reading list if a book is easy, just right, or difficult.
Have a Try
Invite the students to discuss difficulty levels with a partner.
RML 5
WAR.U1.RML5
Assessment
The final minilesson of this umbrella (WAR.U1.RML6)
Strategies & Skills You Will Need and write about their reading across instructional contexts: interactive read-aloud,
is included for reference to show the progression of

Rationale w Have students open to the Reading List page. independent reading and literacy work, guided reading, shared reading, and book
Writing About Reading the chart from RML3 with the
w
Students learn more, strengthen their ability to process increasingly challenging Think about the last book that you wrote on club. Use The Literacy Continuum (Fountas and Pinnell 2017) to observe students’

RML3 Write the genre of each book on your reading list. letters D, E, and JR written in the
texts, and enjoy their reading more when most of the books that they read are within your reading list. Was this book easy, just right, reading and writing behaviors across instructional contexts.
last column
The Reading
RML4 Keep a tally of the kinds of books you read. their reach. Before teaching this minilesson, make sure your students know how or difficult for you? Turn and talk to your partner
w markers to determine if a book is just right for them (see Umbrella 3: Getting Started with about what letter you would write for this book in w What evidence do you have of new understandings relating to using a
RML5 Write E (easy), JR (just right), or D (difficult) for each book on your Independent Reading, found in Section One: Management). the last column, and explain why. reader’s notebook?
reading list. Academic Language /
• Do students understand the purpose of a reader’s notebook?
Important Vocabulary Assess Learning After students turn and talk, ask a few to share.
Minilessons
RML6 Follow the guidelines in your reader’s notebook to do your best reading w
and writing work. • Do they understand the purpose of each section?
easy Observe students when they use a reader’s notebook. Notice if there is evidence of
w
Summarize and Apply • Do they record the title, author, date completed, genre, and difficulty level

Before Teaching Umbrella 1 Minilessons w just right (easy, just right, difficult) of the books they read on their reading list?
w Do students record the difficulty level of books they have read on their Help students summarize the learning and remind them to
w difficult • How well do they keep a tally of the kinds of books they have read?
The minilessons in this umbrella demonstrate how to introduce Reader’s Notebook: reading list? record the difficulty level of each book they read.
Book
minilessons within the umbrella.
Intermediate (Fountas and Pinnell 2011) to your students; however, if you do not w How often do they choose books that are just right for them? Why do you think it’s important to pay attention to • Can they follow the guidelines for literacy work?
have it, a plain notebook can be used instead. The goal of a reader’s notebook is for w Do students understand the terms easy, just right, and difficult? whether a book is easy, just right, or difficult? • Do they use vocabulary such as reader’s notebook, genre, and guidelines?
students to have a consistent place to collect their thinking about their reading (see
Thinking about and writing whether a book was w What other parts of the reader’s notebook might you have the students start
pp. 46-49 for more on using a reader’s notebook).
easy, difficult, or just right for you will help in using based on your observations?
Before introducing the reader’s notebook, it would be helpful to teach the Minilesson
choosing just-right books to read. And books that
are difficult will become just right and easy as you
from the Fountas & Pinnell Classroom™ Independent Reading Collection or any Reader’s Notebook To help students think about the minilesson principle, demonstrate how to record consult Minilessons Across the Year (pp. 55-57) for guidance.
WAR.U1.RML5: Write E (easy), JR (just right),

do more reading.
other fiction and nonfiction books from your classroom library. whether a book is easy, just right, or difficult.
Choose a book to read. Write the title and author of the book on your reading list
Independent Reading Collection w Display the chart from RML3. before you start reading. When you have finished reading, think about whether the
Reader’s Notebook
The Absent Author by Ron Roy What did I add to my reading list? book was easy, difficult, or just right for you and write it on your reading list. When this umbrella is complete, provide a copy of the minilesson principles (see
Captain Awesome to the Rescue! by Stan Kirby What do you think these letters might mean? resources.fountasandpinnell.com) for students to glue in the reader’s notebook (in
3
Share the Minilessons section if using Reader’s Notebook: Intermediate [Fountas and
Avalanches by Lisa Bullard The first letter, D, is for difficult. I wrote a D next to The Absent Author
Your Every Day Guide for Literacy Teaching because I found this book a bit difficult to read. Following independent reading time, gather students together in the meeting area to talk Pinnell 2011]), so they can refer to the information as needed.
about their reading.
What did I write next to Captain Awesome to the Rescue!?
Raise your hand if you read a book today, put it on your reading list, and wrote
E stands for easy. I wrote the letter E because Captain Awesome to the
whether it was easy, difficult, or just right for you.
Rescue! was very easy for me to read.
What letter did you write in the last column?
What letters did I write next to the third book on my list, Avalanches?
or D (difficult) for each book on your

Why did you choose that letter?
What do you think the letters JR mean?
JR means “just right.” I wrote these letters because this book is just right for Extend the Lesson (Optional)
me. It was not too easy or too difficult. I understood and enjoyed the book,
and I knew almost all the words and I could solve the rest. After assessing students’ understanding, you might decide to extend the learning.
The last column on your reading list is for you to write whether each book Review your students’ reading lists on a regular basis. If some students frequently
w
was easy, just right, or difficult for you. choose books that are easy or difficult, help them make better choices.
w Revisit the minilesson on choosing books (see Section One: Management) if many of
your students have trouble choosing books that are just right for them.
reading list
TEXT SET 3
Books and lessons from previous days’ instruction are
IRA
A Friend
for Lakota
Jim and Jamie
Dutcher
included in the Preview Pack. Choose one to “revisit”

SHARING OUR WORLD: ANIMALS A Friend for

About This Text Set
Lakota
and includes detailed color illustrations that provide additional information. Students will notice how
different authors approach similar topics in different ways, both in the language choices they make, and
in the way they organize and present information.
with your class. Use the Inquiry Overview Card to help

North: The Amazing Story Almost Gone: The World’s Bats! Strange and
of Arctic Migration Rarest Animals Wonderful
A Wolf Pack Saving Cranes

WHOLE CLASS

ways of learning and finding out more about different animals.
students bring together what they have learned and

■■ What types of information do you learn about animals from the words and illustrations?
■■ What similarities and differences do you notice among the different animals in these books?

Engage students by keeping this essential question and these big ideas in mind as you read and talk
explore a topic in more depth.
Grade 3
Why is
Learning about animals it important to learn You can ask
can help you understand about the animals that questions to learn
Learning about animals can inspire you to care more


Front
Review previously taught lesson. 1 WORD-SOLVING ACTIONS Connect Learning Across Contexts 2 WORD-SOLVING ACTIONS Recognize and Use Onsets and 7 WORD-SOLVINGWORD-SOLVING
Connect Learning Across Contexts ACTIONS Recognize
ACTIONS 1
Connect Learningand
AcrossUse ContextsOnsets and 8 WORD-SOLVINGWORD-SOLVING ACTIONS Use Alphabetical
Connect
ACTIONS 2 Order
Learning Across to Locate Information
Contexts ACTIONS Use
9 WORD-SOLVINGWORD-SOLVING Alphabetical
Connect
ACTIONS 7 Order
Learning Across to Locate Information
Contexts WORD-SOLVING ACTIONS 8 Use a Dictionary to Solve and WORD-SOLVING ACTIONS 9
EARLY MIDDLE LATE EARLYor MIDDLE LATE
Interactive Read-Aloud After you reread a book aloud, select one or two new Rimes to Read Words EARLY MIDDLE LATE EARLY MIDDLE Rimes
Shared Reading You may wish to use the following Shared Reading title from
LATE toYouRead
Shared Reading may wish Words About
to use the following Shared Reading title from LATE Words
Shared inmay
following Tools
Shared Reading About
title from LATE Words
Shared inmay
following Tools
Shared Reading title from EARLY MIDDLE LATE Find Information About Words EARLY MIDDLE LATE
more challenging one-syllable words and quickly write them on the whiteboard. Fountas & Pinnell Classroom™ to point out onsets and rimes. Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a Fountas & Pinnell Classroom™ to point out the use of alphabetical order in a Fountas & Pinnell Classroom™ to point out words about which students may find
Have students tell how to separate each one into onset and rime and then blend glossary. glossary. more information in a dictionary.
From Buds to Bananas by Betty Riggs YOU WILL NEED YOU WILL NEED
the parts to read the words. YOU WILL NEED YOU WILL NEED Exploring Underground by Louis Petrone YOU WILL NEED
Plan
Guided Reading When students encounter an unfamiliar word, remind them to PlanExploring Underground by Louis Petrone PlanTrapped in Tar by Hannah Cales Plan Plan
Puss in Boots by Jerry Pinkney Online Resources Ready Resources Ready Resources Guided Reading Discuss the meanings of new words that students encounter in a Ready Resources Online Resources
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ffWSA 1 Action Tags WSA 2
ff Pocket-Chart Cards ffAlphabet Strips ffWSA 8Pocket-Chart Cards ffWSA 9 Dictionary Entry
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ffmarker for whiteboard
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Generative Lesson
English language learners power over words helps themand rime with a A generative lesson has a■simple
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notice the details of written language. If necessary, have students structure that you can use totheir
in a print dictionary. A generative lesson has a simple
sure that students understand (with your help) not only the
present similar content or Use words
mane, that many,
mango, studentsmap,understand and, mask,
mark, market, for themath,
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home languages
students may notQuestions.
to play Twenty be represented in writing
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says, thethinking of a word.
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parts: e.g., -and, -end, -eam, cr-, ser-. work with magnetic letters so they will see explicitly how letter present similar content or■fwith structure that you can use tospecific word you are locating but also the words in the definition.
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medicine, learning
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structure to teach students quickly, not necessarily
amoist, monkey, more, mud,to learn
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Connect with Home
XX language learners using different examples.
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create
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between canguide
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and understand.
and then they guess the alphabetical order to locate parts of speech: A word’s part of speech is listed as an abbreviation near the structure to teach students entry
to use by making the format more accessible (e.g., creating a list
Send home a word grid and dice. Have students set a timer for five minutes and Let
word. The challenge is for the first student to keep a word secret for all twenty information about words in a beginning of the entry or of each definition. For example, n stands for alphabetical order to locateout of the alternative definitions). You may wish to begin with a
go through the card, crossing out matches on the word grid. words), and see how quickly they can alphabetize them. Use a timer to add “noun,” and v stands for “verb.”
questions. The student who guesses the word then chooses another word and variety of reference tools. information about words indictionary
a designed for English learners.
interest. variety of reference tools.
play resumes. example sentences: Some entries include example sentences that show how
You
■f may want to help students develop some systematic ways of using a particular meaning is indicated in context.
searching tools on electronic devices. EXPLAIN THE PRINCIPLE
usage labels: SomeUNDERSTAND
entries include THE
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Connect with Home
tool that contains information
The alphabet is a powerful tool for organizing and accessing Common reference tools with way. information. Most reference tools use alphabetical order as the information in a glossary,
Have students construct lists of “home words” (family and pet names, rooms, toys Send home dictionaries for students
information. toreference
Most practice tools
looking
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alphabetical
Students can construct sentences order
withwillthe
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used.
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Information in most reference a page in some printed types of information about a
alphabetical order is referred to as “ABC order.”
tools is arranged in alphabetical specific information more efficiently within large, printed
reference tools identify the first word, such as a word’s spelling,
UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE UNDERSTAND THE PRINCIPLE EXPLAIN THE PRINCIPLE reference tools, organizational aids called guide words are syllables, pronunciation,
order. Send home dictionaries for students to practice and last words on that page.
In a one-syllable word, the onset is the consonant letter or letters Look at the first part and the last In a one-syllable word, the onset is the consonant letter or letters Look at the first part and the last provided at the tops of pages.looking
The firstup words
guide with
word on family
a page meaning or meanings, as well
members. They are guide words. UNDERSTAND THE PRINCIPLE
that come before the vowel. The rime is the vowel and all of the part of a word to read the word. that come before the vowel. The rime is the vowel and all of the part of a word to read the word. Use alphabetical order to find represents the first entry that begins on that page; the second as its history.
letters that come after it. Noticing onsets and rimes helps information in a glossary, guide word represents the last entry on that page. By scanning Guide words make it easier to Even though searchable dictionaries are available electronically,
1
9
letters that come after it. Noticing onsets and rimes helps
2
students break words apart and think about the sounds of vowels Use parts of words you know to Use parts of words you know to dictionary, or other reference just the guide words, a user knows which words will fall find a word quickly in an students need a basic understanding of how dictionaries “work.” Entries in a dictionary are
students break words apart and think about the sounds
read an unknown word. alphabetically on a page. arranged in alphabetical order.
and various letter sequences. Working with word parts (such as represented by vowels and by various letter sequences. Working read an unknown word. tool. alphabetized reference tool.
onsets and rimes) in a flexible way helps students build the and understand the concept of alphabetical order can use a
with word parts (such as onsets and rimes) in a flexible way helps
automatic word-solving skills that they need to use when reading. dictionary effectively to learn more about words. It is important
Comprehensive students build the automatic word-solving skills that they need to Comprehensive
Comprehensive Comprehensive Comprehensive for students to know the types of information that dictionaries
Phonics, Spelling, use when reading. Phonics, Spelling, Phonics, Spelling, Phonics, Spelling, Phonics, Spelling,
and Word Study and Word Study and Word Study and Word Study generally provide about words. With this knowledge, students and Word Study
Guide Guide Guide Guide will understand why a dictionary is such a powerful tool and will Guide
Refer to: Refer to: Refer to: Refer to: begin to use it with greater independence to explore words and Refer to:
page 78, row 19 page 78, row 19 page 81, row 38 page 81, row 38 page 81, row 40
Word-Solving Actions: Use Alphabetical Order to Locate Information Word-Solving Actions: Use Alphabetical Order to Locate Information
436 Fountas & Pinnell Word Study Lessons, Grade 3 440 Word-Solving
Fountas & Pinnell Word Study Lessons, Grade 3 Actions: Recognize and Use Onsets and Rimes to Read Words 460 433 Fountas & Pinnell Word Study Lessons, Grade 3 Actions: Recognize and Use Onsets and Rimes to Read Words 464
Word-Solving 437 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 468 457 Fountas & Pinnell Word Study Lessons, Grade 3 About Words in a Variety of Reference Tools 461 Word-Solving Actions: Use a Dictionary to Solve and Find Information About Words 465
Groups B, A, D
SMALL GROUP
TEXT SET Tiger in

Trouble!
Book Clubs
Title
Grade
Tiger in Trouble!
3
Facilitate this Book Club using your
Author Kelly Milner Halls
Kelly Milner
Halls

Book Talk
This book tells the story of Nitro, a 10-year-old tiger who was found living in a backyard in
Kansas and taken to Carolina Tiger Rescue where he will live happily for the rest of his life.
There are two more stories about rescued animals, including an albino bat named Ethereal
and a group of monkeys, and one baboon, who make up a surprising family.
Summary
own copies of Tiger in Trouble! by

This nonfiction chapter book introduces readers to some real-life animal rescues. The first

section is about a tiger named Nitro who was rescued from a man’s backyard in Kansas. The
second section is a about a rare albino Mexican free-tailed bat who, trying to escape an owl,
flew into an old house owned by Bat World Sanctuary. The last story is about three monkeys
and one baboon who, after being rescued, created their own unlikely family at the Primate
Rescue Center.
Messages
TEXT: Tiger in Trouble!

Some animals are not meant to be pets. People can help animals in need through rescue
organizations. It’s important to respect wild animals and to treat them with kindness.
Kelly Milner Halls.

Provides factual information about a topic (animal rescues)
■■

Contains some words that may be unfamiliar to students (hyperthermia, echolocation)
■■
■■
Goals
GRADES
PreK–8
Continuum
The Fountas&Pinnell
Literacy

Listening and Speaking Understand the ways kids can help the
■■
rescue organizations in this book
■■
statements about the text Writing About Reading
■■
and important information in a text Write about how students can help one
■■
of the rescue organizations featured in
Building Deep Understanding the text
Infer that even if a person isn’t breaking
■■
the law by their treatment of animals,
they might not be doing what is best for
that animal
FPC_BC_G3_PPDF_TigerTrouble_7130.indd 1 6/7/2018 12:50:25 PM

INDEPENDENT

students.

DAY 26
DAY 27
UNDERSTANDING FICTION AND UNDERSTANDING FICTION AND
NONFICTION GENRES NONFICTION GENRES
LA.U5.RML1: There are different LA.U5.RML2: There are different

kinds of fiction books kinds of nonfiction books

EXPLORING MEMORY STORIES EXPLORING MEMORY STORIES
WHOLE CLASS
WHOLE CLASS
TEXT: My Rotten Redheaded Older TEXT: The Printer
Brother
WORD-SOLVING ACTIONS 10: Use WORD-SOLVING ACTIONS 11: Use

a Study Routine to Spell a Word: a Study Routine to Spell a Word:
Choose, Write, Build, Mix, Fix, Mix Look, Say, Cover, Write, Check
(Partner Study 1) (Partner Study 2)
Groups A, B, C Groups C, A, D
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT

DAY 28
DAY 29
UNDERSTANDING FICTION AND GIVING A BOOK TALK
NONFICTION GENRES
LA.U3.RML1: A book talk is a short
LA.U5.RML3: Hybrid books have talk about a book (or series of
fiction and nonfiction parts books) you want to recommend

WHOLE CLASS
WHOLE CLASS
TEXT: Grandma’s Records TEXT: Saturdays and Teacakes
WORD-SOLVING ACTIONS 12: Use WORD-SOLVING ACTIONS 13: Attempt

Known Words to Spell an Unknown to Spell an Unknown Word (Partner
Word (Partner Study 3) Study 4)
Groups D, B, A Groups A, C, B
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT

DAY 30
DAY 31
GIVING A BOOK TALK GIVING A BOOK TALK
LA.U3.RML2: Start with a good lead LA.U3.RML3: Write a few notes and
and end in a way that hooks your page numbers on sticky notes to
classmates prepare for your book talk

WHOLE CLASS
WHOLE CLASS
TEXT: Family Pictures Revisit books from text set 4.
TEXT: A Meerkat Day
Review previously taught lesson. HIGH-FREQUENCY WORDS 1:

Recognize and Use High-Frequency
Words with Three or More Letters
Groups B, A, D Groups A, B, C
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT

DAY 32
DAY 33
GIVING A BOOK TALK STUDYING AUTHORS AND
ILLUSTRATORS
LA.U3.RML4: Learn how to give a
good book talk LA.U2.RML1: Learn about authors or
illustrators by reading many of their
TEXT SET 4 books
EXPLORING MEMORY STORIES
TEXT SET 4
EXPLORING MEMORY STORIES
WHOLE CLASS
WHOLE CLASS
TEXT: A Meerkat Day
Respond to the SR text by using TEXT: A Meerkat Day
the Shared Writing section on your
lesson folder.
HIGH-FREQUENCY WORDS 2:
HIGH-FREQUENCY WORDS 3:
Recognize and Use Longer High-
Frequency Words, Some with More Recognize and Use Longer High-
than One Syllable Frequency Words, Some with More
Than One Syllable
Groups C, A, D
Groups D, B, A
SMALL GROUP
SMALL GROUP

INDEPENDENT
INDEPENDENT
individual students. Student choice and confer with


DAY 34
DAY 35
STUDYING AUTHORS AND STUDYING AUTHORS AND
ILLUSTRATORS ILLUSTRATORS
LA.U2.RML2: Sometimes authors LA.U2.RML3: You can recognize some

get ideas for their books from their books by the author or illustrator
own lives
TEXT SET 5
TEXT SET 5
WHOLE CLASS
AUTHOR/ILLUSTRATOR STUDY: PATRICIA POLACCO
WHOLE CLASS
PATRICIA POLACCO
TEXT: The Keeping Quilt
TEXT: Meteor!

Groups B, A, D
Groups A, C, B
SMALL GROUP
SMALL GROUP

INDEPENDENT
Student choice and confer with individual students.

INDEPENDENT
DAY 36
WRITING ABOUT READING UMBRELLA 2
DAY 37
USING A READER’S NOTEBOOK USING A READER’S NOTEBOOK
WAR.U2.RML1: Make a list of the WAR.U2.RML2: Make a list of the

books you want to read books you recommend

AUTHOR/ILLUSTRATOR STUDY: AUTHOR/ILLUSTRATOR STUDY:
PATRICIA POLACCO PATRICIA POLACCO
WHOLE CLASS
WHOLE CLASS
TEXT: Thunder Cake TEXT: Some Birthday!
WORD STRUCTURE 2: Recognize and

WORD STRUCTURE 1: Recognize and
Use Compound Words That Have
Use Compound Words
Frequently Used Words
Groups C, A, D
Groups A, B, C
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT

DAY 38
DAY 39
USING A READER’S NOTEBOOK USING A READER’S NOTEBOOK
WAR.U2.RML3: Write a book WAR.U2.RML4: Tell how a book

recommendation reminds you of another book

AUTHOR/ILLUSTRATOR STUDY: AUTHOR/ILLUSTRATOR STUDY:
PATRICIA POLACCO PATRICIA POLACCO
WHOLE CLASS
WHOLE CLASS
TEXT: The Bee Tree Revisit books from text set 5.
WORD STRUCTURE 3: Recognize and LETTER-SOUND RELATIONSHIPS 3:

Use Contractions with not Recognize and Use y as a Vowel
Sound
Groups D, B, A Groups A, C, B
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT

DAY 40
USING A READER’S NOTEBOOK
WAR.U2.RML5: Keep a tally of the

kinds of writing about reading you
do in your notebook
TEXT SET 5
PATRICIA POLACCO
WHOLE CLASS
LETTER-SOUND RELATIONSHIPS 4:
Recognize and Use Letter
Combinations That Represent Long
Vowel Sounds
Groups B, A, D
SMALL GROUP

INDEPENDENT

ASSESS TO INFORM INSTRUCTION

OBSERVATION TOOLS WHAT TO OBSERVE WHAT TO LOOK FOR—DOES THE STUDENT:
• OBSERVATIONAL NOTES • Children’s Talk • Respond to the text’s meaning?

• READER’S NOTEBOOK • Share their thinking after reading that indicates understanding?
• Writing About Reading
• WRITING SAMPLES • Use some of the language from the book?
• INTERACTIVE READ-ALOUD RECORD • Respond to the reading through writing that demonstrates understanding?
KEEPING FORM • Actively participate in conversation about the book with the group and other students?
• OBSERVATIONAL NOTES • Children’s Talk • Join in on the reading using appropriate intonation and phrasing?
• READER’S NOTEBOOK • Notice visual signposts, details and use of nonfiction text features?
• WRITING SAMPLES • Revisit the text when working independently?
• Talk about the text in a meaningful way?
• Show evidence of written language in independent writing?
• READING RECORD • Oral Reading • Read with accuracy and fluency?

• OBSERVATIONAL NOTES • Display significant behaviors such as pauses, repetitions, errors, and self-corrections?
• Children’s Talk
• READER’S NOTEBOOK • Show evidence of understanding of the text—beyond simply retelling?
• GUIDED READING RECORD KEEPING • Talk about the “bigger” ideas of the text?
FORM • Articulate understandings and critical thinking through writing/drawing?
• INDEPENDENT READING • Oral Reading • Summarize the story, covering essential parts?
• RECORD KEEPING FORM • Demonstrate sustained attention by reading the entire book?
• Children’s Talk
• READER’S NOTEBOOK • Use language appropriate to the book?
• Demonstrate ability to talk about and write about the book?
• Notice patterns and make connections?
• OBSERVATIONAL NOTES • Children’s Talk • Make comments that indicate an understanding of the book?
• READER’S NOTEBOOK • Listen to other students’ comments and follow along in their book?
• Share their own thinking and build upon the thinking of others?
• Participate in a sustained discussion for a period of time?
• Respond to the meaning of the text?
• OBSERVATIONAL NOTES • Oral Reading • Notice similar patterns in words (sounds and/or letters?)
• APPLICATION ACTIVITIES • Apply principles in reading and writing successfully?
• Systematic Assessment Tasks
• ASSESSMENT GUIDE IN ONLINE • Use known words and word parts to solve new words?
RESOURCES • Continue to acquire a repertoire of known words?
• Use understandings of phonics and core of words to monitor reading?

Keep it going! ADDITIONAL ONLINE TOOLS AND RE

Maintain momentum with these digital
VIDEO QUICK-START PLANNING TOOL
resources and planning tools for
sustained success in implementing ■■Watch a video overview to see how to ■■Download a reproducible Daily
use this eight-week Instructional Plan Template to map out literacy le
Fountas & Pinnell Classroom™. and to get started with FPC. classroom for the days/weeks
INSTRUCTIONAL
DAY
8 WEEK
PLAN
WHOLE CLASS
DAY
AN INSTRUCTIONAL PLAN
FOR THE FIRST 8 WEEKS
WHOLE CLASS
SMALL GROUP
SMALL GROUP
INDEPENDENT
INDEPENDENT
ND RESOURCES ALL AVAILABLE AT FP.PUB/FPCpreview
NING TOOLS GUIDED READING RECORDING FORMS SHARED READING AUDIO BOOKS
ucible Daily Planning ■ A recording form for each FPC Guided Reading ■ All texts for Shared Reading are available as
ut literacy learning in your book can be downloaded from the FPC Online audio books in the FPC Online Resources.
ays/weeks/months ahead. Resources. Monitor progress with recording forms Listen in to the audio files for the titles
for each title identified in this Instructional Plan. identified in this Instructional Plan.
Fountas & Pinnell Classroom, Guided Reading • Chester’s Balloon Ride • Level K • Fiction
Fountas & Pinnell Classroom, Guided Reading • Chester’s Balloon Ride • Level K • Fiction
Part One: Oral Reading continued
Sources of Information Used
Part One: Oral Reading continued E SC

Page Text E SC
M S V M S Fountas
V & Pinnell Classroom, Guided Reading
Sources Chester’s
• Used
of Information Balloon Ride • Level K • Fiction
E SC
Page Text E SC
Student _________________________________________________ Grade ________ Date ___________________________
6 Chester yawned. M S V M S V
cont.
Teacher _________________________________________________ School ___________________________________________
He closed his eyes... 4 with you,” said Dolly.
cont. Recording Form Summary of Scores:
and fell asleep. Chester didn’t want to wait
Accuracy _______
Part One: Oral Reading Self-correction _______
Fluency _______
for his friends Excerpt is taken from pages 2 through 12 Comprehension _______
8 On the other side
Place the book in front of the student. Read the introduction provided and invite the student to read the
in the hot sun. excerpt to you.
of the tent, Introduction: Read this story to find out what happened when Chester, Dolly, and Rose were at the fair on a
hot summer day.
So he went to look Sources of Information Used
Rose and Dolly
E SC
for a cool spot. Page Start Time ____ min. ____ sec. Chester’s Balloon Ride Level K, RW: 256 E SC
were looking for their friend. M S V M S V
“Chester!” cried Rose. 5 Behind the tent 2 Chester, Dolly, and Rose
© 2018 by Irene C. Fountas and Gay Su Pinnell from Fountas & Pinnell Classroom. Portsmouth, NH: Heinemann
“Where are you?” was a big balloon were at the fair

called Dolly. with a basket. on a hot summer day.
It looked cool They went on

10 The ticket seller

inside the basket. most of the rides.
called out,
Chester climbed inside.
“The balloon ride 3 Dolly and Rose bought
is about to start. 6 Chester didn’t mean some apple jelly.
Get your tickets!” to stay there for long. And Chester won
“We should go But it felt so good the pie-eating contest.
in the balloon,” to lie down Then it was time
Rose said. after a long, busy day. to go home.
Subtotal
4 “Let meSubtotal
wash my feathers
Fountas & Pinnell Classroom, Guided Reading 3 before we go,” said Rose.
Fountas & Pinnell Classroom, Guided Reading

“I’ll come into the tent 2
Subtotal
Fountas & Pinnell Classroom, Guided Reading 1
Transform literacy education for your students.

Make Fountas & Pinnell Classroom™ your classroom.

PROFESSIONAL Fountas and Pinnell believe that teacher expertise is at the heart of student achievement.
Fountas & Pinnell Classroom™ is deeply rooted in continuous professional learning. The
DEVELOPMENT following professional learning opportunities are available to further develop the teaching
craft and foster a climate of collegiality and community.

PROFESSIONAL LEARNING RESOURCES AND OPPORTUNITIES
FPC FPC FPC
INCLUDED WITH YOUR FPC PURCHASE OVERVIEW ALL
CONTEXTS
YEARLONG
PARTNERSHIP
ONLINE
IMPLEMENTATION
COURSE
EMBEDDED Online resources including a Getting Started

RESOURCES INCLUDED AS PART video library and an online implementation ● ● ● ● ● ● ● ●
OF YOUR FPC PURCHASE course.
OPTIONAL FEE-BASED*
ON-SITE
School-based seminars designed to meet your
FOUNTAS & PINNELL-TRAINED ● ● ● ● ● ● ● ● ●
learning needs.
CONSULTANTS COME TO YOU
OFF-SITE Multi-day institute designed and delivered by

●
YOU COME TO THE EXPERTS Fountas and Pinnell for extensive learning.
ONLINE
Recorded webinar series that include chat,
INTERACT DIGITALLY WITH
video demonstrations, and resources to ● ● ● ● ● ● ●
FOUNTAS & PINNELL-TRAINED
support learning.
CONSULTANTS
*Required resource: All participants in Fee-Based Professional Development

are required to have The Fountas & Pinnell Literacy Continuum, Expanded
Edition. Available in print or digital format.

JOIN THE
FOUNTAS & PINNELL LITERACY™
COMMUNITY
Designed for teachers, literacy leaders, and district administrators
We invite you to connect with thousands of educators

from around the world on one of the fastest-growing
literacy communities. Free membership gives you
exclusive access to tools, resources, conversations,
videos, tips, inspiration, and more.
FOUNTASANDPINNELL.COM
■■Exclusive Webinars hosted FREE

by Irene C. Fountas and Gay Su Pinnell
MEMBERSHIP
■■Daily Lit Bits, Teacher Tips, and Blogs
■■Consultant-led Discussion Board
■■Instructional Tools and Resource Library
■■Study Guides
CONTINUE THE CONVERSATION ONLINE Your daily retreat to reflect,

recharge, research, and redefine
@FountasPinnell Fountas & Pinnell Literacy™
#FPLiteracy @FountasandPinnell
your literacy instruction
@FountasPinnell Fountas & Pinnell Literacy™ Learning Group
#fountasandpinnell www.facebook.com/groups/FountasPinnell/
For current pricing and order information:
Phone 800.225.5800 • Fax 877.231.6980 • fountasandpinnell.com
MK-380 4/2019
ISBN 978-0-325-11031-8
90000 >
9 780325 110318

3rd Grade Eight Week Plan

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3rd Grade Eight Week Plan

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GRADE 3

Every child has the right

AND THE POWER OF

and supported by Fountas & Pinnell Classroom™.

In this system, you teach individual children, not a

program, and not a bunch of books. Consider each

lesson a blueprint, and each book an opportunity to

teaching be what it is intended to be—authentic and

FPC TRY IT COMMON PAGES.indd 1 4/5/19 12:03 PM

Let’s get started!

You’ve organized your books and

You’ve set up your classroom.

It’s ready for the hustle and

bustle of learning to begin.

Now, you may be asking

yourself, “But how and where

do I get started with Fountas

& Pinnell Classroom™?” Start

here, with this instructional

plan—follow it, lean

FPC TRY IT COMMON PAGES.indd 2 4/5/19 12:03 PM

ABOUT THIS INSTRUCTIONAL PLAN

About This Text Set

Wemberly Worried Ruby the Copycat My Friend Rabbit

Thinking Across Books

The Importance of Friendship

Essential Question and Big Ideas

You have to be a friend to have a friend.

FPC_IRA_K_ICard_PPDF_Friendship_3025.indd 1 6/29/2017 11:36:33 PM

A few things to note:

FPC TRY IT COMMON PAGES.indd 3 4/5/19 12:03 PM

THE BIG PICTURE THE FIRST EIGHT WEEKS

PREVIEW PACK RESOURCES FOR DAYS 21–25

WEEK 3 WEEK 4 WEEKS 5–6 WEEKS 7–8

Fountas & Pinnell Classroom™ is based

FPC was not designed to supplant

elevate and honor your expertise and

your observations to guide your next

FPC TRY IT COMMON PAGES.indd 6 4/5/19 12:03 PM

LITERARY ANALYSIS UMBRELLA 14 Understanding Characters in Stories

Minilessons in This Umbrella

RML1 Stories have important characters.

UNDERSTANDING CHARACTERS IN STORIES

Section 2: Literary Analysis

Section 2: Literary Analysis

LA.U14.RML3: The words and pictures help

you understand how a character feels.

to try out that

from the FPC

TAKING CARE OF EACH OTHER: FAMILY

TEXT: Max and the Tag-Along Moon

About This Book

Respond to the IRA text by using the

Interactive Writing section on your lesson

FPC_IRA_G1_B9_PPDF_MaxTag-Along_3166.indd 1 5/3/2018 12:33:46 PM

TEXT: Kate’s Party When the

calls for “Revisit

About This Book

Two Little Blackbirds

FPC_SR_Lesson_2017_KatesParty_update.indd 3 3/5/18 6:20 PM

Individual Assessments: Text Reading

TEXT SET Book Clubs

Illustrator Tomie dePaola

THE IMPORTANCE OF FRIENDSHIP

◆ Relate texts to their own lives About This Book