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LESSON 25 TEACHERS GUIDE

Tag-Along Tim
by Rachael Stein

Fountas-Pinnell Level J
Realistic Fiction
Selection Summary
Andrew is annoyed by his little brother, Tim, who wants to do
everything he does. But Andrew nds satisfaction in helping
Tim learn how to stack blocks carefully.
Number of Words: 358

Characteristics of the Text


Genre Realistic ction
Text Structure Third-person narrative
Some character development
Content Sibling relationships
Helping younger children
Themes and Ideas Younger siblings can be annoying, but there is real satisfaction in helping them learn
something new.
Language and Information and characterization developed through dialogue
Literary Features Conversational language
Sentence Complexity Some simple sentences: You decide.
Many longer sentences: You can take your brother to the park, or you can stay home.
Vocabulary Words relating to emotions: glared, frowned, care, help, kindly
Words Many high frequency words: buy, city, family, myself, party, please, school, seven
Some challenging words: enough, castle, special
Illustrations Pictures support each page of text, including the emotional content.
Book and Print Features Nine pages of text, illustrations on every page
Five to eleven lines of text on a page
Some sentences begin mid-line; some three-line sentences
2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Tag-Along Tim by Rachael Stein

Build Background
Read the title to children and ask them how the two characters in the cover illustration
might feel about each other. Encourage children to use their knowledge of getting along
with younger children to think about the story. Anticipate the text with questions such as
these: How do you feel when someone younger wants to do everything you do? Have you
ever tagged along after someone?

Introduce the Text


Guide students through the text, noting important ideas and helping with unfamiliar
language and vocabulary so they can read the text successfully. Here are some
suggestions:
Pages 23: Explain that this story is about an older brother Andrew and his
younger brother Tim. Remind children that they can use information in the pictures
to help them read.
Suggested language: Turn to page 2 and look at the picture. Where do you think
Andrew is ready to go? How do you think he feels about taking his little brother
Tim with him?
Page 6: Turn to page 6 and look at the picture. Andrew is getting a special present
for his birthday. How might Andrew feel about Tim tagging along? How would you
feel?
Page 8: On page 8, Andrew was supposed to be a good example for Tim and
teach him how to paint. Look at the picture. Did Tim learn from Andrews example?
Why or why not?
Page 9: What do you see in this picture? Why do you think Tims tower crashed?
Now go back to the beginning and read to nd out if Andrew and Tim gure out a
way to get along.

Learn More Words


crashed example special

Grade 1 2 Lesson 25: Tag-Along Tim


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Read
As the children read, observe them carefully. Guide them as needed, using language that
supports their problem solving ability.

Respond to the Text


Personal Response
Ask children to share their personal responses to the story. Begin by asking what they
liked best about the book, or what they found most interesting.
Suggested language: Why does Tim want to tag along with Andrew all the time?

Ways of Thinking
As you discuss the text, help students understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
Andrew has a hard time with his Younger siblings can be The author uses words that help
little brother, Tim, who wants to annoying, but there is real the reader know a lot about the
follow him all the time. satisfaction in helping them learn main characters.
something new.
Their parents want Andrew to let
Tim join in his activities.
Andrew willingly helps his little
brother when Tim tries and fails
to build a block tower.
2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Support


Fluency
Invite children to choose a passage from the text to read aloud. Remind children to think
about how characters are feeling to help them read with expression.

Phonics and Word Work


Provide practice as needed with words and sounds, using one of the following activities:
Word Parts Provide practice as needed with words and word parts, using examples
from the text. Remind children that sometimes two letters together spell one sound.
Point out the consonant digraph th in then (page 6) and the consonant digraph sh
in show (page 8). Have children find examples of other words in which two letters
together spell one sound.
Homophomes Have children look through Tag-Along Tim for homophomes. Remind
them that homophomes are words with the same pronunciation, but different spellings
and meanings. Some examples from the story are buy/by, too/to/two, red/read, for/
four, one/won, etc. Have children add to the list with other examples.

Grade 1 3 Lesson 25: Tag-Along Tim


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Writing About Reading
Critical Thinking
Read the directions for children on BLM 25.7 and guide them in answering the questions.

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

Target Comprehension Skill


Understanding Characters Explain to children that they can use details
from a story to tell more about characters. Model how to use details to understand
characters:

Think Aloud

I can understand a lot about Andrew by thinking about the details in the
story. When Andrew doesnt want Tim to go to the park with him, but his
mother makes him take him, Andrews cheeks get red. He glares at Tim.
Andrew doesnt want Tim to go on a special trip to buy paints, either. But
he offers to help Tim build a tower of blocks. I think Andrew loves his
little brother and is happy to help him, but he wants time to do his own
activities by himself.

Practice the Skill


Have children choose another book and use details to tell about a character in that story.

Writing Prompt
Read aloud the following prompt. Have children write their response, using the writing
prompt on page 6.
Is Andrew a good big brother to Tim? Why or why not? Write a paragraph telling what you
think. Use details from the book to support what you say.

Grade 1 4 Lesson 25: Tag-Along Tim


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

Oral Language Development


Check the childrens comprehension, using a dialogue that best matches their
English prociency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Where does Andrew want to Speaker 1: What does Andrew want to Speaker 1: What does Dad say
play ball? do at the park? when Andrew doesnt want Tim
to go to the city with them?
Speaker 2: the park Speaker 2: play ball
Speaker 2: Dad says, People in a
Speaker 1:What does Andrew want for Speaker 1: What does Tim do when he
family care about one another.
his birthday? paints?
Speaker 1: How does Andrew help
Speaker 2: paints Speaker 2: He splashes paint on himself.
Tim?
Speaker 1: What does Tim play with?
Speaker 2: He shows Tim how to
Speaker 2: blocks stack blocks carefully.

Lesson 25
BLACKLINE MASTER 25.9
Name

Think About It
Tag-Along Tim
Think About It

Write an answer to the question. Responses may vary.

1. What is Andrews problem?

His little brother wants to be with him

all the time.

Making Connections Think about your little


brother, or what it would be like to have one.
Write some sentences about your brother.

Read directions to children.


Think About It 11 Grade 1, Unit 5: Watch us Grow
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Grade 1 5 Lesson 25: Tag-Along Tim


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Name Date

Tag-Along Tim
Is Andrew a good big brother to Tim? Why or
why not? Write a paragraph telling what you think.
Use details from the book to support what you say.

Grade 1 6 Lesson 25: Tag-Along Tim


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Lesson 25
BLACKLINE MASTER 7
Name

Think About It
Tag-Along Tim
Think About It

Write an answer to the question.

1. What is Andrews problem?

Making Connections Think about your little


brother, or what it would be like to have one.
Write some sentences about your brother.

Grade 1 7 Lesson 25: Tag-Along Tim


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Lesson 25
Student Date BLACKLINE MASTER 25.14

Tag-Along Tim LEVEL J Tag-Along Tim


Running Record Form

page Selection Text Errors Self-Corrections

4 Mom said, Tim can watch

while you play ball.

Andrew frowned at Tim.

Why do you always follow

me around? Why do you go

everywhere I go?

5 Mom said, Thats enough,

Andrew! You can take your

brother to the park, or you can

stay home. You decide.

Andrew glared at his little

brother. Okay, you can come

with me.

Comments: Accuracy Rate Self-Correction


(# words read Rate
correctly/59 x 100) (# errors + #
% Self-Corrections/
Self-Corrections)
1:

Behavior Code Error Behavior Code Error


1413374

Substitution cut 1
Read word correctly 0 cat
cat
Self-corrects cut sc 0
cat
Repeated word, 0
sentence, or phrase cat Insertion the 1
cat


Omission cat 1 Word told T 1
cat

Grade 1 8 Lesson 25: Tag-Along Tim


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