7 teacher’s guide luz and the garden · 2012-08-16 · number of words: 446 lesson 7 teacher’s...

Number of Words: 446

L E S S O N 7 T E A C H E R ’ S G U I D E

Luz and the Gardenby Elizabeth Wells

Fountas-Pinnell Level JRealistic FictionSelection SummaryWhen Luz and her mother move to a new apartment in the city, Luz misses her old garden. They join a community garden, working hard and sharing seeds, tools, and advice with the other gardeners. In the fall, all the gardeners bring food for a community potluck dinner.

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative• Organized chronologically

Content • Community garden• Foods made from vegetables

Themes and Ideas • Gardening requires hard work.• Sharing work and sharing the results of work are satisfying.• Gardeners can plant food in a city.

Language and Literary Features

• Description of possibly unfamiliar setting• Simple dialogue, with assigned speakers• Details show passage of time.

Sentence Complexity • A mix of short and longer, more complex sentences• Multiple items in series: There were red tomatoes, green peppers, and wrinkled onions.

Vocabulary • Content specifi c words, some of which might not be familiar to English language learners: gardeners, shovels, watering can, plot, rake, soil, seeds, plant food, weeds

• Vegetable names: peppers, lettuce, tomatoes, carrots, squash, pumpkins, onions• Target vocabulary words highlighted in text

Words • Mostly one- and two-syllable words• Words with suffi xes: gardeners, friendly, colorful

Illustrations • Illustrations support text.Book and Print Features • Framed illustration below text on each of nine pages

• One to four paragraphs on a page• Labels on photos that clarify text

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

2_304182_ELL_LRTG_L07_LuzGarden.indd 1 11/4/09 7:44:10 PM

Target Vocabulary

blooming – a plant is growing fl owers, p. 3

muscles – body parts, p. 6nodded – moved one’s head up

and down to agree, p. 4

plain – simple, not fancy, p. 2scent – a smell, especially a nice

smell, p. 3shovels – tools with a wide scoop

and a long handle, p. 4

tough – hard to chew, cut, rip, or break apart, p. 7

wrinkled – lined, p. 10

Luz and the Garden by Elizabeth Wells

Build BackgroundHelp children use their knowledge of gardens to visualize the story. Build interest by asking a question such as the following: What can grow in a garden? Read the title and author and talk about how the cover illustration shows a community garden. Tell children that this story is realistic fi ction so the characters will act like real people.

Front-Load Vocabulary Some everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: sidewalk, parking lot, vegetable, pizza, salad.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Pages 2-3: Tell children that this story is about a girl named Luz who moves with her mother to a new apartment building and misses her old garden.Suggested language: Turn to pages 2 and 3 and look at the pictures. The labels help you understand what the text says. Luz and her mother have just moved to a city apartment. What might Luz be looking for behind the building? Luz loved having a garden. Every summer it was blooming with fl owers with sweet scents.

Page 5: Explain that the people in Luz’s new neighborhood share a garden. Each family has its own plot, or area, to plant. What does the picture tell you about Luz and her mother’s new neighbors?

Page 6: Explain that Luz and her mother have begun working in their garden plot. Luz and her mother work until their muscles are sore. How can gardening cause sore muscles?

Page 8: Draw attention to the illustration. How can you tell from the picture that time has passed?

Now turn back to the beginning of the story and read to fi nd out about Luz and the neighborhood garden.

2 Lesson 7: Luz and the GardenGrade 2© Houghton Mifflin Harcourt Publishing Company

2_304182_ELL_LRTG_L07_LuzGarden.indd 22_304182_ELL_LRTG_L07_LuzGarden.indd 2 7/30/09 9:20:41 AM7/30/09 9:20:41 AM

ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.

Remind children to use the Analyze/Evaluate Strategy to tell how they feel about the story.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the story.Suggested language: What do you know about shared gardens that you didn’t know before?

Ways of ThinkingAs you discuss the text, help children understand these points:

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

• Luz and her mother share a plot in a garden.

• They work hard to tend their plot, and they enjoy the friendship of other gardeners.

• The gardeners come together in the fall to have a potluck dinner with foods made from everyone’s vegetables.

• It is hard work to grow vegetables, but the results are worth it.

• A shared garden can make the city more like the country.

• A shared garden brings people together.

• The story shows the true steps in growing garden vegetables.

• The author included examples of everyone sharing and working together.

• The pictures help readers understand what is planted and how it grows.

• The author’s attitude about shared gardens is that they are great places to garden and build a sense of community in a city.

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

Choices for Further Support• Fluency Invite children to choose a passage from the text to read aloud. Remind them

to pause at each comma and end mark.• Comprehension Based on your observations of the children’s reading and discussion,

revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Explain that a syllable is a word part with just one vowel sound, and that breaking a long word into its syllables helps readers say the word part by part. List these words from Luz and the Garden, and have children help you break each into syllables between two consonants, as shown: gar/den, let/tuce, sum/mer, din/ner, pep/pers.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 7.10.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillConclusions

Target Comprehension Skill Tell children that they can put together story details to fi gure

out a conclusion. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

On page 6, I read that Luz and her mother used shovels to dig the soil, and their muscles hurt. On page 7, I read that the gardeners cut off tough stems and pulled up weeds. On page 8, I read that people worked hard, but they also shared stories and jokes. Here’s my conclusion: Gardening is hard work, but gardeners have fun doing it.

Practice the SkillHave children fi nd details in the text that support this conclusion: Gardeners share what they have.

Writing Prompt: Thinking Beyond the TextHave children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story.

Assessment Prompts• Why is Luz unhappy at the start of the story?

• Choose one word that best describes how Luz feels about the shared garden. Use examples from the story to support your thinking.



Read directions to children.

Think About ItRead and answer the questions.

1. What does Luz miss about her old house?

2. Why does Luz love the new garden?

3. Why do you think the gardeners share everything?

Making Connections Luz and her mother plant tomatoes, peppers, and onions in their garden. What would you plant in a garden? Why?

Write your answer in your Reader’s Notebook.

Grade 2, Unit 2: Nature Watch

Name Date

Luz and the GardenThink About It

Lesson 7B L A C K L I N E M A S T E R 7 . 1 0

Think About It

English Language DevelopmentReading Support Give English learners a “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group. Or have children use the audio or online recordings.

Cognates Discuss the meanings of garden and gardener, pointing out that the words are similar to the Spanish jardín and jardinero/jardinera.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is the girl?

Speaker 2: Luz

Speaker 1: Where does she live?

Speaker 2: in a city

Speaker 1: Where does she plant vegetables?

Speaker 2: in a shared garden

Speaker 1: How does Luz feel about working in the garden?

Speaker 2: She loves working in the garden.

Speaker 1: What do Luz and her mom bring to the dinner?

Speaker 2: They bring pizza. They put tomatoes, peppers, and onions from their garden on it.

Speaker 1: Why do people in a city join a shared garden?

Speaker 2: They join other gardeners on land that is set aside for gardening. They can grow their own food and help each other.



Name Date

Luz and the GardenThinking Beyond the Text

Read the paragraph below. Then write your letter on the lines.

At the beginning of the story, Luz was not very happy about their move to the new apartment building. By the end of the story, her feelings have changed. Imagine you are Luz. Write a letter to a friend. Tell about the move and your work at the shared garden. Explain why your feelings about moving have changed.



Think About ItRead and answer the questions.

1. What does Luz miss about her old house?

2. Why does Luz love the new garden?

3. Why do you think the gardeners share everything?

Making Connections Luz and her mother plant tomatoes, peppers, and onions in their garden. What would you plant in a garden? Why?

Write your answer in your Reader’s Notebook.

Name Date

Luz and the GardenThink About It

Lesson 7B L A C K L I N E M A S T E R 7 . 1 0



1413773

Student Date Lesson 7

B L A C K L I N E M A S T E R 7 . 1 4

Luz and the GardenRunning Record Form

Luz and the Garden • LEVEL J

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

Luz and her mom moved to a new building.

Before they went inside, Luz looked around.

In front of the building was a sidewalk. On the

left was another building made of plain brick.

On the right was a store.

Luz walked around the building to look at

the back. There was nothing there except a

parking lot for cars. Luz looked sad.

At her old house, there was a garden. Every

summer it was blooming with flowers. The

flowers had such a sweet scent! But here, there

was no space for a garden.

Comments: Accuracy Rate (# words read

correctly/94 × 100)

%

Self-Correction Rate

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

1:



7 teacher’s guide luz and the garden · 2012-08-16 · number of words: 446 lesson 7 teacher’s...

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