fred and the ball

• Have children look for the word can’t as they read Fred and the Ball.. “Here you are, Fred,” said Rosie.“This new ball is for you to play with today.” 2 Book Talk • Ask Where are Rosi

Teachering V

Originally published in Australia by Thomson Learning Australia

U.S Edition © 2006 Harcourt Achieve Inc.

All rights reserved No part of the material protected by this copyright may be reproduced

or utilized in any form or by any means, in whole or in part, without permission in writing

from the copyright owner Requests for permission should be mailed to: Copyright Permissions,

Harcourt Achieve Inc., P.O Box 27010, Austin, Texas 78755.

Rigby and Steck-Vaughn are trademarks of Harcourt Achieve Inc registered in the

United States of America and/or other jurisdictions.

1 2 3 4 5 6 7 8 9 10 121 09 08 07 06 05

Printed in China/United States of America.

Fred and the Ball: Teaching Version

ISBN 1-4189-0901-7

A girl and her dog must retrieve a lost ball.

Building Future Vocabulary

* These vocabulary words do not appear in this text They are provided

to develop related oral vocabulary that fi rst appears in future texts.

Making a list

Home Connection

Send home one of the Flying Colors Take-Home books for chil-dren to share with their families

compre-Focus on ELL

• Hold up a ball for the children Ask them to show how they would throw the ball Ask them

to show how they would kick the ball Show them the differ-

ence between throw and kick

• Discuss different sports and games that use balls

This Teaching Version will assist you in directing

children through the process of reading

children with the book’s content Select the

skills and strategies that meet the needs of

your children

2 Next, go to During Reading to help children

become familiar with the text, and then to

read individually on their own

3 Then, go back to Revisiting the Text and

select those specifi c activities that meet

• Write the word under on the board Read it

aloud Have children list things they can get under (tables, beds, trees) Have children

identify the opposite of under (over)

• Introduce the book by reading the title, talking about the cover illustration, and sharing the overview

Building Future Vocabulary

Use Interactive Modeling Card: Sentence Maker

• Introduce the word close Ask What sorts of things can you close ? (doors, mouths, boxes)

• Write close at the top of the Sentence Maker In

the fi rst box, write a sentence subject Beneath

that, write a phrase using the word close In the fi nal box, write an entire sentence

Introduction to Reading Vocabulary

During Reading

stated in the story

• T ell children they will be drawing conclusions

about Fred and the Ball.

• Using the cover illustration, ask Does the girl like

playing with the dog? (yes) How do you know?

(She is smiling.)

Introduction to Phonics

• Write on the board: can, not Read the words

aloud and use them together in sentences

• Show children how to form the contraction

can’t from can not Use can’t in a sentence

• Together brainstorm other not phrases that

can become contractions: could not, should

not, is not, and will not Write these on

the board Show the children how to form

contractions with these words

• Have children look for the word can’t as they

read Fred and the Ball.

• Talk about using boldfaced type to phasize a word Authors do this to show something is important, to show something

em-is different, or to show someone em-is talking more loudly than normal

Book Talk

• Explain to children that drawing

conclusions means looking for clues

to fi nd information not directly stated

in a story

• Comprehension Strategy Show

children the book cover Ask What

two characters are in this book? (a

girl and a dog) What do you think

the dog’s name is? (Fred) How do

you know the dog’s name is Fred?

(because girls are not usually

named Fred)

• Discuss the cover Ask children for

more clues Ask What are Fred and

the girl doing? (playing with the ball)

Turn to page 2 — Book Talk

Future Vocabulary

• Look at the cover illustration Ask

Has Rosie lost the red ball? (No, she and Fred are playing with the ball.)

Now revisit pages 2–3

“Here you are, Fred,” said Rosie.

“This new ball is for you

to play with today.”

2

Book Talk

• Ask Where are Rosie and Fred?

(in the yard) Is the gate open? (no)

• Comprehension Strategy Ask How

does Fred feel? (happy or excited)

How do you know this? (He is

wag-ging his tail.) Why is Fred happy?

(because Rosie has a new ball

for him)

Turn to page 4 — Book Talk

bowling) In which games would you

throw the ball? (baseball, basketball,

football) In which would you kick it?

(soccer) In which would you roll it?

(bowling)

Now revisit pages 4–5

Rosie kicked the ball to Fred.

“Jump up and get the ball, Fred!”

Rosie shouted.

4

Book Talk

• Comprehension Strategy Ask Do

you think Rosie is strong? (yes) What

clues help you draw this conclusion?

(She can kick the ball high up into

the air and over the gate.)

• Have children locate the word

shouted on these pages Ask Why

has Rosie shouted ? (because she is

excited)

• Fluency Skill Ask Why is the word

up in boldfaced type? (to give more

attention to it) Should you shout this

word? (No, just say the word a little

louder than normal.)

Turn to page 6 — Book Talk

The ball went up

and up and up!

It went over the gate

and into the grass.

5

Future Vocabulary

• Say Rosie can kick the ball a long way Do you think you can throw a ball farther than you can kick it?

Now revisit pages 6–7

Rosie looked over the gate.

Fred looked under the gate.

6

Book Talk

• Comprehension Strategy Ask What

is Fred doing now? (He is looking

under the gate.) Why can’t he get

the ball? (The gate is closed.) Does

Rosie have a key to the gate ? (no)

How do you know this? (If she had

the key, she would unlock and open

the gate.)

• Have children locate the words

shouted and gate on these pages

• Fluency Skill Read the sentences on

page 6 Ask Why is the word under in

boldfaced type? (It stresses that Fred

is doing something different from

what Rosie is doing She is looking

over He is looking under.)

Turn to page 8 — Book Talk

7

Future Vocabulary

• Ask children why the gate might be

closed Ask What other things can you close ? (door, box) What does it mean to have a close d mind? (You will not listen to new ideas.)

Now revisit pages 8–9

Rosie said to Fred,

“I can’t get over this gate.”

Fred made a big hole under the gate.

8

Book Talk

• Ask Why can’t Rosie climb over the

gate ? (It is too high.) Why can’t she

crawl under the gate ? (There is not

enough room.) What is Fred doing

now? (digging under the gate) Why?

(so they can fi nd the ball)

• Phonics Skill Have children locate

the word can’t on page 8 Remind

them of the contractions you

dis-cussed earlier in the lesson Have

them read the sentence once with

can’t, and again with can not Ask

What sounds do you hear in cannot

that you do not hear in can’t? (/n/

and o as in pot)

Turn to page 10 — Book Talk

9

Future Vocabulary

• Ask What is Fred doing with the dirt?

(He’s throwing the dirt out of the

hole.) What do we mean when we say we will throw out the garbage?

(We will get rid of it.) Talk about the difference between throwing some-thing and throwing something away

Now revisit pages 10–11

Fred went under the gate.

10

Book Talk

• Comprehension Strategy Ask Has

Rosie found the ball? (no) How do

you know this? (She asks Fred to fi nd

the ball.)

• Fluency Skill Have children locate

the boldfaced word on page 11 Ask

Why is the word please in boldfaced

type? (Rosie says this word loudly

because she very much wants Fred’s

help.)

• Comprehension Strategy Ask How

does Rosie feel? (frustrated) How do

you know this? (She is begging Fred

for help.)

• Have children locate all instances of

the words under and gate on these

pages

“Where is the ball, Fred?”

said Rosie.

“Please help me look for it.

Please get the ball, Fred!”

11

Future Vocabulary

• Say Rosie has lost the ball How does this make Rosie feel? (anxious) Have you ever lost anything? Did you fi nd

it again? Encourage children to use the word lost as they share their experiences

• Ask How does it feel after you have

lost a game? How does it feel to have had a fi ght and lost a friend?

Now revisit pages 12–13

Rosie looked in the grass.

“I can’t see the ball,” she said.

“It is not down here.”

Fred looked in the grass, too.

Fred saw the ball

in the grass by the tree.

12

Book Talk

• Comprehension Strategy Ask Why

can’t Rosie see the ball? (She is

look-ing for it in the wrong place.) Does

Fred fi nd the ball? (yes) What clues

tell you Fred has found the ball? (He

barks and looks at the ball.)

• Phonics Skill Have children fi nd the

word can’t on page 12 Remind them

of the contractions you discussed

earlier in the lesson Tell them that

people often use contractions when

speaking but often spell out both

words when writing

Turn to page 14 — Book Talk

13

Future Vocabulary

• Say Once you have lost something

in your house, how do you fi nd it again? (look in other places) If you have lost a game, what do you do?

(practice more for the next game) If you have lost a friend, what do you do? (make up)

Now revisit pages 14–15

Fred ran back to the gate with the ball in his mouth.

He went under the gate.

14

Book Talk

• Ask Who has the ball now? (Fred)

Where is Fred going? (under the

gate and back into the yard)

• Comprehension Strategy Ask How

does Fred feel now? (happy) How

do you know Fred is happy? (He is

wagging his tail.)

Turn to page 16 — Book Talk

• Talk about what Rosie will do next

Ask Do you think she will kick the ball again or throw it instead?

Go to page T5 — Revisiting the Text

Rosie looked over the gate.

“Good boy, Fred!” she said.

“You got the ball for me.”

16

During independent work time, children can read the online

Book Talk

• Leave this page for children to

discover on their own when they

read the book individually

Individual Reading

Have each child read the entire book at

his or her own pace while remaining in

the group

Go to page T5 —

Revisiting the Text

Future Vocabulary

• Use the notes on the right-hand pages to

develop oral vocabulary that goes beyond the

text These vocabulary words fi rst appear

in future texts These words are: throw, close ,

and lost

Turn back to page 1

Reading Vocabulary Review

Activity Sheet: Clues to Use

• Discuss the different kinds of clues to look for

on Clues to Use Give examples of each type

of clue

• Have children complete the chart for the

words shouted , gate , and under

Comprehension Strategy Review

Use Interactive Modeling Card: Story Map

• Together use the Story Map to outline Fred

and the Ball

• Ask children to draw a conclusion about Fred

based on his solution to the story’s problem

(Fred is an intelligent dog.)

Phonics Review

• Write can not on the board Ask children to

make a contraction from these words

• Have children fi nd the word not in the text

(page 12) Ask them to make a contraction

from is not

Fluency Review

• Remind children how to read boldfaced words

• Write on the board Here is my book and make

my very dark Model how to emphasize my by

reading it loudly, softly, slowly, and quickly

Reading-Writing Connection

Activity Sheet: Making Conclusions

To assist children with linking reading and writing:

• Ask children if Rosie lives in a large city

(probably not) Have them use the Activity Sheet to make other conclusions about Rosie’s home, using story details

• Have each child write a list of adjectives that describe where Rosie lives

Assessing Future Vocabulary

Work with each child individually Ask

questions that elicit each child‘s understanding

of the Future Vocabulary words Note each

child’s responses:

• Show me how you would throw a ball

• Is our classroom door open or closed?

• Have you ever gotten lost in a store? What did

you do?

Assessing Comprehension Strategy

Work with each child individually Note each

child’s understanding of drawing conclusions:

• Does Fred live with Rosie?

• Does Fred like to play ball?

• Is the red ball heavy or light? How do

create can’t from can not Note each child’s

responses for understanding contractions:

• Did each child understand which letters

to delete when making a contraction?

• Did each child understand where the apostrophe goes?

• Was each child able to decode can’t?

Assessing Fluency

Have each child read page 6 to you Note each child’s understanding of emphasizing words in boldfaced type:

• Was each child able to read the page accurately?

• Was each child able to emphasize the word

in boldfaced type?

Directions: With children, fi ll in the

Sentence Maker using the word close

Directions: With children, fi ll in the

Story Map for Fred and the Ball.

Discussion Questions

• What was lost in this book? (Literal)

• How did Fred fi nd the ball? (Critical Thinking)

• How do you think Rosie felt when she lost the ball? (Inferential)

Rosie and Fred Rosie’s yard

Fred digs under the gate and fi nds the ball.

Rosie loses the ball.

Fred and the Ball

close

You

close the gate

You will close the gate.

Conclusion Details from the Book

Directions: Have children fi ll in the

Clues to Use sheet using the words:

shouted , gate , and under

Directions: Have children,

indepen-dently or with a partner, fi ll in the Making Conclusions sheet with conclusions about Rosie’s home and neighborhood, using

talked in a loud voice below something

picture, context context

picture, context

Rosie lives in a house.

Rosie lives far from others.

She has a yard Houses usually have yards.

She mostly plays with her dog.

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