Characteristics of the Text Genre Biography Text Structure
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1 LESSON 20 TEACHER S GUIDE by Carolyn Bond Fountas-Pinnell Level O Biography Selection Summary After losing an arm during the Civil War, explorer in 1869 led a team of 10 men on a first-ever three-month river journey through the length of the Grand Canyon. The purpose of this trip and his later expeditions was to explore and gather information about the western territories. Number of Words: 815 Characteristics of the Text Genre Biography Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative in seven short chapters Chapter headings signal key periods in J.W. Powell s career and explorations. The action takes place from May 24 through August 29, and exploration of the western territories Grand Canyon, including geographic features and, especially, physical dangers such as river rapids Bravery, courage, and teamwork can help people reach their goals. Good leaders do their best to protect their team. People with disabilities can accomplish great things. Narrative tone emphasizes boldness of the adventurers viaje arriesgado gravity of Grand Canyon expedition (muchos ponían en duda que el grupo pudiera sobrevivir al viaje) and its purpose to provide information for the U.S. government. Western setting integral to characters and plot A few longer sentences, but most are simple and follow the subject-verb pattern. Place names (Cañón Lodore), dates (24 de mayo de 1869), city/state names (ciudad de Green River, Wyoming) Some words, such as rápidos, defi ned in text Target vocabulary words not defi ned in text Some multisyllable words: acompañar, intérprete, territorio Historical photographs that support the text and add interest Captions for photographs Twelve pages of text, easy-to-read chapter headings, and photographs or maps on most pages Sidebars and maps provide additional information Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
2 by Carolyn Bond Build Background Help students use their knowledge about the West and the Grand Canyon to visualize the text. Build interest by asking a question such as the following: Cómo creen que tener una discapacidad afectaría a un explorador de los territorios del oeste? Read the title and author and talk about the cover photograph. Tell students this is a biography, so it tells about a real person,. 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: Page 3: Explain that lost part of his arm after being shot during the Civil War. Still, he was able to explore and chart many parts of the western territories. Suggested language: Lean la leyenda que está debajo del mapa que muestra algunas de las primeras exploraciones de Powell. Ask: Cuál de los tres viajes que Powell había hecho solo fue el más largo? Pages 5: Tell students that Powell and his team prepared for their trip by stocking up on provisiones. Ask: Qué provisiones necesitarías para un viaje al Gran Cañón? Pages 7: Have students look at the photograph and read the caption. Powell y su tripulación se encontraron con aguas rápidas y peligrosas a medida que sus botes entraban en un territorio más difícil. Ask: Con qué otros peligros se podría haber encontrado la tripulación de Powell? Page 14: Direct students to the photograph of Lake Powell, named after John Wesley Powell. Ask: Por qué creen que el autor incluyó esta fotografía al fi nal del texto? Ahora, vuelvan al comienzo y averigüen qué le pasa a y a su tripulación cuando exploran el Gran Cañón. Target Vocabulary acompañar ir a algún lado con alguien, p. 11 cuerpo un grupo de personas que trabajan juntas intérprete una persona que traduce palabras de una lengua a otra, p. 10 lugar de referencia un objeto familiar o fácil de ver que identifica a un lugar proponer sugerir provisiones cosas importantes que necesitan las personas, p. 5 rudimentario simple y elemental ruta un camino o sendero entre dos lugares, p. 6 tarea el trabajo o responsabilidad de una persona territorio una extensión de tierra, p. 7 2 Lesson 20:
3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Visualize Strategy and to use text details to form pictures in their minds about the sights Powell and his men saw on their trip. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Han hecho alguna vez un viaje largo como el de Powell? Han enfrentado dificultades o han estado en apuros alguna vez? Cómo resolvieron sus problemas y su equipo? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text, a onearmed leader, led nine other men on a river trip to explore the length of the Grand Canyon. The government funded the trip to gain information about new territories. It was a dangerous journey and had never before been attempted. Individuals with disabilities can become leaders and perform difficult physical tasks. Staying focused on goals can help people overcome setbacks and obstacles. wanted to help his country Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photographs and maps aid visualization and comprehension. Chapter headings provide main ideas and help lead readers through the text. Details within the biography capture readers interest and support main ideas. Choices for Further Support Fluency Invite students to choose a passage from the text to read alternate paragraphs in a readers theater. Remind them to use any cues provided by punctuation and to notice emphasis and foreshadowing and to vary their expression accordingly. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students 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. Point out that the target vocabulary word territorio is based on the root ter or terr, which means tierra. Remind students that keeping the root in mind can help them remember a word s defi nition. 3 Lesson 20:
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible Responding Have students complete the activities at the back of their book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Main Ideas and Details Remind students that details support the main ideas in the text. Details describe or explain the main idea. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud El texto de la página 12 dice que Powell y sus hombres se enfrentaron con tormentas e inundaciones. Luego su comida comenzó a arruinarse. Estos detalles apoyan la idea de que la expedición se enfrentó con muchos peligros. Practice the Skill Have students share examples of another book that uses details to support main ideas in the text. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts One idea present in this biography is that. In the fi rst paragraph on page 6, what does the word ruta mean? What is the main idea of the fi rst paragraph on page 10? 4 Lesson 20:
5 Responder Ideas principales y detalles Cuál es la idea principal sobre el viaje de Powell que presenta la autora? Qué detalles apoyan esta idea? Copia y completa el siguiente diagrama. Detalle de apoyo Los botes podían volcar en los rápidos. Detalle de apoyo? Idea principal La tripulación enfrentó muchos peligros. Detalle de apoyo Detalle de apoyo?? A escribir! El texto y tú Escribe un párrafo narrativo personal sobre un peligro que tú o alguien que conozcas hayan enfrentado. Recuerda incluir detalles interesantes e importantes. Lección 20 Nombre HOJAS REPRODUCIBLES 20.6 Fecha 15 Lee y contesta las preguntas. Respuestas posibles. 1. Piensa dentro del texto Nombra dos problemas que Powell y sus 4_042909_LR4_5BL_EXPLORED_L20.in /24/09 9:34:18 AM hombres enfrentaron durante su viaje a Lodore Canyon. Perdieron provisiones cuando se estrelló uno de los botes contra las rocas. Tuvieron que vaciar los botes y cargarlos junto con las provisiones a un lugar más seguro. 2. Piensa dentro del texto Dónde descubrió Powell las ruinas de una antigua ciudad? A lo largo de un pequeño río que desembocaba en el cañón. 3. Piensa más allá del texto Hubieras seguido o regresado si fueras uno de los hombres de Powell? Por qué? Me hubiera gustado seguir. No quisiera hacer un viaje tan difícil sin llegar al final. 4. Piensa acerca del texto Qué detalles usa el autor para mostrar que Powell era un buen líder? Powell mandó hacer botes especiales con partes impermeables para guardar las provisiones. Animó a sus hombres a seguir adelante. Los que siguieron con él quedaron a salvo y la expedición fue un éxito. Hacer conexiones Describe una ocasión en la que fuiste un líder. Cuál era tu función? Cómo completaste tu tarea? Escribe tu respuesta en tu Cuaderno de lectura. 8 Grado 4, Unidad 4: Nunca te rindas!. All rights reserved. 4_352923RTXSAN_U4_CT.indd 8 5 8/22/09 4:25:17 PM Lesson 20: 4_325217_BL_LRTG_L20_JohnWesleyPowell_SPA.indd 5 1/22/10 5:04:32 AM
6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. Cómo crees que luchar en la Guerra Civil y perder un brazo haya hecho que se decidiera a hacer la expedición al Gran Cañón? Qué otros factores ayudaron a que Powell y su equipo quisieran triunfar? 6 Lesson 20:
7 Nombre Fecha Lección 20 HOJAS REPRODUCIBLES 20.6 Lee y contesta las preguntas. 1. Piensa dentro del texto Nombra dos problemas que Powell y sus hombres enfrentaron durante su viaje a Lodore Canyon. 2. Piensa dentro del texto Dónde descubrió Powell las ruinas de una antigua ciudad? 3. Piensa más allá del texto Hubieras seguido o regresado si fueras uno de los hombres de Powell? Por qué? 4. Piensa acerca del texto Qué detalles usa el autor para mostrar que Powell era un buen líder? Hacer conexiones Describe una ocasión en la que fuiste un líder. Cuál era tu función? Cómo completaste tu tarea? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 20:
8 Estudiante Fecha Lección 20 HOJAS REPRODUCIBLES 20.9 N I V E L O Registro de lectura page Selection Text Errors Self-Corrections 7 A los 16 días de iniciado el viaje, Powell y su tripulación comenzaron a viajar por un territorio mucho más difícil. Mientras trataban de remar a través de los peligrosos rápidos del Cañón Lodore, uno de los botes se estrelló contra las rocas. Afortunadamente no hubo víctimas, pero se perdieron muchas de las provisiones del grupo. 8 En varios momentos los hombres debieron vaciar sus botes y llevarlos por la costa rocosa hasta un sitio más seguro. Luego, tuvieron que transportar el resto de las provisiones nuevamente a los botes. Era un trabajo lento, difícil, y los hombres se desanimaron. Powell los alentaba a seguir adelante. Comments: Accuracy Rate (# words read correctly/ ) % Total Self- Corrections Behavior Code Error Read word correctly lobo 0 Repeated word, sentence, or phrase lobo Omission lobo 1 0 Behavior Code Error Substitution lodo lobo 1 Self-corrects lodo sc lobo Insertion el ˆlobo 1 Word told T 1 lobo Lesson 20:
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LESSON 24 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level B Nonfiction Selection Summary A lion is shown eating, drinking, running, playing, and sleeping. Number of Words: 19 Characteristics of the
Más detallesCharacteristics of the Text Genre Informational Text Text Structure First-person plural narrative Content
LESSON 18 TEACHER S GUIDE by Dick Martin Fountas-Pinnell Level D Informational Text Selection Summary Children see many different kinds of plants and animals by the sea. Number of Words: 49 Characteristics
Más detallesCharacteristics of the Text Genre Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Rachel Gideon Fountas-Pinnell Level D Realistic Fiction Selection Summary Children pick apples on a class trip and then cook them for a classroom treat. Number of Words: 40
Más detallesCharacteristics of the Text Genre Biography Text Structure
LESSON 14 TEACHER S GUIDE by Olivia Taylor por Olivia Taylor Fountas-Pinnell Level K Biography Selection Summary This biography tells the life story of, the friend and teacher of Helen Keller. The simply
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 15 TEACHER S GUIDE by Daniel Morgan Fountas-Pinnell Level C Nonfiction Selection Summary There are so many things to see in the sky! Look at the moon, stars, sun, clouds, and rainbow. Number of
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into seven short chapters Content Growing a garden
LESSON 15 TEACHER S GUIDE Calabazas en la escuela by Susan Blackaby por Susan Blackaby Fountas-Pinnell Level O Nonfiction Selection Summary Growing a garden at school is a good way to learn about ecology.
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 1 TEACHER S GUIDE by Erika Rice por Erika Rice Fountas-Pinnell Level J Informational Text Selection Summary Whether old or new, near or far, friends enjoy doing many different things together. HOUGHTON
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 1 TEACHER S GUIDE by Lydia Wolff Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters can read, jump, ride, run, and hug together. Number of Words: 16 Characteristics of the
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LESSON 8 TEACHER S GUIDE by Amelia Tyler por Amelia Tyler Fountas-Pinnell Level C Nonfiction Selection Summary A first-person narrator tells readers about going to see an orchestra. After focusing on the
Más detallesSe mueve rápido. Fountas-Pinnell Level F Informational Text. by Robert Newell
LESSON 9 TEACHER S GUIDE by Robert Newell Se mueve rápido Fountas-Pinnell Level F Informational Text Selection Summary There are a lot of ways to go fast. Bikes, skateboards, motorcycles, boats, cars,
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 21 TEACHER S GUIDE by Olivia Rose Fountas-Pinnell Level C Nonfiction Selection Summary Friends like to read, play, build, bake, and paint together. Number of Words: 26 Characteristics of the Text
Más detallesFountas-Pinnell Level I Realistic Fiction. by Alvin Court
LESSON 16 TEACHER S GUIDE by Alvin Court por Alvin Court ilustrado por Ann Iosa Fountas-Pinnell Level I Realistic Fiction Selection Summary Some children are eager to visit the new children s room at the
Más detallesOso nada by Angela Misko
LESSON 17 TEACHER S GUIDE by Angela Misko Fountas-Pinnell Level G Fantasy Selection Summary Nutria and Oso are at the beach. Nutria wants to swim, but Oso doesn t know how. Once Nutria teaches Oso how
Más detallesFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE by Stanford Makishi Fountas-Pinnell Level P Informational Text Selection Summary The work of different kinds of artists can be seen almost everywhere. Costume designers, architects,
Más detallesAbuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
Más detallesCharacteristics of the Text Genre Biography Text Structure Organized by sections
LESSON 10 TEACHER S GUIDE by Katrina Van Horn Fountas-Pinnell Level R Biography Selection Summary Philo Farnsworth was just a regular kid. He lived on a farm in Utah and did okay in school not great. But
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Series of fi rst-person narrators Content
LESSON 27 TEACHER S GUIDE by Marty James Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters like to read, play, dance, jump, and ride together. Number of Words: 51 Characteristics
Más detallesCharacteristics of the Text Genre Folktale Text Structure
Nivel: J EDL: 18 Género: Folktale LESSON 12 TEACHER S GUIDE Estrategia: Preguntar Destreza: Secuencia de sucesos Número de palabras: 369 by Patrick Doherty Fountas-Pinnell Level J Folktale 1.3.12 HOUGHTON
Más detallesUna comida para i. Fountas-Pinnell Level I Informational Text
LESSON 18 TEACHER S GUIDE by Erin Duffy Una comida para i Fountas-Pinnell Level I Informational Text Selection Summary Food comes to your table in many ways. Some food is grown in home gardens. Some people
Más detallesÉtica del trabajo. Fountas-Pinnell Level R Nonfiction. by Daniel Rosen
LESSON 16 TEACHER S GUIDE by Daniel Rosen Ética del trabajo por Daniel Rosen Fountas-Pinnell Level R Nonfiction Selection Summary Getting a job is a way to earn money. There are many jobs that kids can
Más detallesFountas-Pinnell Level K Nonfiction. by Jessica Quilty
LESSON 20 TEACHER S GUIDE by Jessica Quilty por Jessica Quilty ilustrado por Julie Downing Fountas-Pinnell Level K Nonfiction Selection Summary Everyday heroes are people we see everyday who help others.
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrator
LESSON 20 TEACHER S GUIDE El equipaje de Lewis y Clark by Kate Johanns Fountas-Pinnell Level Q Nonfiction Selection Summary In the early 1800s, Lewis and Clark packed up to head west to explore a wilderness
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 2 TEACHER S GUIDE by Rita Cruz por Rita Cruz ilustrado por Joanne Friar Fountas-Pinnell Level I Realistic Fiction Selection Summary Nora goes to a fiesta mexicana with Alma and her family. Each
Más detallesCómo protegerte durante un terremoto by Kaye Gager
Nivel: O Cómo protegerte EDL: 34 Ciencias LESSON 12 TEACHER S GUIDE durante Estrategia: Visualizar Número de palabras: 961 Cómo protegerte durante un terremoto un terremoto 4.3.2 Construir vocabulario
Más detallesFountas-Pinnell Level M Informational Text
LESSON 14 TEACHER S GUIDE Perros buenos, perros guía by Caleb Graham Fountas-Pinnell Level M Informational Text Selection Summary Dogs have many qualities that make them helpful to disabled people. They
Más detallesCharacteristics of the Text Genre Informational text Text Structure Information presented in ten short sections Content Moon exploration
LESSON 2 TEACHER S GUIDE Las rocas lunares del Apollo by Luna Fracchia Las rocas lunares del Apollo Fountas-Pinnell Level S Informational Text Selection Summary Since ancient times, people have been curious
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 13 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary A red, white, blue, yellow, and green bird is each shown in its natural habitat. Number of Words: 28 Characteristics
Más detallesFountas-Pinnell Level S Informational Text. by Nancy N. Ragno
LESSON 14 TEACHER S GUIDE by Nancy N. Ragno Fountas-Pinnell Level S Informational Text Selection Summary The earth is full of bugs. Bugs are useful in many ways. They can be used for food, production of
Más detallesCharacteristics of the Text Genre Informational text Text Structure Third person narrative Content Sea lions; Pinnípedo species
LESSON 6 TEACHER S GUIDE Los dóciles leones del mar by Alice Collins Fountas-Pinnell Level S Informational Text Selection Summary Sea lions are one of the most talented and intelligent creatures on earth.
Más detallesFountas-Pinnell Level N Informational Text
LESSON 18 TEACHER S GUIDE by Irena Freeman Fountas-Pinnell Level N Informational Text Selection Summary Pine trees are conifers. Their seed- and pollen-carrying cones, needle leaves, and green leaves in
Más detallesLas ardillas son así by Julie Verne
LESSON 3 TEACHER S GUIDE by Julie Verne Fountas-Pinnell Level I Fantasy Selection Summary Chip the chipmunk watches the other animals in the woods get ready for winter as he prepares for the change of
Más detallesFountas-Pinnell Level Q Nonfiction. by Deborah Akers
LESSON 10 TEACHER S GUIDE Aprendiendo a ser artistas by Deborah Akers Aprendiendo a ser artistas por Deborah Akers Fountas-Pinnell Level Q Nonfiction Selection Summary Some high school students choose
Más detallesFountas-Pinnell Level S Biography
LESSON 2 TEACHER S GUIDE by Darleen Ramos Fountas-Pinnell Level S Biography Selection Summary This biography covers the life and career of Thurgood Marshall, the first African American Supreme Court justice,
Más detallesFountas-Pinnell Level U Narrative Nonfiction. Parques urbanos de Estados Unidos. by Thomas Pressel
LESSON 8 TEACHER S GUIDE Parques urbanos de Estados Unidos by Thomas Pressel Parques urbanos de Estados Unidos por Thomas Pressel Fountas-Pinnell Level U Narrative Nonfiction Selection Summary The urban
Más detallesNivel: N EDL: 30 Género: Cuentos divertidos 2.3.1 HOUGHTON MIFFLIN. Libritos nivelados en línea
Nivel: N EDL: 30 Género: Cuentos divertidos LESSON 11 TEACHER S GUIDE Correos electrónicos Estrategia: de la Inferir/Predecir Destreza: Conclusiones Número palabras: 925 maestra by Rachel Fogelberg Fountas-Pinnell
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LESSON 3 TEACHER S GUIDE by Isabel Johnson Fountas-Pinnell Level B Nonfiction Selection Summary Items important for puppy care are introduced. Number of Words: 15 Characteristics of the Text Genre Nonfi
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LESSON 12 TEACHER S GUIDE by Elizabeth Shu Fountas-Pinnell Level B Nonfiction Selection Summary Many winter animals can live in the snow a bird, rabbit, fox, moose, and a family of bears. Number of Words:
Más detallesFountas-Pinnell Level S Realistic Fiction
LESSON 18 TEACHER S GUIDE by Stephanie Sigue Fountas-Pinnell Level S Realistic Fiction Selection Summary Mieko and Jenny are best friends. Mieko s family is moving away to another town. The girls are sad
Más detallesCharacteristics of the Text Genre Informational Text: Biography Text Structure
LESSON 9 TEACHER S GUIDE by Carl Desmond Fountas-Pinnell Level J Informational Text Margarita y Hans Rey por Carl Desmond Selection Summary Young readers learn about the creators of the Jorge el Curioso
Más detallesFountas-Pinnell Level K Informational Text
LESSON 7 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level K Informational Text Selection Summary Murals are large paintings on walls. The series of steps involved in making a mural include thinking of
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Sequence of activities Content Park activities Themes and Ideas
LESSON 8 TEACHER S GUIDE by Sarah Schneider Fountas-Pinnell Level D Nonfiction Selection Summary Children tell what they like to do at a park: run, jump, climb, slide, and play. Number of Words: 31 Characteristics
Más detallesCharacteristics of the Text Genre Informational Text Text Structure Focused on one simple idea Content
ISBN-13:978-0-547-03624-3 LESSON 16 TEACHER S GUIDE by Maura Sidel Fountas-Pinnell Level E Informational Text Selection Summary A tree can be a home for many living things: a bird, a squirrel, bees, caterpillars,
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion
Más detallesViaje en diligencia. Viaje en diligencia
LESSON 16 TEACHER S GUIDE by Darleen Ramos Fountas-Pinnell Level Q Nonfiction Selection Summary Long ago, stagecoach travel was the primary way to journey to the western part of the United States. These
Más detallesFountas-Pinnell Level I Nonfiction. by Vidas Barzdukas
LESSON 5 TEACHER S GUIDE by Vidas Barzdukas por Vidas Barzdukas Fountas-Pinnell Level I Nonfiction Selection Summary Many animals besides cats and dogs make good pets. Animals that live on farms, such
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