Characteristics of the Text Genre Fantasy Text Structure Third person narrative

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1 ISBN-13: LESSON 2 TEACHER S GUIDE by David Martz Fountas-Pinnell Level N Fantasy Selection Summary Nivel: N EDL: 30 Género: Fantasía Estrategia: Inferir/Predecir Destreza: Conclusiones Número de palabras: 835 ISBN-10: is a lawyer whose love of play seems to distract her from Characteristics of the Text Genre Fantasy Text Structure Third person narrative Content Themes and Ideas Language and Literary Features Sentence Complexity HOUGHTON MIFFLIN Libritos nivelados en línea her job. At the trial of Samuel Foca who is accused of stealing 100 clams from the bank where he works, Nina does a back flip. She tricks the witness Sr. Tiburón into imitating her, and the stolen clams fall out of his pocket HOUGHTON MIFFLIN Number of Words: 840 3_037073_LR2_3CV_otter.indd 1 15/04/ :06:23 First three pages introduce main character s qualities and story problem. Time shift to earlier event Sea creatures Job of lawyer and courtroom trial Animals are linked with qualities (nutria divertida, tiburón codicioso). Justice and honesty are valued. It is possible to play and work at the same time. Unusual names of characters:, Samuel Foca, Juez Morsa Variety in sentence length and complexity Dialogue with two or three speakers, each named Sentences punctuated with commas, dashes, and ellipses Incomplete sentences: Si ha estado en un accidente o fue la víctima... Vocabulary Words with suffi xes: estaba, trabajando, nadando, amaban, sonando Bank-related terms: caja de seguridad, departamento de créditos Justice-related terms: abogado, asesora letrada, arrestó, cliente, culpable, juicio, la llamo al orden, banquillo de los testigos, jurado Words Mostly one- and two-syllable words, some longer Illustrations Drawings convey lively, humorous tone of story. Book and Print Features Thirteen pages with art on every page or every spread 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 David Martz Build Background Ask what a lawyer does to help people. Explain that a client is a person whom a lawyer helps. Read the title and author, and talk about the cover illustration. Have students identify the otter, shark, and walrus, and tell what role each seems to be playing in the scene. Remind students that a fantasy often has animals that talk and act like people. Introduce the Text Guide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Tell students that this story is about a lawyer who happens to be a sea otter named and what happens when she tries to help her client. Suggested language: Vayan a la página 2 de este libro. La ilustración muestra que es una nutria de mar. Leeré la primera oración: Cuando el teléfono de sonó en su ofi cina ese lunes por la mañana, ella no estaba trabajando como un buen abogado debería hacerlo. Qué saben desde el comienzo sobre Nina Nutria? Pages 4 5: Have students look at the picture and explain that is talking to a character named Samuel Foca who is in jail. Observen el tercer párrafo. Samuel dice: La policía me arrestó esta mañana. Dicen que robé 100 almejas del Banco Central! Qué son las almejas? Pages 6 7: Explain that a lawyer and client talk about how to prove that the client is not culpable of the crime. Creen que Samuel será hallado culpable del crimen? Page 10: Point out that in the illustration, Sr. Tiburón is showing a photo of Samuel Foca taking the 100 clams and that a murmullo goes through the crowd in the courtroom. Cómo se habla murmurando? Por qué la muchedumbre puede haber reaccionado con murmullos? Ahora vuelvan al comienzo del cuento y descubran lo que sucede en el juicio de Samuel Foca. Target Vocabulary convencido seguro de algo, p. 7 culpable persona que hizo algo malo, p. 7 estrado lugar donde se sienta el testigo de un juicio mientras se lo interroga, p. 9 juicio reunión en la corte para decidir si alguien violó la ley, p. 8 jurado grupo de personas que toma la decisión en un juicio, p. 9 murmullo sonido que hacen las personas al hablar muy bajo, p. 10 palabra lo que alguien dice, p. 8 señalar usar un dedo u otro objeto para mostrar dónde está algo, p. 14 2

3 Read Have students read silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Infer/Predict strategy figure out more about the story as they read. and use clues to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Qué sería lo bueno, o lo malo, de tener a como abogado? 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 The lawyer is always playing, even in the courtroom. Sr. Tiburón has accused Samuel Foca of stealing 100 clams from the bank where they work. dares Sr. Tiburón to imitate her back flip, and the clams fall out of his jacket when he takes the dare. It is possible to solve a problem and be playful at the same time. Animal characters in fantasies sometimes have some of the qualities of real-life animals Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Word play adds humor to the story. The author uses Nina s silly behaviors to keep the story moving and make readers wonder whether she will pay attention to the problem that needs solving. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to vary their voices to sound like the narrator or the characters. 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. Remind students that the common endings aba and ando can be added to a base word, sometimes with a spelling change. Have students identify and write the base word in each of these words from the fi rst three pages of : estaba, trabajando, nadando, amaban, sonando, trabajaba, bromeando. 3

4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 2.7. Responding Have students 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 Skill Conclusions Tell students that they can put together details in the story to figure out ideas that the author doesn t tell them directly. Model the skill, using this Think Aloud: Think Aloud En la página 2, está nadando en su piscina en lugar de trabajar. En la página 6, trata de prestar atención a Samuel Foca pero no puede dejar de pensar en balancearse en los barrotes de la celda. En la página 8, todos están en silencio en la corte, excepto por que está deslizándose por un banco. Puedo usar esos detalles para sacar una conclusión sobre : tiene problemas para concentrarse en su trabajo! Practice the Skill Have students write a sentence that states their conclusion about another character from the story. 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 understanding. Assessment Prompts Why is Samuel Foca scared at the beginning of the story? Tell one word that best describes. In the last paragraph on page 14, fi nd the expression that means resolvió el problema. 4

5 Responder DESTREZA CLAVE Conclusiones Copia el gráfico que sigue. Completa tres detalles que muestren que no presta atención a su trabajo. Detalle? Detalle? Detalle? Conclusión no presta atención a su trabajo. A escribir! De texto a texto Piensa en otro cuento que hayas leído sobre un personaje que se divierte mientras trabaja. Crees que es posible hacer un buen trabajo y divertirse al mismo tiempo? Incluye ejemplos de ambos cuentos para fundamentar tu opinión. Nombre Fecha Lección 2 HOJA REPRODUCIBLE Lee y contesta las preguntas. 1. Piensa dentro del texto Cuál es la actitud de hacia su trabajo? 3_037073_LR2_3OL_NUTRIA_L02.indd /21/09 8:05:59 AM Respuesta posible: Divertirse es más importante que trabajar. 2. Piensa dentro del texto Qué pistas llevan a Nina a creer que el Sr. Tiburón se robó las almejas? Respuesta posible: Nina ve un bulto extraño en la chaqueta del Sr. Tiburón. 3. Piensa acerca del texto Estás de acuerdo o en desacuerdo con la actitud de Nina con respecto al trabajo y la diversión? Explica tu respuesta. Las respuestas variarán. 4. Piensa más allá del texto En qué se parecen y Samuel Foca? En qué se diferencian? Respuesta posible: Nina y Samuel se parecen porque las nutrias y las focas son parecidas en algunas cosas. Se diferencian en que Nina disfruta más de divertirse que de trabajar, pero Samuel se toma su trabajo muy en serio. Hacer conexiones En, el Sr. Tiburón acusa injustamente a Samuel de robar. Piensa en un personaje de otro cuento que trate injustamente a alguien. Describe qué ocurre en el cuento. Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los estudiantes.. All rights reserved. 9 Grado 3 Unidad 1: Civismo 3_352916RTXSAN_U01_CT.indd 9 9/4/09 11:50:10 AM 5

6 Nombre Fecha Pensar más allá del texto Recuerda que cuando piensas más allá del texto, usas lo que sabes y tu propia experiencia para pensar en lo que sucede en el cuento. Imagina que eres el reportero de un periódico. Estás informando sobre el juicio de Samuel Foca. Escribe un informe periodístico. Describe lo que sucede en el juicio. Usa detalles del cuento en tu informe periodístico. 6

7 Nombre Fecha Lección 2 HOJA REPRODUCIBLE 2.7 Lee y contesta las preguntas. 1. Piensa dentro del texto Cuál es la actitud de hacia su trabajo? 2. Piensa dentro del texto Qué pistas llevan a Nina a creer que el Sr. Tiburón se robó las almejas? 3. Piensa acerca del texto Estás de acuerdo o en desacuerdo con la actitud de Nina con respecto al trabajo y la diversión? Explica tu respuesta. 4. Piensa más allá del texto En qué se parecen y Samuel Foca? En qué se diferencian? Hacer conexiones En, el Sr. Tiburón acusa injustamente a Samuel de robar. Piensa en un personaje de otro cuento que trate injustamente a alguien. Describe qué ocurre en el cuento. Escribe tu respuesta en tu Cuaderno de lectura. 7

8 Estudiante NIVEL N Fecha Lección 2 HOJA REPRODUCIBLE 2.10 Registro de lectura page Selection Text Errors Self-Corrections 8 La mañana siguiente, todos los animales marinos se reunieron para el juicio de Samuel Foca. Cuando el Juez Morsa se sentó, nadie pronunciaba una palabra excepto Nina Nutria. Yuujuu! gritaba, deslizándose por uno de los bancos de la corte., la llamo al orden! gritó el Juez Morsa. Nina regresó a su asiento. 9 El juicio comenzó cuando el Sr. Tiburón se sentó en el banquillo de los testigos. El Sr. Tiburón contó su versión de la historia. El jurado escuchó con atención. Pero no lo hizo. Comments: Accuracy Rate (# words read correctly/89 100) % 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

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