Nivel: E EDL: 8 Género: Ficción. Estrategia: Verificar/Aclarar. Destreza: Conclusiones Número de palabras: 92 HOUGHTON MIFFLIN

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1 LESSON 12 TEACHER S GUIDE Estrategia: Verificar/Aclarar Destreza: Conclusiones Número de palabras: 92 K.3.12 by Sharon Fear Fountas-Pinnell Level E Fiction Selection Summary Winter s over and some mice invite their friend, a bear, to wake up from his winter hibernation and play outside because there s NO SNOW! Characteristics of the Text Genre Fiction Text Structure Content Themes and Ideas Language and Literary Features Nivel: E EDL: 8 Género: Ficción K_036151_LR3_2AL_SNW_CVR_L12.ind1 1 HOUGHTON MIFFLIN Libritos nivelados en línea ISBN-13: ISBN-10: por Sharon Fear ilustrado por Chris Vallo HOUGHTON MIFFLIN Number of Words: 92 Third-person narrative Events take place sequentially during the early morning as the animals wake up. On the last page the mice and bear dance outside. Bears and mice Friends enjoy playing together. Animals go outside after winter ends. The natural world changes with the seasons. Bears end their hibernation in the spring. Clothes keep us warm in the winter. Simple sequence of events Simple dialogue and some split dialogue Elements of fantasy: talking animals Sentence Complexity More complex repeating language patterns. ( Podemos ver dijo el ratón. Podemos.) Some longer sentences with more than 6 words Question mark and exclamations Vocabulary Content words supported by illustrations: ratón, despertarnos, hierba verde, fl ores Almost all vocabulary familiar to children and used in oral language Words One, two, and three syllable words, some high-frequency Mostly simple spelling patterns Illustrations Engaging illustrations support and extend text. Book and Print Features Nine pages of text with one illustration on each page Some words in all caps for emphasis Some sentences turn over one line 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. 1/13/10 9:06:01 AM

2 by Sharon Fear Build Background Read the title with children and talk with them about what the mice are doing in the cover illustration. Encourage children to use their knowledge of the seasons to think about the story. Ask: Creen que los ratones están jugando en primavera o en invierno? Cómo lo saben? Qué cosas creen que les gusta hacer a los ratones en primavera? Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Point out the repetition of the sentence patterns: Podemos ver dijo el ratón. Podemos. That tells what the mice can see and do. Here are some suggestions: Page 2: Explain that in this story three mice try to wake up a bear who has been sleeping all winter. Suggested language: Vayan a la página 2. Aquí vemos a los ratones. Qué están haciendo? El ratón dice: Podemos ver el sol. Podemos despertarnos. Digan ratón. Ratón empieza con la letra r. Busquen la palabra ratón y pongan el dedo debajo de ella. Ahora vuelvan a observar el dibujo. Qué llevan puesto los ratones? Por qué están vestidos así? Page 3: Point out that children can use information in the pictures to help them read. En la página 3, el ratón dice: Podemos ver la hierba verde. Podemos levantarnos. Miren el dibujo. Qué estación del año es? Cómo lo saben? Page 6: Vayan a la página 6. Los ratones intentan despertar a su amigo, el oso. Qué creen que hará el oso después? Page 10: Qué están haciendo el oso y los ratones? Digan bailar. Busquen la palabra bailar, díganla en voz alta y pongan el dedo debajo de la palabra. Por qué creen que están bailando? Ahora, vuelvan al comienzo para descubrir por qué el oso y los ratones están tan contentos de que no haya nieve. Learn More Words bailar ratón 2 Lesson 12:

3 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 story, or what they found interesting. Suggested language: Cómo creen que se llevan el oso y los ratones? Ways of Thinking As you discuss the text, make sure children understand these teaching points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Mice wake up on a spring day. The mice wake up a sleeping bear. The mice and bear dance together outside. It s fun to play outside on a sunny spring day with your friends. In the spring, animals spend time outside. Animals behavior changes when the seasons change. The writer uses the same language on many pages, so it s easy to read the story. The animals talk and act the way people do, but in some ways they are like real animals. The pictures help readers to better understand what is happening in the story Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors, such as understanding the concept of a sentence as a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Make New Words Materials: index cards, box. Write the words ver, sol, dijo, mis, ellos, oso. on index cards. Put the cards in a box. Ask children to choose a card and read the word aloud. Work with children to change one letter to make a new word (ser, sal, son, dejo, mas, ellas, ojo, oro). Rhyming Words Have children name all the words they can that rhyme with oso. Remind them that the words can have different lengths. 3 Lesson 12:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 12.4 and guide them in answering the questions. Responding Read aloud the question at the back of the book and help children complete the activities. Target Comprehension Skill Conclusions Tell children that they can draw a conclusion by using details, or smaller pieces of information, to figure out more about the story. Model how to draw a conclusion about this story: Think Aloud Los ratones fueron a despertar al oso. Quieren que vaya afuera. Ese es un detalle del cuento. En la última página, el oso y los ratones están bailando. Ese es otro detalle. Parece que la están pasando de maravillas juntos. Por eso, puedo suponer que el oso y los ratones son amigos. Practice the Skill Have children think of another animal story they have read. Guide them in drawing a conclusion about a character or event in the story. Writing Prompt Read aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6. Think of the different things the mice and bear do in the story. Draw a picture of what will happen next. Write about what the animals are doing. 4 Lesson 12:

5 Responder DESTREZA CLAVE Conclusiones Este cuento se trata de animales que quieren ir afuera al terminar el invierno. Por qué puedes decir que el oso y el ratón son amigos? A escribir! De texto a texto Piensa en un libro que te guste sobre animales que hablan. Haz un dibujo de los animales. Escribe una oración sobre el dibujo. Nombre Fecha Lección 12 HOJA REPRODUCIBLE Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué vieron los ratones cuando miraron afuera? K_036151_LR3_2AL_NIEVE.indd 11 09/04/ :29:37 Los niños hacen un dibujo de la parte del cuento que más les gustó. 2. Lea las instrucciones a los niños.. All rights reserved. 6, Unidad 3: Afuera de mi casa 06_K_352862RTXSAN_BLM12-4_L12.indd 1 1/22/10 8:51:04 AM 5 Lesson 12:

6 Nombre Fecha Piensa en las cosas que el oso y los ratones hacen en el cuento. Haz un dibujo de lo que crees que pasará después. Escribe lo que están haciendo los animales. 6 Lesson 12:

7 Nombre Fecha Lección 12 HOJA REPRODUCIBLE 12.4 Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué vieron los ratones cuando miraron afuera? Los niños hacen un dibujo de la parte del cuento que más les gustó Lesson 12:

8 Estudiante NIVEL E Fecha Lección 12 HOJA REPRODUCIBLE 12.7 Registro de lectura page Selection Text Errors Self-Corrections 2 Podemos ver el sol dijo el ratón. Podemos despertarnos. 3 Podemos ver la hierba verde dijo el ratón. Podemos levantarnos. 4 Podemos ver mis flores dijo el ratón. Podemos ir afuera. 5 Podemos levantarnos e ir afuera! dijeron ellos. 6 Podemos ver la hierba verde dijo el ratón. Tú puedes levantarte! Comments: Accuracy Rate (# words read correctly/47 x 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission lobo lobo 0 0 lobo 1 Substitution Behavior Code Error Self-corrects lodo lobo 1 lodo sc lobo 0 Insertion ˆlobo 1 Word told T 1 lobo el ISBN-13: ISBN-10: Lesson 12: