Nivel: F EDL: 6 12 Género: No ficción narrativa Estrategia: Resumir Destreza: Comprender a los personajes Número de palabras:

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1 LESSON 30 TEACHER S GUIDE by Barbara Miller Fountas-Pinnell Level H Narrative Nonfiction Nivel: F EDL: 6 12 Género: No ficción narrativa Estrategia: Resumir Destreza: Comprender a los personajes Número de palabras: _038179_LR6_5CV_MICHE.indd 1 HOUGHTON MIFFLIN Libritos nivelados en línea Selection Summary Young readers learn about s award-winning golf career. Michelle learned the game from her father and went on to win games against children and adults. ISBN-13: ISBN-10: HOUGHTON MIFFLIN por Barbara Miller Number of Words: 136 4/4/08 4:04:00 PM Characteristics of the Text Genre Narrative nonfi ction: Biography Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative describes s golf career. Information presented sequentially. Playing golf Competition Father s guidance It s fun to play golf. The more you play a sport, the better you get. Implied subject: Pon el tee en la tierra. Narrator talks directly to reader: Esta es Michelle. Exclamation for emphasis and excitement. Mostly simple sentences; some sentences with phrases: Él le enseñó a Michelle cómo jugar al golf. Repeating sentence patterns: Le dio una pelota. Le dio un palo de golf. Most vocabulary words familiar to children and used in oral language Content words related to golf supported by photos and labels: golf, palo, pelota, tee Mostly one syllable words; some decodable two syllable words Plurals, possessive adjectives, and pronouns: partidos, su, ella Photographs support and extend text. Nine pages of text; photos on every page; labels for photos Some sentences turn over one line. Print in large plain font 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 Barbara Miller Build Background Read the title to the children and talk with them about what the girl is doing in the photo on the cover. Ask them what they think they will learn about in this book. Encourage children to use their knowledge of sports to think about the book. Ask questions such as the following: Alguna vez vieron a alguien jugar al golf? Qué equipo deportivo usan? Cuál es el deporte favorito de ustedes? Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of sentence patterns. Here are some suggestions: Page 2: Explain that this book is about how a real person named became a famous golfer and how she fi rst learned to play golf. Suggested language: Vayan a la página 2. Esta es. Qué tiene en la mano? Se llama palo de golf. A Michelle le encanta el golf. Digan encanta. Qué sonido esperan ver al comienzo de encanta? Ahora busquen la palabra encanta en la página. Qué deporte les encanta a ustedes? Page 3: Explain that Michelle s papá showed Michelle how to jugar golf. Busquen al papá de Michelle en la foto. Que creen que está haciendo? Qué está haciendo Michelle? Acaba de hacer un buen tiro? Pages 4 5: Now turn to pages 4 and 5. El padre de Michelle le decía qué hacer cuando ella jugaba al golf. Solo le dijo que pusiera el tee en la tierra. Cuando el tee está en la tierra, hay que poner la pelota en el tee. Luego le pegan a la pelota con el palo. Señalen el tee, la pelota y el palo que están en la página 4. Ahora, vuelvan al comienzo para descubrir cómo aprendió a jugar cada vez mejor al golf. Words to Know campo equipo jugar persona encantar hermano lamentar solo 2 Lesson 30:

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 Invite children to share their personal responses to the book. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Cómo creen que se siente cuando juega al golf? Si pudieran preguntarle algo a Michelle, qué le preguntarían? 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 won golf games with kids. Now wins golf games with adults. The more she plays, the better she gets. If you keep playing a sport, you get better at it. It s important to listen to your teacher, especially if your teacher is your parent. The writer uses simple language that makes it easy to follow the book. The photos help readers to understand the words. The labels help readers understand new words about golf Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a page to read aloud. Point out that the book includes many sentences with exclamation points, which means they should read these sentences with strong feeling. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Listening Game Materials: pairs of words. Have children listen for words that begin with the same sound. Have them raise their hands if the words begin with the same sound, and keep their hands in their laps if the beginning letter is different. Say pairs of words, such as the following; gustan, golf; buena, deportes; encanta, enseñó; papá, palo; tierra, también; todos, partidos; contra, como. Make New Words Materials: index cards, box. Write the following words from the book on index cards: ella, día, con and put the index cards in a box. Ask a child to pick an index card and read the word. Then ask small groups of children to make new words by changing the beginning, middle and ending letters of the word (ella, olla, ola, olí ). 3 Lesson 30:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 30.6 and guide them in answering the questions. Responding Read aloud the questions at the back of the book and help children complete the activities. Target Comprehension Skill Understanding Characters Tell children that they tell more about characters in a book by paying attention to what they do and how they feel. Model how to think about understanding characters: Think Aloud Leí que Michelle jugaba y jugaba al golf cada vez más. Ella jugaba cada día mejor. Ganó muchos partidos. Eso debe de haberla hecho sentir bien. Al pensar en lo que hizo Michelle, descubro más acerca de su personalidad. Descubro que nunca se dio por vencida y que sabía lo que quería. Practice the Skill Have children share examples of a character in another book and tell how reading about what the character did and felt helped them understand that person. Writing Prompt Read aloud the following prompt. Have children draw and write their responses, using the writing prompt on page 6. Draw a picture of a sport a parent and child can play together. Write about the sport. 4 Lesson 30:

5 Responder DESTREZA CLAVE Comprender a los personajes Qué hace en la historia? Cómo lo hace? Cómo se sentía Michelle jugando al golf? Haz una tabla. A escribir! El texto y el mundo Piensas que sería una buena amiga? Escribe dos oraciones.! Explica qué piensas y por qué. 11 Nombre Fecha Lección 30 HOJA REPRODUCIBLE _038179_LR6_5BL_MICHEL_L30.indd /5/09 4:49:07 PM Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Cómo saben que es una buena jugadora de golf? Ha ganado muchos partidos con niños y con adultos. Hacer conexiones Piensa en algún juego en el que seas bueno. Escribe varias oraciones acerca de por qué eres un buen jugador. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 1, Unidad 6: Tres hurras por nosotros! 1_352879RTXSAN_U6_LR_TAI.indd 8 8/12/09 4:03:00 AM 5 Lesson 30:

6 Nombre Fecha Haz un dibujo de un deporte en el que podría jugar un padre con su hijo o hija. Escribe acerca del deporte. 6 Lesson 30:

7 Nombre Fecha Lección 30 HOJA REPRODUCIBLE 30.6 Escucha la pregunta. Escribe una respuesta. 1. Cómo saben que es una buena jugadora de golf? Hacer conexiones Piensa en algún juego en el que seas bueno. Escribe varias oraciones acerca de por qué eres un buen jugador. 7 Lesson 30:

8 Estudiante NIVEL H Fecha Lección 30 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Esta es Michelle. A Michelle le gustan los deportes. A ella le encanta el golf. Ella es buena jugadora. 3 Este es su papá. A él le gusta el golf también. Él le enseñó a Michelle cómo jugar al golf. 4 El papá de Michelle le dio un tee. Le dio una pelota. Le dio un palo de golf. Comments: Accuracy Rate (# words read correctly/57 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: 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 0 ISBN-13: ISBN-10: Lesson 30: