La señora Mendoza es famosa! by Naomi Carlson
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1 LESSON 1 TEACHER S GUIDE La señora Mendoza es famosa! by Naomi Carlson Fountas-Pinnell Level N Humorous Fiction Selection Summary Everyone in town loves señora Mendoza, a teacher who dresses outlandishly, makes learning fun, and loves to sing. When señora Mendoza loses a talent show, it s her students who teach her an important lesson. Characteristics of the Text Genre Humorous fi ction Text Structure Third person narrative Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features HOUGHTON MIFFLIN Organized chronologically More than one problem Favorite teachers and eccentric people Collaboration Acceptance of eccentric people helps create a stronger community. Not giving up after losing helps people get stronger. Working together can solve problems. Conversational language Use of exaggeration and fi gurative language: Su voz se oía como un martillo en los oídos de sus estudiantes. Some longer, more complex sentences Questions and exclamations in dialogue: Estoy segura de que ganaré! Split dialogue Feeling words, such as orgullosa and preocupada Humorous proper nouns refl ect people s jobs: Sr. Vendoropa, Sra. Danzón Some multisyllable words such as corriente, martillo, compositor Humorous illustrations of a classroom Broken notes indicating terrible singing Thirteen pages of text; illustrations on most pages; decorations on two pages Use of italics for titles Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Number of Words: 793 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 La señora Mendoza es famosa! by Naomi Carlson Build Background Build interest by asking questions such as the following: Cómo creen que sería hacer un pésimo papel en un concurso... en la televisión? Read the title and author. Ask students to point out details on the cover that suggest this story is humorous fiction. 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: Pages 2 and 3: Explain that this is a story about a wonderful teacher named señora Mendoza. Everyone loves her, even though she lives an unusual life. Suggested language: Vayan a las páginas 2 y 3. Lean la segunda oración de la página 2: Ella no era como las demás personas del pueblo. Qué pueden decir de la señora Mendoza después de observar los dibujos de las dos páginas? Page 4: Tell students that señora Mendoza loves to sing and she is orgullosa of her singing. Por qué se siente tan satisfecha con lo que hace? Page 5: Draw attention to the illustration. Presten atención a las notas que salen del grabador. Compárenlas con las notas que salen de la boca de la señora Mendoza. Por qué creen que no las dibujaron de la misma manera? Page 6: Tell students to turn to page 6. Listen while I read the fi rst sentence: Su voz se oía como un martillo en los oídos de los estudiantes. Qué nos dice esta oración de la voz de la señora Mendoza? Ven las notas desarmadas en el dibujo? La directora está por hacer sonar la campana que anuncia la hora de almorzar. Por qué creen que la directora, la autoridad principal de la escuela, hace sonar la campana cuando oye cantar a la señora Mendoza? Page 9: Explain that one day señora Mendoza goes on television to sing in a talent show. Cómo piensan que le fue? Qué pueden deducir por el tamaño de los trofeos? Ahora, vuelvan al comienzo del cuento para descubrir cómo los estudiantes hicieron que la señorita Mendoza recuperara la alegría. Target Vocabulary alzarse levantarse, p. 13 anunciar dar a conocer a muchas personas, p. 6 ciertamente seguramente, definitivamente, p. 12 director autoridad principal de una escuela, p. 6 magnífico muy bonito, de excelente calidad, p. 8 orgulloso el sentimiento de estar satisfecho con uno mismo, p. 4 preocupar pensar o sentir que algo malo puede pasar, p. 5 recorrer visitar un lugar, p. 12 2
3 Read Have students read La señora Mendoza es famosa! silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Summarize Strategy parts of the text in their own words. and to tell important Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Les gustaría tener a la señora Mendoza como maestra? Por qué sí? Por qué no? 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 People in the town of Playa Sola love señora Mendoza but they don t like her singing. Señora Mendoza thinks she s going to win a talent show, but she loses. After her loss, señora Mendoza changes. She dresses in ordinary clothes and doesn t do anything fun all day. Everyone in town shows señora Mendoza that they love her just the way she is. People are special just the way they are. People should be accepting of others, including their eccentricities. Communities can work together to solve problems Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The language is exaggerated, which adds humor. Song titles are written in italics. Several humorous names reflect people s jobs: señor Vendoropa owns a costume shop; señora Danzón is the music teacher. The words señora Mendoza sings are set in all capital letters. Her awful singing is shown as broken musical notes. Choices for Further Support Fluency Invite students to choose a passage from the text to act out. Remind them to vary their rhythm and tone to refl ect the meaning and humor of the passage. 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 ending -osa, which is used to make a noun into an adjective. Point to the word famosa in the title and have students identify the base noun, fama. Then, have students fi nd more words with the ending -osa in the text, or provide their own, and identify the base noun. 3
4 Writing About Reading Critical Thinking Have students complete the questions on Hoja reproducible 1.7. 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 Story Structure Remind students that they can understand how a character feels about something by looking at what the character does. Model the skill, using this Think Aloud: Think Aloud María Lucía, sus compañeros y la directora son personajes del cuento. A ellos no les gusta para nada cómo canta la señora Mendoza! Cómo sabemos esto? Cuando la señora Mendoza canta, María Lucía se mete bolitas de algodón en los oídos para no escucharla. Y la directora hace sonar la campana del almuerzo para que deje de cantar. Eso que hacen nos indica lo que piensan. Practice the Skill Write three sentences about how señora Mendoza feels after losing the talent show. Use details from the story to support what you say. 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 Find a sentence on page 4 that shows that señora Mendoza doesn t know how badly she sings. Which words in the fi rst paragraph on page 8 show how excited señora Mendoza is about being in the talent show? Complete this sentence in your own words: At the end of the story, the reader can probably tell that señora Mendoza will. 4
5 Responder DESTREZA CLAVE Estructura del cuento A los estudiantes de la señora Mendoza no les gusta cómo canta. Copia el diagrama del cuento que está abajo y complétalo con los sucesos del cuento y la solución. Personajes María Lucía, la señora Mendoza Ambiente la escuela Problema A la señora Mendoza le gusta cantar, pero canta muy mal. Sucesos? Solución? A escribir! El texto y tú Conoces a una persona especial? Escribe un párrafo que describa lo que hace única a una persona. Usa palabras precisas y detalles. Nombre Fecha Lección 1 HOJA REPRODUCIBLE Lee y contesta las preguntas. La señora Mendoza es famosa! 3_037004_LR1_1OL_FAMOSA_L01.indd /21/09 7:51:05 AM 1. Piensa dentro del texto Cuáles son dos razones por las que todos quieren a la señora Mendoza? Es alguien fuera de lo común y hace que aprender sea divertido. 2. Piensa dentro del texto Qué es lo único que no les gusta a los estudiantes de la señora Mendoza? No les gusta cómo canta. 3. Piensa acerca del texto Por qué crees que las personas participan en concursos de talento? Respuesta posible: Participan porque están seguros de su talento y quieren compartirlo con los demás. 4. Piensa más allá del texto Cómo crees que se sintió la señora Mendoza cuando sus alumnos le cantaron una canción? Cómo lo sabes? Respuesta posible: Se sintió feliz y se sintió bien consigo misma. Lo sé porque sonreía, aplaudía y se reía, y porque volvió a cantar. Hacer conexiones Hay muchos concursos de talento en la televisión. Algunos programas muy populares se burlan de las personas que intentan entrar y no son elegidos. Qué opinas de estos programas? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los estudiantes.. All rights reserved. 9 Grado 3 Unidad 1: Civismo 2916RTXSAN_U01_CT.indd 9 8/14/09 8:19:58 AM 5
6 Nombre La señora Mendoza es famosa! Fecha Pensar más allá del texto Escribe un párrafo para responder las siguientes preguntas: Al final del cuento, todos aceptan a la señora Mendoza como es. Crees que esto significa que seguirá cantando en la escuela? Qué crees que harán los estudiantes y la directora cuando la señora Mendoza cante? Por qué crees eso? Da ejemplos del cuento para fundamentar tus respuestas. 6
7 Nombre Fecha Lección 1 HOJA REPRODUCIBLE 1.7 La señora Mendoza es famosa! Lee y contesta las preguntas. 1. Piensa dentro del texto Cuáles son dos razones por las que todos quieren a la señora Mendoza? 2. Piensa dentro del texto Qué es lo único que no les gusta a los estudiantes de la señora Mendoza? 3. Piensa acerca del texto Por qué crees que las personas participan en concursos de talento? 4. Piensa más allá del texto Cómo crees que se sintió la señora Mendoza cuando sus alumnos le cantaron una canción? Cómo lo sabes? Hacer conexiones Hay muchos concursos de talento en la televisión. Algunos programas muy populares se burlan de las personas que intentan entrar y no son elegidos. Qué opinas de estos programas? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 1 HOJA REPRODUCIBLE 1.10 La señora Mendoza es famosa! NIVEL N La señora Mendoza es famosa! Registro de lectura page Selection Text Errors Self-Corrections 8 La mañana siguiente, la señora Mendoza llegó al salón con una enorme sonrisa. Su maestra va a ser una estrella de música pop! anunció la señora Mendoza. Voy a concursar en Súper estrella de pop! Estoy segura de que ganaré! Los niños se miraron unos a otros, boquiabiertos. No lo podían creer. Súper estrella de pop! era un magnífico concurso de la televisión. No, no María Lucía le susurró a Roberto. Todos los participantes en ese concurso son buenos cantantes. Pobre señora Mendoza. Comments: Accuracy Rate (# words read correctly/83 100) % 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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Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
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 K Nonfiction
LESSON 19 TEACHER S GUIDE Las señales están en todas partes by Myka-Lynne Sokoloff por Myka-Lynne Sokoloff Fountas-Pinnell Level K Nonfiction Selection Summary Signs, which provide helpful information,
Más detallesCharacteristics of the Text Genre Realistic Fiction Text Structure
LESSON 3 TEACHER S GUIDE by Kate McGovern Fountas-Pinnell Level E Realistic Fiction Selection Summary When gets muddy, the twins give their dog a bath. Everyone admires the results, which don t last long:
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 Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Jacob Walker Fountas-Pinnell Level C Informational Text Selection Summary A fire fighter shows the clothes worn when fighting fires. Number of Words: 17 Characteristics of the
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Focus on one simple topic Content
LESSON 16 TEACHER S GUIDE Acampar bajo las estrellas by Nic Grant Fountas-Pinnell Level C Nonfiction Selection Summary On a camping trip, the family in this book can see the sun, the moon, a star, and
Más detallesCharacteristics of the Text Genre Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Carrie Waters Fountas-Pinnell Level E Realistic Fiction Selection Summary A brother and sister have fun making mud for pies. The boy makes a mud pie, but the girl discovers
Más detallesQuerido diario. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level L Realistic Fiction.
LESSON 8 TEACHER S GUIDE by Rubí Borgia Querido diario por Rubí Borgia ilustrado por Kathie Kelleher Fountas-Pinnell Level L Realistic Fiction Selection Summary Marisela is new to her school and she also
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 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 detallesAyudar en casa. Characteristics of the Text Genre Nonfi ction Text Structure Descriptive; some chronological sequence; some cause and effect Content
LESSON 27 TEACHER S GUIDE by Emma Buckley Ayudar en casa por Emma Buckley Fountas-Pinnell Level H Nonfiction Selection Summary Families have a lot of work to do at home, but when everyone helps, the work
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 14 TEACHER S GUIDE by Rose Aguilera uci quiere mudarse por Rose Aguilera ilustrado por Kathi Ember Fountas-Pinnell Level F Fantasy Selection Summary Luci is tired of the sun and sand in the desert.
Más detallesFountas-Pinnell Level M Nonfiction
LESSON 10 TEACHER S GUIDE by Christine Forrest Fountas-Pinnell Level M Nonfiction Selection Summary This selection introduces readers to the history of some items they use every day. From paper and pencil
Más detallesFountas-Pinnell Level S Realistic Fiction
LESSON 1 TEACHER S GUIDE by Barbara Dodson Fountas-Pinnell Level S Realistic Fiction Selection Summary Edward wants to play basketball with his brother, León. The only problem is that Edward is not very
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure First-person narrator Content
LESSON 30 TEACHER S GUIDE Visita a la estación de bomberos by Beverly Dani Fountas-Pinnell Level D Nonfiction Selection Summary Children tell about visiting the fire station. At the fire station, they
Más detallesinsectos sociales vida de los
LESSON 14 TEACHER S GUIDE La vida de los insectos sociales by L. M. Colozza La vida de los insectos sociales Fountas-Pinnell Level P Informational Text Selection Summary Insects are a part of the world.
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 5 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Realistic Fiction Selection Summary A girl tells about the steps in building her play house. Her brother picks up the wood, her dad
Más detallesCharacteristics of the Text Genre Fantasy Text Structure Third-person narrator describes day s events from morning to night.
LESSON 20 TEACHER S GUIDE by Nikolai Katkov Pedro el oso polar por Nikolai Katkov ilustrado por Steve Cox Fountas-Pinnell Level I Fantasy Selection Summary Pilar gets new pet, a polar bear named Pedro.
Más detallesFountas-Pinnell Level L Nonfiction
LESSON 12 TEACHER S GUIDE Qué divertidas son las ciencias! by Abe Beaker por Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and
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 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 Fiction Text Structure
LESSON 20 TEACHER S GUIDE Jorge el Curioso y los Fountas-Pinnell Level C Fiction Selection Summary The classic children s-book monkey, Jorge el Curioso, visits the zoo, where he can feed giraffes, an elephant,
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 detallesFountas-Pinnell Level L Nonfiction
LESSON 18 TEACHER S GUIDE by Monica Brown Fountas-Pinnell Level L Nonfiction Selection Summary This simply written text introduces readers to the land and people of Chile. The conversational narrative
Más detallesPuentes grandes by Elizabeth West
LESSON 4 TEACHER S GUIDE by Elizabeth West Fountas-Pinnell Level M Nonfiction Selection Summary Bridges have been built since ancient times. Starting with a simple log over a stream, bridges have become
Más detallesFountas-Pinnell Level M Folktale
LESSON 24 TEACHER S GUIDE El nuevo hogar de Marmota by Keith Yoder Fountas-Pinnell Level M Folktale Selection Summary When Marmota s burrow on a farm is threatened by the arrival of a new farmer and his
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 P Realistic Fiction
LESSON 3 TEACHER S GUIDE Un niño nuevo en la cancha by Gail Blasser Riley Fountas-Pinnell Level P Realistic Fiction Selection Summary Chim is upset by his family s move from California to rural New York.
Más detallesFountas-Pinnell Level O Nonfiction
LESSON 3 TEACHER S GUIDE De visita en la República Dominicana by Darleen Ramos DE VISITA EN LA REPÚBLICA DOMINICANA por Darleen Ramos Fountas-Pinnell Level O Nonfiction Selection Summary The Dominican
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 22 TEACHER S GUIDE by Claire Daniel Fountas-Pinnell Level J Realistic Fiction Selection Summary Two young girls each make a kite for a kite contest at the beach. When their kites collide in midair,
Más detallesDarlene y el concurso de arte
LESSON 12 TEACHER S GUIDE Darlene y el concurso de arte by Margaret Gallo Fountas-Pinnell Level N Realistic Fiction Selection Summary Darlene is excited about the class art show, but she isn t quite sure
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
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 Humorous fi ction Text Structure
LESSON 19 TEACHER S GUIDE by E.J. Nikki Fountas-Pinnell Level M Humorous Fiction Selection Summary The mayor of Pueblo Feliz is proud of all the signs in town. However, when the townspeople demand the
Más detallesFountas-Pinnell Level I Realistic Fiction
LESSON 7 TEACHER S GUIDE by Ann M. Rossi Fountas-Pinnell Level I Realistic Fiction Selection Summary Abuela tells her young grandson to come to her house with a cabbage from his garden. When he arrives,
Más detallesFountas-Pinnell Level M Fantasy
LESSON 20 TEACHER S GUIDE El superhéroe misterioso by Winston White Fountas-Pinnell Level M Fantasy Selection Summary A superhero is helping people all over town, but no one knows who the amazing person
Más detallesFountas-Pinnell Level M Realistic Fiction
LESSON 16 TEACHER S GUIDE by Sharon Richards Fountas-Pinnell Level M Realistic Fiction Selection Summary Children voluntarily part with their treasured collections of stamps, baseball cards, and butterflies
Más detallesCharacteristics of the Text Genre Fantasy Text Structure First-person narrative
LESSON 26 TEACHER S GUIDE Catalina inventa de todo! by Oscar Cadejo por Oscar Cadejo ilustrado por Cary Pilo Fountas-Pinnell Level M Fantasy Selection Summary Catalina likes to invent solutions to everyday
Más detallesNu e s t ra panadería
LESSON 19 TEACHER S GUIDE by Melissa Wagner Nu e s t ra panadería por Melissa Wagner ilustrado por Felipe Galindo Fountas-Pinnell Level I Realistic Fiction Selection Summary A boy helps his mother, father,
Más detallesde un salon Fountas-Pinnell Level I Nonfiction
LESSON 13 TEACHER S GUIDE by Isaiah Collins Fountas-Pinnell Level I Nonfiction Selection Summary Long ago, children from farms and small towns went to small schools with one room and one teacher. They
Más detallesCharacteristics of the Text Genre Fantasy Text Structure
LESSON 3 TEACHER S GUIDE Jorge el Curioso en clase Fountas-Pinnell Level G Fantasy Selection Summary Jorge el Curioso visits a school. He reads a book and does a puzzle. Jorge el Curioso has fun at school!
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
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