Fountas-Pinnell Level O Nonfiction

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1 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 Republic is on an island located between the United States and South America. There are many things to do, see, and taste in this beautiful island country. HOUGHTON MIFFLIN Number of Words: 632 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative Half pages of text with photographs or illustrations on all pages Content Things to do in the Dominican Republic Things to see in the Dominican Republic Things to taste in the Dominican Republic Themes and Ideas The Dominican Republic is a country that is rich with culture. Visitors to the Dominican Republic enjoy the time they spend there. Language and Descriptive language Literary Features Pronunciation guides Sentence Complexity A mix of short and complex sentences Exclamations Questions Vocabulary Words related to Dominican culture, some of which may be unfamiliar, such as caña de azúcar, bosque tropical, merengue, La bandera Words Multisyllable words, such as encantadora, interesante, delicioso, agricultores Illustrations Full color photographs Map Book and Print Features Twelve pages of text; one page has a map, the rest have photographs Short captions 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 De visita en la República Dominicana by Darleen Ramos Build Background Help students use their knowledge of islands to visualize the selection. Build interest by asking questions such as the following: Han ido alguna vez a una isla? Qué hicieron allí? Qué vieron? Probaron alguna comida interesante? Read the title and author and talk about the cover photograph. Explain that the Dominican Republic is on an island close to the equator. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 3: Point out that captions can give clues about information in the text. Explain that this is a book that allows you to mirar the marvels of the Dominican Republic. Page 4: Have students look at the picture and read the caption. Suggested language: Este faro se construyó en honor a Cristóbal Colón, quien visitó la isla en Page 6: Discuss the photograph of the fruit stand and read the caption. Ask: Qué tipo de platos pueden preparar con las frutas que ven en la fotografía? Page 7: Explain to students that many people travel to the Dominican Republic to explore its intactas beaches. Ask: Cómo creen que se ven la arena y el agua en las playas que están intactas? Page 9: Have students fi nd and point to the Dominican Republic on the map on page 9. Then have them fi nd and point to the equator. Explain to students that the island is very warm year round because it is so close to the equator. Ahora, vuelvan al comienzo de la selección y lean sobre la República Dominicana. Target Vocabulary apoyo respaldo que hace que alguien se sienta esperanzado, p. 12 bienvenido ser saludado de forma amigable al llegar, p. 14 honor una señal de respeto, p. 4 intacto que parece no haber sido tocado, p. 7 incluir ser parte de un grupo, p. 13 mirar dar miradas a alguien por un tiempo, p. 3 negativo desagradable o malo, p. 9 observar hacer un comentario en voz alta, p. 10 preparar armar algo, p. 6 sensible ser comprensivo de los sentimientos de los otros, p. 5 2 Lesson 3: De visita en la República Dominicana

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 imagine they are on a trip to the Dominican Republic. as they read, and to Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Qué información les pareció más interesante? Qué más les gustaría aprender sobre la República Dominicana? 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 Baseball is a very popular sport in the Dominican Republic. Many visitors travel to the Dominican Republic to see the beaches. The food found in the Dominican Republic is flavorful. The Dominican Republic is a country that is rich with culture. Visitors to the Dominican Republic enjoy the time they spend there Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The pronunciation keys are helpful in understanding the correct way to say a word. Captions help to explain the photos. The photos and the map contain a lot of helpful information. Choices for Further Support Fluency Invite students to choose a section of the text to read aloud to a partner. Suggest that they try reading a couple of pages with an expression they would use if they were telling a friend about a trip to the Dominican Republic. 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. Explain to students that some words contain the hard r sound (r, rr). Remind students that the r has a hard sound at the beginnig of words (República). The sound r can also be heard at the end of a word (honor) or between vowels (carretera). In the last case, the sound is written with double r. Write the following examples from the text on the board: aterrizar (page 3), arroz (page 13), restaurantes (page 13), color (page 5). 3 Lesson 3: De visita en la República Dominicana

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 3.1. Responding Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: mirar) Reading Nonfiction Nonfiction Features: Photos and Text Clues Remind students that nonfiction has many features to help readers find and understand important information. Photos and text clues are two of these features. Explain that photos often add information that is not in the text. Have students look again at the photo on page 8. Ask what information they can learn from the photo (cómo son algunas de las casas en la República Dominicana, cómo es un bosque tropical). Then have students choose another photo in the book and tell what they can learn from it. Text clues are another important source of information. They are verbal clues that signal importance, such as Algunas noches, Durante la temporada de lluvias, and El lado negativo. Have students find these text clues in the book and make a classroom chart. Suggest that students add text clues to the chart from their reading throughout the year. Writing Prompt: Thinking About the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts What words on page 7 help the reader understand what intactas means? What is the main purpose of the selection? What can readers tell about the Dominican Republic from reading this selection? 4 Lesson 3: De visita en la República Dominicana

5 Responder VOCABULARIO CLAVE Formar palabras Mirar es sólo uno de los verbos que describen lo que haces con tus ojos. Qué otras palabras significan lo mismo que mirar? Copia y completa la siguiente red de palabras. ver mirar A escribir! El texto y tú Si pudieras visitar la República Dominicana, qué te gustaría hacer allí? Por qué? Escribe un párrafo que describa lo que te gustaría ver y hacer. Usa palabras de Formar palabras. Nombre Fecha Lección 3 HOJA REPRODUCIBLE Empareja las palabras del con los ejemplos siguientes. Se muestran respuestas posibles. De visita en la República Dominicana Vocabulario mirar honor bienvenido preparar negativo incluir sensible apoyo intacto observar Ejemplos: 1. Dijo: Hola, pasa! bienvenido 2. Llora con facilidad sensible 3. Mirar a la personas cruzar la calle observar 4. No ha sido tocado intacto 5. Hacer sopa preparar 6. Siempre dice que no negativo 7. Dar una medalla honor 8. Ver el horario del tren mirar 9. Respaldo a un esfuerzo apoyo 10. Agregar otro jugador al equipo incluir. All rights reserved. 3 Grado 4, Unidad 1: Tender una mano 5 Lesson 3: De visita en la República Dominicana

6 Nombre Fecha De visita en la República Dominicana Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas en el texto, reflexionas sobre él. Prestas atención y evalúas cosas como el lenguaje, el género, los recursos literarios y cómo está organizado el texto. Mira el texto y el mapa de la página 9. Por qué la República Dominicana tiene huracanes? Creen que vale la pena el riesgo de los huracanes para vivir en un lugar donde el clima es templado todo el año? Por qué sí? Por qué no? 6 Lesson 3: De visita en la República Dominicana

7 Nombre Fecha Lección 3 HOJA REPRODUCIBLE 3.1 Empareja las palabras del con los ejemplos siguientes. De visita en la República Dominicana Vocabulario mirar honor bienvenido preparar negativo incluir sensible apoyo intacto observar Ejemplos: 1. Dijo: Hola, pasa! 2. Llora con facilidad 3. Mirar a la personas cruzar la calle 4. No ha sido tocado 5. Hacer sopa 6. Siempre dice que no 7. Dar una medalla 8. Ver el horario del tren 9. Respaldo a un esfuerzo 10. Agregar otro jugador al equipo 7 Lesson 3: De visita en la República Dominicana

8 Estudiante De visita en la República Dominicana n i v e l o Fecha Lección 3 Hoja reproducible De visita en la República Dominicana Registro de lectura page Selection Text Errors Self-Corrections 3 Bienvenidos! Estamos a punto de aterrizar en la República Dominicana, un país que está en la isla La Española. Mira por la ventanilla. Ve las brillantes aguas azules del mar Caribe. Esta encantadora isla tiene muchas cosas para hacer, ver y probar. Estás listo? 4 El explorador Cristóbal Colón llegó a la isla en Ayudó a construir ciudades. Una de éstas fue Santo Domingo, la capital de la República Dominicana. Ahora visitemos un edificio interesante de Santo Domingo, construido en honor a Colón. Algunas noches, unas luces potentes que están en el edificio alumbran el cielo. Comments: Accuracy Rate (# words read correctly/96 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T Lesson 3: De visita en la República Dominicana