Fountas-Pinnell Level N Fantasy
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1 LESSON 21 TEACHER S GUIDE No hay lugar como el hogar by Katrina Van Horn Fountas-Pinnell Level N Fantasy Selection Summary A small fish named Leona is unhappy living in a small tank at an aquarium. She manages to escape to a larger tank but finds that it also has walls and, worst of all, sharks. In the end, Leona is grateful to be returned to her small, safe tank. HOUGHTON MIFFLIN Number of Words: 890 Characteristics of the Text Genre Fantasy Text Structure Narrative structure, organized chronologically A series of problems to solve; fi rst problem presented on fi rst page Content Adventures in animal character s day Character s attempts to solve a series of problems at an aquarium Themes and Ideas A solution to one problem can sometimes cause other problems. Having your wish granted isn t always a good thing. Home is often the best place to be. Language and Third-person narrator Literary Features Dialogue between characters Quotation marks showing main character s thoughts Sentence Complexity A mix of simple, compound, and complex sentences Some sentences with ellipsis: Qué...?, No era ese el pez que estaba...? Vocabulary Aquarium terms: acuario, cristalinas, líquida, esponjas, coral, criaturas, empapadas, aletas Words Onomatopoeia: Pum, pum, pum; Plaf! Some fi ve-syllable words: profundamente, signifi cado, preguntándose Verbs describing movement: contoneó, retorció, aterrizó, volteaba Words with affi xes: disgustada, profundamente, cabezazos, oscuridad Illustrations Half-page illustrations on most pages; one full-page illustration Book and Print Features Thirteen pages of text, illustrations on most pages; one page of full text 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 No hay lugar como el hogar by Katrina Van Horn Build Background Help students think about the setting of an aquarium. Build interest by asking questions such as the following: Alguno de ustedes tiene una pecera en su casa? Alguna vez fueron a un acuario? Qué vieron allí? Read the title and author s name, and talk about the cover illustration. Tell students that this story is a fantasy in which a fish has an adventure in an aquarium. Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2: Explain that this is a story about a small fi sh named Leona who isn t happy where she lives. Suggested language: Vayan a la página 2. Aquí tenemos una ilustración de Leona en su pecera del acuario. Read the fi rst two paragraphs. Make sure that students understand the meaning of esponjas and coral. Explain that one of the characteristics of water is that it is líquida, or wet. Por qué creen que Leona piensa que su pecera es una prisión líquida? Page 4: Draw attention to the picture. Aquí hay personas que están mirando a Leona. Qué le pasa ahora? Page 7: Explain that Leona fell out of the net. She doesn t know where she has landed and decides to go out and look around, or explore, to see where she is now. Qué ve Leona cuando sale a explorar? Parece que está en el dobladillo de los pantalones de alguien. Cómo se sentirá un pez fuera del agua? Page 10: Point out that Leona has moved again. Dónde está Leona ahora? Se da cuenta de quiénes están en la pecera con ella? Creen que seguirá estando contenta allí? Ahora vuelvan al comienzo del cuento para descubrir qué le pasa a Leona. Target Vocabulary angosto no muy ancho, p. 5 cristalino parecido al cristal, p. 2 empapado lleno de agua, p. 2 explorador alguien que sale a observar para buscar información, p. 7 extraño raro, p. 12 ignorar no saber algo, p. 12 líquido ni sólido ni gaseoso, p. 2 rodeado que tiene algo todo alrededor, p. 5 subterráneo debajo de la tierra, p. 6 violentamente con mucha fuerza, p. 11 2
3 Read Have students read No hay lugar como el hogar silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Monitor/Clarify Strategy to clear up what doesn t make sense to them as they read. and to find a way Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Cómo creen que se sintió Leona cuando chocó contra la pared de vidrio de lo que ella pensaba que era el océano? 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 Leona the fish wants to escape the walls of her small, quiet tank at the aquarium. When she is placed into a bigger tank, she finds out that tank has walls too and sharks. When she is returned to her own small tank, she decides she loves her quiet, safe home. New places are not always as wonderful as they first seem to be. Home, even in a small fish tank, is often the best place to be Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author has the fantasy character of a fish show very human feelings. The author cleverly uses a fantasy character whose home is an aquarium tank to show that there is no place like home. The author includes details about the kinds of creatures that live at an aquarium and the people who visit them. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud. Remind them to group words into phrases that show meaning. 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 in order to read very long words, they can separate them into smaller, more manageable parts. Have them divide the following words from the text into syllables: profundamente, signifi cado, preguntándose. 3
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 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 think about a story character or a problem faced by the character by looking at what happens in the story. Model the skill, using a Think Aloud like the one below: Think Aloud Al comienzo del cuento, el problema de Leona es que piensa que quiere escapar de su pequeña pecera. Qué sucesos pasan a medida que trata de solucionar su problema? Primero, golpea la cabeza con las paredes de la pecera, y segundo, un trabajador la saca de la pecera. Practice the Skill Have students write two or three sentences telling what they learned about Leona in the beginning of the story as she tried to solve her problem. 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 what they know and their own experience to think about what happens in the story. Assessment Prompts In paragraph 2 on page 6, fi nd the word that means no dejar que pase algo. What are the fi rst three paragraphs on page 5 mainly about? At the end of the story, how can you tell that Leona is happy to be home? 4
5 Responder DESTREZA CLAVE Estructura del cuento Cuál es el problema de Leona en el cuento? Cómo se resolvió su problema? Copia y llena el recuadro que está abajo para responder a estas preguntas. Personajes Leona, una niña, el papá Problema Sucesos Solución???? Ambiente Un acuario De texto a texto Piensa en otro cuento de peces que hayas leído o que sepas. Escribe un párrafo en que cuentes qué sucedió en ese cuento de peces. 3_037233_LR5_1OL_HOGAR_L21.indd 15 A escribir! 15 11/21/09 8:15:47 PM Nombre Lee y contesta las preguntas. 1. Piensa dentro del texto Por qué Leona no está feliz con las esponjas y los corales de su pecera? porque no le hablan Fecha Lección 21 HOJA REPRODUCIBLE 21.7 No hay lugar como el hogar 2. Piensa dentro del texto Por qué Leona no está feliz en la pecera grande? Tiene paredes de vidrio igual que su pecera y tiene tiburones que se la pueden comer. 3. Piensa más allá del texto Por qué Leona siente miedo cuando cree que está en un lugar subterráneo? Un pez no puede vivir en un lugar subterráneo. Tiene que vivir en el agua. 4. Piensa acerca del texto El autor escribió sobre un pez que habla, pero las esponjas y los corales no hablan. Por qué crees que el autor no hizo que hablaran? Respuestas posibles: Las esponjas y los corales no tienen boca como los peces. Leona es diferente de otros peces. Hacer conexiones Alguna vez estuviste lejos de tu hogar y lo echaste de menos? Qué ocurrió cuando regresaste a tu hogar? Cómo te sentiste? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los estudiantes.. All rights reserved. 9 Grado 3, Unidad 5: Viajes extraordinarios 5
6 Nombre No hay lugar como el hogar Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después escribe tu respuesta en uno o dos párrafos. Al comienzo del cuento, Leona no era feliz en su pecera pequeña y tranquila. Qué aprendió sobre su sencillo hogar y el mundo más grande que está fuera de él? Piensas que ella será realmente feliz en la pecera pequeña de ahora en adelante? Por qué sí? Por qué no? 6
7 Nombre Fecha Lección 21 HOJA REPRODUCIBLE 21.7 Lee y contesta las preguntas. 1. Piensa dentro del texto Por qué Leona no está feliz con las esponjas y los corales de su pecera? No hay lugar como el hogar 2. Piensa dentro del texto Por qué Leona no está feliz en la pecera grande? 3. Piensa más allá del texto Por qué Leona siente miedo cuando cree que está en un lugar subterráneo? 4. Piensa acerca del texto El autor escribió sobre un pez que habla, pero las esponjas y los corales no hablan. Por qué crees que el autor no hizo que hablaran? Hacer conexiones Alguna vez estuviste lejos de tu hogar y lo echaste de menos? Qué ocurrió cuando regresaste a tu hogar? Cómo te sentiste? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 21 HOJA REPRODUCIBLE No hay lugar como el hogar NIVEL N No hay lugar como el hogar Registro de lectura page Selection Text Errors Self-Corrections 2 Leona nadaba disgustada en círculos. Ella miraba a través de las cristalinas paredes de su pecera y suspiró profundamente. Por qué debo vivir en esta prisión líquida? les gritó a las esponjas y al coral. Ellos no respondieron. Criaturas empapadas y sin valor! acusó Leona a sus compañeros de pecera. Leona quería llorar, pero las lágrimas no tienen mucho significado cuando vives bajo el agua. 3 Leona le daba cabezazos a las paredes de la pecera. Sáquenme de aquí! gritaba. Una pequeña niña se detuvo frente a su pecera. Papá, algo le pasa a ese pez dijo ella. Mira. Comments: Accuracy Rate (# words read correctly/98 100) % 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 detallesUn tr z de ques. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level G Fantasy
LESSON 28 TEACHER S GUIDE by Diane Linden Fountas-Pinnell Level G Fantasy Selection Summary A group of mice try various ways to squeeze a big chunk of cheese through a small mouse hole. The solution is
Más detallesFountas-Pinnell Level K Fantasy
LESSON 3 TEACHER S GUIDE De dónde sacaron las hojas sus colores by Jane Manners De dónde sacaron las hojas sus por Jane Manners ilustrado por Deborah Melmon Fountas-Pinnell Level K Fantasy Selection Summary
Más detallesCharacteristics of the Text Genre Realistic Fiction Text Structure Combination of third-person narrative and fi rst-person narratives
LESSON 7 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level N Realistic Fiction Selection Summary Elsa lives in Vermont and Rubén lives in southern California, but the cousins stay in touch with e-mails,
Más detallesFountas-Pinnell Level N Informational Text
LESSON 2 TEACHER S GUIDE Así hacemos un árbol genealógico by Gail Mack por Gail Mack Fountas-Pinnell Level N Informational Text Selection Summary In this book, sample family trees accompany text that tells
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 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 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 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 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 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 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 Nonfi ction Text Structure Information is presented by description. Content
LESSON 14 TEACHER S GUIDE by Kaitlyn Robinson Los animales del desierto Fountas-Pinnell Level G Nonfiction Selection Summary The desert is very hot and dry, but it is a good home for animals such as foxes,
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 detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 13 TEACHER S GUIDE by Ella Powell por Ella Powell ilustrado por Hector Borlasca Fountas-Pinnell Level L Informational Text Selection Summary Schools of long ago in Athens were both similar to and
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 Biography Text Structure
LESSON 14 TEACHER S GUIDE by Olivia Taylor por Olivia Taylor Fountas-Pinnell Level K Biography Selection Summary This biography tells the life story of, the friend and teacher of Helen Keller. The simply
Más detallesFountas-Pinnell Level L Nonfiction. by Lisa C. Moran
LESSON 19 TEACHER S GUIDE Todo sobre los ratones by Lisa C. Moran Fountas-Pinnell Level L Nonfiction Selection Summary Whether seen in the wild or seen as pets, mice are interesting animals. Their physical
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 detallesGeorge Washington Carver by Minnie Timenti
LESSON 10 TEACHER S GUIDE George Washington Carver by Minnie Timenti Fountas-Pinnell Level O Biography Selection Summary George Washington Carver was born at a time when it was difficult for African Americans
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Peter Stone Fountas-Pinnell Level D Realistic Fiction Selection Summary A boy and his father walk in the woods and find animals, flowers, and, of course..delicious berries.
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 Informational Text Text Structure
LESSON 18 TEACHER S GUIDE by Franklin Bonaparte Fountas-Pinnell Level K Informational Text Selection Summary Some produce we eat is locally grown, but many foods we find in grocery stores come from more
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Each two-page spread and the fi nal page focuses on a different animal.
LESSON 15 TEACHER S GUIDE by James Metzger Fountas-Pinnell Level G Nonfiction Selection Summary Animals live in different places and have different characteristics. Polar bears, parrots, whales, elephants
Más detallesFountas-Pinnell Level O Realistic Fiction. by Joanne Mattern
LESSON 18 TEACHER S GUIDE by Joanne Mattern Fountas-Pinnell Level O Realistic Fiction Selection Summary Tammy joins the soccer team at her new school and learns an important lesson from her classmate,
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 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 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 detallesLos pa os por Sara Wilhelm
LESSON 13 TEACHER S GUIDE by Sara Wilhelm Los pa os por Sara Wilhelm Fountas-Pinnell Level D Nonfiction Selection Summary In hot weather, a duck makes a nest and sits on her eggs. The eggs hatch, and baby
Más detallesFountas-Pinnell Level N Informational Text
LESSON 18 TEACHER S GUIDE by Irena Freeman Fountas-Pinnell Level N Informational Text Selection Summary Pine trees are conifers. Their seed- and pollen-carrying cones, needle leaves, and green leaves in
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 detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE by Courtney Kim Fountas-Pinnell Level C Informational Text Selection Summary This book presents five different animals that eat a variety of bugs: a frog, bat, bird, lizard, and
Más detallesLa cría de los. Characteristics of the Text Genre Informational Text Text Structure. canguros. Fountas-Pinnell Level I Informational Text
LESSON 22 TEACHER S GUIDE by Bob Dannon La cría de los canguros Fountas-Pinnell Level I Informational Text Selection Summary Kangaroos live in Australia. A newborn kangaroo, or joey, crawls into its mother
Más detallesFountas-Pinnell Level K Realistic Fiction. by Annie Brannan
LESSON 22 TEACHER S GUIDE by Annie Brannan por Annie Brannan ilustrado por Nancy Cote Fountas-Pinnell Level K Realistic Fiction Selection Summary A young girl who doesn t want to move to a new town makes
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 detallesUna visita al acuario
LESSON 10 TEACHER S GUIDE Nivel: H EDL: 14 16 Género: Texto informativo Estrategia: Revisar/Aclarar Destreza: Hecho y opinión Número de palabras: 228 2.2.5 by Rebecca Martin Fountas-Pinnell Level K Informational
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 28 TEACHER S GUIDE Jorge el Curioso va de paseo Fountas-Pinnell Level D Fiction Selection Summary Jorge el Curioso likes to ride. He likes to ride on a bike. He likes to ride on a sled and on a
Más detallesFountas-Pinnell Level Q Realistic Fiction
LESSON 12 TEACHER S GUIDE Walter y el festival de comida by Linda Cernak Fountas-Pinnell Level Q Realistic Fiction Selection Summary Walter s classmates are excited about the food fair at school. But Walter
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 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,
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