Fountas-Pinnell Level U Narrative Nonfiction. Parques urbanos de Estados Unidos. by Thomas Pressel
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1 LESSON 8 TEACHER S GUIDE Parques urbanos de Estados Unidos by Thomas Pressel Parques urbanos de Estados Unidos por Thomas Pressel Fountas-Pinnell Level U Narrative Nonfiction Selection Summary The urban parks that are found in and around U.S. cities are some of the most beautiful in the country. Most of these parks hold treasures that few know about. Preserving these parks is important and necessary to many people. HOUGHTON MIFFLIN Number of Words: 2885 Characteristics of the Text Genre Narrative nonfi ction Text Structure Third-person narrative with some direct address to the reader Eighteen pages of text divided into introduction and 6 chapters Content Location and history of some of America s urban parks Wildlife found in America s urban parks Archeological discoveries in urban parks Themes and Ideas America s urban parks were created with peace and serenity in mind. The plant and wildlife found in urban parks should be protected and preserved. Language and Conversational language Literary Features Bulleted list Sentence Complexity A mixture of simple and complex sentences Vocabulary Some natural history and archeological terms, some of which will be unfamiliar Some new vocabulary words defi ned in the text, others may be derived from context Words Primarily multisyllable words Illustrations Full color photographs with captions; timeline; illustrations Book and Print Features Table of contents with chapter headings and subheadings 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 Parques urbanos de Estados Unidos by Thomas Pressel Build Background Help students use their knowledge of parks to visualize the selection. Build interest by asking questions such as the following: Alguna vez fueron a un parque que esté en una gran ciudad o cerca de ella? Cuáles son algunas de las cosas que hicieron allí? Qué vieron? Read the title and author and talk about the cover photo. Explain that the urban parks can be found all over the United States. Introduce the Text Guide students through the text, noting important ideas and and helping with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 2: Explain that this is a book that tells about some of the city parks that are located in the United States. Suggested language: Vayan a la página 2. Esta tabla de contenido enumera los títulos y subtítulos de los capítulos. Lean los subtítulos. Qué tipo de criaturas son los crustáceos? Creen que los encontrarían en un parque urbano? Page 5: Have students look at the picture on page 5 and read the caption. Ask: Qué imaginan que les pasó a otros arbustos de manzanita de Raven que crecían en lugares silvestres? Page 7: Have students read the heading. Qué signifi ca que una planta, animal o insecto está extinto? Por qué deberíamos preocuparnos por la extinción de las especies? Page 12: Have students read the fi rst sentence on the page. Por qué deberíamos trabajar para conservar los lugares naturales que hay en los parques urbanos? Qué pasaría con esos lugares si nadie los conservara? Ahora, vuelvan al comienzo de la selección y lean sobre las sorpresas que tienen los parques urbanos para quienes los visitan. Target Vocabulary adaptar diseñar especialmente con algún propósito particular, p. 5 atraer hacer que la atención y el interés vayan hacia algo, p. 11 conservar usar algo con cuidado, para no gastarlo, p. 12 en peligro de extinción en peligro de morir, p. 3 guardián persona que protege o cuida a otros, p. 3 regular controlar o dirigir según reglas, p. 10 responsabilidad un trabajo o deber, p. 3 restablecer hacer que algo vuelva al estado original, p. 8 único sólo esa cosa o persona pertenece a su especie, p. 8 vegetación las plantas que pertenecen a un área, p. 6 2 Lesson 8: Parques urbanos de Estados Unidos
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 Analyze/Evaluate Strategy as they read and to think carefully about the information provided in the text so that they can form their own opinion about it. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Por qué los parques urbanos son importantes? Qué les ofrecen a los que viven en la ciudad y a los que la visitan? 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 Urban parks are located all around the United States. There are many different types of wildlife found in urban parks. Urban parks contain many clues to our past. America s urban parks were created with the peace and serenity of the visitors in mind. The plant and wildlife found in urban parks should be protected and preserved Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The diagrams offer visual representations of the information provided in the text. Heading and subheadings orient the reader. The photos and captions support the text and supply additional information. Choices for Further Support Fluency Invite students to choose a passage from the text to act out or use for readers theater. Remind them to stress important words as they read, to pay attention to punctuation marks that indicate expression, and to use hand gestures that might add to a listener s comprehension. 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 a soft r sound, such as explora and parque. Have students look through the book and fi nd other examples of soft r sounds. 3 Lesson 8: Parques urbanos de Estados Unidos
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 8.7. Responding Have students complete the activities at the back of the book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Persuasion Remind students that authors uses details to try and convince readers to support the author s way of thinking. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud La autora de la selección usa razones a lo largo del texto para convencer a los lectores de que los parques urbanos son buenos para las personas y el medio ambiente. Una razón que usa la autora es que los parques urbanos son lugares donde la gente puede relajarse y hacer ejercicio. Escriban esta razón en el cuadro. Practice the Skill Have students share an example of another selection in which the author used examples and reasons to persuade the reader to support an idea. 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 How does the image and its caption on page 8 help the reader understand what restablecer means? Describe how the chapter about San Francisco s Presidio is organized. How does the heading Desaparecerá mañana? give a clue to readers about the content of this section? 4 Lesson 8: Parques urbanos de Estados Unidos
5 Responder Persuadir Cómo persuade el autor de Parques urbanos de Estados Unidos a los lectores de que los parques urbanos benefician a las personas y al medio ambiente? Copia las razones y agrega otras en el siguiente cuadro. Objetivo Persuadir a los lectores de que los parques urbanos benefician a las personas y al medio ambiente. Razón 1 Los parques urbanos son lugares en donde las personas descansan y hacen ejercicio. Razón 2? A escribir! De texto a texto Piensa en otra selección que hayas leído que hable acerca de un tema ambiental con el que tú estás de acuerdo. Escribe varios párrafos que expliquen por qué ese tema es importante. Nombre Fecha Lección 8 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran respuestas posibles. Parques urbanos de Estados Unidos 1. Piensa dentro del texto Qué clase de suelo necesita la manzanita de Raven para sobrevivir? El suelo tiene que estar hecho de serpentina. 2. Piensa dentro del texto Cómo afectó la vida salvaje en Presidio el que la armada plantara un nuevo bosque? El bosque creció sobre las plantas y los animales nativos. 3. Piensa más allá del texto Cómo las narraciones que no son ficción como Parques urbanos de Estados Unidos ayudan a convencer a la gente de salvar la vida silvestre? Enseñan a los lectores del posible daño causado por el desarrollo urbano. 4. Piensa acerca del texto Por qué un autor elegiría describir la extinción de toda una especie? Para informar y persuadir al lector de tal forma que el lector quizás pueda ayudar a prevenir la extinción de otras especies. Hacer conexiones Alguna vez tus acciones han contribuido a la contaminación? Cómo podrías modificar esas acciones para que tengan un efecto más positivo en el medio ambiente? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 9 Grado 5, Unidad 2: Encuentros salvajes 5 Lesson 8: Parques urbanos de Estados Unidos
6 Nombre Fecha Parques urbanos de Estados Unidos Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en 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. Piensa en cómo todas las características textuales y gráficas de esta selección te ayudan a entender mejor el texto. Cómo te ayudó la tabla de contenido cuando empezaste a leer la selección? Cómo te preparó la lista de puntos de la sección Parques urbanos de Estados Unidos para leer el resto de la selección? Qué aportaron las fotografías e ilustraciones a lo que aprendiste sobre los parques urbanos? 6 Lesson 8: Parques urbanos de Estados Unidos
7 Nombre Lee y contesta las preguntas. Fecha Lección 8 HOJA REPRODUCIBLE 8.7 Parques urbanos de Estados Unidos 1. Piensa dentro del texto Qué clase de suelo necesita la manzanita de Raven para sobrevivir? 2. Piensa dentro del texto Cómo afectó la vida salvaje en Presidio el que la armada plantara un nuevo bosque? 3. Piensa más allá del texto Cómo las narraciones que no son ficción como Parques urbanos de Estados Unidos ayudan a convencer a la gente de salvar la vida silvestre? 4. Piensa acerca del texto Por qué un autor elegiría describir la extinción de toda una especie? Hacer conexiones Alguna vez tus acciones han contribuido a la contaminación? Cómo podrías modificar esas acciones para que tengan un efecto más positivo en el medio ambiente? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 8: Parques urbanos de Estados Unidos
8 Estudiante Parques urbanos de Estados Unidos N I V E L U Fecha Lección 8 HOJA REPRODUCIBLE 8.10 Parques urbanos de Estados Unidos Registro de lectura page Selection Text Errors Self-Corrections 7 El ejército de los Estados Unidos no pensó que el nuevo bosque afectaría la vida silvestre del Presidio. Los árboles tuvieron un impacto negativo en muchas de las plantas y animales autóctonos. Las plantas y animales autóctonos son los que viven en un lugar en forma natural, sin el cuidado de las personas. Cuando ingresan al área plantas y animales extraños, pueden desplazar la vida silvestre que allí se encuentra. El eucalipto goma azul y el ciprés de Monterrey son dos especies de árboles no autóctonas que el ejército plantó en el Presidio. Los árboles crecieron sin problemas, pero ocuparon algo más que su cuota de sol y agua. Comments: Accuracy Rate (# words read correctly/ ) % 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 Lesson 8: Parques urbanos de Estados Unidos
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LESSON 18 TEACHER S GUIDE La vida de Jack Prelutsky by Lisa Benjamin por Lisa Benjamin ilustrado por Mary Teichman Fountas-Pinnell Level M Biography Selection Summary This book tells the life story of
Más detallesUna comida para i. Fountas-Pinnell Level I Informational Text
LESSON 18 TEACHER S GUIDE by Erin Duffy Una comida para i Fountas-Pinnell Level I Informational Text Selection Summary Food comes to your table in many ways. Some food is grown in home gardens. Some people
Más detallesCharacteristics of the Text Genre Biography Text Structure Third-person continuous narrative; nine chapters with headings Content
LESSON 2 TEACHER S GUIDE by Stephanie Sigue Fountas-Pinnell Level T Biography Selection Summary Lyndon B. Johnson was the 36th president of the United States. His presidency brought about many changes
Más detallesAbuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 10 TEACHER S GUIDE by Polly Peterson Fountas-Pinnell Level D Fiction Selection Summary A fussy cat goes to a hat store looking for the perfect hat. After rejecting a number of hats, the cat chooses
Más detallesSimple language with repetition: Ella puede.
LESSON 23 TEACHER S GUIDE by Sally Schultz Fountas-Pinnell Level B Nonfiction Selection Summary The narrator s mother shows that if you start with a sunflower seed, plant it in soil, water it, and make
Más detallesFountas-Pinnell Level M Nonfiction
LESSON 7 TEACHER S GUIDE La pintura, desde las cavernas hasta las by Helen Byers Fountas-Pinnell Level M Nonfiction Selection Summary Throughout history, people have painted. Early people painted on cave
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 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
Más detallesmanglares Fountas-Pinnell Level S Informational Text by Elspeth Leacock
LESSON 8 TEACHER S GUIDE by Elspeth Leacock Los manglares por Elspeth Leacock Fountas-Pinnell Level S Informational Text Selection Summary Mangrove swamps are home to many kinds of animals. People once
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 Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 17 TEACHER S GUIDE Rosa y el frasco de insectos by Celeste Albright Fountas-Pinnell Level E Realistic Fiction Selection Summary Rosa likes bugs. She finds a little bug, a red bug, a yellow bug,
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 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 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 detallesFountas-Pinnell Level P Informational Text
LESSON 23 TEACHER S GUIDE Las plantas del bosque de secuoyas by Joanne Mattern Fountas-Pinnell Level P Informational Text Selection Summary Las secuoyas are the largest of the many kinds of trees and plants
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE Alimentar a nuestras mascotas by Dizzy Redstill Fountas-Pinnell Level C Informational Text Selection Summary This book presents children feeding a variety of pets: a rabbit, a
Más detallesFountas-Pinnell Level N Informational Text
LESSON 8 TEACHER S GUIDE by Lawrence Chandler por Lawrence Chandler Fountas-Pinnell Level N Informational Text Selection Summary Lightning flashes when electricity builds up in storm clouds. It can flash
Más detallesEl arte en las cuevas by Alexandra Behr
LESSON 7 TEACHER S GUIDE by Alexandra Behr Fountas-Pinnell Level S Informational Text Selection Summary People started making art many thousands of years ago. As long as 32,000 years ago, early people
Más detallesPolvo de cometa. Fountas-Pinnell Level U Informational Text. by Helen Webber
LESSON 2 TEACHER S GUIDE by Helen Webber Polvo de cometa por Helen Webber Fountas-Pinnell Level U Informational Text Selection Summary Scientists sent the spacecraft Stardust into space to collect date
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 detallesVolar cometas. Characteristics of the Text Genre Nonfi ction Text Structure. Fountas-Pinnell Level H Nonfiction. by Tom Crawford
LESSON 28 TEACHER S GUIDE by Tom Crawford Volar cometas por Tom Crawford Fountas-Pinnell Level H Nonfiction Selection Summary Kites come in different colors, shapes, and sizes. They need wind to fly. HOUGHTON
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 detallesBetina y la presentación de talentos by Dale Lundberg
LESSON 12 TEACHER S GUIDE Betina y la presentación de talentos by Dale Lundberg por Dale Lundberg Fountas-Pinnell Level J Realistic Fiction Selection Summary All the students in Betina s class are excited
Más detallesFountas-Pinnell Level K Nonfiction. by Myka-Lynne Sokoloff
LESSON 6 TEACHER S GUIDE by Myka-Lynne Sokoloff por Myka-Lynne Sokoloff Fountas-Pinnell Level K Nonfiction Selection Summary Many animals, including birds, alligators, and fish, make nests to protect their
Más detallesFountas-Pinnell Level L Fantasy
LESSON 20 TEACHER S GUIDE by Hannah Cone Fountas-Pinnell Level L Fantasy Selection Summary When Mica, Rafa, and Diana wake up one morning, they find they each have a super power. The three friends spend
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 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 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 detallesDiving under the sea Marine life Varied animals live under the sea. Underwater views are interesting. Repetition of words and sentences
LESSON 11 TEACHER S GUIDE by Alex Plisky por Alex Plisky Fountas-Pinnell Level G Informational Text Selection Summary A diver swims under the sea and sees fish, a stingray, a turtle, starfish, a crab,
Más detallesFountas-Pinnell Level N Informational Text
LESSON 23 TEACHER S GUIDE Las telas alrededor del mundo by Gloria Jasperse Fountas-Pinnell Level N Informational Text Selection Summary Textiles made by people of different cultures around the world often
Más detallesFountas-Pinnell Level R Biography
LESSON 19 TEACHER S GUIDE La historia de Dorothea Lange by Nancy N. Ragno Fountas-Pinnell Level R Biography Selection Summary Dorothea Lange was a photographer who used her images to help people during
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative focuses on one topic. Content
LESSON 30 TEACHER S GUIDE by Sandra Fernández Fountas-Pinnell Level H Nonfiction Selection Summary Soccer is a game that is played around the world. This book explains to young readers how to play it.
Más detallesCharacteristics of the Text Genre Informational text Text Structure Third person narrative Content Sea lions; Pinnípedo species
LESSON 6 TEACHER S GUIDE Los dóciles leones del mar by Alice Collins Fountas-Pinnell Level S Informational Text Selection Summary Sea lions are one of the most talented and intelligent creatures on earth.
Más detallesFountas-Pinnell Level M Nonfiction
LESSON 1 TEACHER S GUIDE by Stephanie Cohen Fountas-Pinnell Level M Nonfiction Selection Summary In the 1800s, many children attended school in one-room schoolhouses. Students shared desks and used outhouses.
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 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 detallesOsito al rescate! by Ann M. Rossi
LESSON 4 TEACHER S GUIDE by Ann M. Rossi Osito al rescate! Fountas-Pinnell Level I Humorous Fiction Selection Summary Osito the bear and his classmates are learning about safety at school. The teacher
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
ISBN-13:978-0-547-03640-3 LESSON 24 TEACHER S GUIDE by Ann Takman Fountas-Pinnell Level E Informational Text Selection Summary This book presents information about what eight different animals ISBN-10:0-547-03640-X
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LESSON 14 TEACHER S GUIDE by Barbara A. Roenz Fountas-Pinnell Level R Informational Text Selection Summary More than a million species of arthropods populate Earth. The arachnids, crustaceans, millipedes
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