La huerta de Lina. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy. by Heather Clay

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1 LESSON 21 TEACHER S GUIDE by Heather Clay Fountas-Pinnell Level J Fantasy Selection Summary Lina the cat is moving to a new home and will miss her flower garden. She writes a message for the new homeowners, with directions for taking care of the garden. After moving, Lina is happy to receive a letter from new homeowner Doris the dog, who says that the garden is doing well. La huerta de Lina HOUGHTON MIFFLIN por Heather Clay ilustrado por Mary DePalma Number of Words: 264 Characteristics of the Text Genre Fantasy Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative with fi rst-person letters Chronological organization with references to earlier events Problem presented on fi rst page Gardening Moving to a new home Written messages A garden makes people happy. When people move, they often miss things from their old homes. Written messages are ways to pass along information and make friends. Sequence cues (Examples: Unos días más tarde, El sábado siguiente) One exchange of letters Simple, compound, and complex sentences, with phrases Example of long sentence: Lina empezó a trabajar en su nueva huerta, pero de vez en cuando pensaba en su vieja huerta. Plant and gardening terms: fl orecían, bayas, malezas, planta enferma, se volvió marrón One- to three-syllable words with varied spelling/sound and syllable patterns Four-syllable words: vecindario, disfrutaba, arbolitos, preguntaba, preocupada Words with diphthongs: familia, nueva, vecindario, cuando, siempre, cuidaba Illustrations include images in thought bubbles. Illustrations show handwritten letters and enclosed photos. Illustration above text on each of nine pages; text also part of art on two pages 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 Heather Clay Build Background Have children read the title. Tell children that Lina the cat is the main character in the story. Discuss what she is growing in her garden on the cover. Anticipate the text with questions like these: Conocen a alguien que tenga una huerta o que tenga plantas en su casa? Cómo cuida la gente sus plantas? Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Tell children that this story is about Lina and the fl ower garden she loves. Suggested language: Vayan a la página 2. Qué está haciendo Lina en su huerta? La primera oración dice: Lina y su familia se iban a mudar a una nueva casa en otro vecindario. Cómo se sentirá Lina por tener que irse de su viejo vecindario? Page 3: Explain that the picture shows the garden that Lina had planted and cared for at her old house. Lina disfrutaba mirar las fl ores cuando fl orecían. También plantaba arbolitos de bayas. Pueden ver los arbolitos de bayas y las fl ores que fl orecen? Qué palabras esperan encontrar al principio de fl orecían y bayas? Page 4: Vayan a la página 4. En qué estará pensando Lina en esta ilustración? Se pregunta si los nuevos dueños sabrán cómo cuidar su huerta. Si ustedes se mudaran a la casa de Lina, sabrían cómo cuidar la huerta? Page 5: Remind children to look for information in the pictures. Miren esta ilustración. Qué está haciendo Lina? La última oración dice: Ella decidió escribir algunas indicaciones sobre cómo cuidar la huerta para que los nuevos dueños supieran cómo tenían que cuidarla. Qué cosas creen que puso Lina en las instrucciones? Ahora vuelvan al comienzo del cuento para descubrir qué pasa con la vieja huerta de Lina. Learn More Words bayas florecían vecindario 2 Lesson 21:

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 story. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Lina la gata es como una persona o como una gata? Por qué piensan eso? 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 Lina is moving and is sad to leave the flower garden she loves. She leaves directions for taking care of the garden. She is happy to receive a letter from the new gardener, Doris. Lina and her family visit the old house, and Lina is pleased to meet Doris and see the garden. People work hard to take care of a garden. Flower gardens make people feel happy. If you can t keep something, you can give it to someone else who will enjoy it. The writer starts out by explaining why Lina loves the garden so much. Letters from the characters tell part of the story. The artist uses thought balloons to show what Lina is thinking and dreaming Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose a section of the text that shows what Lina is thinking or feeling, and to read the section aloud. Tell them to try to use their own voice to express Lina s feelings. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Ending -ó Direct children to fi nd these words in : miró (page 4); pensó (page 5); dejó, empezó (page 6); soñó, despertó, echó (page 7). Have them write each base word (mirar, pensar, dejar, empezar, soñar, despertar, echar) and show what happens to the fi nal -ar when -ó is added. Vowel Sounds List these words from on cards, and have children sort them by vowel sounds into three groups: planta, dueños, huerta, nuevos, casa, dijo, Lina, nueva, iban, miró, bayas. 3 Lesson 21:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 21.8 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 Story Structure Tell children that they can think about a story by answering the questions Quién?, Dónde?, and Qué pasa? Model how to think about story structure: Think Aloud Sobre quién trata el cuento? El personaje principal es Lina. Dónde ocurre el cuento? El escenario principal es su vieja huerta. Qué pasa? Lina se muda y está triste porque tiene que dejar su huerta. Escribe un mensaje con instrucciones para cuidar la huerta. Doris sigue las instrucciones, y Lina está contenta porque están cuidando muy bien de su vieja huerta. Practice the Skill Have children answer the questions Quién? and Dónde? about another story they know. Suggest that they think of two or three important events that answer the question Qué pasa? Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Imagine your family had to move to a new place. Write a paragraph about what you would miss most about your old home. 4 Lesson 21:

5 Responder DESTREZA CLAVE Estructura del cuento Sobre quién trata el cuento? Dónde ocurre el cuento? Qué pasa en el cuento? Haz el diagrama. A platicar! De texto a texto Haz un dibujo de una huerta que te gustaría visitar. Habla acerca de esa huerta. Nombre Fecha Lección 21 HOJA REPRODUCIBLE Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Por qué sueña Lina que su vieja huerta se vuelve marrón? Lina está preocupada de que los nuevos dueños no cuiden bien la huerta. Hacer conexiones Piensa en algo que hayas plantado. Escribe varias oraciones acerca de tu planta. Lea las instrucciones a los niños.. All rights reserved. 10 Grado 1, Unidad 5: Mira cómo crecemos 5 Lesson 21:

6 Name Nombre Fecha Date Imagina que tu familia se tiene que mudar a otro lugar. Escribe un párrafo sobre qué echarías de menos de tu vieja casa. 6 Lesson 21:

7 Nombre Fecha Lección 21 HOJA REPRODUCIBLE 21.8 Escucha la pregunta. Escribe una respuesta. 1. Por qué sueña Lina que su vieja huerta se vuelve marrón? Hacer conexiones Piensa en algo que hayas plantado. Escribe varias oraciones acerca de tu planta. 7 Lesson 21:

8 Estudiante NIVEL J Fecha Lección 21 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Lina y su familia se iban a mudar a una nueva casa en otro vecindario. Lina se sentía triste porque tenía que dejar su hermosa huerta. 3 Lina había plantado toda clase de flores; ella disfrutaba mirarlas cuando florecían. Lina también había plantado arbolitos de bayas. Ella regaba las plantas y quitaba las malezas. Siempre que veía una planta enferma la cuidaba con mucho amor. Comments: Accuracy Rate (# words read correctly/64 100) % 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 21: