Qué pasa en el jardín de Conejo? by Rowan Obach

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1 LESSON 25 TEACHER S GUIDE Qué pasa en el jardín de Conejo? by Rowan Obach Fountas-Pinnell Level K Fantasy Selection Summary Conejo y Tejón decide to help each other plant flower gardens. They buy seeds, then plant, water, weed, and fertilize their gardens. They have beautiful flowers all summer, and look forward to next year s gardens. But only Tejón flowers come back, although both friends water and fertilize. Finally owl explains that Tejón flowers are perennials, but Conejo are annuals, which live for just one year. por Rowan Obach ilustrado por Eldon Doty HOUGHTON MIFFLIN Number of Words: 649 Characteristics of the Text Genre Fantasy Text Structure Events told in chronological order Problem presented in middle of story Problem solved on last page by a new character Content Creating gardens, enjoying fl owers Animal characters working together, supporting each other Enjoying success, coping with disappointment Themes and Ideas Beautiful things, like fl owers, are valuable. Working with a friend is rewarding. Learn from your mistakes; don t give up when things don t work the fi rst time. Language and Third person narrator Literary Features Natural dialogue Questions Sentence Complexity Short to longer simple sentences with phrases and/or clauses. Example: Espero verlas brotar en mi jardín de nuevo dijo Conejo. Compound sentences. Example: Tejón quería ayudar a su amigo, pero no sabía qué hacer Vocabulary Many gardening terms, some of which might not be familiar, such as cultivos, fertilizaron, fl orecían, brotes, azadón, malezas, perennes, anuales Words Many multisyllable words, some of them challenging, such as afortunado, fertilizaron Illustrations Colorful drawings support the text Book and Print Features Thirteen pages of text, fi ve to thirteen lines of text per page Illustrations on every page 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 Qué pasa en el jardín de Conejo? by Rowan Obach Build Background Help children use their knowledge of gardens to visualize the story. Build interest by asking a question such as the following: Si pudieran tener su propio jardín qué les gustaría cultivar? Read the title and author and talk about the two animals on the cover. Explain that a badger is a forest animal that looks a little like a raccoon. Tell children that this story is fantasy, so at least some parts of it could not really happen. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Explain that this is a story about two friends, Conejo and Tejón. They are out taking a walk and they see some gardens that they like. Suggested language: Vayan a la página 2 de este libro y miren la ilustración. Conejo y Tejón están comparando dos clases de jardines: jardines donde los cultivos crecen y jardines donde las fl ores brotan. Qué cultivos de hortalizas pueden ver cerca de Conejo? De qué color son las fl ores que brotaban del lado de Tejón? Page 3: Read the last sentence: Los dos amigos prometieron ayudarse el uno al otro con sus jardines. Suelen los amigos mantener las promesas que se hacen? Por qué? Pages 4 5: Point out that the story has many gardening words. Make sure children understand the words cuidaron con esmero, fertilizaron, brotaron, tierra and rociaron and that they are familiar with the steps in creating a garden. Miren la página 5. Tejón está rociando las plantas para prevenir las dañinas plagas. De qué manera las plagas pueden ser dañinas para las plantas? Qué les podrían hacer a los cultivos? Page 12: Todos los amigos de Conejo tratan de ayudarlo con su jardín. Todos tienen una idea diferente. Cómo se dan cuenta de lo que están diciendo? Esto ayudará o confundirá a Conejo? Ahora, vuelvan al comienzo del cuento para descubrir que pasó cuando Conejo y Tejón plantaron sus jardines. Target Vocabulary afortunado que tiene mucha suerte, p. 4 aparecer surgir de la nada, p. 8 brotar que empieza a crecer de una semilla, p. 5 colgar algo que cae o se inclina hacia abajo, p. 8 cultivo plantas que se siembran para servir de alimento, p. 2 dañino que tiene un mal efecto o causa daño, p. 5 debajo que se encuentra abajo de algo, p.4 prometer decir que harás algo, p. 3 2 Lesson 25: Qué pasa en el jardín de Conejo?

3 Read Have children read Qué pasa en el jardín de Conejo? silently while you listen to individual children read. Support their problem solving and fluency as needed. Remind children to use the Monitor/Clarify Strategy to figure out what doesn t make sense. and to find ways Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Cómo creen que Conejo se sintió al final del cuento? Cómo se sentirían ustedes? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Tejón and Conejo plant flower gardens together. The first year they both have lots of beautiful flowers. The next year they both tend their gardens, but Conejo s garden does not grow. Búho explains that Rabbit planted annual flowers. He decides to plant perennials next time. Hard work can be fun and worthwhile, especially if you work with a friend. Everybody makes mistakes at times. Mistakes can teach you something. If you re not successful at first, try again Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The author included lots of details about gardens to make the story realistic. Having animals that talk and wear clothes makes the story a fantasy. The friends talk the way friends really would talk. The story is fiction, but you can still learn some things about flowers and gardens. Choices for Further Support Fluency Invite children to choose a passage from the text to present as Readers Theater. Remind them to read dialogue with good expression, as if the characters were actually speaking. Comprehension Based on your observations of the children s 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 children that longer words are often formed by adding prefi xes and suffi xes to base words. For example, the word rápidamente, on page 3, is formed by adding the suffi x -mente to the base word rápida. The word afortunados, on page 4, is formed by adding two suffi xes: a- and -ados to the base word, fortuna. 3 Lesson 25: Qué pasa en el jardín de Conejo?

4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible Responding Have children 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 ension Skill Sequence of Events Remind children that they can tell the order in which things happen in a story to better understand the story. Model the skill, using a Think Aloud like the one below: Think Aloud Primero, Tejón y Conejo deciden plantar flores, como dice en el cuadro de la página 15. Después, plantan semillas y las cuidan. Luego las flores crecen! Pero cuando llega el invierno, las flores dejan de crecer. Practice the Skill Have children share three more events that happen in the story when spring comes again. Remind children to tell the events in the order they happen. Writing Prompt: Thinking Beyond the Text Have children 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 Which words on page 8 help the reader understand the meaning of the word colgando? How does Conejo feel before Búho explains why his fl owers did not grow? 4 Lesson 25: Qué pasa en el jardín de Conejo?

5 Responder DESTREZA CLAVE Secuencia de sucesos Qué pasa en este cuento? Copia el diagrama de abajo. Luego escribe los sucesos del cuento en el orden en que ocurren. Agrega más cajas si las necesitas. Tejón y Conejo deciden plantar flores.?? A escribir! El texto y el mundo Qué más te gustaría saber acerca de las flores perennes? Usa una enciclopedia u otro recurso para investigar las flores perennes. Escribe un párrafo sobre lo que aprendiste. Nombre Fecha Lección 25 HOJA REPRODUCIBLE Lee y contesta las preguntas. Qué pasa en el jardín de Conejo? 2_045924_LR5_5OL_JARDIN_L25.indd /20/09 1:22:59 PM 1. Por qué las flores de Conejo no volvieron a crecer al año siguiente? Las flores de Conejo eran anuales, que sólo crecen por un año y luego mueren. 2. Por qué crees que a las personas les gustan las flores? Las respuestas variarán. 3. Cómo describirías al búho del cuento? Respuesta posible: El búho es sabio. Hacer conexiones Qué pasatiempo o actividad compartes con alguno de tus amigos? Cómo aprenden el uno del otro acerca de ese pasatiempo o actividad? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 2, Unidad 5: Cambios por todas partes! 52893RTXSAN_U05_LR_CT.indd 9 8/13/09 2:23:27 PM 5 Lesson 25: Qué pasa en el jardín de Conejo?

6 Nombre Qué pasa en el jardín de Conejo? Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. A veces, la gente dice: Si nunca te equivocas, nunca aprenderás nada nuevo. Qué cosa nueva aprendió Conejo en este cuento? Cómo lo aprendió? Crees que Conejo estaría de acuerdo con este dicho? Por qué sí? Por qué no? Fecha 6 Lesson 25: Qué pasa en el jardín de Conejo?

7 Nombre Lee y contesta las preguntas. Fecha Lección 25 HOJA REPRODUCIBLE 25.7 Qué pasa en el jardín de Conejo? 1. Por qué las flores de Conejo no volvieron a crecer al año siguiente? 2. Por qué crees que a las personas les gustan las flores? 3. Cómo describirías al búho del cuento? Hacer conexiones Qué pasatiempo o actividad compartes con alguno de tus amigos? Cómo aprenden el uno del otro acerca de ese pasatiempo o actividad? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 25: Qué pasa en el jardín de Conejo?

8 Estudiante Fecha Lección 25 HOJA REPRODUCIBLE Qué pasa en el jardín de Conejo? NIVEL K Qué pasa en el jardín de Conejo? Registro de lectura page Selection Text Errors Self-Corrections 2 Era un día soleado. Tejón y Conejo caminaban por los senderos. Ellos vieron muchos huertos donde los cultivos crecían y los jardines florecían. Estos jardines y huertos son bonitos dijo Tejón. Los vegetales están listos para comer, pero las flores me gustan más. Son muy hermosas. Yo amo las flores! gritó Conejo. Me gustaría tener flores como esas. 3 Estás pensando lo que yo estoy pensando? preguntó Tejón. Puede ser. Deberíamos plantar un jardín de flores contestó Conejo. Comments: Accuracy Rate (# words read correctly/77 100) % 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 25: Qué pasa en el jardín de Conejo?

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