Fountas-Pinnell Level P Informational Text
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1 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 that grow in a bosque de secuoyas. Each is connected to other plants and animals and has its own special role in the food chain. Number of Words: 789 Characteristics of the Text Genre Informational text Text Structure Third-person narrative in seven chapters, with information organized by plant species Text and pictures work together to present facts. Content Location of redwood forests Characteristics of various trees Resources trees provide to animals and people Themes and Ideas The redwood forest is home to a variety of trees and wildlife. La corteza, frutos secos, and bayas are part of the food chain. People, animals, and plants are connected. Language and Clear language with conversational tone Literary Features Exclamations amplify important information Sentence Complexity Short, declarative sentences, compound sentences, and long, complex sentences Typographical features: exclamations, parentheses Vocabulary Technical words related to trees and plants, such as, conífera, esporas, nutrientes Context helps defi ne some vocabulary words: los bosques absorben la humedad de las lluvias Words Words with /y/ sound: secuoyas, bayas, grosellas Compound words, such as, Norteamérica, siempreverde Illustrations Color photographs, a map, and charts support the text Book and Print Features Twelve pages of text, with illustrations on most pages; captions and labels Table of contents, chapter title with each new text segment Sidebar, chart, diagram, and map 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 Las plantas del bosque de secuoyas by Joanne Mattern Build Background Help students use their knowledge about forests to visualize the text. Build interest by asking questions such as the following: Han caminado en un bosque alguna vez? Qué les llamó la atención? Read the title and author and talk about the cover photograph. Tell students this is an informational text, so they will find many facts and examples about trees and plants in the Redwood forest of California. Introduce the Text Guide students 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: Remind students that informational books list chapter headings in a table of contents. Suggested language: Lean el contenido. Observen el título del primer capítulo: Un mundo húmedo y maravilloso. Sobre qué creen que aprenderán en el primer capítulo? Page 3: Have students read aloud the sentence with the highlighted word. Point out the space between the trees in the picture. Ask: Qué creen que significa denso? Page 4: Draw students attention to the map and the map caption and key. Say the map shows redwood forests in California. Ask: Según la leyenda de la parte superior del mapa, qué representan los colores verde oscuro y verde claro? Page 5: Have students fi nd the word conífera and its pronunciation in paragraph 2. Ask them to read the complete sentence aloud. Page 13: Call attention to the word independientes in the third paragraph. Los helechos de cuero no son independientes. Crecen en otra planta y dependen de ella para sobrevivir. Cuál es el signifi cado de independiente? Ahora, vuelvan al comienzo para leer sobre los bosques de secuoyas y los árboles y plantas especiales que crecen ahí. Target Vocabulary civilizado de una sociedad que es avanzada y que tiene leyes razonables continente una de las masas de tierra principales de la Tierra costumbre tradición y forma común de comportamiento de una sociedad denso con partes bien juntas, p. 3 evaporarse cambiar de líquido a gas humedad pequeñas gotas de agua en el aire o en una superficie, p. 4 independiente que no depende de algo, p. 13 oportunidad chance que tiene una persona de hacer algo recurso una cantidad disponible de algo que se puede usar cuando se necesita, p. 6 superficial no profundo, p. 13 2
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 Monitor/Clarify Strategy and to use text clues as they read. Have them share details they notice that let them make connections and understand the plants of the redwood forest. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Qué fue lo más sorprendente que aprendieron sobre los bosques de secuoyas? Qué árbol o planta les pareció especialmente extraño o interesante? Por qué? 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 Las secuoyas and other trees and plants supply food and habitats for animals and birds. Trees supply lumber for humans. Needles from fir trees can be boiled for tea. Each tree and plant has its own kind of leaf, seed, flower, or berry. Trees, plants, animals, and people are all interdependent. Plants, animals, and people are linked in a food chain Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Photographs, maps, and charts aid visualization and comprehension. Chapter headings guide readers through the text. Illustrations frame page design highlight and reinforce content. Choices for Further Support Fluency Invite students to choose a passage from the text and demonstrate phrased fl uent reading. Remind them to use any cues provided by parentheses, exclamations, or dashes to make their reading livelier and to convey the author s meaning clearly. 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 longer words are often formed from shorter, familiar words. Examples include: Norteamérica and siempreverde. 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 using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension on Skill Text and Graphic Features Remind students that in informational books, text and graphic features help the reader organize information and picture what the text describes. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud El mapa de la página 4 muestra dónde se encuentran los bosques de secuoyas a lo largo de la costa del Pacífico. El diagrama de la página 9 muestra las partes de una planta. El propósito de estos elementos gráficos es facilitar la comprensión. Practice the Skill Encourage students to share examples of another book that uses text and graphics features to illustrate the text or supply new information. 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 One purpose of the author s in writing this text is to. The Bébelo todo! sidebar on page 6 tells about. Why do some plants grow on others? 4
5 Responder Características textuales y gráficas Qué características textuales y gráficas se utilizan en Las plantas del bosque de secuoyas? Piensa en mapas, fotografías y cuadros que te ayuden a entender mejor el texto. Copia y completa el siguiente cuadro. Característica Fotografía, pág. 3. Característica Mapa de California, pág. 4. Característica? Propósito Muestra la apariencia de las plantas en un bosque de secuoyas. Propósito Muestra dónde se encuentran los bosques de secuoyas. Propósito? A escribir! De texto a texto Escribe un párrafo informativo sobre un tema referido a la naturaleza del que hayas leído en otro libro. Incluye una oración de apoyo sólida y detalles importantes. Lección 23 Nombre Fecha HOJAS REPRODUCIBLES Las plantas del bosque de secuoyas Lee y contesta las preguntas. Respuestas posibles. 1. Piensa dentro del texto Mira la página 9. Qué propósito tiene el 4_043302_LR5_3BL_PLANTS_L23.indd /24/09 8:07:41 AM capullo de una planta? El capullo de una planta utiliza el agua de las raíces y el alimento que producen las hojas para convertirse en flor. 2. Piensa dentro del texto Por qué es un bosque de secuoyas el hogar perfecto para los helechos? Los bosques de secuoyas son muy húmedos y los helechos necesitan mucha humedad para crecer. 3. Piensa más allá del texto Ciertas plantas en los bosques de secuoyas no son útiles. Qué otras plantas peligrosas conoces? Sé de la hiedra venenosa, una planta que irrita la piel cuando la tocas. 4. Piensa acerca del texto Por qué crees que la autora incluye tantas características textuales y gráficas? Pienso que las características gráficas pueden explicar ciertas ideas y hechos con más claridad que un texto corriente. Hacer conexiones Muchas especies diferentes de plantas y animales viven en los bosques de secuoyas. Qué clase de plantas y animales viven cerca de tu casa? Escribe tu respuesta en tu Cuaderno de lectura. 8 Grado 4, Unidad 5: El cambio a nuestro alrededor. All rights reserved. 4_352923RTXSAN_U5_CT.indd 8 5 8/22/09 7:44:01 PM 4_325118_BL_LRTG_L23_PlantsoftheRedwoodForest_SPA.indd 5 1/22/10 5:06:13 AM
6 Nombre Fecha Las plantas del bosque de secuoyas 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. La autora comienza el libro dándote la bienvenida al bosque de secuoyas. Termina el libro recordándote que en el bosque existen muchas otras plantas además de las secuoyas, y que cada una tiene una función especial. Qué observas en el cuadro de la página 14? Cómo está organizado el contenido del cuadro? Por qué el final del libro es un lugar apropiado para este cuadro? Cómo te ayuda a entender mejor las plantas del bosque de secuoyas? 6
7 Nombre Fecha Lección 23 HOJAS REPRODUCIBLES 23.6 Lee y contesta las preguntas. Las plantas del bosque de secuoyas 1. Piensa dentro del texto Mira la página 9. Qué propósito tiene el capullo de una planta? 2. Piensa dentro del texto Por qué es un bosque de secuoyas el hogar perfecto para los helechos? 3. Piensa más allá del texto Ciertas plantas en los bosques de secuoyas no son útiles. Qué otras plantas peligrosas conoces? 4. Piensa acerca del texto Por qué crees que la autora incluye tantas características textuales y gráficas? Hacer conexiones Muchas especies diferentes de plantas y animales viven en los bosques de secuoyas. Qué clase de plantas y animales viven cerca de tu casa? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Las plantas del bosque de secuoyas N I V E L P Fecha Lección 23 HOJAS REPRODUCIBLES 23.9 Las plantas del bosque de secuoyas Registro de lectura page Selection Text Errors Self-Corrections 7 El roble negro de California se encuentra con frecuencia en los bosques de secuoyas. La copa o parte superior de estos robles es muy grande. Brindan sombra y protección a los vástagos de secuoyas que crecen debajo de ellos. Los grupos de robles negros pueden ser muy tupidos y densos. Generalmente, todos los robles negros de una zona tienen la misma edad. 8 Cada primavera, los robles se llenan de capullos. Cada capullo se abrirá y aparecerá una flor. Con el tiempo, las flores producirán semillas. Las semillas de un roble se llaman bellotas. Una bellota tarda alrededor de dos años para convertirse en un roble. 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
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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 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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 1 TEACHER S GUIDE by Lydia Wolff Fountas-Pinnell Level C Nonfiction Selection Summary Brothers and sisters can read, jump, ride, run, and hug together. Number of Words: 16 Characteristics of the
Más detallesCharacteristics of the Text Genre Narrative nonfi ction Text Structure
LESSON 17 TEACHER S GUIDE by Darleen Ramos Fountas-Pinnell Level Q Narrative Nonfiction Selection Summary This selection gives an overview of a day in the life of a veterinarian, including talking to the
Más detallesNarcisos en primavera
LESSON 18 TEACHER S GUIDE by Irena Freeman Narcisos en primavera por Irena Freeman ilustrado por Graham Smith Fountas-Pinnell Level K Informational Text Selection Summary Daffodils are early spring flowers
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 detallesCharacteristics of the Text Genre Realistic Fiction Text Structure
LESSON 25 TEACHER S GUIDE by Carrie Waters Fountas-Pinnell Level E Realistic Fiction Selection Summary A brother and sister have fun making mud for pies. The boy makes a mud pie, but the girl discovers
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 3 TEACHER S GUIDE by Isabel Johnson Fountas-Pinnell Level B Nonfiction Selection Summary Items important for puppy care are introduced. Number of Words: 15 Characteristics of the Text Genre Nonfi
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 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 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 N Narrative Nonfiction
LESSON 21 TEACHER S GUIDE by Phil Moschowitz por Phil Moschowitz Fountas-Pinnell Level N Narrative Nonfiction Selection Summary McMurdo Station on Antarctica is the coldest and stormiest workplace on Earth.
Más detallesÉtica del trabajo. Fountas-Pinnell Level R Nonfiction. by Daniel Rosen
LESSON 16 TEACHER S GUIDE by Daniel Rosen Ética del trabajo por Daniel Rosen Fountas-Pinnell Level R Nonfiction Selection Summary Getting a job is a way to earn money. There are many jobs that kids can
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Focus on one simple topic Content
LESSON 16 TEACHER S GUIDE Acampar bajo las estrellas by Nic Grant Fountas-Pinnell Level C Nonfiction Selection Summary On a camping trip, the family in this book can see the sun, the moon, a star, and
Más detallesLo que quiero ser. Characteristics of the Text Genre Realistic Fiction Text Structure. Fountas-Pinnell Level J Realistic Fiction. by Bernadette Meyers
LESSON 19 TEACHER S GUIDE by Bernadette Meyers Lo que quiero ser por Bernadette Meyers ilustrado por Karen Dugan Fountas-Pinnell Level J Realistic Fiction Selection Summary Sofía tries to decide what she
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 detallesCharacteristics of the Text Genre Biography Text Structure
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 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 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
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 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 Realistic fi ction Text Structure
LESSON 5 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level C Realistic Fiction Selection Summary A girl puts on the ears and nose of a costume. A boy puts on the tail and feet. They wear the rest of
Más detallesNarraciones de todos los tiempos. Fountas-Pinnell Level Q Nonfiction
LESSON 6 TEACHER S GUIDE Narraciones de todos los tiempos by Kristin Marciniak Narraciones de todos los tiempos por Kristin Marciniak Fountas-Pinnell Level Q Nonfiction Selection Summary Long ago, storytelling
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 detallesCharacteristics of the Text Genre Fantasy Text Structure Third-person narrator describes day s events from morning to night.
LESSON 20 TEACHER S GUIDE by Nikolai Katkov Pedro el oso polar por Nikolai Katkov ilustrado por Steve Cox Fountas-Pinnell Level I Fantasy Selection Summary Pilar gets new pet, a polar bear named Pedro.
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
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 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 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 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 detallesFountas-Pinnel Level Q Biography
LESSON 22 TEACHER S GUIDE La primera mujer doctora by Joanne Mattern Fountas-Pinnel Level Q Biography Selection Summary A friend s illness inspired Elizabeth Blackwell to become, in 1849, the country s
Más detallesFountas-Pinnell Level U Narrative Nonfiction. Parques urbanos de Estados Unidos. by Thomas Pressel
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
Más detallesFountas-Pinnell Level I Folktale
LESSON 9 TEACHER S GUIDE La joroba de Camello by Carl Murano por Carl Murano ilustrado por Jennifer E. Lewis Fountas-Pinnell Level I Folktale Selection Summary The other animals of the desert ask Camello
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Three to six lines of text in the same position on each page
LESSON 12 TEACHER S GUIDE Bongós, maracas y xilófonos by Lisa Benjamin Fountas-Pinnell Level K Nonfiction Selection Summary People make music all over the world with instruments such as bongos, maracas,
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 22 TEACHER S GUIDE by Claire Daniel Fountas-Pinnell Level J Realistic Fiction Selection Summary Two young girls each make a kite for a kite contest at the beach. When their kites collide in midair,
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 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 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 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 detallesLESSON 8 TEACHER S GUIDE Todo sobre el pasto by Will McGovern
LESSON 8 TEACHER S GUIDE by Will McGovern Fountas-Pinnell Level L Nonfiction Selection Summary Grass grows everywhere and serves many purposes. For people and animals alike, grass provides a food source.
Más detallesCharacteristics of the Text Genre Informational text Text Structure
LESSON 27 TEACHER S GUIDE by Maria Griffin El partido de béisbol Fountas-Pinnell Level I Informational Text Selection Summary A young boy describes the experience of attending a baseball game. He even
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