Fountas-Pinnell Level P Realistic Fiction. by Lisa Cocca

Transcripción

1 LESSON 8 TEACHER S GUIDE by Lisa Cocca Fountas-Pinnell Level P Realistic Fiction Selection Summary Jin has to add one item to a class collage of things they learned this year. Jin worries about what to add. Then his mother shows him a cookie recipe and reminds him of all the knowledge he put to use making cookies. Jin knows the perfect choice a copy of the recipe! Number of Words: 815 Characteristics of the Text Genre Realistic fi ction Text Structure Third-person continuous narration Story takes place during one week of school at the end of the school year Brief fl ashbacks through main character s recollections Content Making a collage Baking cookies from a recipe Calligraphy Themes and Ideas Art skills can improve with practice. Knowledge gained in school applies to all areas of life. Language and Informal language, dialogue Literary Features Some fi gurative language, such as las hojas de menta agregarían dulzura al jardín Sentence Complexity Mix of simple, compound, and complex sentences Embedded and subordinate clauses Quotation marks, question marks, exclamations Vocabulary Some words associated with school or learning, such as collage, tarjetas, fósil, estudios sociales, receta Words Familiar multisyllable words, such as tradición, deliciosas, temperatura Illustrations Realistic illustrations aid visualization and support the text Book and Print Features Thirteen pages of text, most with illustrations 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 Lisa Cocca Build Background Have students use their knowledge about school projects to visualize the story. Build interest by asking a question such as the following: Qué es un collage? Cómo se hace? Read the title and author and talk about the cover illustration. Tell students that this is realistic fiction about a boy named Jin, so the characters will probably act like real people. 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 4: Have students look at the illustration and read the caption. Explain that Jin s class is making a collage whose purpose is to show important things the students learned during the school year. Ask: Qué cosas creen que los estudiantes agregarán en el collage? Cada estudiante debe agregar algo, pero Jin no puede decidir qué agregará él. Page 6: Suggested Language: El texto cuenta que Jin intentó hacer un modelo de un fósil para una clase de ciencias. Ask: Qué es un fósil? Qué clase de modelos han visto ustedes? Page 8: Direct students to the highlighted term. Ask: Qué tipo de cosas se pueden encontrar en un estudio de arte? Page 10: The text says maybe Jin would choose something that he painted in his grandfather s studio to add to the collage. Ask: Qué creen que sucederá? Ahora, vuelvan al comienzo para descubrir qué decide agregar Jin a su collage. Target Vocabulary arrancar halar con fuerza echarse a perder arruinarse, p. 6 espléndido algo que es maravilloso estudio taller de un artista, p. 8 festín una gran comida horario plan de sucesos miniatura representación más pequeña de una cosa, p. 6 preocuparse no estar tranquilo por algo, p. 11 surco marca que deja algo sobre una superficie, p. 9 untar desparramar, p Lesson 8:

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 Visualize Strategy from the story as they read. and to picture details Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the story. Suggested language: Alguna vez les fue difícil tomar una decisión, como le pasó a Jin? Por qué le costó tanto a Jin decidir qué le iba a agregar al collage? 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 Jin had to bring in something to add to the class collage. Jin did not want to choose something that was not special or perfect. Jin s mother showed him why the cookie recipe was the perfect choice. Jin was like his grandfather in that they both aimed to do perfect work. Jin was persistent and did not give up trying to find the perfect object to add to the collage. Jin set high goals for himself and then worried he might not be able to meet them Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The book s illustrations are an integral part of the story in enabling students to visualize details the text describes. Page design is open, and the text appears easy to read. Choices for Further Support Fluency Invite students to participate in a reader s theater. Remind them to read expressively and with enthusiasm, as if they were a storyteller telling the story to a younger child. 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 verb endings show tense and number. For example, aba in estaba (p. 3) shows the verb is in past tense and refers to one person. Have children identify the endings of past tense verb forms and the numbers they show. 3 Lesson 8:

4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 8.6. 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 Understanding Characters Remind students that authors use a character s thoughts, actions, and words to show what that character is like. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud Jin pinta todos los días. Esa es una acción que nos ayuda a entender su personalidad. Jin pensaba que era divertido mirar a su abuelo trabajar. Esta acción y pensamiento nos muestran cómo es Jin. Practice the Skill Encourage students to share examples of other stories they have read in which a character is persistent and keeps trying. 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 their personal knowledge to reach new understandings. Assessment Prompts What is the meaning of the word surcar on page 9? Which sentences from the story show that Jin is a thoughtful person? Page 7 is mainly about. 4 Lesson 8:

5 Responder Comprender a los personajes De qué manera los pensamientos, las acciones y las palabras de Jin muestran su actitud y sus sentimientos antes de decidir agregar su receta al collage? Copia y completa el siguiente cuadro. Pensamientos Estaba nervioso porque aún no sabía qué iba a agregar al collage. Acciones? Palabras Me gustaría encontrar el modo de incluirlos a todos. A escribir! El texto y tú Piensa en un problema que hayas enfrentado. Escribe un párrafo acerca del problema y los sucesos que te llevaron a resolver el problema. Nombre Fecha Lección 8 HOJAS REPRODUCIBLES Lee y contesta las preguntas. Respuestas posibles. 1. Piensa dentro del texto Nombra tres cosas que añadieron los compañeros de Jin al collage. Los compañeros de Jin agregaron tarjetas, hojas de menta y hojas de roble. 2. Piensa dentro del texto Jin decide agregar una tarjeta con una receta al collage. Describe dos formas en que la receta muestra lo que aprendió. Muestra la habilidad de Jin en matemáticas y las lecciones de tradiciones familiares en estudios sociales. 3. Piensa más allá del texto Si fueras maestra de Jin, que tipo de calificación le darías a Jin? Explica por qué. Probablemente le pondría una calificación alta porque su trabajo representa muchas ideas para aprender. 4. Piensa acerca del texto A Jin le cuesta trabajo encontrar algo para agregar al collage porque quiere que sea perfecto. Qué te comunica la autora sobre el tipo de estudiante que es Jin? Jin quiere tener buenas calificaciones y probablemente es un estudiante muy cuidadoso. Hacer conexiones Si tu clase fuera a hacer un collage similar qué cosa agregarías? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 8 Grado 4, Unidad 2: Entiendes lo que quiero decir? 5 Lesson 8:

6 Nombre Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. Antes de agregar la receta al collage, Jin planea copiarla en una de las hermosas hojas de su abuelo. Por qué crees que la autora incluyó ese detalle? Qué nos sugiere sobre la personalidad de Jin? Te gustaría tener un amigo como Jin? Por que sí? Por qué no? 6 Lesson 8:

7 Nombre Fecha Lección 8 HOJAS REPRODUCIBLES 8.6 Lee y contesta las preguntas. 1. Piensa dentro del texto Nombra tres cosas que añadieron los compañeros de Jin al collage. 2. Piensa dentro del texto Jin decide agregar una tarjeta con una receta al collage. Describe dos formas en que la receta muestra lo que aprendió. 3. Piensa más allá del texto Si fueras maestra de Jin, que tipo de calificación le darías a Jin? Explica por qué. 4. Piensa acerca del texto A Jin le cuesta trabajo encontrar algo para agregar al collage porque quiere que sea perfecto. Qué te comunica la autora sobre el tipo de estudiante que es Jin? Hacer conexiones Si tu clase fuera a hacer un collage similar qué cosa agregarías? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 8:

8 Estudiante Fecha Lección 8 HOJAS REPRODUCIBLES 8.9 N I V E L P Registro de lectura page Selection Text Errors Self-Corrections 2 El año escolar estaba por terminar, pero la maestra de Jin le había asignado a su clase el último proyecto. La clase estaba haciendo un collage para mostrar las cosas importantes que habían aprendido ese año. Todos los estudiantes debían traer algo para agregar al collage. Todos los días, cinco niños diferentes debían traer algo para el collage. 3 Faltaban solo cuatro días para el turno de Jin. Estaba nervioso porque aún no sabía qué iba a agregar al collage. Quería que lo que agregara fuera perfecto. Jin estaba sentado en su escritorio y observaba a Ana. Ana tenía una tarjeta en la mano. 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: