Osito al rescate! by Ann M. Rossi

Transcripción

1 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 tells them not to push, run, or yell. When Osito honey spills on the floor, the insects run for it. Osito scares the insects when he yells, Se quedarán atascados en la miel pegajosa! But the teacher tells him he did the right thing. por Ann M. Rossi ilustrado por Costanza Basaluzzo HOUGHTON MIFFLIN Number of Words: 138 Characteristics of the Text Genre Humorous fi ction Text Structure Third-person narrative Organized chronologically Content School safety and rules Helping others Themes and Ideas Animals in stories can act like children. It is good to be helpful to others. You should stop someone from doing something dangerous. Language and Light humor Literary Features Simple dialogue Sentence Complexity Mostly short, simple sentences A few sentences with phrases and clauses, one with quotation: Cuando sea grande, no necesitaré ayuda dijo Renacuajo. Dialogue with direct address: Gracias, Osito! dijeron los insectos. Vocabulary Words likely to be known through oral language Words One- and two-syllable words, 3-syllable correcto Words with suffi x ado: formados, atascados Words with endings dad and oso Illustrations Drawings convey playfulness. Labels identify characters and actions. Book and Print Features Humorous illustration below text on each of nine pages Each sentence begins on a new line 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 Ann M. Rossi Build Background Use the expression al rescate in a natural context for children, and discuss its meaning. Build interest by asking a question such as the following: De qué manera podría un personaje de un cuento ir al rescate? Read the title and author. Ask children to point out details on the cover that suggest this story is humorous fiction. 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 Osito will do something in this story to help his classmate. Suggested language: Vayan a la página 2. La maestra ha escrito Seguridad en la escuela en el pizarrón. Qué podrían aprender en esa clase acerca de la seguridad en la escuela? Page 5: Vayan a la página 5. Una de las reglas de la maestra es no gritar durante el almuerzo. Por qué creen que esta regla es importante? Pages 6 7: Vayan a la página 6 y miren la ilustración. Una brisa ha derramado la miel en el piso. Cómo podría una brisa derramar miel? Por qué creen que los insectos están corriendo? Page 8: Draw attention to the illustration. Por qué Osito está gritando? Cómo se siente? Cómo se dan cuenta? Ahora, vuelvan al comienzo del cuento para descubrir cómo Osito va al rescate. Target Vocabulary asustar hacer que alguien sienta miedo, p. 10 brisa un viento suave, p. 6 gritar hacer un sonido fuerte y agudo, p. 5 insecto animal muy pequeño con seis patas y el cuerpo dividido en tres, que a veces tiene alas, p. 7 juzgar decidir lo que se piensa de alguien o algo pegajoso que se pega a otras cosas fácilmente, p. 8 peligroso que no es seguro y puede causar daño podrido que se ha echado a perder o que está malo 2 Lesson 4:

3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Summarize Strategy themselves what is happening in the story as they read. and stop to tell Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Qué aprenden los animales de esta clase acerca de la seguridad en la escuela? 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 Osito and his classmates are learning to be safe in school. The teacher tells them not to run or yell. Osito honey spills, and the insects run to it. Osito yells at them to stop, and the teacher says he did the right thing. Animals in stories can act like children and a teacher. Osito likes to help others. Sometimes you can break a rule to keep others safe Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The characters words sound like what real people say. The pictures show how the characters feel. The author s purpose is to entertain readers with this anthropomorphic classroom story. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to quotation marks so they can sound like the character who is speaking. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children 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. Draw attention to the suffi x ado. Remind children they can take off the ending of a word to recognize base familiar words. Point out the word formados. Ask children to look for another word with this ending in the text. 3 Lesson 4:

4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible 4.6. 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 Skill Cause and Effect Tell children that when they think about causes and effects, they think about what happens and why it happens. Model the skill, using a Think Aloud like the one below: Think Aloud La brisa golpea el frasco de miel que está en el escritorio de Osito. Esa es una causa. Cuál es el efecto? La miel se derrama. Luego los insectos corren al charco de miel pegajosa. Esa es otra causa. Cuál es el efecto? Osito les grita a los insectos porque quiere protegerlos. Practice the Skill The teacher tells her class not to eat food from the floor. Have children tell what might be an effect if the class members disobey the teacher. Writing Prompt: Thinking About the Text Have children write a response to the prompt on page 6. Remind them that when they think about the text, they pay special attention to the words, genre, literary and print features, and how the story is organized. Assessment Prompts Read what Cub says on page 10. What does the word asustar mean? Why does Cub break the rule about yelling? 4 Lesson 4:

5 Comprehsnsion Skill TK Responder DESTREZA CLAVE Causa y efecto Por qué empezó Osito a gritar? Copia la tabla de abajo. En la caja debajo de Causa, escribe lo que causó que Osito gritara. Causa Efecto? Osito empezó a gritar. A escribir! El texto y tú Piensa en una ocasión en que ayudaste a alguien. Escribe unas oraciones sobre lo que pasó. Asegúrate de que todas tus oraciones sean sobre ayudar a alguien. 11 Lección 4 HOJA REPRODUCIBLE 4.6 Nombre Fecha Lee y contesta las preguntas. 1. Por qué lloran los insectos? Respuesta posible: Se asustan cuando Osito comienza a gritarles. 2. Por qué Osito tiene que ayudar a Renacuajo a tomar agua? Respuesta posible: Renacuajo es muy pequeño para alcanzar la fuente. 3. Qué hace la maestra cuando Osito les grita a los insectos? Por qué? Respuesta posible: La maestra dice que Osito hizo lo correcto. Quiere que la clase sepa lo importante que es seguir las reglas. Hacer conexiones Osito sigue todas las reglas de la maestra. Piensa en las reglas que tienes que seguir tú. Qué reglas son fáciles de seguir? Qué reglas son difíciles de seguir? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 2, Unidad 1: Una visita por el vecindario 2_352893RTXSAN_U01_LR_CT.indd 8 8/12/09 12:05 5 Lesson 4:

6 Nombre Fecha Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en un párrafo. Es correcto el título del libro? Osito va al rescate? Por qué si? Por qué no? Usa detalles del cuento en tu respuesta. 6 Lesson 4:

7 Nombre Lee y contesta las preguntas. 1. Por qué lloran los insectos? Fecha Lección 4 HOJA REPRODUCIBLE Por qué Osito tiene que ayudar a Renacuajo a tomar agua? 3. Qué hace la maestra cuando Osito les grita a los insectos? Por qué? Hacer conexiones Osito sigue todas las reglas de la maestra. Piensa en las reglas que tienes que seguir tú. Qué reglas son fáciles de seguir? Qué reglas son difíciles de seguir? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 4:

8 Estudiante NIVEL I Fecha Lección 4 HOJA REPRODUCIBLE 4.9 Registro de lectura page Selection Text Errors Self-Corrections 2 Fue un día divertido. En clase aprendían sobre la seguridad en la escuela! 3 No empujen cuando estén formados junto a la fuente dijo la maestra. Tampoco pueden nadar dijo. 4 Osito ayudó a Renacuajo a tomar agua. Cuando sea grande, no necesitaré ayuda dijo Renacuajo. Comments: Accuracy Rate (# words read correctly/44 100) % 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 4: