Characteristics of the Text Genre Mystery Text Structure

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1 LESSON 29 TEACHER S GUIDE by LaToya Simms El ladr n de la granja por LaToya Simms ilustrado por John Wallner Fountas-Pinnell Level J Mystery Selection Summary A bandit is taking Toña s, Camilo s and Gabriel s special things. The three animals use clues to track down el ladrón de la granja. HOUGHTON MIFFLIN Number of Words: 338 Characteristics of the Text Genre Mystery Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Setting and characters presented on fi rst two pages. Plot proceeds in sequence to the end. Barnyard animals Missing objects (telaraña, heno, hilo) Solving a mystery Clues can help solve a mystery. Talking animals Realistic dialogue Variety of simple and complex sentences Compound sentences using and: Los tres amigos se cansaron y se quedaron dormidos. Series of nouns, divided by commas: Ella estaba sentada sobre un nido hecho con el heno, el hilo y la telaraña. Key vocabulary word: ladrón Character names: la araña Toña, el caballo Camilo, el gato Gabriel Mostly two- and three-syllable words; a few four-syllable words. Words with initial h : heno, hilo, huevos, huellas, hojas Illustrations reveal clues used to solve mystery. Illustration above text on each of nine pages Sentences carrying over two to three lines Use of capital letters for emphasis: y mírala AHORA! 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 LaToya Simms Build Background Read the title. Have children look at the cover illustration and identify the barnyard animals. To build interest, ask: Qué es un ladrón? Quien se estará robando las cosas de la granja? Tell children that this story is a mystery, or a story about a character who solves a puzzle. Introduce the Text Guide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Here are some suggestions: Page 2 3: Explain that this story is about three barnyard animals. They want to fi nd the animal who is stealing their special things. Suggested language: Vayan a las páginas 2 y 3 y miren la ilustración. Estos personajes son la araña Toña, el caballo Camilo y el gato Gabriel. El libro dice: Aquí ha estado un ladrón! gritó Toña. Un ladrón es alguien que roba cosas. Por qué creen que Toña dice eso? Qué pista les da la ilustración? Page 4: Ask children to point to the highlighted word tejer. Explain that Spinner the spider has to weave her web, which means she spins together threads. Por qué creen que para una araña signifi ca mucho trabajo tejer una telaraña? Page 5: Remind children that they can use information in the pictures to help them read. Vayan a la página 5 y miren la ilustración. Al caballo Camilo le gusta reunir pedazos de heno todos los días. Qué sucedió con el heno que Camilo había reunido en el balde? Page 6: Vayan a la página 6 y miren la ilustración. Cada animal perdió algo especial. Qué creen que harán los animales a continuación? Cómo resolverán su problema? Ahora, vuelvan al comienzo para descubrir cómo Toña, Camilo y Gabriel encuentran al ladrón de la granja. Learn More Words hilo ladrón reúno tejer 2 Lesson 29:

3 Read Have children read silently while you listen to individual children read. Support their problem solving and fluency as needed. Respond to the Text Personal Response Ask children to share their personal responses to the story. Begin by asking what they liked best about the story, or what they found interesting. Suggested language: Por qué creen que Toña, Camilo y Gabriel no tienen problema en dejar que la pájara se quede con sus cosas? 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 Toña is missing her web, Camilo is missing his hay, and Gabriel is missing his red yarn. The animals set a trap to catch the bandit, but they fall asleep and the bandit steals again. Toña finds clues that lead the animals to the bandit. The bandit is a bird who has built a nest with the animals special things. Clues can help solve a mystery. It s good to share things when someone needs them more than you do. The animals act like people, talking and wearing hats and eyeglasses. The animals feelings change over the course of the story from feeling upset about their missing things to feeling glad that the bird has used their things to make a nest for her eggs Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Have children choose a favorite character and read aloud a page that includes that character. Remind them to think about how the character feels and to read the dialogue with the proper expression. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Sort Words Materials: index cards with the words corrió, desaparecido, entonces, Camilo, caballo, sucedió, hiciste, comida, dulces, ocurre. Have children shuffle the index cards. Ask them to read the words and sort them according to whether the c is hard or soft. Word Wall Materials: index cards. Have children choose fi ve words from the word wall and read them. Then have children write the words on the index cards. Have partners build sentences using some of their words, and adding other words. 3 Lesson 29:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 29.8 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 Cause and Effect Tell children that one thing in a story often makes another thing happen. The cause tells why something happened. The effect tells what happened. Model how to identify cause and effect. Think Aloud Qué sucede en este cuento? La pájara se llevó la telaraña, el heno y el hilo. Ese es el efecto. Por qué la pájara se lleva la telaraña, el heno y el hilo? Ella se lleva las cosas para hacer un nido. Esa es la causa. Eso explica por qué la pájara se llevó la telaraña, el heno y el hilo. Practice the Skill Have children think of a book they have read that has a cause and an effect. Ask them to write a sentence telling about what happens and why it happens. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Imagine you are a reporter. Write a news report about the barnyard mystery and how it was solved. Use details from the story in your news report. 4 Lesson 29:

5 Responder DESTREZA CLAVE Causa y efecto Qué hace la ladrona de la granja en esta historia? Por qué lo hace? Haz una tabla. A platicar! De texto a texto Piensa en otra historia sobre alguien que pierde algo. Cómo se sentía él o ella? Cómo encontró lo que estaba perdido? Nombre Fecha Lección 29 HOJA REPRODUCIBLE Escucha la pregunta. Escribe una respuesta. Las respuestas pueden variar. 1. Por qué necesita la pájara las cosas especiales de los amigos? Las usa para hacer un nido donde poner sus huevos. Hacer conexiones Piensa en algo que le diste a otra persona porque lo necesitaba. Escribe varias oraciones acerca de lo que hiciste. Lea las instrucciones a los niños.. All rights reserved. 10 Grado 1, Unidad 6: Tres hurras por nosotros! 5 Lesson 29:

6 Nombre Fecha Imagina que eres un reportero. Escribe un informe periodístico acerca del misterio de la granja y de cómo fue resuelto. Usa detalles del cuento en tu informe. 6 Lesson 29:

7 Nombre Fecha Lección 29 HOJA REPRODUCIBLE 29.8 Escucha la pregunta. Escribe una respuesta. 1. Por qué necesita la pájara las cosas especiales de los amigos? Hacer conexiones Piensa en algo que le diste a otra persona porque lo necesitaba. Escribe varias oraciones acerca de lo que hiciste. 7 Lesson 29:

8 Estudiante NIVEL J Fecha Lección 29 HOJA REPRODUCIBLE Registro de lectura page Selection Text Errors Self-Corrections 2 Toña la araña tenía hambre. Ella corrió hacia su telaraña para ver si había atrapado algunos insectos para desayunar. Entonces fue cuando vio que su telaraña había desaparecido. Aquí ha estado un ladrón! gritó Toña. 3 Camilo el caballo asomó su cabeza por encima de la puerta de su establo: Qué sucedió? Mi telaraña desapareció dijo Toña. Comments: Accuracy Rate (# words read correctly/56 100) % 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 29: