Characteristics of the Text Genre Informational text Text Structure
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1 LESSON 6 TEACHER S GUIDE Maravillosos mamíferos marinos by John Stewart por John Stewart Fountas-Pinnell Level R Informational Text Selection Summary Manatees and sea otters dwell beneath the ocean s surface, where they face many challenges. These marine mammals have special traits to survive in their underwater environment but face danger due to human actions. HOUGHTON MIFFLIN HARCOURT Number of Words: 1025 Characteristics of the Text Genre Informational text Text Structure Information organized in two long chapters, the fi rst on manatees, the second on sea otters Color photographs help the reader to visualize the mammals and their environment. Content Description and habitat of manatees and sea otters How humans are having an impact on marine mammals and their environment Why these mammals matter and what is being done to prevent them from becoming extinct Themes and Ideas Manatees and sea otters have many ways of surviving below the ocean. People need to protect these creatures so that they don t become extinct. Language and Conversational tone Literary Features Rhetorical questions move narrative forward: Por qué son especiales estos animales?; Entonces, por qué están en peligro de extinción? Sentence Complexity A mix of short and complex sentences Metric measurements in parentheses Exclamations, questions, italics Vocabulary Some technical language, such as molares marchantes, pelo guardián, capa inferior; many, but not all, technical terms explained Words Multisyllable words formed from base words: independientemente, extinción Illustrations Color photographs support understanding of information Captions for photographs Book and Print Features Twelve pages of text, with photographs 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 Maravillosos mamíferos marinos by John Stewart Build Background Help students use their knowledge about marine mammals to visualize the text. Build interest by asking a question such as the following: A qué mamíferos marinos te gustaría ver en su hábitat natural? Explain that the text focuses on two marine mammals: manatees and sea otters. Read the title and author and talk about the cover photograph. Note the two chapter heads. Tell students that this selection is informational text, so the text is factual. 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 3: Have students locate and read the sentence on manatees with the highlighted word in the last paragraph: A veces, los puedes ver deleitarse en las aguas poco profundas de un río. Ask: Cómo pueden darse cuenta si un manatí se está deleitando? Page 4: Look at the photograph on page 4. Explain that manatees are nicknamed vacas marinas. Ask: Vaca marina les parece un apodo apropiado para un manatí? Por que sí? Por qué no? Page 5: Direct students to the highlighted term. Suggested language: El texto dice que reemplazar los dientes no es un trauma para un manatí, porque los dientes de atrás crecen constantemente. Page 8: Have students look at the photograph and read the caption. Ask: De qué manera le puede servir a la nutria tener un pelaje muy grueso? Page 14: El texto dice que los derrames de petróleo pueden ser mortales para las nutrias. Ask: Qué efecto creen que puede tener el derrame de petróleo en la piel de la nutria? Por qué tener el cuerpo lleno de petróleo puede ser un problema para las nutrias? Ahora, vuelvan al comienzo del libro y lean para descubrir más información sobre los manatíes y las nutrias, y la manera de protegerlos. Target Vocabulary analizar examinar en detalle, p. 13 aturdido confundido, p. 14 deleitarse disfrutar, p. 3 intensivo que requiere concentración, p. 12 joven de poca edad, p. 9 marino relacionado con el mar, p. 3 mortal que causa la muerte, p. 14 tratar cuidar algo, intentar mejorarlo, p. 7 trauma una experiencia difícil y dolorosa, p. 5 vocación una tarea o profesión que se realiza con entusiasmo, p. 9 2
3 Read Have students read silently while you listen to individual students read aloud. Support their problem solving and fluency as needed. Remind students to use the Question Strategy and to think of questions that will clarify how manatees and sea otters can be protected. Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the book. Suggested language: Qué aprendieron sobre los manatíes y las nutrias que no sabían antes? Por qué es importante que el ser humano entienda a estos animales marinos en peligro de extinción para poder salvarlos en el futuro? 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 With only a few thousand manatees left in the wild, it is critical that humans become sea otters and manatees ally instead of their enemy, so they don t vanish. As the sea otter population slowly increases, humans need to ensure that their environment remains pristine so they continue to survive. If people continue harming the marine ecosystem, it will have serious consequences for all marine mammals. There are actions everyone can do to prevent this from occurring. People can contact their elected officials to speak out for manatees and sea otters and the environment Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The vivid photographs enhance the text. The conversational style of the text is inviting and not scientifically overwhelming. The author includes fascinating details about manatees and sea otters to attract and hold readers interest. Choices for Further Support Fluency Invite students to choose a two-page spread from the text to read aloud. Remind them to pay attention to punctuation, including information given in parentheses, and to stress important words in the text. 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 the suffi x -ción is used to make nouns. For example, the word extinción is made up of the verb extinguir and the suffi x -ción. Have students identify other examples in the text. 3
4 Writing about Reading Critical Thinking Have students complete the questions on Hoja reproducible 6.6. 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 Skill Cause and Effect Remind students that they can determine the cause by asking the question Why did it happen? They can determine the effect by asking the question What happened? Tell them to note cause-and-effect signal words such as because, so, and since. Model how to add details to the Graphic Organizer, using a Think Aloud like the one below: Think Aloud El derrame de petróleo pone en peligro a nutrias y manatíes. Escriban derrame de petróleo como una causa. El efecto que produce el derrame de petróleo es la muerte de las nutrias y los manatíes. Practice the Skill Encourage students to share their examples of another book that illustrates cause and effect through endangered animals and what is being done to save them. Writing Prompt: Thinking Beyond the Text Have students write a response to the writing prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understanding. Assessment Prompts What is the meaning of the term jóvenes on page 9? Which sentences on pages 10 and 11 support the idea that sea otters are creative and intelligent? How does the author persuade readers to care about the future for manatees and sea otters? 4
5 Responder DESTREZA CLAVE Causa y efecto Por qué mueren las nutrias y los manatíes? Busca en la historia otras dos causas de este efecto. Copia y completa la tabla. Causa Cacería Causa? Causa? Efecto Las nutrias y los manatíes mueren. A escribir! El texto y el mundo Muchas nutrias viven en aguas de Alaska. Escríbele una carta a uno de tus senadores pidiéndole que los barcos petroleros tengan un casco más resistente para prevenir los derrames de petróleo en Alaska. Nombre Fecha Lección 6 HOJA REPRODUCIBLE Lee y contesta las preguntas. Se muestran respuestas posibles. Maravillosos mamíferos marinos 1. Piensa dentro del texto Por qué algunas veces a los manatíes se les llama vacas marinas? Porque cuando comen parecen un rebaño de vacas pastando. 2. Piensa dentro del texto Qué evidencia del texto apoya la conclusión de que los manatíes son animales inteligentes? Porque usan utensilios. 3. Piensa más allá del texto Si los manatíes o las nutrias marinas se extinguieran, qué efecto podría tener en otros seres vivientes en su ecosistema? La extinción de manatíes y de nutrias marinas podría causar el crecimiento descontrolado de las especies que son sus presas. Las especies que dependen de ellos para alimento también estarían en peligro de extinción. 4. Piensa acerca del texto Cuál es el punto de vista del autor acerca de los manatíes y las nutrias marinas? El autor piensa que son criaturas maravillosas y que se las debe proteger para evitar su extinción. Hacer conexiones Escribe acerca de una planta o animal que está en peligro o está desapareciendo de un ecosistema cerca de ti. Por qué es importante resolver el problema? Cómo puedes ayudar? Escribe tu respuesta en tu Cuaderno de lectura.. All rights reserved. 8 Grado 5, Unidad 2: Encuentros salvajes 5
6 Nombre Maravillosos mamíferos marinos 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. Fecha En la página 3, el autor describe a los manatíes como miembros del gran ecosistema marino. En la página 7, explica que los manatíes están en peligro de extinción. Qué podrían hacer tú y tus compañeros para salvar de la extinción a los manatíes? En qué beneficiaría al ecosistema marino salvar a los manatíes? Asegúrate de usar detalles del texto para fundamentar tu respuesta. 6
7 Nombre Lee y contesta las preguntas. Fecha Lección 6 HOJA REPRODUCIBLE 6.6 Maravillosos mamíferos marinos 1. Piensa dentro del texto Por qué algunas veces a los manatíes se les llama vacas marinas? 2. Piensa dentro del texto Qué evidencia del texto apoya la conclusión de que los manatíes son animales inteligentes? 3. Piensa más allá del texto Si los manatíes o las nutrias marinas se extinguieran, qué efecto podría tener en otros seres vivientes en su ecosistema? 4. Piensa acerca del texto Cuál es el punto de vista del autor acerca de los manatíes y las nutrias marinas? Hacer conexiones Escribe acerca de una planta o animal que está en peligro o está desapareciendo de un ecosistema cerca de ti. Por qué es importante resolver el problema? Cómo puedes ayudar? Escribe tu respuesta en tu Cuaderno de lectura. 7
8 Estudiante Fecha Lección 6 HOJA REPRODUCIBLE 6.9 Maravillosos mamíferos marinos NIVEL R Maravillosos mamíferos marinos Registro de lectura page Selection Text Errors Self-Corrections 5 El manatí tiene una característica especial: los molares marchantes. Como mastica tanto la comida, los molares, o dientes del frente, se gastan rápido. Pero no es un trauma reemplazarlos. Los dientes de atrás de cada lado de la quijada crecen continuamente. Cuando los molares del frente ya no funcionan, se caen y los otros molares se mueven al frente, marchando a su nuevo lugar. Un nuevo molar comienza a crecer en el agujero que quedó atrás. 6 Los manatíes tienen la cabeza grande y los ojos pequeños. No ven muy bien bajo el agua. Tienen buen oído, aunque sus orejas son dos agujeros muy pequeños. 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 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 Informational text Text Structure
LESSON 14 TEACHER S GUIDE by Barbara A. Roenz Fountas-Pinnell Level R Informational Text Selection Summary More than a million species of arthropods populate Earth. The arachnids, crustaceans, millipedes
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 Realistic fi ction Text Structure Series of fi rst-person statements from depicted boy Content
LESSON 27 TEACHER S GUIDE by Jeff Allen Fountas-Pinnell Level D Realistic Fiction Selection Summary Rafa can build a house, bake a cake, paint a picture, read a book, and play a game with me! Number of
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 13 TEACHER S GUIDE by Becca Houston Fountas-Pinnell Level B Nonfiction Selection Summary A red, white, blue, yellow, and green bird is each shown in its natural habitat. Number of Words: 28 Characteristics
Más detallesDiving under the sea Marine life Varied animals live under the sea. Underwater views are interesting. Repetition of words and sentences
LESSON 11 TEACHER S GUIDE by Alex Plisky por Alex Plisky Fountas-Pinnell Level G Informational Text Selection Summary A diver swims under the sea and sees fish, a stingray, a turtle, starfish, a crab,
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 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 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 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 detallesCómo protegerte durante un terremoto by Kaye Gager
Nivel: O Cómo protegerte EDL: 34 Ciencias LESSON 12 TEACHER S GUIDE durante Estrategia: Visualizar Número de palabras: 961 Cómo protegerte durante un terremoto un terremoto 4.3.2 Construir vocabulario
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure Information is presented by description. Content
LESSON 14 TEACHER S GUIDE by Kaitlyn Robinson Los animales del desierto Fountas-Pinnell Level G Nonfiction Selection Summary The desert is very hot and dry, but it is a good home for animals such as foxes,
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 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 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 detallesLos pa os por Sara Wilhelm
LESSON 13 TEACHER S GUIDE by Sara Wilhelm Los pa os por Sara Wilhelm Fountas-Pinnell Level D Nonfiction Selection Summary In hot weather, a duck makes a nest and sits on her eggs. The eggs hatch, and baby
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 30 TEACHER S GUIDE by Iris Littleman Fountas-Pinnell Level D Fiction Selection Summary One after another, various fantasy animals look in the costume box, choose something, and put it on. The lion
Más detallesFountas-Pinnell Level R Biography
LESSON 19 TEACHER S GUIDE La historia de Dorothea Lange by Nancy N. Ragno Fountas-Pinnell Level R Biography Selection Summary Dorothea Lange was a photographer who used her images to help people during
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 detallesFountas-Pinnell Level M Fantasy
LESSON 20 TEACHER S GUIDE El superhéroe misterioso by Winston White Fountas-Pinnell Level M Fantasy Selection Summary A superhero is helping people all over town, but no one knows who the amazing person
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 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 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 detallesde un salon Fountas-Pinnell Level I Nonfiction
LESSON 13 TEACHER S GUIDE by Isaiah Collins Fountas-Pinnell Level I Nonfiction Selection Summary Long ago, children from farms and small towns went to small schools with one room and one teacher. They
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 24 TEACHER S GUIDE by Courtney Kim Fountas-Pinnell Level C Informational Text Selection Summary This book presents five different animals that eat a variety of bugs: a frog, bat, bird, lizard, and
Más detallesBetina y la presentación de talentos by Dale Lundberg
LESSON 12 TEACHER S GUIDE Betina y la presentación de talentos by Dale Lundberg por Dale Lundberg Fountas-Pinnell Level J Realistic Fiction Selection Summary All the students in Betina s class are excited
Más detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 17 TEACHER S GUIDE Rosa y el frasco de insectos by Celeste Albright Fountas-Pinnell Level E Realistic Fiction Selection Summary Rosa likes bugs. She finds a little bug, a red bug, a yellow bug,
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 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 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 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 detallesAbuelita. Abuelita. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level E Realistic Fiction.
LESSON 2 TEACHER S GUIDE by Christine Dowe Fountas-Pinnell Level E Realistic Fiction Selection Summary A boy and his granny like to do many different things together. por Christine Dowe ilustrado por Dara
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 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 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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Peter Stone Fountas-Pinnell Level D Realistic Fiction Selection Summary A boy and his father walk in the woods and find animals, flowers, and, of course..delicious berries.
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 Fantasy Text Structure Third person narrative
LESSON 26 TEACHER S GUIDE by Gus Regallo por Gus Regallo ilustrado por Remy Simard Fountas-Pinnell Level L Fantasy Selection Summary After spending a year on planet Zogo, Simón is about to return to Earth.
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 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 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
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