Fountas-Pinnell Level I Folktale
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1 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 to work, but he just says Ja! He even says Ja! to the desert king. The desert king gives the camel a hump as a punishment. HOUGHTON MIFFLIN Number of Words: 228 Characteristics of the Text Genre Folktale Text Structure Third-person narrative Organized chronologically Cause-effect structure of a Porquoi story Content Reason for origins of a camel s hump Middle Eastern desert setting King as ruler with power Themes and Ideas Do your share of work without being lazy. It s dangerous to offend someone with power. Language and Simple language Literary Features Third-person narrator Repetitive phrases and sentences Sentence Complexity Simple sentences Some longer sentences with dialogue. Vocabulary Several animal names: camello, perro, buey, caballo Words Many high-frequency words Most words easy to read; a few may be diffi cult: dirección, enojado, negarte, provocar Illustrations Color illustrations on every page Book and Print Features Nine pages of text with an illustration on every page. Abundant white space makes text easy to read 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 La joroba de Camello by Carl Murano Build Background Ask children what a camel looks like. Build interest by asking: Alguna vez se preguntaron por qué los camellos tienen joroba? Hace mucho tiempo, las personas se preguntaban muchas cosas sobre los animales y la naturaleza, e inventaban cuentos para explicar lo que no entendían. Read the title and author s name and talk about the cover illustration. Tell children that this story is a folktale with animal characters that don t act like real animals because they talk. Introduce the Text Guide children 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: Explain that this is a story about a camel and its hump. Suggested language: Miren la página 2. Qué animales ven? Esto es lo que dice el autor sobre Camello: Él nunca trabajaba. Hasta presumía de lo fl ojo que era! Los otros animales trabajan muy duro. Cómo creen que se sienten cuando Camello presume sobre no trabajar? Page 3: Point out that this illustration shows how the animals feel. Cómo se ve Caballo en este dibujo? Eso es porque cuando Caballo le dice a Camello que tiene que trabajar, Camello le dice, Ja! y se marcha. Qué quiere decir la palabra Ja!? Page 8: Draw attention to the illustration. Ahora Camello ve al rey del desierto. El rey también se ve enojado. El rey le dice a Camello que no debe provocar a los demás animales. Cómo es que Camello provoca a los otros animales negándose a trabajar? Ahora, vuelvan al comienzo del cuento para descubrir por qué le salió una joroba a Camello. Target Vocabulary acurrucarse doblarse o encogerse altura la distancia que hay desde la parte de abajo hasta la parte de arriba de algo, p. 9 curar hacer que alguien vuelva a estar bien después de estar enfermo o lastimado dirección el lugar hacia donde se mueve algo o alguien, p. 3 hacia en la dirección de, p. 3 presumir hablar sobre algo con demasiado orgullo, p. 2 provocar hacerle burla a alguien para divertirse, p. 8 túnel una ruta que se construye bajo tierra o a través de una colina 2 Lesson 9: La joroba de Camello
3 Read As the children read La joroba de Camello, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Summarize Strategy important events as they read. and to stop to tell the Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the book. Suggested language: Creen que Camello se merecía el castigo del rey? Por qué sí? Por qué no? Ways of Thinking As you discuss the text, make sure children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The desert animals want Camello to work as hard as they do. Camello says Ja! and walks away. The desert king warns Camello not to tease the other animals and in response, Camello says Ja! to the king. The king punishes Camello by giving him a hump to carry. Everyone should do her or his fair share of work. It s a bad idea to offend someone with power over you Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The story teaches a lesson. The story is a funny explanation of why a camel has a hump. Choices for Further Support Fluency Invite children to choose a passage from the text to act out. Before they begin, discuss the characters feelings and remind children to read in a way that shows the emotions expressed in the passage. Comprehension Based on your observations of 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. Tell students that the suffi x -ado turns a verb into an adjective, a word that describes how someone is, or is feeling. Have children practice making adjectives from the verbs cansar, agotar, callar and soñar. 3 Lesson 9: La joroba de Camello
4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible 9.6. 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 on Skill Understanding Characters Remind children that they can understand how a character thinks and feels by noticing what the character says and does. Model the skill, using a Think Aloud like the one below: Think Aloud Al comienzo del cuento, Perro le dice a Camello que tiene que trabajar como los otros animales. Pero Camello dice Ja!, da media vuelta y se va hacia otra dirección. Creo que las palabras y acciones de Camello les dicen a los lectores que no está de acuerdo con Perro y no cree que tenga que trabajar. Camello está seguro de que él tiene razón. Practice the Skill Have children share an example of another story in which a character gets punished for bad behavior. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happened in the story. Assessment Prompts After his punishment, do you think Camello will work like the other animals? Look at the picture on page 2. What kind of work do you think Caballo does? 4 Lesson 9: La joroba de Camello
5 Responder DESTREZA CLAVE Comprender a los personajes Qué tipo de personaje es Camello? Copia la tabla de abajo y agrega detalles del cuento. Palabras Acciones Lo que sé Ja! Camello no ayudó a los demás. Camello es? A escribir! El texto y el mundo Escribe un ensayo que explique por qué los demás animales estaban enojados con Camello. Incluye solo los detalles más importantes del cuento. Luego, explica cómo Camello debió haberse portado y por qué. Nombre Fecha Lección 9 HOJA REPRODUCIBLE Lee y contesta las preguntas. La joroba de camello 2_048437_LR2_4BL_CAMELL_L09.indd /20/09 12:29:16 AM 1. Con qué animales se encuentra Camello en este cuento? Camello se encuentra con Caballo, con Perro y con Buey. 2. Por qué están enojados los animales con Camello? Respuesta posible: Están enojados porque Camello no quiere trabajar. 3. Crees que Camello trabajará ahora que tiene una joroba? Explica tu respuesta. Respuesta posible: Sí, creo que Camello trabajará porque aprendió su lección. Aprendió que debe escuchar a los demás. Hacer conexiones En La joroba de Camello y Cómo la ardilla obtuvo sus rayas, Camello y Oso presumen mucho. Qué pasó con estos personajes? Qué mensaje puedes aprender de estos cuentos? Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 8 Grado 2, Unidad 2: Observar la naturaleza 5 Lesson 9: La joroba de Camello
6 Nombre La joroba de Camello Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en un párrafo. Camello habla con el rey del desierto de la misma manera en que les habló a los otros animales. Crees que fue una buena idea? Da razones para tu respuesta. 6 Lesson 9: La joroba de Camello
7 Nombre Lee y contesta las preguntas. Fecha Lección 9 HOJA REPRODUCIBLE 9.6 La joroba de camello 1. Con qué animales se encuentra Camello en este cuento? 2. Por qué están enojados los animales con Camello? 3. Crees que Camello trabajará ahora que tiene una joroba? Explica tu respuesta. Hacer conexiones En La joroba de Camello y Cómo la ardilla obtuvo sus rayas, Camello y Oso presumen mucho. Qué pasó con estos personajes? Qué mensaje puedes aprender de estos cuentos? Escribe tu respuesta en tu Cuaderno de lectura. 7 Lesson 9: La joroba de Camello
8 Estudiante La joroba de Camello NIVEL I Fecha Lección 9 HOJA REPRODUCIBLE 9.9 La joroba de Camello Registro de lectura page Selection Text Errors Self-Corrections 2 Camello vivía en el desierto. Él nunca trabajaba. Hasta presumía de lo flojo que era! Pero los demás animales trabajaban muy duro. Un día, Caballo le dijo a Camello: Tienes que trabajar como nosotros. 3 Ja! dijo Camello. Camello dio media vuelta y se fue hacia otra dirección. Caballo estaba enojado. Fue a contárselo a los demás. 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 9: La joroba de Camello
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Más detallesFountas-Pinnell Level J Folktale
LESSON 9 TEACHER S GUIDE Cómo Coyote robó el fuego by Bo Grayson Fountas-Pinnell Level J Folktale Selection Summary The people get very cold in the winter because they have no fire. Coyote feels sorry
Más detallesCharacteristics of the Text Genre Nonfi ction Text Structure
LESSON 24 TEACHER S GUIDE by Aksel James Fountas-Pinnell Level B Nonfiction Selection Summary A lion is shown eating, drinking, running, playing, and sleeping. Number of Words: 19 Characteristics of the
Más detallesFountas-Pinnell Level L Nonfiction
LESSON 12 TEACHER S GUIDE Qué divertidas son las ciencias! by Abe Beaker por Abe Beaker Fountas-Pinnell Level L Nonfiction Selection Summary This book introduces students to the school science fair and
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 Informational text Text Structure
LESSON 15 TEACHER S GUIDE by Celeste Albright Fountas-Pinnell Level E Informational Text Selection Summary Clouds grow bigger and darker, showing that a big storm is coming. The storm arrives with heavy
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
Más detallesNu e s t ra panadería
LESSON 19 TEACHER S GUIDE by Melissa Wagner Nu e s t ra panadería por Melissa Wagner ilustrado por Felipe Galindo Fountas-Pinnell Level I Realistic Fiction Selection Summary A boy helps his mother, father,
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 detallesCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 5 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Realistic Fiction Selection Summary A girl tells about the steps in building her play house. Her brother picks up the wood, her dad
Más detallesCharacteristics of the Text Genre Fiction Text Structure
LESSON 28 TEACHER S GUIDE Jorge el Curioso va de paseo Fountas-Pinnell Level D Fiction Selection Summary Jorge el Curioso likes to ride. He likes to ride on a bike. He likes to ride on a sled and on a
Más detallesFountas-Pinnell Level P Nonfiction. Todo tipo de hormigas. by Anne Kasper
LESSON 14 TEACHER S GUIDE by Anne Kasper Todo tipo de hormigas por Anne Kasper Fountas-Pinnell Level P Nonfiction Selection Summary Most people think ants are a bother. However, this book proves that ants
Más detallesFountas-Pinnell Level S Realistic Fiction
LESSON 18 TEACHER S GUIDE by Stephanie Sigue Fountas-Pinnell Level S Realistic Fiction Selection Summary Mieko and Jenny are best friends. Mieko s family is moving away to another town. The girls are sad
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 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 detallesLos perros hablan. Characteristics of the Text Genre Informational Text Text Structure. Fountas-Pinnell Level J Informational Text. by Samantha Ronson
LESSON 7 TEACHER S GUIDE by Samantha Ronson Los perros hablan por Samantha Ronson Fountas-Pinnell Level J Informational Text Selection Summary Dogs tell us things with their bodies, not words. For example,
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 18 TEACHER S GUIDE by Franklin Bonaparte Fountas-Pinnell Level K Informational Text Selection Summary Some produce we eat is locally grown, but many foods we find in grocery stores come from more
Más detallesNivel: A EDL: 1 2 Ciencias Estrategia: Inferir/Predecir Número de palabras: 37 HOUGHTON MIFFLIN. Libritos nivelados en línea
LESSON 7 TEACHER S GUIDE by Jack Wilkins Fountas-Pinnell Level C Nonfiction Nivel: A EDL: 1 2 Ciencias Estrategia: Inferir/Predecir Número de palabras: 37 1.2.2 Construir vocabulario HOUGHTON MIFFLIN Libritos
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LESSON 14 TEACHER S GUIDE La vida de los insectos sociales by L. M. Colozza La vida de los insectos sociales Fountas-Pinnell Level P Informational Text Selection Summary Insects are a part of the world.
Más detallesCharacteristics of the Text Genre Fantasy Text Structure First-person narrative
LESSON 26 TEACHER S GUIDE Catalina inventa de todo! by Oscar Cadejo por Oscar Cadejo ilustrado por Cary Pilo Fountas-Pinnell Level M Fantasy Selection Summary Catalina likes to invent solutions to everyday
Más detallesFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE by Stanford Makishi Fountas-Pinnell Level P Informational Text Selection Summary The work of different kinds of artists can be seen almost everywhere. Costume designers, architects,
Más detallesUn tr z de ques. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level G Fantasy
LESSON 28 TEACHER S GUIDE by Diane Linden Fountas-Pinnell Level G Fantasy Selection Summary A group of mice try various ways to squeeze a big chunk of cheese through a small mouse hole. The solution is
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 detallesEl muñeco de nieve de Paco
LESSON 26 TEACHER S GUIDE El muñeco de nieve de Paco by Lisa Torres El muñeco de nieve de Paco por Lisa Torres ilustrado por Diane Paterson Fountas-Pinnell Level I Realistic Fiction Selection Summary Paco
Más detallesFountas-Pinnell Level M Informational Text
LESSON 14 TEACHER S GUIDE Perros buenos, perros guía by Caleb Graham Fountas-Pinnell Level M Informational Text Selection Summary Dogs have many qualities that make them helpful to disabled people. They
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 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 detallesCharacteristics of the Text Genre Nonfi ction Text Structure Third-person narrative focuses on one topic. Content
LESSON 30 TEACHER S GUIDE by Sandra Fernández Fountas-Pinnell Level H Nonfiction Selection Summary Soccer is a game that is played around the world. This book explains to young readers how to play it.
Más detallesFountas-Pinnell Level N Realistic Fiction. by Vidas Barzdukas
LESSON 12 TEACHER S GUIDE by Vidas Barzdukas por Vidas Barzdukas ilustrado por Marilee Harrald-Pilz Fountas-Pinnell Level N Realistic Fiction Selection Summary Matilda loves to write poetry, but she is
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 Nonfi ction Text Structure
LESSON 9 TEACHER S GUIDE by Amira Hossain Leer juntos por Amira Hossain Fountas-Pinnell Level D Nonfiction Selection Summary Various children read with family members, including mom, dad, sister, brother
Más detallesCharacteristics of the Text Genre Informational Text Text Structure
LESSON 11 TEACHER S GUIDE by Rachel Fogelberg Fountas-Pinnell Level D Informational Text Selection Summary When school ends, children can go to different places and do different things during vacation.
Más detallesDetrás de las cámaras
LESSON 7 TEACHER S GUIDE Detrás de las cámaras by Kaye Gager Fountas-Pinnell Level Q Nonfiction Selection Summary It takes many people to make a movie. From the actors to the behind the scenes people,
Más detallesFountas-Pinnell Level K Informational Text
LESSON 7 TEACHER S GUIDE by Rob Arego Fountas-Pinnell Level K Informational Text Selection Summary Murals are large paintings on walls. The series of steps involved in making a mural include thinking of
Más detallesAbu lo y yo. Characteristics of the Text Genre Realistic fi ction Text Structure. Fountas-Pinnell Level F Realistic Fiction
LESSON 2 TEACHER S GUIDE by Sheila Sweeny Higginson Fountas-Pinnell Level F Realistic Fiction Selection Summary A young boy talks about things that his grandfather liked to do as a boy, which they now
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