L nuev c s de R yit. Characteristics of the Text Genre Fantasy Text Structure. Fountas-Pinnell Level J Fantasy

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1 LESSON 10 TEACHER S GUIDE by Dennis Warner L nuev c s de R yit Fountas-Pinnell Level J Fantasy Selection Summary The rain has washed away Rayita s home, so friends Araña, Zorrilla, Ardilla and Gansa all help dig a new burrow. Then the friends decorate Rayita s new home with varied items they have made or gathered. Rayita is thrilled with his gifts and feels lucky to have such good friends. por Dennis Warner ilustrado por Cathy Pavia HOUGHTON MIFFLIN Number of Words: 287 Characteristics of the Text Genre Fantasy Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Organized chronologically Gifts from friends Decorating a new home Friends do nice things for each other. Adding beauty to one s home is rewarding. Animal characters can act like people but may still have some animal traits. Some word repetition: Caminaron y caminaron y caminaron. Dialogue, including split dialogue, with assigned speakers Statements, questions, exclamations Sentence fragments in dialogue Items in a series: Araña, Zorrilla, Ardilla y Gansa sabían lo que tenían que hacer. Names of animals: zorrilla, ardilla, araña, gansa Animal-related words and phrases: madriguera, hizo hilo de su seda, reunió nueces y semillas, plumas One- and two-syllable words with varied spelling/sound and syllable patterns Three-syllable words: decorar, bonita, invitar, alfombra Words with endings -ó, -ía/-ían and -aron/-eron Illustrations include humorous details. Illustration above text on each of nine pages Two to four short paragraphs on a 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 by Dennis Warner Build Background Read the title to children. Ask them to find Rayita and point to the other characters: Gansa, Zorrilla, Ardilla and Araña. Anticipate the text with questions like these: En qué tipo de casa viviría un animal como Rayita en la vida real? Cómo saben que en esta historia pasarán cosas que no pueden pasar en la vida real? 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: Explain to children that in this story a chipmunk loses his house and his animal friends come to his rescue. Suggested language: Vayan a la página 2. Qué parece que están planeando Araña, Zorrilla, Ardilla y Gansa? Sí, están por ir a nadar. Quieren que Rayita vaya también. Page 3: Vayan a la página 3 y miren el dibujo. Dónde está Rayita? Rayita dice: La lluvia se llevó mi casa. Cómo creen que se siente Rayita en este dibujo? Page 4: Rayita dice: Tengo que cavar una nueva madriguera. Sus amigas dicen que la ayudarán a cavar la madriguera. Los animales como Rayita también viven en madrigueras. Page 5: En este dibujo, qué están usando los animales para cavar? Qué usan los animales de verdad para cavar? Rayita dice: Terminamos nuestro trabajo! Rayita piensa que está listo el trabajo o no? Gansa piensa que NO está listo. Gansa dice: Tenemos que decorarla. Qué creen que harán las amigas para decorar la nueva casa de Rayita? Ahora, vuelvan al comienzo del cuento para descubrir más sobre cómo las amigas de Rayita la ayudan a hacer una nueva casa. Learn More Words madriguera terminamos 2 Lesson 10:

3 Read As the children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Respond to the Text Personal Response Invite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting. Suggested language: Qué dibujo les parece más tonto o gracioso que los demás? Qué detalles pueden ver? 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 Rayita s burrow has been washed away. Rayita s friends Ardilla, Araña, Zorrilla and Gansa help him dig a new burrow. The friends make gifts to decorate Rayita s new home. Friends help each other. Gifts make both the giver and the receiver feel good. Animals in stories act like people but can also do things that reallife animals do, like digging a burrow or spinning silk. The story ends with the characters doing what they set out to do at the beginning. Details in the pictures, like Gansa s rubber flippers, add silliness to the story Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Fluency Invite children to choose one or more scenes from the story to present as Reader s Theater. Remind them that the narrator reads all the words that are not inside quotation marks, and the other readers read the characters spoken words. Phonics and Word Work Provide practice as needed with words and sounds, using one of the following activities: Ending -ó List these words from : ayudó, preguntó, usó, reunió. Ask children to take off the ending -ó to say the base word. Help them to write each base word, and explain the spelling change in preguntar/preguntó and usar/usó Vowel Sounds Display these words from and have children identify the stressed syllable in each of them: plumas, después, semillas, hilo, lago, amigas, verán, pondré. 3 Lesson 10:

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 10.7 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 Story Structure Tell children that they can think about a story by answering the questions Quién? Dónde? and Qué pasa? Model the skill: Think Aloud Sobre quién trata la historia? Rayita es el personaje principal. Dónde sucede la historia? El escenario es el bosque donde viven Rayita y sus amigas. Qué pasa? La lluvia se llevó la madriguera de Rayita. Sus amigas la ayudan a cavar una nueva madriguera. Le llevan regalos para decorar su nueva casa. Practice the Skill Have children name the setting, the main character, and two or three events from another story they know. Writing Prompt Read aloud the following prompt. Have children write their response, using the writing prompt on page 6. Rayita needs a new burrow. What might Araña, Ardilla, Gansa or Zorrilla need? Choose one of the story characters. Write about what that character needs and why. 4 Lesson 10:

5 Responder DESTREZA CLAVE Estructura del cuento De qué trata el cuento? Dónde ocurre el cuento? Qué ocurre? Haz un diagrama. A escribir! El texto y tú Piensa en un problema que resolviste. Haz tres dibujos. Muestra el problema, qué hiciste y qué sucedió. Escribe una oración sobre cada dibujo. Nombre Fecha Lección 10 HOJA REPRODUCIBLE _035314_LR2_5AL_PETIRO_L10.indd /3/09 3:56:03 PM Escucha las ideas acerca del cuento. Escribe la palabra que completa cada oración. 1. La lluvia se llevó la casa de Rayita. casa cobija alfombra 2. Rayita está feliz de tener amigas. cortinas amigas regalos Hacer conexiones Piensa en lo que podrías hacer para la nueva casa de Rayita. Haz un dibujo y rotúlalo. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 1, Unidad 2: Compartir el tiempo 5 Lesson 10:

6 Nombre Fecha Rayita necesita una nueva madriguera. Qué podrían necesitar Araña, Ardilla, Gansa o Zorrilla? Elige uno de los personajes del cuento. Escribe sobre lo que necesita ese personaje y por qué lo necesita. 6 Lesson 10:

7 Nombre Fecha Lección 10 HOJA REPRODUCIBLE 10.7 Escucha las ideas acerca del cuento. Escribe la palabra que completa cada oración. 1. La lluvia se llevó la de Rayita. casa cobija alfombra 2. Rayita está feliz de tener. cortinas amigas regalos Hacer conexiones Piensa en lo que podrías hacer para la nueva casa de Rayita. Haz un dibujo y rotúlalo. 7 Lesson 10:

8 Estudiante Fecha Lección 10 HOJA REPRODUCIBLE NIVEL J Registro de lectura page Selection Text Errors Self-Corrections 2 Araña, Zorrilla, Ardilla y Gansa querían ir a nadar. Caminaron hacia la casa de Rayita para invitar a su amiga a ir con ellas. Caminaron y caminaron y caminaron. Pero, dónde estaba la casa de Rayita? Cuánto faltaba? 3 Rayita? llamó Araña. Rayita, dónde estás? Aquí gritó Rayita. Ella salió de un hueco enlodado. Comments: Accuracy Rate (# words read correctly/53 100) % 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 10: