Characteristics of the Text Genre Realistic fi ction Text Structure

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1 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. Number of Words: 69 Characteristics of the Text Genre Realistic fi ction Text Structure Content Themes and Ideas Language and Literary Features Sentence Complexity Vocabulary Words Illustrations Book and Print Features Third-person narrative Focused on a single topic Each two-page spread focuses on one event in story Family Nature and animal habitats All concepts supported by pictures It s fun to learn more about nature. It s nice to share a learning experience with your father. Simple dialogue assigned by dijo Repeating natural language patterns Exclamation for emphasis More complex repeating language patterns. ( Mira, dijo Papá. Veo, dijo Tito.) Many sentences with prepositional phrases (en el césped) Simple sentences; some sentences with understood subject Content words supported by illustrations: césped, serpiente, roca, hormigas, abejas, fl ores, bayas Mostly two- and three-syllable words Simple plurals Many decodable words Realistic drawings support and extend the text. Eight pages of text with one illustration on each 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 Peter Stone Build Background Read the title with children and talk with them about what the father and son are doing in the cover illustration. Ask them what they think they will learn about what the boy and his father look at in this story. Then ask: Alguna vez hicieron un paseo por la naturaleza con un maestro o con sus padres? Dónde fueron? Qué vieron? 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. Explain important text features, such as the repetition of sentence patterns on each spread. Here are some suggestions: Page 2: Explain that in this story a boy and his father take a walk through the woods and see many interesting things. Suggested language: Vayan a la página 2. Estos son Papá y Tito empezando su paseo. Papá dice: Qué ves en el césped? Qué está señalando Papá en el dibujo? Cómo creen que se sienten Papá y Tito al hacer el paseo? Cómo lo saben? Page 3: Remind children that they can use information from the pictures to help them read. Vayan a la página 3. Papá le dijo a Tito que mire el césped. Qué vio allí? Tito dice: Veo una serpiente. Dónde hay una serpiente en el dibujo? Tito parece asustado? Page 4: Vayan a la página 4. Papá le dice a Tito: Mira debajo de la roca. Qué creen que Tito encontrará debajo de la roca? Page 9: Vayan a la página 9. Tito dice: Veo bayas. Digan bayas. Qué sonido escuchan primero en la palabra bayas? Hallen la palabra bayas y pongan su dedo debajo. Qué creen que siente Tito al encontrar las bayas? Cómo lo saben? Ahora vuelvan al comienzo y lean para descubrir qué vieron Tito y su padre en el bosque. Learn More Words bayas debajo de 2

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 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: Les gustaría leer este cuento otra vez? Por qué sí? Por qué no? 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 A boy and his dad walk in the woods. They see a snake, ants, flowers, bees, and berries. The boy eats some berries. It s fun to take a nature walk with your father. There are many different plants and animals living in the woods. The pictures help readers understand what is happening in the story. The father and son talk in a natural way. The writer uses the same sentence patterns on each twopage spread Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Choices for Support Concepts of Print Practice early reading behaviors, such as understanding the concept of a sentence as a group of words with ending punctuation. Phonemic Awareness and Word Work Provide practice as needed with words and sounds, using one of the following activities: Clapping Syllables Game Have children hear and say syllables in the following words from the book: serpiente, césped, debajo, roca, dos, abejas, fl ores, bayas. Have them clap on each syllable: ser-pien-te, cés-ped, de-ba-jo, ro-ca, dos, a-be-jas, fl o-res, ba-yas. High-Frequency Words Materials: index cards. Write these easy, high-frequency words from the book on index cards: yo, mira, un, veo, dijo, es, están, los. Ask children to choose an index card and read the word aloud. Then have them use the word in a sentence. 3

4 Writing About Reading Critical Thinking Read the directions for children on Hoja reproducible 14.4 and guide them in answering the questions. Responding Read aloud the question at the back of the book and help children complete the activities. Target Comprehension Skill Cause and Effect Tell children that the cause tells why something happens in a story; the effect tells what happens. Model how to identify cause and effect: Think Aloud En este libro Tito y su padre dan un paseo por el bosque. Papá le dice a Tito que mire debajo de una roca. Tito levanta la roca y ve dos hormigas debajo de ella. Por qué Tito encuentra hormigas? Porque levantó la roca. Qué pasó cuando Tito levantó la roca? Tito vio las dos hormigas debajo de la roca. Practice the Skill Have children think of another story they have read. Guide them in identifying a cause and effect in the story. Writing Prompt Read aloud the following writing prompt. Have children write their response, using the writing prompt on page 6. At the end of the story, Tim eats lots of berries. Write about what you think will happen next. 4

5 Responder DESTREZA CLAVE Causa y efecto Este libro se trata de un niño y su papá que dan un paseo por el bosque. Qué pasa cuando el niño encuentra las bayas? A escribir! El texto y tú Escribe un cuento sobre algo que viste durante un paseo por algún lugar. Nombre Fecha Lección 14 HOJA REPRODUCIBLE Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. K_036229_LR3_4AL_BOSQUE_L14.indd /9/09 9:59:56 AM 1. Qué encontró el niño en el bosque que pudo comer? Los niños hacen un dibujo de algo del bosque sobre lo que les gustaría saber más y lo rotulan. 2. Lea las instrucciones a los niños.. All rights reserved. 6, Unidad 3: Afuera de mi casa 5

6 Nombre Fecha Al final del cuento, Tito come muchas bayas. Escribe lo que piensas que va a suceder después. 6

7 Nombre Fecha Lección 14 HOJA REPRODUCIBLE 14.4 Los niños miran las ilustraciones y encierran en un círculo la que responde a la pregunta. 1. Qué encontró el niño en el bosque que pudo comer? Los niños hacen un dibujo de algo del bosque sobre lo que les gustaría saber más y lo rotulan. 2. 7

8 Estudiante NIVEL D Fecha Lección 14 HOJA REPRODUCIBLE 14.7 Registro de lectura page Selection Text Errors Self-Corrections 2 Qué ves en el césped? preguntó Papá. 3 Veo una serpiente dijo Tito. Hay una serpiente en el césped. 4 Mira debajo de la roca dijo Papá. 5 Veo hormigas dijo Tito. Hay dos hormigas debajo de la roca. 6 Mira las flores dijo Papá. Comments: Accuracy Rate (# words read correctly/41 x 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission lobo lobo 0 0 lobo 1 Behavior Code Error lodo Substitution lobo 1 Self-corrects Insertion lodo sc lobo 0 el ˆlobo 1 Word told T lobo 1 ISBN-13: ISBN-10: